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Name numeracy A1 susanbowes 2 Numeracy A1 713_Maths Weekly Planning 2.9.08.doc

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Maths Weekly Planning

Maths WeeklyPlanning

Block A Unit 1 Year2

Weeks Beg 1.9.08/8.9.08

Block A Unit 1 KeyLearning Objectives y1 y2-objectives in bold are end of yr objectives.

Present solutions to puzzles andproblems in an organised way; explain decisions, methods andresults in pictorial, spoken or written form, using mathematicallanguage and number sentences

Describe ways of solvingpuzzles and problems, explaining choices and decisions orally orusing pictures

Read and write two-digit andthree-digit numbers in figures and words; describe and extendnumber sequences and recognise odd and even numbers

Read and write numeralsfrom 0 to 20, then beyond; use knowledge of place value to positionthese numbers on a number track and number line

Count up to 100 objects by groupingthem and counting in tens, fives or twos; explain what each digitin a two-digit number represents, including numbers where 0 is aplace holder; partition two-digit numbers in different ways,including into multiples of 10 and 1

Estimate a number of objects; roundtwo-digit numbers to the nearest 10

Count reliably at least20 objects, recognising that when rearranged the number of objectsstays the same; estimate a number of objects that can be checked bycounting

Order two-digit numbers and positionthem on a number line; use the greater than (>) and less than(<) signs

Compare and ordernumbers, using the related vocabulary; use the equals () sign

Add or subtract mentally a one-digitnumber or a multiple of 10 to or from any two-digit number; usepractical and informal written methods to add and subtracttwo-digit numbers

Relate addition tocounting on; recognise that addition can be done in any order; usepractical and informal written methods to support the addition of aone-digit number or a multiple of 10 to a one-digit or two-digitnumber

Understand that subtraction is theinverse of addition and vice versa; use this to derive and recordrelated addition and subtraction number sentences

Understand subtraction as'take away' and find a 'difference' by counting up; use practicaland informal written methods to support the subtraction of aone-digit number from a one-digit or two-digit number and amultiple of 10 from a two-digit number

Use the vocabularyrelated to addition and subtraction and symbols to describe andrecord addition and subtraction number sentences

Say the number that is 1more or less than any given number, and 10 more or less formultiples of 10

Speaking and Listening

Speak with clarity and intonationwhen reading and reciting texts

### Vocabulary

zero, ten, twenty,, one hundred, two hundred, , one thousand, count in ones, twos,threes, fours, fives and so on, odd, even, pattern, sequence,continue, partition numbers

compare, order,larger, greater than, smaller, less than, between, halfway between,difference between, round, nearest 10, tens boundary, roughly,about the same as

calculate, mentalcalculation, right, correct, wrong, number sentence, sign,operation, symbol, penny/pence (p), pound ()

Learning OutcomesY1

I cantalk about how I solve problems using counting

I cancount up to 20 objects

I knowthat the number of objects does not change even if I move theobjects around

I cancompare numbers up to 20 and say which number is bigger

I knowhow to write numbers up to 20

I canread numbers on a number track

I canwork out the number that is one more or one less than numbers up to20

I canuse objects to take away a small number from any number up to20

Learning OutcomesY2

I can explain toothers how I solved a problem

I can read and writetwo-digit numbers

I know which numbersare odd and which are even

I can count objectsby putting them into groups

I can partitionnumbers

I can write numbersin order and position them on a number lineI can use the greaterthan and less than symbols to show that one number is larger orsmaller than another

I can round numbersto the nearest 10

I know thataddition and subtraction undo each other

I can write threeother related number sentences for6 + 3 = 9

I can speak clearlyto the class or group when I show and explain how I solved aproblem or my method for a calculation

 Maths Layered TargetsAutumn Term IEPTargets Groups 1. I canuse my own ideas to solve problems.2. Ican choose a good way to solve simple problems using counting,addition, subtraction, doubling and halving, explaining mymethods.3. Ican choose the right operations and make good decisions about thecalculation strategies to solve problems. I can explain how theproblem was solved. Circles Diamonds Hexagons Rectangles Triangles

Week 2 Bock A1

### Learningoverview

Children count on andback from any two-digit number in steps of 1, 2, 5 and 10. Theynotice patterns in the count, including those involving odd andeven numbers. They find the number that is 1 or 10 more or lessthan any given number.

Children count a largeset of objects efficiently, for example grouping them into twos,fives or tens. They understand that it is more reliable, and can bequicker, to group the objects rather than count them in ones. Theysolve problems involving counting such as:

How many 2p coinsare needed to make 12p?

Count on in tensfrom the number 27. Will the number 85 be in the count? How do youknow?

Children explain theirreasoning and use equipment or images such as a 100-square tosupport their explanations.

Children read andwrite two-digit numbers, recognising the difference between,for example, fifty and fifteen. They know what each digit in atwo-digit number represents. When shown numbers using the ITPPlace value they explain why, for example, the 5 in 25 has adifferent value from the 5 in 50. They discuss why it is necessaryto write 0 in the units place for the number 40.

Children ordernumbers by discussing the value of their digits and byconsidering their relative positions on a number line. They knowthat when they order two-digit numbers the tens digit is moresignificant than the units digit. They use this to explain how toidentify the larger or smaller of two numbers. They compare thesize of two numbers and use the < and > symbols to recordtheir comparison.

Children partitiontwo-digit numbers and use this to solve problems. For example,they show that 53 = 50 + 3 or 40 + 13or 30 + 23, and so on. They establish, for example, howmany different numbers can be made with the place value cards 20,40, 3 and 5. They record their solutions in an organised way usingpictures or symbols. Children know which two-digit numbers aremultiples of 10. They recognise which two multiples of 10 anytwo-digit number lies between. They use this to place two-digitnumbers on a number line and to round numbers to the nearest 10 byconsidering which of the two multiples of 10 is closer.

Children add orsubtract a one-digit number to or from any two-digit number bycounting in ones, taking particular care when counting over a tensboundary. They begin to use their knowledge of number facts to 10and partitioning to add and subtract numbers crossing the tensboundary, for example:

48 + 7 = 48 + 2 + 5 = 55

34  6 = 34  4  2 = 28

They demonstrate theircalculations on a number line.

They explore what happenswhen, for example, you add 7 to any number and then subtract 7.They understand that addition and subtraction are inverseoperations, i.e. that subtraction undoes an addition and viceversa. They record related addition and subtraction sentences suchas:

48 + 7 = 5555  7 = 48

62  6 = 5656 + 6 = 62

Children solve wordproblems using notes, number lines and number grids to supportand explain methods. For example, given that a purse contains 54p,they explain how much money is left inside when 10p is taken out.They solve number puzzles such as:

Put + or in eachcircle to make these calculations correct:

27  8 = 3562  55 = 738  2  5 = 41

They explain theirmethods and results using mathematical language, jottings andsymbols