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# Sandridge

Name BLOCK E sandridge 1 Numeracy E2 43_week 2 a.doc

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Mental oral

Autumn/Spring/Summer1st/2ndDate:31,03.08 1G Unit 2E2 WEEK2 Securing number facts relationships and calculating

# MainActivity

Plenary

Individualassessment +/-

Key vocab

Objective

Activity

Objectives

Direct teachinginput

Activities

Key questions andresources

## Monday

Derive and recall allpairs of numbers with a total of 10

Children writemissing number on whiteboards

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

Revise what thechildren know about subtraction

Ask subtractionquestions that use a wide range of vocabulary such as What is 9subtract 4? How many more is 8 than 2? How many fewer is 3 than6?What is the difference between 6 and 9? How did you work thatout?

Check that childrenremember and the strategy of counting on. So for 9-4 they couldcount 4: 5,6,7,8,9. That is 5 more. So 9-4 is 5

Children work ondifferentiated frameworks, which include word problems and thelanguage of subtraction.

LA Subtraction to 8with counters etc to support

HA extend to15

Review some of theexamples from the framework. Ask children to explain how theyworked out their answer.

Whiteboards

Framework

counters

Tuesday

Recall all doubles toat least 10

Beat theclock.

How many doubles canyou write down in 1 minute? Call out number ask 1 child to writeanswer.

I canshow how I solved a problem using drawings or objects to helpmeUse 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

Recap strategies ofcounting on. As a class solve a word problem involvingsubtraction

Aim for 3levels.

Display on IWB eg IfHugh has 8 sweets and Martha comes along and eats 3 how many doeshe have left/

What do we look forfirst? What can we use to help us find out the answer? How can wewrite it down? Etc.

Children work ondifferentiated frameworks.

HA Number up to10

MA Number to10

LA Number to 10 butuse word problems that can be solved practically eg using cars,care bears etc

Ex 2 stepproblems

Use another wordproblem this time using money to assess use or application

Frameworks

Practical apparatusfor LA

Wednesday

Count reliably 20objects recognising that when rearranged the number stays thesame

Children use cubes tocount out a certain number. Check by touching and counting

Put them in astraight-line .How many are there now?

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 the children tocount around the class in 2s. Repeat starting from 1 Ask, which areodd numbers, which are even numbers? Tell me an even/odd numberless than/more than 7812. Count around the class again in 2sstarting from 2 and then starting from 1.

Show the countingstick and tell the children that each segment is worth 2. Count in2s along the stick. Point to a segment and ask the children whichnumber it represents. Repeat process starting at 1

LA Children work as agroup turning over cards 0-20 and saying whether it is odd oreven

MA /HA Work ondifferentiated worksheets involving odd/even numbers

Give each child anumber say all the even numbers stand up all the odd number waveyour arms in the air etc.

TA Assess

Cubes

Counting stick

Sets 1-20cards

#### Thursday

Count reliably 20objects recognising that when rearranged the number stays thesame

Children use cubes tocount out a certain number. Check by touching and countingPut themin a straight-line .How many are there now?

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

Children count in 5s.Say the pattern of counting in 5s inviting the children to join in.Repeat counting forwards and backwards. Now list the numbers on theboard asking the children to tell you the numbers. What do theynotice about the pattern? They all end in 0 or 5.How does this helpyou say the pattern of 5s?What would be the next number after20?

Children work ondifferentiated activities.

LA cards 1-20 areturned face down on a table children take turns to turn them over.Can they find a multiple of 5?

MA play a snap gamein pairs. Provide each pair with two sets of 0-20 cards. They taketurns to put down a card .if they match they can say snap etc, if a5 number they get card and a counter.

HA framework on thepattern of 5

Invite children tocount with you instead of saying the multiples of 5 they shouldnod. Ask which numbers come in the pattern of 5? Tell me some thatdont.

Cubes

1-20 cards

LA framework

#### Friday

Count on or back inones twos fives and tens

Point to one end ofthe counting stick and say this is zero. Count along in 2s. Pointto different places on the stick and ask what number isthis.

Repeat starting with1

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 Describe a puzzle orproblem using numbers, practical materials and diagrams; use theseto solve the problem and set the solution in the originalcontext
I can show how Isolved a problem using drawings or objects to helpme

Solving problems. UseA3 copy of hops and jumps. Tom and Sarah are playing hops andjumps. Tom hops along the track in 2s from the start line. Sarahjumps along in 5s from the start line. Can you find out whichnumbers they both land on?

.

Give each pair a copyof the sheet and a pot of counters. Ask them to talk about how theywill solve the problem and decide how they will record theirwork

HA When completed 2sand 5s can they find the numbers that Josh lands on when he jumpsin 3s(extend number line to 30

LA Work as group withadult (enlarge framework)

Invite children tosay what numbers the children land on. Mark the hops and jumps indifferent colours. Which number does Tom visit? Sarah visit? Whichnumbers do they visit together? Who visited just even numbers?Odd/even numbers?

Counting stick

framework