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222W222<T((((((YEAR 1 NUMERACY PLANNING UNIT D2 SPRING TERM 2008
OBJECTIVES: key objectives in bold
Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change'
Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board
Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)
Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour
Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns
Experiment with and build new stores of words to communicate in different contexts
DATEObjectivesLearning outcomesMental/oralTeaching activityIndependent & group workGuided workResources & ICTPlenaryDay 1
(Mon)Experiment with and build new stores of words to communicate in different contextsI can use words that describe position and directionPlay Simon Says using positional language
Above/below
On top/underneath
Forwards/backwards/
sideways
Left/right
Behind/in front of
Introduce positional language go over left and right.
Stand up and all follow my instructions. Robots and instructors.
Turn to your right/left
Take step forwards/backwards/sideways
Hands above head/kneesOUTSIDE
HA Work in pairs take turns to give one another instructions. Can your partner follow the instructions?
Try to use left/right, half turns/whole turnsMA Take turns to be the instructor rest robots. (KB)
LA - Take turns to be the instructor rest robots. (MOB)
Left and right hands
Give instructions to get Miss Butler back to her chair (from playground?)Day 2
(Tues)Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board
I can tell my partner where to place their cubes to make the same shape as mineI can follow instructions to make the same shape as my partnerSit in maths circle
Tell me a number that is:
- More than ____
- Less than ____
More able:
- More than ____ but less than _____.
Shape pictures as class with children giving me instructions.
Before I draw the shape all ch to picture where I will draw it. Were they right?
On top of
Underneath
Left
Right
INSIDE
BETWEEN
HA sit back to back with partner. One person to draw shape picture and describe using positional language. Other to draw. Compare are the pictures the same? Did you describe well?MA Draw a group shape picture. Take turns describing (MOB)
LA - Draw a group shape picture. Take turns describing (MOB)
Left and right handsFeedback was problems did you find?
Did you make sure your instructions were clear/easy to understand? Day 3
(Wed)Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turnsI know how to turn right and to turn left
I can make whole, half and quarter turnsQuick Simon says with half and quarter turns.What is half? What is quarter?
When might we use halves and quarters?
(Shapes, sharing food, time)
Halves and quarters on IWB colour in half/quarter of shape.
Give ch post it note each. Fold into half. How - unfold and show me what it looks like.
How can we make it into quarters now?Whole class (minus LA, Lewis and Jacob)
Follow instructions:
Quarter turn
(to left/right)
Half turn
(to left/right does it make a difference?)
Whole turn.
Pair up and continue include steps forward/backward.
(MOB or KB)LA and Lewis + Jacob Give instructions and ch to follow.
Whole/half/
quarter turns.
Do they know left from right?
(MOB or KB)Left and right handsSelf assessment what did they find tricky?
*Left/right probably. Day 4
(Thurs)Use vocabulary related to time; order days of the week and months; read the time to the hour and half hourI know that it is 3 o'clock when the big hand points to the 12 and the small hand points to the 3Say days of the week
Say months of the yearWhat day is it today?
What day was it yesterday?
What day will it be tomorrow?
Which days are we at school?
Which days are there no school? What are these days called? (weekend)
School days:
What time do we get up?
Go to bed?
Come to school?
Have certain lessons?
(Show these times on clock can ch. put the clock to correct time?)
MA work in pairs to draw pictures and make clocks for a class timetable.
(Give them o clock times)LA Order days again. Can I catch them out?
What do you do on ______
Draw pictures for things you do at wkend (KB)
HA Draw pictures and clock faces for class timetable.
Give them half pasts/quarter pasts. (MOB) Sort out which times each group will have.
Clock faces
ClockFeedback on different times what do we do then and what does the clock look like? Day 5
(Fri)Use vocabulary related to time; order days of the week and months; read the time to the hour and half hourI know that it is 3 o'clock when the big hand points to the 12 and the small hand points to the 3Say days of the week
Say months of the year
Try to trick children by saying in wrong order can they notice?Give children a time and they are to put hands in correct position on own clocks.
Circle show me
HA halves and quarters. MA Work independently to complete simple time sheet.
HA Time sheet challenge them to complete quarters and halves.
(KB support both groups)LA Recap days of week and months.
When are their birthdays?
What month is it now?
What was last month?
What is next month?
Challenge them to make times using own clocks. (MOB)Simple time sheets http://www.primaryresources.co.uk/maths/powerpoint/timegame_hours.ppt#259,1,Slide 1
Day 6
(Mon)Use vocabulary related to time; order days of the week and months; read the time to the hour and half hourI know that it is 3 o'clock when the big hand points to the 12 and the small hand points to the 3Put clock at o clock time.
All say together
Same for half past
Quarter to and past
Go through time sheet and ask children to tell partner their answer for each q. MA Work independently to complete simple time sheet.
