Medium / Short Term Maths plan – 1b-2b Group – ET & SV
Block: Unit: Duration: Week Beg: 10-09-12
Place Value Week 2
StarterLearning intention / Main Learning Intention / Success Criteria/Targets / Example of Direct Teaching / Diff Activities
Teacher Focus group in bold. / Plenary
Monday, 10th September / * Maths Minutes
To count reliably to at least 20 and back:
· Chant orally
· Count around the circle / To count reliably to at least 20 objects. / Remember to:
· Estimate first
· Touch and move objects into another pile;
· Write number on whiteboard;
· Make number with numicon
· Check how to write number with number line/ hundred square;
· Check with a friend. / · IWB pictures of objects to count, children to move as they count;
· Same amount of objects rearranged;
· Model pupil activity. / SN: : In pairs, both to have a pot of objects up to 20, count objects and record number on whiteboard; make number with numicon, swap pots to check results (Kay).
LA: In pairs, both to have a pot of objects up to 20, count objects and record number on whiteboard; swap pots to check results (peer assessment).
MA: Numbers up to 40. Ind
HA: Up to 50. Observe how children organise themselves, then if needed, ask how can we group the objects to make this quicker? Suggest grouping in 5s, 10s. (Emma) / Feedback on results of activity and discuss how counting objects can be made easier.
AFL
LEVELS APP
Level 1: Count up to 10 objects; read, write numbers to 10
Level 2: Count sets of objects reliably, group objects in tens, twos or fives to count them
LESSON ASSESSMENT: Rote counting as a group and going round circle was good. All could count up to 60 without much trouble, went on to 130. Watch Rachel (wasn’t sure what number was after 29). Angel,Aaliyah, Owen H all absent.
Main activity all children achieved. HA group – Connor may need to go up, was rather bored – found it rather easy. Watch Leah as she was only moving one object when she was counting in twos. Corrected when I explained.
Tuesday, 11th September / * Maths Minutes
· Say next number after any given number up to 20 and beyond.
· To count forwards in tens to 100.
· Use interactive 100 square. / To count reliably to at least 20 objects. / Remember to:
· Touch and move objects into columns of 10;
· Count out loud in tens;
· Write number on whiteboard;
· Check how to write number with a hundred square;
· Check with a friend. / · Empty a container of objects onto the carpet, how are we going to count these quickly? See if children can remember yesterday’s learning.
· Model putting objects into columns of 10. Count tens together as a class.
· Repeat, children to volunteer sorting into tens and counting. / SN: Count objects into columns of 10. (Ind.)
LA: same as above (Kay)
MA: Up to 40; (Steph)
HA: Up to 100. (Ind.) / http://www.ictgames.com/sharkNumbers/sharkNumbers_v5.html
AFL
¨ Level 1: count up to 10 objects, e.g. estimate and check a number
¨ Level 2: count sets of objects reliably, e.g. group objects in tens, twos or fives to count them
·
Wednesday, 12th September / * Maths Minutes
Count on or back in steps of 1.
· Invisble number line, counting forwards, then back;
· I say 7,8,9, they write next 3 numbers. / To count forwards and backwards in ones and / tens. / Remember to:
· Use number line to help you;
· Check that you’ve written the number correctly. / · On IWB have a range of number lines/tracks with missing numbers; children to find missing numbers in talking partners (refer to number line on display in class & 100 square). / SN: as LA (Steph)
LA: More and Less Support(100 framework Lessons Y1) (Kay)
MA: 100 square puzzle – missing numbers.
HA:
100 square puzzle. / ICT games Bingo game.
AFL
¨ Level 1: read, write numbers to 10 perhaps with some reversal order numbers to 10; say what number comes next, is one more / less count back to zero place 1–10 into ascending order point to first, second… object etc
¨ Level 2: continue a sequence that increases or decreases in regular steps; recognise numbers from counting in tens or twos
Thursday, 13th September / * Maths Minutes
Count on or back in steps of 1 and 10.
· Count around the circle, starting at different numbers.
