Name  Unit 2A2 WEEK 1 

Owner  sandridge 
Level  1 
Topic  Numeracy 
Unit  A2 
Description  Counting, partitioning and calculating. Includes embedded powerpoint file 
File 1  43_2A2.doc 
File 2  43_beads.doc 
☝️ Download Planning  ✌️ Download Support File 
Autumn/Spring/Summer1st/2ndDate: 06.01.08 1G Unit 2A2 WEEK1 Counting partitioning and calculating
Mentaloral  MainActivity  Plenary  Individualassessment +/  Key vocab  
 Objective  Activity  Objectives  Direct teachinginput  Activities  Key questions andresources  
Monday  Countreliably at least 20 objects, recognising that when rearranged thenumber of objects stays the same  Use big bookactivities ask children to look and ask such questions such as howmany? How many more/fewer   than ? How many more? Howmany fewer?
TA WORK AS ABOVE BUTUSE OBJECTS Meagn George Luke Owen and Jack R  Countreliably at least 20 objects, recognising that when rearranged thenumber of objects stays the same; estimate a number of objects thatcan be checked by counting
 Use containers forthe children to estimate how many. Remind of what an estimate is.Show containers one at a time and ask children to estimate how manythings are inside. Now refill withdifferent counting material how many now? Did you make a goodestimate? Were there too many/too few for your estimate? How can webe more accurate? or use IWB howmany http://ngfl.northumberland.gov.uk/maths/counting/random%20count.html http://ngfl.northumberland.gov.uk/maths/counting/random%20count%20ants.html  Children work inpairs. Thy take turns to take a handful of counters, which theyestimate to be up to 20. They record their estimate check bycounting and writing the amount.
HA devise own meansof recording MA estimate to 20 usegrid LA aim for numbersbetween 610  Discuss how moreaccurate the childrens estimates become through practice. Invitethem to look at transparent container and ask to write estimates onw/boards. Count and check 
 
Counters Containers Grids Books IWB activity  
Tuesday  Countreliably at least 20 objects, recognising that when rearranged thenumber of objects stays the same  Working with apartner children take turns to count out some groups, up to 20,Partner checks by touching but not moving cubes. Say count outcubes. Now check your partners cubes.
TA WORK AS ABOVE BUTUSE SMALLER NUMBERSMeagn George Luke Owen and Jack R  Compareand order numbers, using the related vocabulary; use the equals() sign
 Use washing line topeg up numbers 1030. Taking into account numbers that are still tocome. When all the numbers are in line Ask children to peg up thenumber that comes between 15 and 17, before 21, after 14 etc.Remove numbers to leave 0,1,2,6,7,12,19,20 25,17,29 Ask ?s such asWhich Numbers are more than 15 and less than 18. Which numbers needto go between 21 and 24 TA TO WORK WITH LA ONNUMBER 120 CONCENTRATING ON TEEN NUMBER.  Children work ondifferentiated frameworks on numeral order.
HA 130
MA 120
LA 115 TA  Use a blank numberline and write part of a number line on it e.g. 8, 10, 11, 15,18.Ask: Which numbers come before 8.What is missing between 8 and10? Which numbers are between 11 and 15 

 
Washing line Frameworks digits  
Wednesday  Count on and back in1s 2s and 10s  Sit children in acircle. Count around in 1s IF Jack says 4 who will say 10? Startwith any small number. Ask ?s such as If I count on 5 from 7 whichnumber will I say? If I count on 6 from 9 which number will I stopon? TA WORK WITHREDS/ORANGE IN SMALLLER CIRCLE  Read and writenumerals from 0 to 20, then beyond; use knowledge of place value toposition these numbers on a number track and numberline

Provide children withstraws and elastic bands. Say a number and ask children to countout that number of straws and tie an elastic band around 10. Counthow many are left. E.g. 14 how many straws did you count . So thatis 1 ten and 4 more. Show with large arrowcards. Repeat for other numbers
http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/853/PlaceValueChartv4.swf

HA I using tens andunits/ones framework 100 Maths Lessons pg 89 I MA Children work onactivity sheet 2:1 counting the beads on the bead strings. (Lots often and how many ones/units) LA simplified sheetusing only teen numbers putting number together practically aswell
Sencoworkpractically using straws in bunches of tens and ones
 IWB for place valueactivity Dino place value ICTGAMES Ask for differencebetween 12 and 21 

 
Straws Elastic bands frameworks  
Thursday  Read and writenumerals 120  Use whiteboards towrite answers to ?s such as write the number that is 1 less 1 moreWhat number is 1 ten and 6 more? The number between 6 and 8etc.
TA WITH ORANGE  Read and writenumerals from 0 to 20, then beyond; use knowledge of place value toposition these numbers on a number track and numberline  Provide arrow cardsto make the numbers to 20. Show the children how to make a TUnumber by placing the units arrow over the top of the tens card sothat the arrows match. Say a number and ask the children to make itusing their arrow card
http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/853/PlaceValueChartv4.swf
 Children work ondifferentiated frameworks with arrow cards
HA To include somenumbers over 20
MA 120
LA to workpractically with adult support  Use large whiteboardarrow cards make 16 and 19. Ask which is larger? How do you know?repeat for other numbers ask which is smaller. Invite children tomake a number and to say the number e.g. 15 is 1 then and 5 units.ask which number is either side of it 

 
Arrow cards framework  
Friday  Read and writenumerals 120  Repeat Thursday add?s such as 2 more 2 less 10 more 10 less
TA WITHORANGE  Read and writenumerals from 0 to 20, then beyond; use knowledge of place value toposition these numbers on a number track and numberline  Each child a set ofarrow cards. Use a 2 spiked abacus and fix 6 counters onto it Whatnumber have I made? Show me with your arrow cards. Point to it onthe number line. Put one counter onto the tens spike. What numberhave I made now? Etc repeat for other numbers.
http://www.ictgames.com/arrowcards.html
 Children work ondifferentiated frameworks on place value.
LA Work practicallywith TA using arrow cards, straws and 10 rods  Invite some childrento demonstrate different numbers by placing counters onto theabacus sheet. Include larger numbers. What number have you made?How many tens and units are there? What if I put one ore onto thisspike? 

 
Abacus spikeArrowcards Framework Straws Rods of 10  