HA Time sheet challenge them to complete quarters and halves.
(KB support both groups)LA Recap days of week and months.
Order them.
When are their birthdays?
What month is it now?
What was last month?
What is next month?
Challenge them to make times using own clocks. Make sure all are secure with o clock times. (MOB)
Simple time sheets
Enlarge one.
Days and months to order. http://www.primaryresources.co.uk/maths/powerpoint/timegame_hours.ppt#259,1,Slide 1
Day 7
(Tues)Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit numberI can buy two toys and work out how much they cost altogetherAddition questions using p.
1p + 1p
2p + 1p
1p + 2p
5p + 1p
1p + 5p
5p + 2p
2p + 5p
(use money fans)
Solving money problems.
Ask ch. question
What coins could I use to pay for an ice cream that costs 5p?
Talk to talk partner. HYPERLINK "http://www.primaryresources.co.uk/online/movecoins.swf" http://www.primaryresources.co.uk/online/movecoins.swf
To show ideas.
What is the least no. of coins I could use?
What is the most?
What if I wanted to buy 2 ice creams? How much money would I need?
Tell talk partner.
How did you work that out?
HA In pairs take it in turns to be shopkeeper and buy 2 items. Give correct money.
Items up to 10p each.
Use 1p, 2p, 5p, 10p coins
Were you right? Check each answer together.
How can you check?
TALK to each other!
LA Take it in turns to be shop keeper. Others to buy 2 items at a time.
How much did they cost? Work it out and pay shop keeper.
(items up to 5p each use 1ps to pay) (MOB)
MA - Take it in turns to be shop keeper. Others to buy 2 items at a time.
How much did they cost? Work it out and pay shop keeper. (items up to 5p each use 1ps and 2ps) (KB)
Items and prices for each group.
Money
Fans
Use money fans.
Question for each group.
I bought 2 sweets. They cost_____.
How much were they altogether?
HA
5p and 2p
MA
2p and 2p
LA
1p and 1pDay 8
(Wed)Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit numberI can work out how much I have left from 20p when I buy a toyCount up to 10 and back to 0.
Then up to 20 and back to 0.
Give children a number and they carry on counting to 20.
Start at:
11
5
18
14
19Show children how to count on to work out how much change they have.
Put the number that it costs in your head. Count on until you get to the amount of money you have.
I have 20p pocket money. My toy cost 11p. How much change do I have?
Tell talk partner how you think you can work it out. Feedback.
I have 20p pocket money. My toy cost 12p. How much change do I have?
I have 20p pocket money. My toy cost 18p. How much change do I have?
MA Work in pairs to work out how much money you would have left from 20p if the toy cost:
11p
20p
19p
14p
7p
18p
10p
5p
15p
Record on whiteboards
HA - MA Work in pairs to work out how much money you would have left from 20p if the toy cost:
11p
20p
19p
14p
7p
18p
10p
5p
15p
Record on whiteboardsLA KB as shopkeeper. All children have 10 penny coins. Show toys costing diff. amounts.
All ch. answer each q.
You have 10p. How much money will you have left if you buy ____?
Repeat for all toys using money, Can any of them work it out without using the money? i.e. Put the number that it costs in your head. Count on until you get to the amount of money you have.
Toys
Money
Feedback from HA and MA groups
Show me on your fingers the money you will have left.
You have got 20p.
The toy cost 14p.
What coins might they be?
Day 9
(Thurs)Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change'I can add up and take away when I measureCount in 2s to 20
Count in 5s to 100
Count in 10s to 100Whats in the bag?
Sit with work partner each to have coins.
I have got 2 coins in my bag. They add up to 4p. What coins are they? (2p and 2p)
3 coins add up to 5p. What coins?
(2p 2p 1p)
3 coins add up to 6p
(2p 2p 2p)
2 coins add up to 6p
(5p 1p)MA Challenge how many ways can you make 8p?
Record on whiteboardsLA Challenge how many ways can you make 6p? (KB)
Record on whiteboards
HA challenge how many ways can you make 8p and 9p? (MOB)
Record on whiteboardsFeely bag
Coins
Feedback on challenge
Ways to make 6p
8p
9pDay 10
(Fri)Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)I can guess how many jugs of water I will put into the bowl to fill itI can use the red weights to balance a parcelTell children that they are going to order things by weight, capacity and length (and height)
What do these words mean?
Tell partner, then me.
Talk through each activity. Discuss how they will record? Ideas
4 groups (work as work groups)
Talk about how you will record as a group. Take turns to record.
Weight
Order toys. Check with scales. Record.
Length
Order ribbons. Check with multilink. Record.
Capacity
Order containers. Check using sand record.
