Name | Numeracy |
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Owner | Jackie12 |
Level | 3 |
Topic | Numeracy |
Unit | A1 |
Description | Block A unit 1 |
File 1 | 548_numeracy plan september 11th.doc |
File 2 |
☝️ Download Planning |
GreatClacton Junior School Numeracy Planning | Class | Date:September 11th 11th | BlockA Unit 1 |
Week1 |
| TeachingFocus Introductory teaching to assess and reviewlearning Directteaching of newknowledge, skills and concepts, with opportunities to practise andapply learningInteractivewhole classteaching Consolidationand furtherpractice Interimreview of achievement and progressInterventionsupport withgroups Enquiry,extension enrichmentwork, problem solving, reasoning Summary assessment of progress over theunit with children
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Lesson/ Strand | Oral/MentalStarter | Learning Objectives | Learning focus, teaching notes and resources/ Assessment forlearning Questionsand success criteria | Children's learning outcomes
| Review |
1 Use andapply | Use knowledge ofplace value/ x tables Recallaskchn to chant 8x tables tell them to continue from 8x 10 give thema strategy and see if it helps add 10 subtract 2 | Introductory/Direct Explain reasoningand conclusions using words, symbols and diagrams | Writethe following number sequence on the board: 15. 30,45. explain thateach number is a term in a sequence. Ask chn to identify pattern.If the sequence continued whatwould be the seventh term? The tenth term? Demonstrate.Model another sequence, 2.5 , 4, 5.5,?, 8.5,?,? Ask chn to usewhiteboards and talk partners to find the missing terms.How did they work it out?Ask chn to make up some on their boards for partners to solve.Model some on the board which contain different values and show chnhow to work them out.EXT:chn to identify the nth term using a formulae | Level 3a+ Teacher Chn to complete sequences with different values | Recap on solving sequences. Challenge them with the sequence:2,5,11,23,47 Ask who can work outthe next term? How does sequences increase?. Show howsequences are shown on a calculator = |
Level 3B Chn to solve sequences of 8x tables and above | |||||
Level 3 LSA Chn will use be able to use 6x,7x table sequences | |||||
2 Use/ apply | Layered Curricular Target Go through targets and make sure chn are clear. Discuss differentstrategies and methods for learning times tables and play x gameson Primary Resources | /Review Explain reasoningand conclusions using words, symbols and diagrams
| Showa sequence of recurring shapes and symbols squares and circles askthem to think about the sequences from yesterday and ask what theyremember and how they can work out what a term would be. Rectifyand misconceptions and then ask them to discuss with a partner whatthe 4^{th} term would be like they can draw on theirwhiteboards. Discuss possible answers ask them to draw the9^{th} term. What would the pattern be for the35^{th} term- referanswers to timetables Showthem a table for working out the relationship between squares andcircles and ask them to complete it, Chn to complete a selectionof symbols and numbers sequences | Level 3a+ chn will be able to explain their reasoning about sequences toothers | Put a problem which will be located in topical SATs exam and askthem to work as a table to solve it choose a couple of tables totalk it through discussing suitable methods |
Level 3B Teacher chnwill be able to explain their reasoning about sequences toothers | |||||
Level 3C chn (Lsa) will be able to explain their reasoning about sequencesto others | |||||
3. Counting | Layered Curricular Target Give chn a division statement and ask what other division andmultiplication facts can be made from it ask them to consider whatwould happen if 0.8 was multiplied by 0.7 go over a variety ofsimilar statements | Teach findthe difference between a positive and negative integer ortwo | Tellthe chn that they are going to work with positive an negativenumbers (have number line ready) go through them chn to placedigit cards from-10 10 face down after they have been shuffledthen ask them to put in order .display number line on the board andask the chn to find the differences between the numbers-4to -6 =10-3 to -5 =2 do a lot of questions to make sure chn areunderstanding the concept of negative an positive link totemperature so as to put into context use the Thermometer ITP toconsolidate. Chn to work on goal difference sheet to helpunderstand and clarify negative and positive while working out goaldifferences | Level 3a+ Lsa chn will be able to find the difference between positive andnegative integers from 50 | Gothrough the solutions to some of the soccer questions checking thefact that they understand goal difference can be negative if teamsconcede more. Chn to talk to apartner and list 3 things they thinkimportant AO |
Level 3B Teacher chn will be able to find the difference between positive andnegative integers up to 20 | |||||
Level 3C Chn will be able to use a number line to work out positive andnegative integers | |||||
