Math Weekly plan Amethyst Class Year 2 Discuss the terms regular and irregular

Block B1 Shape

Monday Christmas rehearsal

Tuesday Place Value Test

Wednesday 23-11-11 / Mental Maths / Learning Intention/Skills / Main Teaching Content
Focus group in bold / Success Criteria
Review
10 more than/10 less than. / We are learning to name 2D shapes and talk about their properties. / Display a number of 2D shapes.
Chn to name the shapes and talk about their properties.
Referring to squares and rectangles introduce the word parallel.
Display parallel lines and lines that if extended will meet. Show how to label parallel lines. / Remember to
Think about the picture you want to make.
What shapes will you use.
Name the shape and talk about its properties.
Make picture.
Activities
All chn to make shape pictures and talk about the shapes they have used.
Plenary
Children to show their pictures and talk about the shapes they have used. / AFL
I can name 2D shapes and talk about their properties.

Thursday Place Value test level 3 and LA SpNds group reinforce naming 2D shapes. Christmas rehearsal pm

Friday 25-11-11 / Mental Maths / Learning Intention/Skills / Main Teaching Content
Focus group in bold / Success Criteria
Review
Name and discuss regular 2D shapes.
Draw shapes on IWB slowly revealing shape for chn to identify. / We are learning about regular and irregular shapes. / Expain LI
Display a range of different pentagons, hexagons and octagons on the IWB, making sure that you include irregular shapes e.g.

