Grade 1/2 Mathematics WEEK 2, TERM 4 2012 Week Beginning: 15/10/2012

MONDAY-INTERVENTION TUESDAY- WEDNESDAY THURSDAY FRIDAY

GOAL NUMBER Create and use arrays to solve

multiplication problems.

Differentiated Curriculum Professional

Development

TIME Understand that days, weeks and

months are a measurement of time.

NUMBER Create and use arrays to solve

multiplication problems.

NUMBER Create and use arrays to

solve multiplication problems

APPLICATION Vocab: counting patterns, groups of, multiplication, times, altogether, total, turnarounds, arrays. Introduction: Play “How Many Numbers in a Minute” game (2s and 5s patterns).

Observation of Maths Consultant Chris Botheras in Daniel Monloney’s room. Focus: Differentiating the Maths curriculum within the classroom setting.

Vocab: calendar, day, week, month, ordinal number names, date, event. Introduction: Have a calendar for the month of October on the IWB. Ask children to identify which day specific ordinal number dates are on.

Vocab: counting patterns, groups of, multiplication, times, altogether, total, turnarounds, arrays. Introduction: Have a large Cadbury’s Chocolate block. Ask children what they notice about the chocolate block (organised in an array).

Vocab: counting patterns, groups of, multiplication, times, altogether, total, turnarounds, arrays. Introduction: Children to plany “How Many Numbers in a Minute?” starting from a non-zero starting point for 10s and 5s.

NEW INFORMATION

Using Nelson 2, NTO 1-Counters, roll 2 dice. 1st dice roll is how many rows, 2nd dice roll is how many in each row. Drag counters across to make array. Use counting patterns to count total. Record written sentence. Arrays help us find out quickly, how many counters altogether.

How many days in a week? Have individual children use post-its to highlight a week. How many days in a month? Mark each new week with a post-it. How many weeks in this month? Are all months the same? Fill in special events for this month.

How can this array help us know how many pieces there are? How can we make sure that everybody gets the same number of pieces? Work out how many rows and columns and therefore, how many pieces. How many children in grade? Sort into equal shares. Give each child their pieces to eat.

Teacher to have some worded multiplication problems on board. Underline the key information needed to work out how to solve the problem. Ask individual children to drag counters on IWB (Nelson 2, NTO1-Counters) to model the problem as an array.

APPLICATION Children to have small white boards and counters. Roll their 10 sided dice twice. 1st roll, record how many rows on whiteboard. 2nd roll, put that many counters in each row.

How many altogether? Record total.

Children to complete their own calendar for October by filing in the missing numbers and special events for them (including specialist days).

Children to be given a coloured piece of A3 paper. Write title, “Arrays in the Real World”. Use magazines to find arrays in the ‘real world’. Cut and paste onto coloured sheet. Collect for classroom display.

Children to have a collection of worded multiplication problems on cards. Using grid paper and counters, can children model the problem by creating an array? Write equation to go with worded problem (including the answer).

Focussed Teacher Group: Guided Maths. Teacher Group: Guided Maths. Teacher Group: Interactive Teacher Group: Guided

1 * * * * 2 * * * * 3 * * * * 4 * * * * 5 * * * *

5 groups of 4 makes 20

Teaching Group

Teacher to roam and conference with individuals.

Teacher to withdraw children needing extra support.

Maths: Teacher to challenge more able children.

Maths. Teacher to roam and conference with individuals.

GOAL Revisit Goal. Use ‘thinking sticks’ to reflect on how much students’ know about arrays.

Revisit Goal. Do children have a better understanding of measuring time in weeks/months?

Revisit Goal. We don’t just use arrays at school. How much more do you know about arrays?

Revisit Goal. What else do you need to know about arrays?

Grade 1/2 Integrated Curriculum WEEK 2, TERM 4 Week Beginning: 15/10/2012

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

HOMEWORK

2:15-2:45

Explain homework tasks to children. Paste into homework books. Complete spelling words for home. Children to change take-home books. Children can finish-off any work in books or sheets folder.

ICT

2:15-3:00

Children to log on and complete On Demand Maths Test.

Children to choose one of the water websites provided by the teacher to type into address tool bar and explore.

PERFORMING ARTS

11:30-12:30

Children to be picked up from line by P’Arts teacher.

INTEGRATED STUDIES 2:15-3:00

(Liz Mussel to take class) Discuss the different ways children use water. Children to be provided with different water activity pictures. Children to sort pictures according to whether the activity occurs in, on or under the water. Paste into Integrated Studies books.

VISUAL ARTS

9:00-10:00

Children will be picked up from line by Art teacher. Art teacher will take children to next specialist.

PHYSICAL EDUCATION

10:00-11:00

Children will be collected from line by David Knudsen. David will return children to classroom to get snack.