Maths Plan Week 6

8/6/2019 Maths Plan Week 6

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TIMING Day 1 Day 2 Day 3 Day 4 Day 5 TUNE IN Doubles. Number pairs to 20. Count in fives, twos,

tens.Subtracting ten onthe 100 square.

Count by tens startingat any 2 digit number

10 minsWholegroup ,keyvocabulary ,

modelledexamples, explicitteaching,questioningWALT &WILT

WALT: identifyproperties andfeatures of 2Dshapes.

Have a range of

shapes in a bag andhave chn sitting in acircle. Discuss theproperties of theshapes. Make agraph for the classand start to add to it.What are theproperties of atriangle? Square?Rectangle?Sort as a class

WALT: Add 2 digitnumbers bypartitioning out

61 + 4

Ask children questionand explain that youwant to know how towork out the answer.

Talk about what theequal signs means.Give children time todiscuss methods withpartner then askthem to explain.Model bypartitioning out

61 + 4

6+1 + 4 = 75

Q 37 + ∆ = 40

Q How could we work

this out? Takechildren’s responses.Demonstrate methodusing counting on anumber square.Model counting onmethod.

37 (+3) = 40

40 (+10) 50

WALT: torecognise therelationshipbetween additionand subtraction

Show chn numberbonds using ten pegson the coat hanger.

This demonstratesthat where additionis commutative,subtraction is not. 60+ 20 = 20 + 60, but

60 – 20 ≠ 20 – 60.

.

WALT: . subtract 19or 21 by adding 20then adjusting.

• Write on the board35 + 11 and 26 + 9.Ask the children if they remember thestrategy we learnedfor thesecalculations. Askthem to work theseout and share themwith a partner.Record:35 + 11

35 + 10 = 4545 + 1 = 46

Q Why did we add 10 firstand then add 1?

Agree that 11 is 10and I, and we canadd 10 very quickly.Show this on anumber line.

• Record:26 + 926 + 10 = 36

WALT: Understandthat more than twonumbers can beadded. Add threenumbers mentally byputting the largernumber first and

Write on the board 5+ 24

Tell the children towork it out and thenexplain to theirpartner how they didit. Draw out thestrategy of starting

with the largestnumber.

Write on the board 5+ 2 + 8Read it together. Askif someone can makeup a number story forthis sentence, e.g.

• P-10 Maths Continuum Weekly Maths Focus : Use the numeracy Interview data to start setting goals for students.Subtraction. 3 ways for chn to understand subtraction. Take away. Finding the difference, adding to subtract. Model using the E5planner. Compare two digit numbers, say which is more or less, what comes before and after and give a number that lies between.

• To develop an understanding of the number system and crossing the tens boundary. To understand and use vocabulary of addition andsubtraction. Bridge through 10, then 20 and adjust. Following the numeracy interview we will revisit previous plans to consolidate andfurther explore the concept of subtraction.

35 4546

+10+1

26 3536

+10-1

53 7374

+20+1



40 (+10) 50

Key Vocabulary:More than, Less than, Between, Calculation, Multiple,Number bond, Take away, Subtraction

At Level 2: students model the place value of the naturalnumbers from 0 to 1000. They order numbers and count to 1000by 1s, 10s and 100s. They form patterns and sets of numbersbased on simple criteria such as odd and even numbers. They addand subtract one- and two-digit numbers by counting on andcounting back. They mentally compute simple addition andsubtraction calculations involving one- or two-digit naturalnumbers, using number facts such as complement to 10, doublesand near doubles. Given 83 – 60, students think of 83 as 8 tens +3 ones and 60 as 6 tens, so they know the answer is 2 tens and 3ones (23). When given 5 + 6, students think of 5 + 5 = 10, thensay “I need one more, so that’s 11” NEAR DOUBLES. When given25 – 6, students think of 25 – 5 = 20, then say “I need one less, so

that’s 19” KNOWN FACTS.



Documents

Maths Plan Week 6