· Extend to if Lloyd is 5, who will be 8? / To know that 10 units make one ten. / Remember to:
· Count carefully;
· Exchange 10 units for a ten stick;
· Count in tens your total. / http://www.iboard.co.uk/curriculum.htm#3173
Model how to make numbers with tens and units.
Demonstrate Diennes Apparatus game ‘Make 10’. / Group game. One person is the banker, with all the apparatus. Take turns to roll a dice, ask banker for equivalent units. Continue around circle. When child gets 10 or more, ask banker to exchange my 10 units for 1 ten. The HA may get to exchanging their 10 tens for 1 hundred.
Adults floating and observing groups working. / Children to say what number they’ve got. Show pictures of numbers in sticks of ten, children to interpret.
Make human ten sticks (using children!)
AFL
At intervals of Make Ten game, adult to ask: How much do you have so far – so children count in tens and compare amounts with rest of group (most, least)
¨ Level 2: count sets of objects reliably, e.g. group objects in tens, twos or fives to count them; begin to understand the place value of each digit, use this to order numbers up to 100
Friday, 14th September / * Maths Minutes
Counting in tens using Fizz and Buzz game. / To know that 10 units make one ten. / Remember to:
· Record numbers as you go, using the squares in your book (pictures and figures)
· Count carefully;
· Exchange 10 units for a ten stick;
· Count in tens your total. / Remind children of yesterday’s game, model my go on the board, to show how they will record in their books. / Play game again, this time recording using pictures and figures; use + sign to add two goes at a time.
Adults floating and observing groups working. / Show on IWB more than 10 sticks of ten, to extend their learning to ten 10s =100. Draw attention to 100 square, with its ten rows of 10.
AFL
Look at how children record their work in their books, to demonstrate their understanding of tens and units.
¨ Level 2: count sets of objects reliably, e.g. group objects in tens, twos or fives to count them; begin to understand the place value of each digit, use this to order numbers up to 100
Monday, 17th September 2012 / * Maths Minutes
· Say next number after any given number up to 20 and beyond. Children to write their answer on mini whiteboards
· To count forwards in tens to 100. / To read and write two and three digit numbers in figures and words / Remember to:
· Choose a card
· Say the number
· Write the number
· Say the next number to your partner / · Write numbers in words from 1 – 10 on IWB
· Display next ten numbers – talk about the ‘teen’ numbers – one ten and x units
· Count in tens from 0 to 50. Ask the children to write the words for 10, 20, 30, 40, 50 on their whiteboards. Check these.
· Ask children to compare 14 and 40 with TP. Why are they different? How do they sound different when you say them?
· Write on the board sixty, seventy, eighty, ninety.
Q: What do you notice?
Draw out that unlike twenty, thirty, forty, fifty, the numbers sixty, seventy, eighty and ninety are spelt by writing 'ty' after the number of tens.
· Write 77 in words on the board: seventy-seven. Ask the children to partition the number into tens and ones: 7 tens and 7 ones. Ask a child to find it on the class number line.
Which number comes next?
· Ask the children to write 65 in figures and words. Ask a child to find it on the class number line. Ask which number comes next.
· Model how to write three digit number – all children to say three digit number – make sure they know to say ‘and’ after hundreds. / · Reiterate how work should be presented in their maths books, leaving a margin.
· Ask the children to work in pairs. Give each pair a selection of 10 numbered cards from 0 to 100. One child picks a card and says the number and the other child writes the number in words. They also have to say which number comes next. They take turns to write and say. If they use all the cards they should make up some of their own.
SN: Just numbers up to 20. Extend to numbers in 20s if appropriate (Kay)
LA: Check that children know how to say and write 1 -20 (Emma). Move on to 20s and 30s
MA: Up to 100
HA: Begin with creating 2 digit numbers up to 100. Move on to creating 3 digit numbers. / Teacher to write numbers in words, children to write in figures.
