Name  BLOCK B week 2 

Owner  sandridge 
Level  1 
Topic  Numeracy 
Unit  B3 
Description  
File 1  43_3B WEEK 2.doc 
File 2 
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Autumn/Spring/Summer1st/2ndDate:19.05.08 1G Unit B3 WEEK2 Securing number facts understanding shape
Mentaloral  MainActivity  Plenary  Individualassessment +/  Key vocab  
 Objective  Activity  Objectives  Direct teachinginput  Activities  Key questions andresources  
Monday  Understandsubtraction as take away and find the difference by countingon  Think of numbersentences that have a difference of 4,1,3 and 5
Eg 84 difference is4. How many can they think of? Use whiteboard to write down  Relate addition to counting on;recognise that addition can be done in any order; use practical andinformal written methods to support the addition of a onedigitnumber or a multiple of 10 to a onedigit or twodigit number  Review teaching activities from Thursday andFriday of last week by writing sentences such as 5 + 2=15 + 2 = 12 + 5 = 5 2 = 15 2 = Ask the children toexplain how they worked out the answer. Write and discuss furtherexamples  Frameworks fromdisc 
 
 
Tuesday  Recall doubles of allnumbers to at least 10  I am thinking of anumber whose double is 6 What number am I thinking of? Etc. Half ofmy number is 3. What is my number?  Relateaddition to counting on; recognise that addition can be done in anyorder; use practical and informal written methods to support theaddition of a onedigit number or a multiple of 10 to a onedigitor twodigit number  Explain to thechildren that they will be adding a single digit to 10 and then to20 and taking away from 10 and then from 20.Also taking from 10 and20. Show pattern 10 +4=14 20 + 4= 24 eg Discusspattern Now 106 = 4 20 6 = 14etc Discusspattern  Children work inpairs. They shuffle cards 19 take turns to take a card and write 4number sentences eg for the 4 card 10 + 4 =14 20 + 4 =24 10 4 =6 20 4 = 16
LA LIMIT TO ADDS ORSUBTRACTIONS S subtractionsentences  Write 10 + 1 = 20 +1 = 10 1 = 20 1 = Discuss andquestion


 
Cards  
Wednesday  Recall doubles of allnumbers to at least 10  If youchoose a number between 1 and 10 and double it, what is youranswer? Can you double other numbers? Try these:10 20 30 40 50.Idoubled a number and got 18. What number did I double?  Relate addition to counting on;recognise that addition can be done in any order; use practical andinformal written methods to support the addition of a onedigitnumber or a multiple of 10 to a onedigit or twodigit number  Partitioning Write 12 + 14 = onIWB How can we work thisout? Bring out that children could say 10 + 2 + 10 + 4 =
Discuss anddemonstrate Repeat with otherexamples
 Children work onframeworks
HAINDEPEPNDENT
MA WITHSUPPORT
LA TAKING A SINGLEDIGIT FROM 10  Thereare 15 cubes in the bag. Can you count on as I put in 3 more? Whatis 15 count on 3?What is 12 and 3 more?What can you tell me about64and 46?I want to find the total of these numbers: 2, 14 and 8.Tell me some different ways I could add them. Would they all givethe same answer? How do you know?I am thinking of a number. It is20 more than 50. What number am I thinking of? 

 
FRAMEWORKS  
Thursday  Count on and back in1s 2s 5s and 10s  Count on and back in10s Count on in 10s fromnumbers such as 12, 45 ,64 etc. across the 10s  Describesimple patterns and relationships involving numbers or shapes;decide whether examples satisfy given conditions  Solving numberproblems Tell me somedifferent ways to make 11. Write solutions onthe board Extend so that 3numbers are included Write out so thatanswers are in order What patterns can yousee? Eg 1 + 10 2 +9 etc Then 1 + 1+9 = 1 + 2 + etc.  Children find all thedifferent ways of making 12
HA CHALLENGE TO 19 IFFINISHED
MA TO 12
LA JUST 2NUMBERS
S SINGLE DIGITNUMBER  Ask children fotr thesentences that they found Discuss andorder 

 
 
Friday  Count on and back in1s 2s 5s and 10s  Count on and back in10s Count on in 10s fromnumbers such as 12, 45 ,64 etc. across the 10s  Describesimple patterns and relationships involving numbers or shapes;decide whether examples satisfy given conditions  Solve Paul had 4number cards. They were 1,2,3, and 4. Your task is to makeall the numbers from 5 to 10 using just these numbers andaddition Discuss in pairs howto solve this
Ask forsuggestions Scribe onwhiteboard Ask children toexplain decisions that they made and any patterns that helpedthem.
 Repeat starter 

 
 