Name  BLOCK A 

Owner  sandridge 
Level  1 
Topic  Numeracy 
Unit  A3 
Description  
File 1  43_Block a unit 3 week 1.doc 
File 2 
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Autumn/Spring/Summer1st/2ndDate:28.04.08 1G Unit A3 WEEK1 Counting partitioning and calculating
Mentaloral  MainActivity  Plenary  Individualassessment +/  Key vocab  
 Objective  Activity  Objectives  Direct teachinginput  Activities  Key questions andresources  
Monday  Recall all doubles too write them at least 10  Beat the clock. Callout doubles children have 1 minute t down  Compareand order numbers, using the related vocabulary; use the equals (=)sign
 Remind children ofprevious work that they have done on ordering. Write 15 and 20 onthe IWB. What numbers come in between? Repeat for other pairs ofnumbers. Extend to 30. Ask children how they have worked out whichnumbers can fit.
 Children use numbercards 120. Shuffle cards put into 2 piles take 2 cards and writedown the 2 numbers leaving enough space to fill in the missingnumbers
HA extend to1030 LA Limit to110  Invite children fromeach group to say 2 numbers challenging the other children to saythe numbers in between. 
 
Cards 110 120 1030  
Tuesday  Recall all doubles too write them at least 10  Children write down 6even numbers between 2 and 20. Call out double question childrencross off if they have the answer.  Read and writenumerals from 0 to 20, then beyond; use knowledge of place value toposition these numbers on a number track and numberline  Using arrow cards(IWB PROGRAMME?) hold up the 10 CARD AND ASK what number is this?How many 10s does it have? How many units? Show the children how toplace a unit card onto a tens card by placing the 8. What number isthis>? How many units are there? How many tens? Repeat withother teen numbers. Now show the 20 cardand repeat the process to produce numbers up to 29. Ask questionssuch as What does the 2 stand for? What if I changed the tensnumber to 1 ten, what number will it be then?  Completedifferentiated frameworks on Tens and units
HA number to30+
CA number to30
LA teennumbers
Support grouppractically using arrow cards
Extension work beyond30
 Ask children to comeand make numbers with the arrow cards/stick arrow cards on thewhiteboard and ask children to make number and to say what itis. 

 
Framework Arrowcards  
Wednesday  Count on and back inones twos fives and tens  Count around thecircle in steps of 1 2 5 10. Ask if Jack says 10what will Jessica say?etc  Read and writenumerals from 0 to 20, then beyond; use knowledge of place value toposition these numbers on a number track and numberline  Using the numbercards 10 to 30 spread them out on the table. They take turns tomake a number on the washing line. Start with the 10 card and thenthe 30 card, then the 20 card. Ask questions such as What comesafter..? What comes before..?etc. Then choose cards randomly Askwhy have you put that card there? When all numbers are pegged upreverse lesson so that children take cards down.
Support group workwith TA on numbers 120  In pairs Childrenwork with packs of cards They take turns to take a card andposition it on a number track until all the cards are gone. Shuffleand repeat.
HA packs1030
MA packs 1030 withadult support
LA packs 120 withadult support
 Put the cards back onthe washing line but out of order. Ask children from each abilitygroup to take a card and place it in the correctposition. 

 
Digitcards  
Thursday  Count on and back inones twos fives and tens  Count around thecircle in steps of 1 2 5 10. Ask if Jack says 10what will Jessica say?etc  Read and writenumerals from 0 to 20, then beyond; use knowledge of place value toposition these numbers on a number track and numberline  Write the numbers 6,1, 9 and 5 on the board. Say put the smallest number first. WhichNumber comes next? How do you know that? Order numbers smallest tolargest. What if we started with largest number? What would comefirst? Etc Repeat with othersets of numbers and also amounts of money.  Children work ondifferentiated sheets on ordering
HA to 30
MA to 20
LA to 15
Support to10  Repeat main activityasking children to order numbers on their whiteboard TA toassess 

 
frameworks  
Friday  Count on and back inones twos fives and tens  Say a pattern eg 5 101525 Children writemissing number on whiteboard
 Say thenumber that is 1 more or less than any given number, and 10 more orless for multiples of 10  Count round class in1s from 030 forwards and back. Ask questions such as what is onemore than 6? What is one less than8? How did you work that out?Repeat for various numbers Encourage children torespond quickly.  Ask children to use apack of cards, take the top card and record on sheet one more oneless.
HA one more /lessnumber 130
MA one more /lessnumber 120
LA number 120 withnumber line and adult to support
EX ask for 2more/2less  Ask children tochallenge each other with questions on 1 more/less. 2 moreless.


 
Digitcards  