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# Sandridge

Name Unit 2A2 WEEK 2 sandridge 1 Numeracy A2 Counting, partitioning and calculating 43_2A2 WEEK 2.doc

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Mental oral

Autumn/Spring/Summer1st/2ndDate: 14.01.08 1G Unit 2A2 WEEK2 Counting partitioning and calculating

# MainActivity

Plenary

Individualassessment +/-

Key vocab

Objective

Activity

Objectives

Direct teachinginput

Activities

Key questions andresources

## Monday

Read and writenumbers from 0-20,use position of place value to position thesenumbers on a number track and number line.

Show the childrenanimal picture cards. Peg onto line ask which animal is first?Which is last? Which is between the second and fourth? / Swap overthe tenth and fourth cards which position is the elephant now? Etcetc.

2 GROUPS 1 LED BYTA

Say thenumber that is 1 more or less than any given number, and 10 more orless for multiples of 10

I know the numberthat is one more or one less than any number up to 20 ormore

Using the 100 square,either on ixb or individual squares ask questions such as look atnumber 15 on the square. What is 1more/less than it? How do youknow? Repeat with other numbers to 30 and beyond for HA. Repeatquestioning with no 100 square on view.

Children work ondifferentiated number frameworks 1more/1 less

HA beyond 30T

MA to 30 TA

LA 1-20

1-10

Use thenumbers 15 to 20. Choose a pair of numbers to make this sentencetrue:is one more than How many different pairs can you find that make thesentence true? Can you make the sentence true with othernumbers

100 SQUARES

FRAMEWORKS

ANIMAL CARDS

Tuesday

Read and writenumbers from 0-20,use position of place value to position thesenumbers on a number track and number line.

Show the childrenanimal picture cards. Peg onto line ask which animal is first?Which is last? Which is between the second and fourth? / Swap overthe tenth and fourth cards which position is the elephant now? Etcetc.

2 GROUPS 1 LED BYTA

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

Relateadditionto counting on; recognise that addition can be done in any order;use practical and informal written methods to support the additionof a one-digit number or a multiple of 10 to a one-digit ortwo-digit number
I can add 1, 2, 3, 4,5, 6, 7, 8 or 9 to numbers up to 20 or more

Remind children ofthe addition strategy put the larger number in your head and counton in 1s. Ask them to use this to calculate 6 + 3. Ask moreaddition sums ask how did you work that out?

Use a range ofvocabulary Add 3 to 5 What is 6 plus 2? What is 5 add 1? How manyare 4 and 6 altogether?

Ask which numberscould total 9. On board write

O + O =9

Invite chn to suggestsuitable answers. Encourage chn to talk about any patterns theysee.

Repeat with egs ofO + 3 = 7 etc

Children work ondifferentiated frameworks involving missing answers/numbers

HA additionstatements to 15

MA additionstatements to 10

LA additionstatements to 6

Straightforward addition

What is19 add 5? What can you use to help you find the answer? Someonesaid 19 plus 5 makes 23. Can you show how you know that is not theright answer?

Frameworks

Wednesday

Derive and recall allpairs of numbers with a total of 10 and beyond

Play number bingo.Children choose 6 numbers and cross number off if they have answerto given sum.

http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/848/auto_indx.htm

TA to supportLA

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

Relateaddition to counting on; recognise that addition can be done in anyorder; use practical and informal written methods to support theaddition of a one-digit number or a multiple of 10 to a one-digitor two-digit number
I can add 1, 2, 3, 4,5, 6, 7, 8 or 9 to numbers up to 20 or more

Write these numbersentences on the board and invite children to give theiranswers

2 + 6= 6 + 2=

What do you noticeabout these number sentences? Encourage children to say that thenumbers added are the same but in a different order and the answerto both are the same. Repeat with other numbers. Use carpet numbersto demonstrate same numbers but in a different position.

Children take 2 cardsfrom a pile and make 2 number sentences with them plusanswer

HA 1-10

MA 1-10 WITHsupport

LA practically withcarpet tiles

Remindchn that once they have the answer to one number sentence they havethe answer to second.

Ask Ihave 3 iced cakes and 2 jam tarts How many cakes altogether? Howdid you work that out? I have 2 iced cakes and 3 jam tarts how manyaltogether? How did you work that out?

Number cards

Whiteboards

Thursday

Derive and recall allpairs of numbers with a total of 10 and beyond

Play number bingo.Children choose 6 numbers and cross number off if they have answerto given sum.

http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/848/auto_indx.htm

TA to supportLA

Understandsubtraction as 'take away' and find a 'difference' by counting up;use practical and informal written methods to support thesubtraction of a one-digit number from a one-digit or two-digitnumber and a multiple of 10 from a two-digit number
I can work out thedifference between two numbers

Looking atsubtraction patterns

Start by writing 5 0 = on the board and ask chn to discuss their answer. Talk abouthow taking away 0 leaves a number unchanged. Continue the pattern 5 1 = 4 5 2 = 3 etc

What do you noticeabout this pattern? Encourage the children to discuss what theysee. - That the number after the take away sign goes up by one eachtime and the number in the answer goes down by one each time. Wecan find the answer by counting back eg 5 1 count back 1 from 5demo on number line

http://www.rainforestmaths.com/

Children work inpairs writing out the subtraction sums for

HA 10

MA 6

LA framework tofollow

http://www.oswego.org/ocsd-web/games/SumSense/sumsub.html

take away IWBgame

Frame work

#### Friday

Derive and recall allpairs of numbers with a total of 10 and beyond

Quick recall usingwhiteboards

TA TO WORK WITH KYEMEGAN OWEN GEORGE LUKE 1-5

Understandsubtraction as 'take away' and find a 'difference' by counting up;use practical and informal written methods to support thesubtraction of a one-digit number from a one-digit or two-digitnumber and a multiple of 10 from a two-digit number

I can work out thedifference between two numbers

Recap on subtractionusing a IWB activity

http://www.rainforestmaths.com/

Give children wordproblems to solve using subtraction eg I had 5 ice lollies and 1melted .How many were left?

Remind clue wordsetc

Children work ondifferentiated word problems

HA answers1-10

MA withsupport

LA using a mathsprogramme to reinforce subtraction

What isthe difference between 5 and 12? How can you show that usingcounters? Can you put something on paper to show that? How couldyou work that out on a number line?