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# Sandridge

Name BLOCK E sandridge 1 Numeracy E2 43_week 1.doc

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Mental oral

Autumn/Spring/Summer1st/2ndDate:17.03.08 1G Unit 2E2 WEEK1 Securing number facts relationships and calculating

# MainActivity

Plenary

Individualassessment +/-

Key vocab

Objective

Activity

Objectives

Direct teachinginput

Activities

Key questions andresources

## Monday

Count onor back in ones, twos, fives and tens and use this knowledge toderive the multiples of 2, 5 and 10 to the tenth multiple

I can count on andback in ones, fives and tens

Ask children to counttogether in 10s. Do this several times keeping the pace sharp.Repeat counting around the class. Use Mexican wave to injectpace.

Solveproblems involving counting, adding, subtracting, doubling orhalving in the context of numbers, measures or money, for exampleto 'pay' and 'give change'

I can count andcalculate to solve money problems

Recap work previouslydone in money Ask children to identify different value coins up to2.

Ask the children toput a 20p coin in front of them Say how many pennies is the same asa 20p coin? How many 2p5p10p coins are there in 20p. What otherways can we make 20p?

Give the children apiece of paper folded into quarters. Ask them to show 4 differentways of making 20p in those 4 quarters. Draw around them or stampthem

HA Go on to try30p

LA Just 10p

Tell mewhat numbers to put in the boxes to make these statements true:
is 1 more than
is 1 less than
is 10 more than
is 10 less than

Usemoney

Paper

coins

Tuesday

Count onor back in ones, twos, fives and tens and use this knowledge toderive the multiples of 2, 5 and 10 to the tenth multiple

I can count on andback in ones, fives and tens

Repeat starter fromyesterday. Ask children to start and stop counting in 10s ondifferent fingers.

Start on 10 and stopon 80. How many 10s did you count?

If Issie starts on 30what number will Jack say?

Solveproblems involving counting, adding, subtracting, doubling orhalving in the context of numbers, measures or money, for exampleto 'pay' and 'give change'

I can count andcalculate to solve money problems

Choose some itemsfrom the shop priced between 1p and 10p. Choose a child to be thecustomer. In the role as shopkeeper say This costs 3p. If thecustomer gives me 5p to pay for it how much change do I need togive? Count out the pennies and say lets count up together 3p. 4p5p So we need to give 2p change. Use giant money so that childrencan see /IWB with drag able coins. Write 5p 3p = 5p. What if thecustomer gave me 10p what change would I need to give? Count upfrom 3p. 4p 5p 6p 7p 8p 9p 10p We need to give 7p Write 10p 3p =7p. Repeat. Say does the change always come in pennies? Ask forchange from 5p for a 1p purchase. Count up in 2s. Repeat withchange from 10p for spending 4p etc.

Set up shops so thatthe children can practise giving change

From 10p.

Use with followingactivities so that shopping group has adult support

2 groups shoppingeach with adult support

group sorting giantcoins

group coinrubbing

group in role playshop

Rotategroups

Tell mewhat numbers to put in the boxes to make these statements true:
is 1 more than
is 1 less than
is 10 more than
is 10 less than

Usemoney

Coins

Shopping items

Wednesday

Recallthe doubles of all numbers to at least 10

I can recall or workout doubles of all numbers to 10

Rapid recall ofdoubles facts to 5 and beyond. Hold up card children write downdouble.

Use the vocabularyrelated to addition and subtraction and symbols to describe andrecord addition and subtraction numbersentences

I can record anaddition or subtraction number sentence and tell you what itmeans

(neardoubles)

Hold up tower of 4cubes ask child to count them. Now hold up tower of 5 cubes. Askwhat is 4 + 5? How did you work that out? Discuss strategieschildren may have counted on in ones from 5. Say what is 4 + 4?Double 4 is 8So 4 + 5 is double 4 and 1 more. What is 3 + 4? Whatis 5 + 4? Etc Some children may recognise that it is also possibleto double the larger number and subtract 1

Give each pair ofchildren a double and double add 1 spinner a paper clip pencil and1 6 dice. Ask the children to take turns to spin the spinner andto throw the dice. They should write a sum using the outcomes e.g.double add 1 and a dice score of 5 they should write 5 + 5 +1 = 10+ 1 = 11

LA work as a groupwith adult

HA When 8 sentencescompleted try some doubles take away 1 e.g. 5 + 5-1 =

How manysocks are there altogether in these eight pairs? How many fingersare there altogether on six hands? There are 10 crayons in eachbox.
How many crayons are there altogether? Howmany 2p coins make 20p?

Dice

Spinner

Paper clip

book

Thursday

Recallthe doubles of all numbers to at least 10

I can recall or workout doubles of all numbers to 10

Use IWB programme fordoubles to5 and beyond.

Use the vocabularyrelated to addition and subtraction and symbols to describe andrecord addition and subtraction numbersentences

I can record anaddition or subtraction number sentence and tell you what itmeans

What is 5 + 6? Howcould you work that out?

What is 3 more than4? How could you work that out?

Ask children tocomplete doubles and near doubles framework

LA Just give doubles1-6

HA use extensionnumbers up to 12 + 13

Thereare six boys and six girls in Mr Hill's class. How many childrenaltogether? If half the class go to ICT how many are left in theclass? Write a number sentence to show me how you worked out theanswer.

Providemore word problems using doubles and near doubles

Frameworks

IWB programme

Good Friday