4 Counting | Properties of shape Place a shape in a feely bag and ask the chn to guess the shapeusing correct shapes vocabulary. Ask them to do the same with ashape from a selection on their tables. Recap on vocab | Revise findthe difference between a positive and negative integer or twonegative integers | Reviseprevious lesson and see what thee chn can remember recap on anymisconceptions and display a number line for the lower ability chnif necessary. Go over the game of golf and refer particularly toPar asking chn if they know what it means. Identify with the chnthe golfing score card and quickly establish that golf is measuredin yards but that will not be a focus for us. Ask general questionsabout the golf card- how far over par are/ how far under par is?What is the difference between the scores of Evans and Jones (from59(-1) 65 is (5) is 6 shots. Devise a selection of questions forthe chn to answer and go through with the class. Ask chn to work inpairs to devise a score card and make some questions of their own(with answers) to share with others in the class. | Level 3a+ Teacher support chn to find differences of positive and negative integers incontext | Play Game related to decimals, percentages and fractions and seehow the chn react. Can they change the values accordingly? Giveout interactive games fro chn to use. Have some races and quickfirequestions for some groups. Support with lower group. |
Level 3B chn to find differences of positive and negative integers incontext | |||||
Level 3C LSA support chn to find differences of positive and negative integers | |||||
5Counting | Layered targets Place selection of questions on the board for the chn to link upthe answers- x and division. Give some answers for them to displaythe related question | Direct Teach/ apply Use decimal notation for tenths, hundredths, and thousandths
| Drawa decimal place chart on the board and ask chn what itis. What is a decimal?, decimalpoint? What is the purpose? Ask chn for a selection ofdecimal numbers and ask random questions to see if they canidentify their value. Ask a child to come up and ask a question-what is the value of thisdigit? Ask chn to write on whiteboards a selection of digitsand recap on values. Relate them to measurements how Many metres ina km? say after 0.735km the chn stop for a rest discuss the valueof each digit with chn writing on whiteboards how far left to run/,repeat with other distances. Chn to measure various objects andwrite in km and m. EXT;to writethe measures subtracted from a given value | Level 3a+ chn to use decimal notation and solve related problems | Write 0.65 on the board ask for ideas as to how this could bewritten in meters. Elicit that there is o metres, 6 tenths etc.what could they use to help them? |
Level 3B LSA chn to use decimal notation for tenths, hundredths,thousandths | |||||
Level 3 Teacher support chn to use decimal notation for tenths, hundredths |
Keyvocabulary problem solution, calculate, answer decimal hundredth, tenth,digit, integer, sequence, tem, consecutive,,formula,rule,strategy | Homeworkwork on negative numbers | Speakingand Listening Paired,& Group work | Usingand Applying Explain reasoning and conclusions using words, symbols | TargetGroup Mrs. Kirton circles- Mrs Peddar/ Jarrett- mental skills Triangles | ICT ITPThermometer Decimals Microsmile |
GreatClacton Junior School Numeracy Planning | Class | Date: | BlockA Unit 1 |
Week2 |
| TeachingFocus Introductory teaching to assess and reviewlearning Directteaching of newknowledge, skills and concepts, with opportunities to practise andapply learning Interactivewhole classteaching Consolidationand furtherpractice Interimreview of achievement and progressInterventionsupport withgroups Enquiry,extension enrichmentwork, problem solving, reasoning
Summaryassessment ofprogress over the unit with children
| |||
Lesson | Oral/MentalStarter | Learning Objectives | Learning focus, teaching notes and resources/ Assessment forlearning Questionsand success criteria | Children's learning outcomes
| Review |
6 counting | Revisingstrategies for mental test.Give chn a selection of 5 second questions and recap on how tosolve them what different methods were used. ( small group to workwith Mrs P) | Teach Use decimal notation fortenths, hundredths, thousandths, partition, round and orderdecimals | Displaya number line with number starting from 3 with 10 missing spacesand then number 4 write in x,y, z ask the chn to give the valuesof the letters. When they have establishes 3.2.33 etc draw anothernumber line for hem to identify between the values of 3.2 and 3.3.Again when they are secure with the knowledge of hundredths do thesame again 3.22-3.33 and determine the thousandths. Give a varietyof questions to the chn such as is 3.23 nearer to 3.2 or3.3? Letthem use their number lines to see the visual effect. Recap withmany more questions chn to work at differentiated activity ofrounding AO | Level 3a+ chn can round decimals to thousandths | Remove any number lines from view and invite chn to round decimalsto nearest hundredths and ask them to explain the procedure whathappens when the last digit is a 5?demonstrate how to round to twodecimal places |