AFL
LEVEL 1: to read and write numbers to 10
LEVEL 2: to understand the place value of each digit up to 100
LEVEL 3: to understand the place value of each digit up to 1000
Tuesday, 18th September 2012 / * Maths Minutes
Count on or back in steps of 1 and 10
· Invisble number line, counting forwards, then back;
· Count in hundreds. Use Diennes apparatus. / To read and write two and three digit numbers in figures and words / Remember to:
· Read number out loud.
· Match to words. / http://ictgames.com/arrowcards.html
Use HTU grid, place digits in various positions, children to read number. Use arrow cards and Diennes apparatus as visual aid.
Start with teen numbers, move on to two digit numbers. Make sure children understand difference between teens and ‘ty’
Write up 103. All children to say out loud ‘one hundred and three’.
How many hundreds, tens, units?
Teach children about 0 as a place holder. Children to write the number in words.
Repeat with other 3 digit numbers
105, 128, 456, 321, 304. / Matching written numbers and figures game.
SN: Numbers up to 20
LA: Up to 40
MA: Up to 100 (Emma)
HA: 100 and beyond. (Kay) / Children to write 5 numbers in digits on
Play bingo, show numbers written in words, children to match to numbers in figures.
AFL
LEVEL 1: to read and write numbers to 10
LEVEL 2: to understand the place value of each digit up to 100
LEVEL 3: to understand the place value of each digit up to 1000
W / * Maths Minutes
Count on or back in steps of 1 and 10.
· Count around the circle, starting at different numbers.
· Extend to if Lloyd is 5, who will be 8? / To understand the place value in a 2/3-digit numbers. / Remember to:
· Make the tens digit bigger than the units. / · Write eighty-four and seventy-three on the board. Ask a child to write these numbers in figures.
Q Which is more? How do you know? Which digit
do you look at to find the larger number?
· Write 23 and 32 on the board.
Q Which is more? How do you know? Which digit
do you look at to find the larger number?
Share the answers.
Ask the children to discuss this in pairs and then take feedback.
Show 23 and 32 using the place value cards. Demonstrate by partitioning that 32 is more because 30 is more than 20. Emphasise again that we look at the largest digit – the tens in this case – to show us that the whole number is more.
Show 32 and 23 on the number line. Emphasise that we first look at the largest digit – the tens in this case – to show us that the whole number is more. Point to the numbers on the number line and show that 32 is more than 23.
Q Show me a number on the number line that lies between
23 and 32.
· Ask the children to work in pairs to choose an odd number that is greater than 40 and less than 75, and an even number greater than 45 and less than 70. Ask them to discuss with a partner which of the two numbers is less and how they know.
Share the answers.
Q Which digit did you look at to find the smaller number?
/ Using 0-9 cards, in pairs, children to turn over 2 cards each and make a 2-digit number, keep secret from partner. Show, whoever has the biggest number wins a point. Record in books numbers made and tick under the one that won.
SN: Numbers up to 30, reinforce with apparartus.
LA: Up to 50
MA/HA: 3-digit numbers. / Put 2 / 3 digits on the board – what’s the biggest number you can make?
AFL
Th / * Maths Minutes
Interactive 100 square. Choose a target number, whole class count in tens and in ones to reach it. / To understand the value of digits. / Remember to:
· Think carefully about where to position each digit, in order to get the highest number.
· Rearrange digits to make number bigger. / Put 2 digits on the board, children to write down the numbers we could make. Which is biggest? How do we know? Repeat with 3 digits. Model how to play Big, Bigger, Biggest. / Play Big, Bigger, Biggest
SN: 2-digit numbers
LA: 2-digit numbers MA: 3-digit HA: Extend to 4 digit if appropriate ( / Put 4 digits on the board, how many different numbers can we make? Compare and order.
AFL
F / To count in 2s
Use interactive number square highlighting 2s as children chant together
(children need mini whiteboards)
Review reading number words and writing corresponding digits. (see prepared pp presentation for lesson) Children to write down number in digits on mini w/bs. Question and clarify that children know how many tens and units in each number. / To compare numbers using symbols >= / Remember to: