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# Sandridge

Name BLOCK B week 2 sandridge 1 Numeracy B3 43_3B WEEK 2.doc

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Mental oral

Autumn/Spring/Summer1st/2ndDate:19.05.08 1G Unit B3 WEEK2 Securing number facts understanding shape

# 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 8-4 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 one-digitnumber or a multiple of 10 to a one-digit or two-digit numberI can add usingcounting onI know that if I addmy numbers in any order I will get the sameanswer

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

##### 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 one-digit number or a multiple of 10 to a one-digitor two-digit number
I can add usingcounting on
I know that if I addmy numbers in any order I will get the same answerUnderstand subtraction as 'take away' and find a 'difference' bycounting up; use practical and informal written methods to supportthe subtraction of a one-digit number from a one-digit or two-digitnumber and a multiple of 10 from a two-digit number
I can subtract bytaking away and by counting up to find the difference between thenumbers

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 10-6 = 4

20 -6 = 14etc

Discusspattern

Children work inpairs. They shuffle cards 1-9 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 one-digitnumber or a multiple of 10 to a one-digit or two-digit numberI can add usingcounting onI know that if I addmy numbers in any order I will get the sameanswer

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

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 about6 4and 4 6?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
I can use numbers orshapes to make patterns of my own and explain what comesnext Solve problems involving counting, adding,subtracting, doubling or halving in the context of numbers,measures or money, for example to 'pay' and 'give change'
I can talk about howI solved a problem or puzzle

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
I can use numbers orshapes to make patterns of my own and explain what comesnext Solve problems involving counting, adding,subtracting, doubling or halving in the context of numbers,measures or money, for example to 'pay' and 'give change'
I can talk about howI solved a problem or puzzle

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