Name  Unit 2A2 WEEK 2 

Owner  sandridge 
Level  1 
Topic  Numeracy 
Unit  A2 
Description  Counting, partitioning and calculating 
File 1  43_2A2 WEEK 2.doc 
File 2 
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Autumn/Spring/Summer1st/2ndDate: 14.01.08 1G Unit 2A2 WEEK2 Counting partitioning and calculating
Mentaloral  MainActivity  Plenary  Individualassessment +/  Key vocab  
 Objective  Activity  Objectives  Direct teachinginput  Activities  Key questions andresources  
Monday  Read and writenumbers from 020,use position of place value to position thesenumbers on a number track and number line.  Show the childrenanimal picture cards. Peg onto line ask which animal is first?Which is last? Which is between the second and fourth? / Swap overthe tenth and fourth cards which position is the elephant now? Etcetc.
2 GROUPS 1 LED BYTA  Say thenumber that is 1 more or less than any given number, and 10 more orless for multiples of 10  Using the 100 square,either on ixb or individual squares ask questions such as look atnumber 15 on the square. What is 1more/less than it? How do youknow? Repeat with other numbers to 30 and beyond for HA. Repeatquestioning with no 100 square on view.
 Children work ondifferentiated number frameworks 1more/1 less
HA beyond 30T
MA to 30 TA
LA 120 110
 Use thenumbers 15 to 20. Choose a pair of numbers to make this sentencetrue:is one more than How many different pairs can you find that make thesentence true? Can you make the sentence true with othernumbers 
 
100 SQUARES FRAMEWORKS ANIMAL CARDS
 
Tuesday  Read and writenumbers from 020,use position of place value to position thesenumbers on a number track and number line.  Show the childrenanimal picture cards. Peg onto line ask which animal is first?Which is last? Which is between the second and fourth? / Swap overthe tenth and fourth cards which position is the elephant now? Etcetc. 2 GROUPS 1 LED BYTA  Use the vocabularyrelated to addition and subtraction and symbols to describe andrecord addition and subtraction number sentence Relateadditionto counting on; recognise that addition can be done in any order;use practical and informal written methods to support the additionof a onedigit number or a multiple of 10 to a onedigit ortwodigit number  Remind children ofthe addition strategy put the larger number in your head and counton in 1s. Ask them to use this to calculate 6 + 3. Ask moreaddition sums ask how did you work that out? Use a range ofvocabulary Add 3 to 5 What is 6 plus 2? What is 5 add 1? How manyare 4 and 6 altogether? Ask which numberscould total 9. On board write O + O =9 Invite chn to suggestsuitable answers. Encourage chn to talk about any patterns theysee. Repeat with egs ofO + 3 = 7 etc  Children work ondifferentiated frameworks involving missing answers/numbers
HA additionstatements to 15
MA additionstatements to 10
LA additionstatements to 6 Straightforward addition  What is19 add 5? What can you use to help you find the answer? Someonesaid 19 plus 5 makes 23. Can you show how you know that is not theright answer?


 
Frameworks  
Wednesday  Derive and recall allpairs of numbers with a total of 10 and beyond  Play number bingo.Children choose 6 numbers and cross number off if they have answerto given sum.
http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/848/auto_indx.htm
TA to supportLA  Use the vocabularyrelated to addition and subtraction and symbols to describe andrecord addition and subtraction number sentences Relateaddition to counting on; recognise that addition can be done in anyorder; use practical and informal written methods to support theaddition of a onedigit number or a multiple of 10 to a onedigitor twodigit number  Write these numbersentences on the board and invite children to give theiranswers 2 + 6= 6 + 2= What do you noticeabout these number sentences? Encourage children to say that thenumbers added are the same but in a different order and the answerto both are the same. Repeat with other numbers. Use carpet numbersto demonstrate same numbers but in a different position.
 Children take 2 cardsfrom a pile and make 2 number sentences with them plusanswer
HA 110
MA 110 WITHsupport
LA practically withcarpet tiles  Remindchn that once they have the answer to one number sentence they havethe answer to second. Ask Ihave 3 iced cakes and 2 jam tarts How many cakes altogether? Howdid you work that out? I have 2 iced cakes and 3 jam tarts how manyaltogether? How did you work that out? 

 
Number cards Whiteboards  
Thursday  Derive and recall allpairs of numbers with a total of 10 and beyond  Play number bingo.Children choose 6 numbers and cross number off if they have answerto given sum.
http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/848/auto_indx.htm
TA to supportLA  Understandsubtraction as 'take away' and find a 'difference' by counting up;use practical and informal written methods to support thesubtraction of a onedigit number from a onedigit or twodigitnumber and a multiple of 10 from a twodigit number  Looking atsubtraction patterns Start by writing 5 0 = on the board and ask chn to discuss their answer. Talk abouthow taking away 0 leaves a number unchanged. Continue the pattern 5 1 = 4 5 2 = 3 etc What do you noticeabout this pattern? Encourage the children to discuss what theysee.  That the number after the take away sign goes up by one eachtime and the number in the answer goes down by one each time. Wecan find the answer by counting back eg 5 1 count back 1 from 5demo on number line
http://www.rainforestmaths.com/
 Children work inpairs writing out the subtraction sums for
HA 10
MA 6
LA framework tofollow  http://www.oswego.org/ocsdweb/games/SumSense/sumsub.html take away IWBgame 

 
Frame work  
Friday  Derive and recall allpairs of numbers with a total of 10 and beyond  Quick recall usingwhiteboards
TA TO WORK WITH KYEMEGAN OWEN GEORGE LUKE 15
 Understandsubtraction as 'take away' and find a 'difference' by counting up;use practical and informal written methods to support thesubtraction of a onedigit number from a onedigit or twodigitnumber and a multiple of 10 from a twodigit number
 Recap on subtractionusing a IWB activity
http://www.rainforestmaths.com/
Give children wordproblems to solve using subtraction eg I had 5 ice lollies and 1melted .How many were left?
Remind clue wordsetc 
Children work ondifferentiated word problems
HA answers110
MA withsupport
LA using a mathsprogramme to reinforce subtraction  What isthe difference between 5 and 12? How can you show that usingcounters? Can you put something on paper to show that? How couldyou work that out on a number line?


 
 