Brenden is Teaching

f

Sandridge

Name BLOCK B week 3 sandridge 1 Numeracy B3 43_3B WEEK 3.doc

Preview

Mental oral

Autumn/Spring/Summer1st/2ndDate:02.06.08 1G Unit B3 WEEK3 Securing number facts understanding shape

MainActivity

Plenary

Individualassessment +/-

Key vocab

Objective

Activity

Objectives

Direct teachinginput

Activities

Key questions andresources

Monday

TD Day

Tuesday

Read and writenumerals from 0 20 Then beyond; use knowledge of place value toposition numbers on a number line

Write some numbers onthe board such as 4,5,8,6,7 Which number has been moved? How didyou work that out? Repeat for other series of numbers

Visualise and namecommon 2-D shapes and 3-D solids and describe their features; usethem to make patterns, pictures and models
I can describe andmatch a shape using mathematical features such as sides, corners,faces
I can work with apartner to picture a shape in my mind
Repeatingpatterns12

Review repeatingpatterns using 2D shapes. Use 2 shapes for each pattern e.g.rectangle and circle to make tree and then square and triangle tomake hose, make repeating pattern with tree and house.

Use same shapes butmake pattern from their colours

Children make ownrepeating patterns using a variety of equipment

Care bears

Shapes

Counting discs

Peg boards

Shape tiles

Invite children toshow their patterns?

Care bears

Counting discs

Shapes

Peg boards

Shape tiles

Wednesday

Read and writenumerals from 0 20 Then beyond; use knowledge of place value toposition numbers on a number line

Write sets of 3numbers (not in order) and ask children to write in order on theirwhiteboards starting with smallest/biggest

Extend to 2 digitnumbers

Visualise and namecommon 2-D shapes and 3-D solids and describe their features; usethem to make patterns, pictures and models
I can describe andmatch a shape using mathematical features such as sides, corners,faces
I can work with apartner to picture a shape in my mind

Introduce symmetry.Draw a mask on one half of the paper. Cut out the simple design andask children what they think I will have when the paper is opened?Why do you think that? Open out the paper and show the picture.Discuss how the shape is symmetrical point to the fold and to thematching features either side.

Have a carousal ofactivities for the children to do from

• Make symmetricalpatterns from making and folding paint bolts. Use a mirror to lookat half then all of the pattern.
• Use pegs andpegboards to make a pattern that is symmetrical
• Fold a sheet ofpaper to make a symmetrical pattern
• Frameworks withsymmetrical problems on them

Invite children toshow their symmetrical patterns.

Discuss symmetry andask children to point out line of symmetry

Thursday

Read and writenumerals from 0 20 Then beyond; use knowledge of place value toposition numbers on a number line

Write sets of 4numbers (not in order) and ask children to write in order on theirwhiteboards starting with smallest/biggest

Extend to 2 digitnumbers

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

Usediagrams to sort objects into groups according to a givencriterion; suggest a different criterion for grouping the sameobjects
I can choose reasonsfor sorting my objects into groups and use a diagram to recordthis
I can use the sameobjects but group them using different reasons

Thinking about shapesand some sentences to describe them. Provide each group of about 4children with a set of 2d shape tiles resource sheet. Begin bysaying all triangles have 3 sides. Ask children to sort throughtheir shapes and find shapes that are triangles. Ask how do youknow they are triangles? What shapes are not triangles? How do youknow? Repeat with all pentagons have 5 corners/points.

Using the IWB draw 5regular 2d shapes and number them 1-5. Write appropriatedescriptions for each shape and label them randomly Ask thechildren to match the descriptions to the shape. Encourage them todiscuss all the statements before they make a choice.

Using a set of shapetiles children decide how to sort their shapes using a Carrolldiagram e.g. has 4 sides does m=not have 4 sides.

LA Work as agroup

Think ofa shape. Without saying its name, can you describe it so that I canfind your shape in the box? Can you describe your shape to yourpartner so that your partner can picture it? Draw a line on thissquare to make two triangles. You may use a ruler.
Find two shapes with only five straight sides. Draw acircle around them.

Shapes

Carrolldiagram

Friday

Read and writenumerals from 0 20 Then beyond; use knowledge of place value toposition numbers on a number line

Say a number between1-100 children write it in numerals on their board

Show me a number thatis one less than/more than

Number between 3 and5 etc

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

Usediagrams to sort objects into groups according to a givencriterion; suggest a different criterion for grouping the sameobjects
I can choose reasonsfor sorting my objects into groups and use a diagram to recordthis
I can use the sameobjects but group them using different reasons

Give each child apaper hundred square. Have 100 grids on IWB.

Ask Which numbershave a 1 in them? Ask the children to quickly circle all numberswith 1 in them. Highlight on 100 square Take turns to say thenumbers. Point out that some have a 1 in the 10s and some in theunits.

Ask which number doyou think is special in this set of numbers with 1 in them? 11 ithas two 1s

Repeat with 4

Using Carroll diagramchildren sort all even numbers between 10-40. They label theirheadings

LA 1 20 WITHSUPPORT

HA 10-60

Togethercomplete the sorting by highlighting the numbers that the childrensay on the IWB. Ask So what is special about the numbers between 10and 40 that are not circled? Can you think of another way to sortthe numbers between 10-40

100 squares

diagrams