Name  BLOCK E 

Owner  sandridge 
Level  1 
Topic  Numeracy 
Unit  E2 
Description  
File 1  43_week 2 a.doc 
File 2 
☝️ Download Planning 
Autumn/Spring/Summer1st/2ndDate:31,03.08 1G Unit 2E2 WEEK2 Securing number facts relationships and calculating
Mentaloral  MainActivity  Plenary  Individualassessment +/  Key vocab  
 Objective  Activity  Objectives  Direct teachinginput  Activities  Key questions andresources  
Monday  Derive and recall allpairs of numbers with a total of 10  Sow an additionsentence to 10 Children writemissing number on whiteboards  Use the vocabularyrelated to addition and subtraction and symbols to describe andrecord addition and subtraction numbersentences  Revise what thechildren know about subtraction Ask subtractionquestions that use a wide range of vocabulary such as What is 9subtract 4? How many more is 8 than 2? How many fewer is 3 than6?What is the difference between 6 and 9? How did you work thatout? Check that childrenremember and the strategy of counting on. So for 94 they couldcount 4: 5,6,7,8,9. That is 5 more. So 94 is 5  Children work ondifferentiated frameworks, which include word problems and thelanguage of subtraction.
LA Subtraction to 8with counters etc to support
HA extend to15  Review some of theexamples from the framework. Ask children to explain how theyworked out their answer. 
 
Whiteboards Framework counters  
Tuesday  Recall all doubles toat least 10  Beat theclock. How many doubles canyou write down in 1 minute? Call out number ask 1 child to writeanswer.  I canshow how I solved a problem using drawings or objects to helpmeUse the vocabularyrelated to addition and subtraction and symbols to describe andrecord addition and subtraction numbersentences  Recap strategies ofcounting on. As a class solve a word problem involvingsubtraction Aim for 3levels. Display on IWB eg IfHugh has 8 sweets and Martha comes along and eats 3 how many doeshe have left/ What do we look forfirst? What can we use to help us find out the answer? How can wewrite it down? Etc.  Children work ondifferentiated frameworks.
HA Number up to10
MA Number to10
LA Number to 10 butuse word problems that can be solved practically eg using cars,care bears etc
Ex 2 stepproblems  Use another wordproblem this time using money to assess use or application 

 
Frameworks Practical apparatusfor LA  
Wednesday  Count reliably 20objects recognising that when rearranged the number stays thesame  Children use cubes tocount out a certain number. Check by touching and counting Put them in astraightline .How many are there now?  Count onor back in ones, twos, fives and tens and use this knowledge toderive the multiples of 2, 5 and 10 to the tenth multiple  Ask the children tocount around the class in 2s. Repeat starting from 1 Ask, which areodd numbers, which are even numbers? Tell me an even/odd numberless than/more than 7812. Count around the class again in 2sstarting from 2 and then starting from 1. Show the countingstick and tell the children that each segment is worth 2. Count in2s along the stick. Point to a segment and ask the children whichnumber it represents. Repeat process starting at 1 
LA Children work as agroup turning over cards 020 and saying whether it is odd oreven MA /HA Work ondifferentiated worksheets involving odd/even numbers
 Give each child anumber say all the even numbers stand up all the odd number waveyour arms in the air etc.
TA Assess 

 
Cubes Counting stick Sets 120cards
 
Thursday  Count reliably 20objects recognising that when rearranged the number stays thesame  Children use cubes tocount out a certain number. Check by touching and countingPut themin a straightline .How many are there now?  Count onor back in ones, twos, fives and tens and use this knowledge toderive the multiples of 2, 5 and 10 to the tenth multiple  Children count in 5s.Say the pattern of counting in 5s inviting the children to join in.Repeat counting forwards and backwards. Now list the numbers on theboard asking the children to tell you the numbers. What do theynotice about the pattern? They all end in 0 or 5.How does this helpyou say the pattern of 5s?What would be the next number after20?  Children work ondifferentiated activities.
LA cards 120 areturned face down on a table children take turns to turn them over.Can they find a multiple of 5?
MA play a snap gamein pairs. Provide each pair with two sets of 020 cards. They taketurns to put down a card .if they match they can say snap etc, if a5 number they get card and a counter.
HA framework on thepattern of 5  Invite children tocount with you instead of saying the multiples of 5 they shouldnod. Ask which numbers come in the pattern of 5? Tell me some thatdont. 

 
Cubes 120 cards LA framework  
Friday  Count on or back inones twos fives and tens  Point to one end ofthe counting stick and say this is zero. Count along in 2s. Pointto different places on the stick and ask what number isthis. Repeat starting with1
 Count onor back in ones, twos, fives and tens and use this knowledge toderive the multiples of 2, 5 and 10 to the tenth multiple  Solving problems. UseA3 copy of hops and jumps. Tom and Sarah are playing hops andjumps. Tom hops along the track in 2s from the start line. Sarahjumps along in 5s from the start line. Can you find out whichnumbers they both land on? .  Give each pair a copyof the sheet and a pot of counters. Ask them to talk about how theywill solve the problem and decide how they will record theirwork
HA When completed 2sand 5s can they find the numbers that Josh lands on when he jumpsin 3s(extend number line to 30
LA Work as group withadult (enlarge framework)  Invite children tosay what numbers the children land on. Mark the hops and jumps indifferent colours. Which number does Tom visit? Sarah visit? Whichnumbers do they visit together? Who visited just even numbers?Odd/even numbers? 

 
Counting stick framework  