Name  BLOCK B week 3 

Owner  sandridge 
Level  1 
Topic  Numeracy 
Unit  B3 
Description  
File 1  43_3B WEEK 3.doc 
File 2 
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Autumn/Spring/Summer1st/2ndDate:02.06.08 1G Unit B3 WEEK3 Securing number facts understanding shape
Mentaloral  MainActivity  Plenary  Individualassessment +/  Key vocab  
 Objective  Activity  Objectives  Direct teachinginput  Activities  Key questions andresources  
Monday 

 TD Day 
 
 
Tuesday  Read and writenumerals from 0 20 Then beyond; use knowledge of place value toposition numbers on a number line
 Write some numbers onthe board such as 4,5,8,6,7 Which number has been moved? How didyou work that out? Repeat for other series of numbers  Visualise and namecommon 2D shapes and 3D solids and describe their features; usethem to make patterns, pictures and models  Review repeatingpatterns using 2D shapes. Use 2 shapes for each pattern e.g.rectangle and circle to make tree and then square and triangle tomake hose, make repeating pattern with tree and house. Use same shapes butmake pattern from their colours  Children make ownrepeating patterns using a variety of equipment Care bears Shapes Counting discs Peg boards Shape tiles
 Invite children toshow their patterns? Ask what comes next?Etc. 

 
Care bears Counting discs Shapes Peg boards Shape tiles
 
Wednesday  Read and writenumerals from 0 20 Then beyond; use knowledge of place value toposition numbers on a number line
 Write sets of 3numbers (not in order) and ask children to write in order on theirwhiteboards starting with smallest/biggest Extend to 2 digitnumbers  Visualise and namecommon 2D shapes and 3D solids and describe their features; usethem to make patterns, pictures and models  Introduce symmetry.Draw a mask on one half of the paper. Cut out the simple design andask children what they think I will have when the paper is opened?Why do you think that? Open out the paper and show the picture.Discuss how the shape is symmetrical point to the fold and to thematching features either side.
 Have a carousal ofactivities for the children to do from
 Invite children toshow their symmetrical patterns. Discuss symmetry andask children to point out line of symmetry 

 
Thursday  Read and writenumerals from 0 20 Then beyond; use knowledge of place value toposition numbers on a number line
 Write sets of 4numbers (not in order) and ask children to write in order on theirwhiteboards starting with smallest/biggest Extend to 2 digitnumbers  Visualise and namecommon 2D shapes and 3D solids and describe their features; usethem to make patterns, pictures and mode Usediagrams to sort objects into groups according to a givencriterion; suggest a different criterion for grouping the sameobjects  Thinking about shapesand some sentences to describe them. Provide each group of about 4children with a set of 2d shape tiles resource sheet. Begin bysaying all triangles have 3 sides. Ask children to sort throughtheir shapes and find shapes that are triangles. Ask how do youknow they are triangles? What shapes are not triangles? How do youknow? Repeat with all pentagons have 5 corners/points. Using the IWB draw 5regular 2d shapes and number them 15. Write appropriatedescriptions for each shape and label them randomly Ask thechildren to match the descriptions to the shape. Encourage them todiscuss all the statements before they make a choice.  Using a set of shapetiles children decide how to sort their shapes using a Carrolldiagram e.g. has 4 sides does m=not have 4 sides.
LA Work as agroup
 Think ofa shape. Without saying its name, can you describe it so that I canfind your shape in the box? Can you describe your shape to yourpartner so that your partner can picture it? Draw a line on thissquare to make two triangles. You may use a ruler. 

 
Shapes Carrolldiagram  
Friday  Read and writenumerals from 0 20 Then beyond; use knowledge of place value toposition numbers on a number line
 Say a number between1100 children write it in numerals on their board Show me a number thatis one less than/more than Number between 3 and5 etc  Visualise and namecommon 2D shapes and 3D solids and describe their features; usethem to make patterns, pictures and models Usediagrams to sort objects into groups according to a givencriterion; suggest a different criterion for grouping the sameobjects  Give each child apaper hundred square. Have 100 grids on IWB. Ask Which numbershave a 1 in them? Ask the children to quickly circle all numberswith 1 in them. Highlight on 100 square Take turns to say thenumbers. Point out that some have a 1 in the 10s and some in theunits. Ask which number doyou think is special in this set of numbers with 1 in them? 11 ithas two 1s Repeat with 4
 Using Carroll diagramchildren sort all even numbers between 1040. They label theirheadings
LA 1 20 WITHSUPPORT
HA 1060
 Togethercomplete the sorting by highlighting the numbers that the childrensay on the IWB. Ask So what is special about the numbers between 10and 40 that are not circled? Can you think of another way to sortthe numbers between 1040 

 
100 squares diagrams  