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# Sandridge

Name Unit 2A2 WEEK 1 sandridge 1 Numeracy A2 Counting, partitioning and calculating. Includes embedded powerpoint file 43_2A2.doc 43_beads.doc

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Mental oral

Autumn/Spring/Summer1st/2ndDate: 06.01.08 1G Unit 2A2 WEEK1 Counting partitioning and calculating

# 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

I can estimate thenumber in a group of up to 20 objects
I can check thenumber 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 6-10

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 out----cubes. 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

I can put numbers upto 20 or more in order

Use washing line topeg up numbers 10-30. 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 1-20 CONCENTRATING ON TEEN NUMBER.

Children work ondifferentiated frameworks on numeral order.

HA 1-30

MA 1-20

LA 1-15 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

I know how to writenumbers up to 20
I know where numbersup to 20 or more belong on a number track

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

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

Senco-workpractically 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

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

I know how to writenumbers up to 20
I know where numbersup to 20 or more belong on a number track

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

Children work ondifferentiated frameworks with arrow cards

HA To include somenumbers over 20

MA 1-20

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

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

I know how to writenumbers up to 20
I know where numbersup to 20 or more belong on a number track

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