Height
Order group in height and record. 4 ribbons of different lengths and colours
4 toys
4 containers
Feedback
We missed 3 days of maths due to changing timetable for paper making/children not grasping concepts last week so having an extra week on this module (D2)
Day
(Mon)Use vocabulary related to time; order days of the week and months; read the time to the hour and half hourI know that it is 3 o'clock when the big hand points to the 12 and the small hand points to the 3Say days of the week
Say months of the year
Try to trick children by saying in wrong order can they notice?What day is it today?
What day was it yesterday?
What day will it be tomorrow?
Which days are we at school?
Which days are there no school? What are these days called? (weekend)
Explain taskHA - Tell time story in pairs. Try to use o clocks and half pasts. Use quarters if you can! LA Sit in a circle. Take turns to tell a made up story including times. Each child has own clock and must put it to correct time as story is told.
e.g. It was Monday and Bob woke up at 7 o clock for school. (MOB)
MA Tell time story in circle. (KB)
Clocks
Feedback on time story.
How do we know its an o clock time?
How do we know its a half past time?
How do we know its a quarter to/past time?
Day
(Tues)
Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit numberI can buy two toys and work out how much they cost altogetherAddition questions using p.
1p + 1p
2p + 1p
1p + 2p
5p + 1p
1p + 5p
5p + 2p
2p + 5p
(use money fans)
Solving money problems.
Ask ch. question
What coins could I use to pay for an ice cream that costs 6p?
Talk to talk partner.
Feedback
What is the least no. of coins I could use?
5p and 1p
What is the most?
Six 1p coins
What if I wanted to buy 2 ice creams? How much money would I need?
Tell talk partner.
How did you work that out?
MA Simple sheet to work out total cost of 2 items. LA Add up the price of 2 things to find total. Stick on paper to display. (MOB)
HA - Simple sheet to work out total cost of 2 items.
Challenge them to work out cost of 3 items. (KB)
Money
Fans
Simple sheetQuestion for each group.
I bought 2 sweets. They cost_____.
How much were they altogether?
HA
9p and 4p
MA
5p and 3p
LA
2p and 2p
Day
(Wed)Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit numberI can work out how much I have left from 20p when I buy a toyCount up to 10 and back to 0.
Then up to 20 and back to 0.
Give children a number and they carry on counting to 20.
Start at:
11
5
18
14
19Show children how to count on to work out how much change they have.
Put the number that it costs in your head. Count on until you get to the amount of money you have.
I have 20p pocket money. My toy cost 11p. How much change do I have?
Tell talk partner how you think you can work it out. Feedback.
I have 20p pocket money. My toy cost 12p. How much change do I have?
I have 20p pocket money. My toy cost 18p. How much change do I have?
MA Work in pairs to work out how much money you would have left from 20p if the toy cost:
11p
20p
19p
14p
7p
18p
10p
5p
15p
Record on whiteboards
HA - MA Work in pairs to work out how much money you would have left from 20p if the toy cost:
11p
20p
19p
14p
7p
18p
10p
5p
15p
Record on whiteboardsLA KB as shopkeeper. All children have 10 penny coins. Show toys costing diff. amounts.
All ch. answer each q.
You have 10p. How much money will you have left if you buy ____?
Repeat for all toys using money, Can any of them work it out without using the money? i.e. Put the number that it costs in your head. Count on until you get to the amount of money you have.
Toys
Money
Feedback from HA and MA groups
Show me on your fingers the money you will have left.
You have got 20p.
The toy cost 14p.
What coins might they be?
Day
(Thurs)Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change'I can add up and take away when I measureCount in 2s to 20
Count in 5s to 100
Count in 10s to 100Whats in the bag?
Sit with work partner each to have coins.
I have got 2 coins in my bag. They add up to 4p. What coins are they? (2p and 2p)
3 coins add up to 5p. What coins?
(2p 2p 1p)
3 coins add up to 6p
(2p 2p 2p)
2 coins add up to 6p
(5p 1p)MA Challenge how many ways can you make 8p?
Record on whiteboardsLA Challenge how many ways can you make 6p? (KB)
Record on whiteboards
HA challenge how many ways can you make 8p and 9p? (MOB)
Record on whiteboardsFeely bag
Coins
Feedback on challenge
Ways to make 6p
8p
9pDay
(Fri)Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)I can guess how many jugs of water I will put into the bowl to fill itI can use the red weights to balance a parcelTell children that they are going to order things by weight, capacity and length (and height)
What do these words mean?
Tell partner, then me.
Talk through each activity. Discuss how they will record? Ideas
4 groups (work as work groups)
Talk about how you will record as a group. Take turns to record.
Weight
Order toys. Check with scales. Record.
Length
Order ribbons. Check with multilink. Record.
Capacity
Order containers. Check using sand record.
Height
Order group in height and record.4 ribbons of different lengths and colours
4 toys
4 containers
Feedback
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