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# Sandridge

Name Counting partitioning and calculating sandridge 1 Literacy B2 43_B2 WEEK 1.doc

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Mental oral

Autumn/Spring/Summer1st/2ndDate: 21.01.08 1G Unit 2B1 WEEK1 Counting partitioning and calculating

# MainActivity

Plenary

Individualassessment +/-

Key vocab

Objective

Activity

Objectives

Direct teachinginput

Activities

Key questions andresources

## Monday

Read the time to thehour and half hour

Use the interactiveclock to revise o clock past and

http://www.oswego.org/ocsd-web/games/ClassClock/clockres.html

Visualise and namecommon 2-D shapes and 3-D solids and describe their features; usethem to make patterns, pictures and models

I know the names offamiliar 2-D and 3-D shapes and I can picture these shapes in myhead

Review work on 3Dshapes e.g. what shape is this? What shape is this face? What shapeare all the faces of this cube? Show square 2D shape. Repeat forcuboids etc. Hold up cylinder note that the ends arecircularcurved surface could be rolled out to be a rectangle. Rollrectangular piece of paper and point out that end is circular.Discuss which 3D shapes are good for making models Which shapeshave curved or flat surfaces which shapes would be good at thebottom of a tower? Which shapes would not? Look at a sphere whatwould that be good for?

http://www.rainforestmaths.com/year 3 3D shapes

What shape am I? (in Spring 3 b2)

Children work inpairs making a model of a castle. They should be ready to explainwhy they have used 3D shapes in particular places.

HA could draw whatthey have made and how the pieces link together.

Picturea triangle in your head. Start at the top and walk around the sidesof the triangle. How many sides do you walk around? How manycorners does the triangle have? Here are five rectangles of thesame size. How many different bigger rectangles can you make usingtwo or more of the rectangles?

Tuesday

Read the time to thehour and half hour

Use the interactiveclock to revise o clock past and http://www.oswego.org/ocsd-web/games/ClassClock/clockres.html

Visualise and namecommon 2-D shapes and 3-D solids and describe their features; usethem to make patterns, pictures and models

Describe simple patterns and relationships involving numbers orshapes; decide whether examples satisfy given conditions

Using 2d shape tilesshow a square rectangle square rectangle. Which shape should comenext? Why? Repeat with other patterns

(Use pattern IWB findon black/white dangle under Numeracy)

Children work inpairs to make a pattern with shape tiles. They then cut out theshape s using the tiles as templates

HA more complexpatterns

LA simple use only 2shapes

Reviewsome of the patterns that the children have made, choose from eachability range. Make a repeating pattern with some shapes remove oneor two and ask which has been removed.

Wednesday

Count on and back in1s and 10s

Use counting Joe tohelp children count in is and 10s forwards and backwards

Visualise and namecommon 2-D shapes and 3-D solids and describe their features; usethem to make patterns, pictures and mode

Ask the children toshut their eyes and imagine shapes. Close your eyes and imagine abig square rectangletriangle painted on the floor. How manycorners does it have? How many sides? Use a feely bag with a shapein it. Pass it around the group and let the children feel the shapeASK what shape is it Repeat for other shapes

Provide the activitysheet Carroll Diagram label one region cubes and the other notcubes Ask the children to sort all the shapes on thediagram.

http://www.standards.dfes.gov.uk/primary/publications/mathematics/12874/nns_useict026000carroll.swf

red triangles/notred/not triangles

Which of these aretriangles? How do you know?

(draw other 2d shapesas well)

Thursday

Count on and back in1s and 10s

Use counting Joe tohelp children count in 1s and 10s forwards and backwards

Say thenumber that is 1 more or less than any given number, and 10 more orless for multiples of 10

I can say the numberthat is one more or one less than a number
I can say the numberthat is ten more or ten less than a multiple often

Use an IWB 100 squareuse this to count between the numbers so that they can see thepattern of decades. E.g. highlight 15 say what is 10 more /lessthan 15 how do you know? Repeat fro other decade numbers. Asksimilar questions while hiding the grid.

Children work ondifferentiated frameworks on 10 more/less

LA I MORE /ILESS

What isone more than 18? What is one less than 15? Can you ask me a onemore/less question? How will you know if my answer isright?

#### Friday

Count on and back in2s

Use counting Joe tohelp children count in 2s forwards and backwards

Say thenumber that is 1 more or less than any given number, and 10 more orless for multiples of 10

I can say the numberthat is one more or one less than a number
I can say the numberthat is ten more or ten less than a multiple often

Repeat Thursdayslesson

Working in pairs thechildren take turns to take a numeral card from 20-30. They say onemore/less for each card that they take. Record onwhiteboards.

HA 10More/less

LA Number1-10

I willclap where a number is missing. What is the missing number?12 22  32  42  [one clap]  62