Level 3B+ chn can round decimals to hundredths teacher | |||||
Level 3C+ chn can round decimals to tenths and hundredths LSA | |||||
7 counting | Adding /subtracting numbers to 100/1000 Give chn a selection of numbers and ask them to add them t give acertain total what patterns do they come up with? | Teach
Usedecimal notation fro tenths, hundredths, thousandths, partition,round and order decimals | Tellthe chn that they are going to order decimals using digit cardsand a line ask a child to select 3 digits( 7,3,2) ask the chn touse the cards to make a 4 decimal number using the decimal pointsuch as 73.20, 0.327ask the chn to put them in order on the boardand to say what the value is without mentioning the pointso-seventy three and two tenths ask chn to put them in ordersmallest to largest reinforce placevalue by asking the value of random digits repeat withdifferent cards. Chn to work in pairs using digit cards to make aset of four decimal numbers, say each number out loud and record.EXT chn to suggest a decimal fraction which lies between twoothers | Level 3a+ chn to order decimals and identify those in-between | Ask chn to discuss with partner 3 things they have learned fromtoday lesson- if they could help someone else how would they doit? AO |
Level 3B chn to order and identify decimals Teacher | |||||
Level 3C chn to order and identify decimals LSA | |||||
8 counting | Layered curricular Targets Play multiplication game 7x. recap on different strategies such asx5 then x2 | Practiseand apply Usedecimal notation for tenths, hundredths, thousandths, partition,round and order decimals | Discusswith the chn their previous work on rounding and rectify anymisconceptions draw a number line on the board and mark in 1.6 atone end and 1.7 with ten divisions explain that I need to round tothe nearest tenth will it be up or down? Continue with otherexamples modelling the way to do it. Explain that rounding isapplied to many practical situations such as measures explain aboutevents such as the Olympics and how 7.52 metres would be roundeddown- get the chn to throw some bean bags and other practicalequipment while the others take down the measure, then the chn needto round them up or down | Level 3a+ chn can measure accurately and round up/down Teacher | Demonstrate on whiteboard how to plot the measurement of a group ona graph eliciting all the important ineeded. AO |
Level 3B chn can measure accurately and round up/down | |||||
Level 3C chn can measure accurately and round up/down LSA | |||||
9 calculate | Doubling/ Halving numbers including decimals Askchn to write quickly on whiteboards the answers to numbers-72explain that it is important to use the significant figurefirst | Review Calculate use a calculator to solve problems involving multi step | Reviewwith the chn what they know about using a calculator and give thema series of questions to complete. Ask a child to ask questionsmaking sure they have the correct answer to! Review decimals andrefer them to money giving a selection of question in which theyneed to input the correct values demonstrate how to use the memoryfunction so that they can add amounts and then subtract them from agiven value. Let the chn play shops in pairs to practise beforegiving them a selection of multi step problems to workthrough | Level 3a+ chn can use a calculator to solve multistepproblems | Put a question on the board which is- what is 16% of 50? Ask chnhow they could use a calculator to work it out? Ask for ideas then work through the 2 differentways |
Level 3B chn can use a calculator to solve multistep problems LSA | |||||
Level 3C chn can use a calculator to solve problems teacher | |||||
10 calculate | Measures play ITP to recap on converting measures from Km-M, M-cm-mm and vice versa | Teach and evaluate use a calculator to solve problems involving multi step | Tellthe chn that again they are going to be using a calculator to solvemultistep problems and recap ideas from yesterday ask tem tocalculate 5+7x3 and discuss the two possible answers=36,26 why?Explain the use of brackets and how they are used referring toBODMAS give the chn lots of question with the brackets in variousplaces using interactive calculator demonstrate how to use the Mkeys do some more examples together before letting chn work on ownquestions. EXT chn to continue with memory plus and minus buttons | Level 3a+ chn can use a calculator to solve problems | Check that ch understand BODMAS by giving s election ofquestions Play calculator fish. |
Level 3B chn can use a calculator to solve problems | |||||
Level 3C chn can use a calculator to solve problems |
Keyvocabularyproblem solution, calculate, answer decimal hundredth, tenth,digit, integer, sequence, tem, consecutive,,formula,rule,strategy | Homework BODMASQUESTIONS | Speakingand Listening Oralexplanation of facts, group and guided work | Usingand Applying Explain reasoning and conclusions using words, symbols | TargetGroup Mrs.K- Mrs.P/J- | ICTcalculators, whitebaodrs Measures ITP, decimal.fractionITP |