Medium / Short Term Maths plan – 1a-2a Group – ET & SV

Block: Unit: Duration: Week Beg: 25-02-13

Starter
Learning intention / Main Learning Intention / Success Criteria/Targets / Example of Direct Teaching / Diff Activities
Teacher Focus group in bold. / Plenary
Monday 25th February 2013 / * Maths Minutes
SATs question on shape.
·  Counting in 50s. / WALT: find the difference by counting up (link to -) / Remember to:
·  Use multilink to make the two numbers
·  Compare the lengths and count up the difference
·  Repeat using a numberline
·  Circle the two numbers on the number line
·  Count up the spaces between the two numbers
·  Place the two numbers on the number line
·  Draw in the jump to next multiple of ten
·  Count up to number / ·  Check children understand suduko homework.
·  What do you think finding the difference means? Discuss with TP
On IWB show two piles of 1p coins. Allocate the biggest pile to one child, the other to me. We are going to find out what the difference is between these two piles of coins. Move the coins into two straight lines so they match side by side. Count up how many each has. Who has more? What is the difference in the amount between the two?
Model counting up between the lesser and greater amounts.
Repeat with another set of 1p coins.
Once the difference has been found, demonstrate how the two amounts can be put onto a number line and then count up between the two points to find the difference.
Repeat with child having 18p and me having 31p. Draw own numberline straight away. Model the hops to the next multiple of 10, then jump 10 then hop on one more. / SN: finding the difference between numbers less than 30 (provide multi link and numberlines) Leah
LA: Finding the difference between two numbers less than 50 (provide numberline) Emma to start them off.
MA: finding the difference between two numbers less than 100 ( draw own numberline) Kay
HA: finding the difference between two numbers (2 and 3 digits) draw own number line. Emma to support later. / Refer the children to the maths vocab balloons. Where would they find ‘find the difference’. Make sure they understand that finding the difference is the same as subtraction.
Model this with the money example first used during input.
AFL
2c: count up to find the difference
2b: begin to understand subtraction as difference and use a numberline to record. Can use apparatus or number line/grid to subtract a twodigit number from a larger two-digit number.
2a:
3c: Find difference by counting up. Use informal pencil and paper methods to support, record or explain addition and subtraction.
Children terribly sluggish today, just back from half term. Understood concept of finding the difference but dreadful recall of number to be added to next multiple of ten, adding 10 to any two digit number. Really need to revisit tomorrow and then continue with exercises from today. LA group partic struggled.
Tuesday 26th February 2013 / * Maths Minutes
counting in 50s
counting in tens from any two digit number
·  Number bonds to 10
·  Pairs of multiples of 10 = 100. / WALT: find the difference by counting up (link to -) / Remember to:
·  / ·  After assessing children’s ability yesterday, we need to revist what we learnt using some of the basic number bonds to 10 and adding 10 to aid the find the difference calculation.
·  In ability groups, children to continue with work from yesterday. Kay to support MA, me to support LA.
·  Depending on how children respond today, continue with lesson as originally planned for today.
·  On your whiteboards, write down all the words and phrases you know that mean subtraction.
·  How would you find the difference between 27 and 35? Discuss and solve with TP. Take responses.
·  Recap on what we learnt yesterday, counting up to find the difference.
·  Remind children that we agreed yesterday that finding the difference was the same as subtraction. So, how would they write the number sentence for find the difference between 27 and 35. Review responses.
·  If this is the case, then any subtraction number sentence could be solved and viewed in the same way as a ‘find the difference’. Most people find it easier to count up rather than count back.
·  Display a subtraction problem. 27 – 16. Model how to solve by finding the difference and counting up. Draw a number line
·  Repeat with 53 – 28. Ensure children are putting the two numbers the correct way around on the number line so that they can count up easily.
·  Display on board “ subtract 17 from 50”. What number sentence could you write? Check and then solve together by counting up. / SN: solve a series of subtraction number sentences by counting up using a number line
LA: solves a series of subtraction number sentences by counting up using a number line (2 digit numbers up to 100)
MA: variety of subtraction questions using varying vocab. Children to write number sentence first then calculate by counting up and drawing own number line (2 digit numbers)
HA: as above but including some 3 digit numbers. / SATs style question.
AFL
2c: count up to find the difference
2b: begin to understand subtraction as difference and use a numberline to record. Can use apparatus or number line/grid to subtract a two-digit number from a larger two-digit number.
2a:
3c: Find difference by counting up. Use informal pencil and paper methods to support, record or explain addition and subtraction.
During this lesson with revisited work from Monday, consolidated number bonds to ten and reminded children how to add ten to a two digit number. We recapped on how to find the difference by counting up and drawing own numberline. Children then continued with work I had set them on Monday. There was some improvement in understanding. HA group still not secure in bridging over 100 into 3 digit numbers and then working with 3 digit numbers. We need to do more work on this. MA group beginning to understand finding the difference with two digit numbers although Lily Jane and Aliyah still not there yet. Jim, Charlie and Jamie-Leigh much better today.
LA group still need support. Ronnie getting it but others not secure.
SN completed task with support counting up using a number line – Ruben went on to drawing own numberline with support.
Thursday, 28th February / * Maths Minutes
·  Number bonds to 10 rapid recall. / WALT: pose suitable questions about data. / Remember to:
·  Write different sorts of questions;
·  Make sure you know what the answers are. / ·  This lesson is continuing on from data handling work from the last week of last term.
