Medium / Short Term Maths plan – 1c-3c Group – ET & SV

Block: D Unit: 1 Duration: Week Beg: 20th February 2012

Starter
Learning intention / Main Learning Intention / Success Criteria/Targets / Example of Direct Teaching / Diff Activities
Teacher Focus group in bold. / Plenary
1 / * Maths Minutes
Number Cloud - put number in a thinking cloud on IWB. Various calculations to do with that number in spider around cloud. (+/- 1, +/-10, +/-9 or 11, number bond to 10, double number, round number etc.)
TPs to discuss how to work them out.
Select children to feedback / To follow and give instructions involving position on a grid / Remember to:
ADDITION/SUBTRACTION GROUPS
·  Choose object for partner to draw
·  Say co-ordinates clearly
path first, then up stairs
·  Partner finds correct co-ordinate on their map
·  Partner draws the object in the correct square.
·  Swap over.
When finished check with your partner’s picture.
MULT/DIVISION GROUPS
•  Read the coordinates
•  Find the point
PATH FIRST, THEN UP STAIRS
•  Plot all the co-ordinates
•  Join the co-ordinates in order
•  What shape have you drawn? / Play a large game of noughts and crosses on the board with the children – split into two teams and they must direct me where to put their marks on 3 x 3 grid.
When finished, highlight difficulties of describing which square wanted. Talk about vocab used – above, below, left/right etc.
What could we do to make finding the right square easier?
Write ABC along grid and 123 up side of grid.
Explain that people use co-ordinates in order to pinpoint squares accurately.
Demonstrate using co-ordinate to find square and write it down. Eg. B,3.
IMPORTANT to read co-ordinates the right way round. – along the garden path before you go up the stairs. Ask children to think of other sayings to help them remember.
Show children a treasure island map with co-ordinates on. (usb/year3/maths/position/gridtreasure2addition
Ask children to use co-ordinates to pinpoint certain objects on the grid. Write on mini-whiteboards
I want to put a lake in B3 – get someone to draw it in correct place.
Repeat with other examples
Why can’t I put a beach in at C2? Because there is already an object there.
Look at PP pres from slide 5. Explain how to plot a point on a grid.
Finish at slide 7 (success criteria) / All children have blank map. In pairs they each have a map with different objects draw in and co-ordinates. Each takes turn to describe to the other, using co-ordinates, whre the objects on his island are. Other child draws these objects in the correct place on his blank grid. When finished compare to printed one and mark the work themselves
SN: (6x6 grid) Adult led. Adult calls out co-ordinates an object for whole group and children draw in objects on own map. When finished, swap maps with each other to mark against original. (Melissa)
Ext: Play again with children taking turns to give co-ordinates and objects to rest of group.
LA: (8 x 8 grid) work in pairs supported by adult where necessary. (Jan)
MA: (8 x 8) grid. Work in pairs, supported by adult where necessary. (Emma) Extend to plotting points to make shapes worksheet
HA: Plotting given points on a grid and making shapes. Extend to reading co-ordinates of point.
supported by adult where necessary. (Suzanne) / http://www.sumsmaths.co.uk/activities/index.htm
to above site then instant evaluation/grids and graphs/grids 3
AFL
2 / * Maths Minutes
counting in 2s using counting stick / To give directions to move around a grid / Remember to:
·  Clear previous instructions
·  Imagine you are driving the car and facing the forwards
·  Count the squares you need to move carefully
·  Imagine the turns you need to make
·  Program each step in order
·  Test it out
·  Modify your program
If it is not your turn write the instructions on your whiteboard. / Children to look at analogue clock on IWB. See how hands move around clockface, what direction do they move in? If the hands were to start going backwards or in the opposite direction, what would we call that?
Children to stand up and hold hands in a circle. At a signal (shaker) children to move in clockwise direction, at a clap signal to move in an anti-clockwise direction.
When secure, on own try quarter/half and three quarter turns in both directions.
On IWB show map/grid. How can I get my car to the car park? TPs to discuss.
Children to state how many squares up, down, left and right and when to turn clockwise or anticlockwise.
Model writing down instructions and move car according to children’s directions.
Show floor robots and give outline how to use. One button forward equals 25cm or one square on map. / Children given task to move programmable car from start to given point. As each child has a turn to program the others in group write the directions down on their own whiteboards.
SN: Very simple course to begin with involving only one turn. Develop as necessary(Melissa)
LA: as SN (Emma)
MA: : As children become more confident make course more challenging by putting obstacles in the path (Jan)
HA: As children become more confident make course more challenging by putting obstacles in the path (Suzanne) / Set map challenge on IWB. Children to write instructions on own whiteboards, choose someone to test out their instructions. Do the others agree?
AFL
Wednesday, 22nd February / * Maths Minutes
Recall all pairs of multiples of 10 that total 100. / ·  WALT: compare units of time. / Remember to:
·  Use the relationships between the units of time:
-  60 sec =1 min
-  60 mins =1 hr
-  24 hrs = 1 day
-  7 days = 1 week
-  14 days = 1 fortnight
-  4 weeks = 1 month
-  12 months = 1 year
-  52 weeks = 1 year
-  365 days = 1 year (366 = 1 leap year) / ·  On their white boards, in talking partners, children to write as many time words as possible.
·  Feedback and put words into order: the smallest unit of time, to the biggest.
·  Discuss the relationship between the units. / Children to compare units of time by matching times in that are shorter, longer or the same.
SN: Simple comparisons with days, weeks, months and years; use a calendar to support when comparing a month to days and weeks. (Melissa)
LA: As SN. (Jan)
MA: Extend to comparing time in seconds, minutes and hours. (Steph)
HA: Extend to converting seconds to minutes, e.g. 120 seconds = 2 minutes. (Suzanne) / Feedback and discuss some of the comparisons. How did you work it out?
AFL
Thursday, 23rd February / * Maths Minutes
Recall: what must be added to any 2-digit number to make the next multiple of 10. / ·  WALT: read the time. / Remember to:
·  Look at where the big hand (hour) is pointing to – is it before or after the hour?
·  Look at the minute hand:
·  On the 3 = 15 mins past = quarter past
·  On the 6 = 30 mins past = half past
·  On the 9 = 45 mins past = 15 mins to = quarter to
·  Count each interval on the clock in 5 mins. / ·  Recap learning from yesterday.
·  Elicit current levels of understanding on how to tell the time (this will then guide the content of the main teaching- the Y2 outcome is to read the time to the quarter hour, so focus on the majority of the class being able to achieve this).
·  Children to have a mini clock with moveable hands each, so that they can practise and apply the teaching and learning points as the lesson proceeds. / SN: Read the time on the hour and at half past. Extend by questioning: how many hours difference there are between pairs of clocks. (Melissa)
LA: As SN, plus quarter to and quarter past. (Suzanne)
MA: as LA, extend to reading the time to 5 minutes. (Jan)
HA: As long as they are secure on reading on the hour, half past and quarter to/past, read the time to 5 minutes, focusing on past and to the hour. (Steph) / http://www.ictgames.com/fairyClock_v6.html Can the children read the clock? Can also extend to adding on and taking away quarter of an hour and half an hour.
AFL
Friday, 24th February / * Maths Minutes
Doubling multiples of 10. / WALT: Solve word problems involving time. / Remember to:
·  Highlight the important info;
·  Talk about which operation to use – are there any key words that help us?
·  Write the number sentence;
·  Work out the answer – mentally or with a number line;
·  Record the answer. / Display a word problem involving time on IWB, ask talking partners to read it and discuss what needs to be done in order to solve it. Which information is important? How do we know which operation to use? What is the number sentence? The answer?
Repeat with other problems that involve different operations. / Children to have access to mini clocks, to help them to practically work out the problems.
SN: Simple problems involving whole hours and half hours. (Melissa)
LA: Some as SN, but also using quarter to and past. (Jan)
MA: As before, plus extend to problems involving time on the 5 minute intervals. (Steph)
HA: Extend to problems involving more than one step calculations. (Suzanne) / http://www.ictgames.com/hickory4.html
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