Name  Unit B2 WEEK 1 

Owner  sandridge 
Level  1 
Topic  Numeracy 
Unit  Unit B2 
Description  Counting partitioning and calculating 
File 1  43_B2 WEEK 1.doc 
File 2 
☝️ Download Planning 
Autumn/Spring/Summer1st/2ndDate: 21.01.08 1G Unit 2B1 WEEK1 Counting partitioning and calculating
Mentaloral  MainActivity  Plenary  Individualassessment +/  Key vocab  
 Objective  Activity  Objectives  Direct teachinginput  Activities  Key questions andresources  
Monday  Read the time to thehour and half hour  Use the interactiveclock to revise o clock past and
http://www.oswego.org/ocsdweb/games/ClassClock/clockres.html
 Visualise and namecommon 2D shapes and 3D solids and describe their features; usethem to make patterns, pictures and models
 Review work on 3Dshapes e.g. what shape is this? What shape is this face? What shapeare all the faces of this cube? Show square 2D shape. Repeat forcuboids etc. Hold up cylinder note that the ends arecircularcurved surface could be rolled out to be a rectangle. Rollrectangular piece of paper and point out that end is circular.Discuss which 3D shapes are good for making models Which shapeshave curved or flat surfaces which shapes would be good at thebottom of a tower? Which shapes would not? Look at a sphere whatwould that be good for? http://www.rainforestmaths.com/year 3 3D shapes
What shape am I? (in Spring 3 b2)
 Children work inpairs making a model of a castle. They should be ready to explainwhy they have used 3D shapes in particular places.
HA could draw whatthey have made and how the pieces link together.  Picturea triangle in your head. Start at the top and walk around the sidesof the triangle. How many sides do you walk around? How manycorners does the triangle have? Here are five rectangles of thesame size. How many different bigger rectangles can you make usingtwo or more of the rectangles? 
 
 
Tuesday  Read the time to thehour and half hour  Use the interactiveclock to revise o clock past and http://www.oswego.org/ocsdweb/games/ClassClock/clockres.html
 Visualise and namecommon 2D shapes and 3D solids and describe their features; usethem to make patterns, pictures and models  Using 2d shape tilesshow a square rectangle square rectangle. Which shape should comenext? Why? Repeat with other patterns
(Use pattern IWB findon black/white dangle under Numeracy)
 Children work inpairs to make a pattern with shape tiles. They then cut out theshape s using the tiles as templates
HA more complexpatterns
LA simple use only 2shapes  Reviewsome of the patterns that the children have made, choose from eachability range. Make a repeating pattern with some shapes remove oneor two and ask which has been removed. 

 
 
Wednesday  Count on and back in1s and 10s  Use counting Joe tohelp children count in is and 10s forwards and backwards  Visualise and namecommon 2D shapes and 3D solids and describe their features; usethem to make patterns, pictures and mode  Ask the children toshut their eyes and imagine shapes. Close your eyes and imagine abig square rectangletriangle painted on the floor. How manycorners does it have? How many sides? Use a feely bag with a shapein it. Pass it around the group and let the children feel the shapeASK what shape is it Repeat for other shapes Provide the activitysheet Carroll Diagram label one region cubes and the other notcubes Ask the children to sort all the shapes on thediagram. http://www.standards.dfes.gov.uk/primary/publications/mathematics/12874/nns_useict026000carroll.swf red triangles/notred/not triangles  Which of these aretriangles? How do you know? (draw other 2d shapesas well) 

 
 
Thursday  Count on and back in1s and 10s  Use counting Joe tohelp children count in 1s and 10s forwards and backwards  Say thenumber that is 1 more or less than any given number, and 10 more orless for multiples of 10
 Use an IWB 100 squareuse this to count between the numbers so that they can see thepattern of decades. E.g. highlight 15 say what is 10 more /lessthan 15 how do you know? Repeat fro other decade numbers. Asksimilar questions while hiding the grid.  Children work ondifferentiated frameworks on 10 more/less
LA I MORE /ILESS  What isone more than 18? What is one less than 15? Can you ask me a onemore/less question? How will you know if my answer is right?


 
 
Friday  Count on and back in2s 
Use counting Joe tohelp children count in 2s forwards and backwards  Say thenumber that is 1 more or less than any given number, and 10 more orless for multiples of 10
 Repeat Thursdayslesson  Working in pairs thechildren take turns to take a numeral card from 2030. They say onemore/less for each card that they take. Record onwhiteboards.
HA 10More/less
LA Number 110  I willclap where a number is missing. What is the missing number?12 22 32 42 [one clap] 62


 
 