·  Display a bar chart on the IWB. What questions could we pose about this data?
·  In pairs, children to come up with 3 different questions.
·  Share questions and discuss what sort of questions they are, do they ask the reader to:
-  Extract simple info? E.g. which was the most/least popular?
-  Interpret the y axis? E.g. How many like red?
-  Compare? (Work out the difference between 2 amounts) E.g. How many more like blue than red?
-  Find totals? (+) E.g. How many people were surveyed?
-  Use inference & deduction? E.g. Why do you think nobody went to the pool on Monday? / Children to ensure that they have completed their bar chart.
Children to pose their own questions about their bar chart for another child to answer, using a range of different question types. Make sure that they know the answers before swapping with another child. Agree on the correct answers after answering someone else’s bar chart questions.
SN: Leah – simple questions expected.
LA: Kay
MA: Steph
HA: I – children to use the full range of questions. / What did you learn from this lesson?
AFL
Level 2a: Pose questions for others about their data.
Much better understanding of finding the difference between type questions – subtraction work with Emma obviously paying off! Children really enjoyed posing questions for someone else to answer and marking them together. Generally pleased with their questioning and answering of data.
Wednesday, 27th February / * Maths Minutes
·  Using number bond facts to mentally add 2 amounts. / WALT: tell the time on an analogue clock. / Remember to:
·  Bigger hands = minute;
·  Smaller hands = hour;
·  When the big hand is on the 12, it is on the hour, we call this – o’clock;
·  When the big hand is on the 6, this is half past;
·  When it’s on the 15 this is quarter past;
·  When it’s on the 9 this is quarter to;
·  Every number on the dial is worth 5 minutes. / How do we tell the time? Elicit current levels of knowledge and understanding (this will then determine the teaching input!) Children to all have a mini clock in their hands. Revise that the bigger hand is for minutes and the smaller hand for hours. There is also another hand that moves faster, does anyone know what this hand does? How many minutes are there in 1 hour? How many hours in a day? Explain that on an analogue clock, the hours go up to 12 – then repeat to make 24 hours, so the first 12 are am, the second are pm. Midday is also called noon and is 12pm, as it is the turning point of the day, when the morning becomes the afternoon.
Children to show me times on the hour with their mini clocks. Move on to half past; how many minutes in half an hour? Move on to quarter to and quarter past. How many minutes in a quarter of an hour? Ensure that they are aware that the hour hand is moving slowly throughout the hour, moving closer to the next number / hour. / Depending on their levels of knowledge & understanding, children can select their own level of work today (plenty of adults around to spot if they need to be pushed on or put back down).
Level 1a: Read the time on an analogue clock at the hour and begin to know the half hour. (Leah)
Level 2c: Tell the time using hours and half-hour. (Mrs Light)
Level 2b: Tell the time using hours, half hour and quarter-hour units. (Kay)
Level 3c: Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock. (Steph) / To apply their knowledge to solving simple time problems, e.g:
·  If it is half past 2 now, what will be the time in half an hour?
·  I start watching a movie at 7pm, it finishes 1½ hours later, what time does it finish?
·  It is quarter past 3, how long until quarter to 4?
AFL
Level 1a: Read the time on an analogue clock at the hour and begin to know the half hour.
Level 2c: Tell the time using hours and half-hour.
Level 2b: Tell the time using hours, half hour and quarter-hour units.
Level 3c: Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock.
Very poor understanding at the beginning of the lesson, apart from Leah, who was quite confident. Most children could tell the time on the hour. By the end of the lesson, they had made really good progress and many were confident with half past and quarter past. Some issues however with drawing own hour and minute hands accurately.
Friday, 1st March / * Maths Minutes
SATs question involving time.
Did more work on adding two 2-digit numbers using number bonds. / WALT: tell the time on a digital clock. / Remember that:
·  The first numbers relate to the hour;
·  The numbers after the colon are the minutes past the hour;
·  Read the minutes past first, then the hour, e.g.
2:25 = 25 minutes past 2;
·  30 = half past;
·  15 = quarter past;
·  45 = quarter to. / Explain that today we will be telling the time on a digital clock. What differences are there between analogue and digital time? Show children interactive working clock (shows analogue and digital) on IWB. In digital time we read the hours first, then the minutes, separated by a colon. On the hour there are no minutes past, so 3 o’clock would be 3:00. Revise half past as 30 minutes past, so half past 6 on a digital clock would be 6:30. What about quarter past and quarter to? Children to practise writing various times using the digital clock on their whiteboards. / Children again to work at their own level, but with digital times. Level 1a: Read the time on an analogue clock at the hour and begin to know the half hour. (Leah)
Level 2c: Tell the time using hours and half-hour. (Steph)
Level 2b: Tell the time using hours, half hour and quarter-hour units. (Kay)
Level 3c: Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock. (I) / Children to convert between analogue and digital time, e.g. I say half past 2, they write 2:30; I say 1:45, they say quarter to 2.
AFL
Level 1a: Read the time on an analogue clock at the hour and begin to know the half hour.
Level 2c: Tell the time using hours and half-hour.
Level 2b: Tell the time using hours, half hour and quarter-hour units.
Level 3c: Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock.
Much better number bond work today. Digital time really confused a lot of them and muddled what they understood with analogue time! So perhaps I shouldn’t have moved them on so quickly. Will revise analogue in starters next week.