Name  BLOCK A week 2 

Owner  sandridge 
Level  1 
Topic  Numeracy 
Unit  A3 
Description  
File 1  43_Block a unit 3 week 2.doc 
File 2 
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Autumn/Spring/Summer1st/2ndDate:05.05.08 1G Unit A3 WEEK2 Counting partitioning and calculating
Mentaloral  MainActivity  Plenary  Individualassessment +/  Key vocab  
 Objective  Activity  Objectives  Direct teachinginput  Activities  Key questions andresources  
Monday 

 Bank holiday 

 
 
Tuesday  Recall and derive allpairs of numbers with a total of 10  Give one number askhow many more to make 10? Use number fanschildren show correct number on fan  Relate addition tocounting on; recognise that addition can be done in any order; usepractical and informal written methods to support the addition of aonedigit number or a multiple of 10 to a onedigit or twodigitnumber Use the vocabularyrelated to addition and subtraction and symbols to describe andrecord addition and subtraction numbersentence  Explain to thechildren that they will be learning a new way to help themadd. On the IWB write theaddition sentence 5 + 8= . Show the children a tower of 5 cubes andanother 8 (use IWB Prog.)? Or children? Explain that the eighttower can be broken into five and a bit. Invite a child to do thisMaking a tower of 5 and 3 more (or 5 children and 3 more).(partition) Now say that 5 add 8 is the same as 5 + 5 + 3. Work throcalculation. What do you know? Double 5 is 10, 10 add 3 is13. Repeat for otherexamples of adding 6,7,8,or 9  Group work inpairs
Use dice with 6 7 8or 9 on. Children throw dice and add to 5
Work quickly,partition and add mentally
HA Encourage to addquickly and use their knowledge of tens and units to recallrapidly
LA Work with adult tobreak down stages  What if we add 2numbers such as 6 + 4 +8 How could we do this? Etc. 8 + 6 + 4 = etcetc 

 
Dice cubes  
Wednesday  Add 10 to a number tomake teen number  Look at pattern onwhiteboard 10 + 4 10 + 5 10 + 6 etc Note only tens numberchanges Quick fire questions adding 10 to unit
 As above  Remind children ofnew strategy, practise few examples. Check that they understandthere is no need to count in ones that 5 + 9 = is the same as 5 + 5+ 4 = so 10 + 4 =14  Children completedifferentiated worksheets for Find the totals.
HA use extensionsheet totals to 20
MA withsupport
LA supportsheet
Support group throwdice to make add sums over 10  Ask questions How didyou work that out? Who used counting on in 1s partitioning? Whichis best? Why? Look at these sums: 5 6 2 = 13 5 2 6 = Will the answer tothe second sum be smaller, the same as or bigger than the answer tothe first? How do you know? How could you show someone who does notknow? 

 
Frameworks  
Thursday  Derive all numberswith total of 10 and addition facts to at least 5 Work outcorresponding subtraction facts  Use take away factsto 5 and take away facts to 10 cards. Ask children to write answerson whiteboards  Understandsubtraction as 'take away' and find a 'difference' by counting up;use practical and informal written methods to support thesubtraction of a onedigit number from a onedigit or twodigitnumber and a multiple of 10 from a twodigit number  Subtracting from teennumbers Subtracting fromteens Ask them to work out7 _ 5 counting up from 5 to 7 Now work out 175 =How did they do it? Repeat fro other subtraction sentences anddiscuss the pattern that they find.  Children completeframework on subtraction from 0nes and teens encourage followingpattern and not working out 2^{nd} answer.
HA Add some 20 numbereg 64=2 164=12 264 =22
MA as stated
LA as stated withadult help Support subtractionindependently  Review some of theexamples Put one example intoword problem


 
Frameworks  
Friday  Derive all numberswith total of 10 and addition facts to at least 5 Work outcorresponding subtraction facts  Use take away factsto 5 and take away facts to 10 cards. Ask children to write answerson whiteboards  Understandsubtraction as 'take away' and find a 'difference' by counting up;use practical and informal written methods to support thesubtraction of a onedigit number from a onedigit or twodigitnumber and a multiple of 10 from a twodigit number 
Write numbers 4,5 and9 on IWB Ask the children to suggest 2 addition sentences and 2subtraction sentences that use the 3 numbers. (Whiteboards?) 4 + 5= 9 5 + 4 = 9 94 =9 etc, Repeat with numbers 19,14 and 5 e.g. 14 +5 = 19 etc. Discuss how if weknow one fact the others can be worked out.  Children generate 3numbers using dice/cards and make the add and subtractioncalculations that can be made with them.
HA 2 teen numbers andone single digit
MA 1 teen number and2 single digits
LA All singledigits  Ask children for someof the calculations that they found. How did they solvethem? Word probleminvolving 3 numbers 

 
Dice/cards  