What’s the same about these shapes? And what’s different about them? Draw out that they all have straight sides, but the nos. of sides are different. Drag all the 5-sided shapes together. What’s the same about these shapes? They have 5 sides and are called pentagons, pent means 5. Chn help you to drag all the shapes with 6 sides to one side. These are called hexagons, hex means 6. What do you notice about the shapes that are left? They are called octagons, oct means 8. What other word do you know that begins with ‘oct’? Octopuses have 8 legs. Introduce the terms regular and irregular shapes. / Remember to look carefully at the shape
count the sides.
Name the shape.
Draw or sort shapes.
Activities
No TA today
HA
Children to label: names and properties / MA
As HA Teacher focus. / LA/SpNds
Label with communicate in print worksheet.
Plenary / AFL
I can recognise pentagons, hexagons and octagons including those that are irregular.
Monday 28-11-11 / Mental Maths / Learning Intention/Skills / Main Teaching Content
Focus group in bold / Success Criteria
Show chn a set of shapes they know. Play ‘Guess my shape’. I’m thinking of one of these shapes. You can ask me questions and I can only answer ‘yes’ or ‘no’, e.g. you could ask me if it has curved sides. I would say no. So what shapes can’t it be? Chn talk to their partners about what question they might ask next. Chn continue asking questions. Eventually chn draw what shape they think it is on their w/bs. / We are learning to identify 2D and 3D shapes / Hold up a cube and a square. Establish with the children that the cube is an example of a 3D shape and that the square is an example of a 2D shape.
Discuss with the children the differences between 3D and 2D shapes. Explain to the children that the D stands for dimensions. Ask the children to identify the three dimensions on the cube i.e. width, length, height and the two dimensions on the square i.e. width and length.
Show 3D shape vocabulary cards and ask them to match the words with the shapes and their properties.
Split the children into pairs and provide them with a 3D shape i.e. cube, cuboid, cylinder, triangular prism. Ask the children to stand up and find an object in the classroom that is the same shape.
Bring the class back together and ask them to describe the objects that they have found in the classroom. Ask the children to describe the properties of the objects they have identified. / Remember to
·  walk around the school properly.
·  Work with your partner.
·  Identify different shapes.
·  Record.
Activities
Provide the children with a 3D shape sheet and ask them to walk around the school trying to find objects for all of the 3D shapes. They can write the names or draw pictures of the different objects that they have found. Photos and chns comments
Plenary
Feed back on the shapes found. / AFL
I can name common 3D shapes and begin to talk about their properties.
Mental Maths / Learning Intention/Skills / Main Teaching Content
Focus group in bold / Success Criteria
Recall
Odd and even numbers.
Ask the chn what we mean by this discuss.
Play thumbs up/thumbs down for odd and even numbers.
Make 2 columns on wbs in chn to write even numbers on one side odd on the other. Discuss what we notice about digits. / We are learning to recognise and name 3D shapes. / Show the children a cuboid and a triangular prism. Ask the children to identify the name of each shape. Ask the children to describe how the shapes are different from each other.
Explain to the children that one way we can tell the difference from each shape is by counting the number of faces. Hold up the shapes and ask the children to identify the shape of each face and how many faces are on the cuboid and triangular prism i.e. cuboid is made up of rectangles and the triangular prism is made up of rectangles and triangles.
Leave out a selection of 3D shapes on the children’s tables. Call out the name of a 3D shape and ask the children to find the shape on their table and count the number of faces. Ask them to identify the shapes that can be seen on each face. / Remember to
Look at the shape.
Count the number of faces.
Corners
Edges.
Activities
HA
To name 3-D shapes and begin to list some of their properties. / MA
To match 3-D shapes to a description of their properties. / LA/SpNds
To handle 3-D shapes and describe them to a partner. Practise naming them.
http://ictgames.com/Y2shape.html shape reveal game, children to use knowledge of properties to help them to identify the shapes.
Mental Maths / Learning Intention/Skills / Main Teaching Content
Focus group in bold / Success Criteria
Teach
Explain to the chn that we are good at counting in 10s and that we are now going to move on to counting in 5’s. Use counting stick. / We are learning to recognise and describe patterns / Remember to
Activities
HA / MA / LA/SpNds
Mental Maths / Learning Intention/Skills / Main Teaching Content
Focus group in bold / Success Criteria
Teach
Continue from yesterday and as the chn count ask TA to write numbers on board. What do we notice about these numbers / We are learning to recognise sequences of numbers. / Remember to
Activities
HA / MA / LA/SpNds
Mental Maths / Learning Intention/Skills / Main Teaching Content
Focus group in bold / Success Criteria
Review.
Roll the interactive dice to double numbers. Reinforce what double means. / We are learning to double numbers. / Recap on the work we have done previously on doubles.
Demonstrate how we can use numicon to support and demonstrate how to record. write a few double sums on wbs.
LA/SpNds to go to their table to work with Sue.
Teach the rest of the children how we can double much higher numbers by partitioning and recombining. / Remember to:
read the question.
Double the number
Record.
Remember to partition
Double the tens
Double the units
Recombine.
Activities
HA
Double numbers to 50. / MA
Double numbers to 50 / LA/SpNds
Double numbers using numicon. Record their answers as sums in their maths book.
Plenary
Show the chn a picture of a garden. Rectangle shape. Show the length and the width of the garden.
Chn to think about how they could work out the answer. / AFL
Mental Maths / Learning Intention/Skills / Main Teaching Content
Focus group in bold / Success Criteria
Recall and reason
In the context of money: How would you double 4p? Ask a few double questions.
Extend to much higher numbers. / We are learning to that halving is the opposite of doubling. / On the IWB display the words double and half. TP time.
What is the opposite of doubling? (Halving)
Display LI and ask the chn to repeat.
Double is the opposite of half. Remind the chn of the word inverse. When did we use this word recently? (Subtraction is the inverse of addition)
Display objects and explain that double would mean 2 lots of them. Double 6 equals 6 + 6 or 2 x 6
Chn write the answers on their wbs.
Do a few examples and then discuss that halving is the inverse of doubles.
Refer back to some of the doubles calculated. Eg double 6 is 12. half of 12 is 6. / Remember to
Activities
HA / MA / LA/SpNds
Plenary / AFL
Mental Maths / Learning Intention/Skills / Main Teaching Content
Focus group in bold / Success Criteria
We are learning to / Remember to
Activities
HA / MA / LA/SpNds
Plenary / AFL