WED
Oral
Starter
Objective
Main Teaching activity
Differentiated group tasks
Plenary
Addition
facts for
Know
number
Show 11 pegs on the IWB. Let’s find all the numbers with a total
of 11, starting with the largest 11. Write 11 = 11 + 0 and 11 = 0 +
Independent EXT/US: chn to find all the ways to make each
number, using ordered lists to help. Can they prove that they
Write on the
board: What is
numbers 6
to 10.
bonds for all
number up
11, swapping the numbers around to show 0 + 11. Move one peg
from the right to the left and write additions 11 = 10 + 1 and 11 =
have found all the ways? Next steps
16 subtract 9?
to 20
1 + 10. Split the pegs into 9 pegs on the left and 2 on the right.
What addition can we write? Agree you can write 11 = 9 + 2. swap
Use number
bonds in
addition and
subtraction.
to show 2 + 9. And now? If I took off 2 pegs, how many would be
left? What subtraction could I write? What if I took off 9 pegs
instead? What subtraction sentence could I write? Find all ways
to make 11 by adding single digit numbers. Move onto 12.
SEN TA S: Chn find as many different ways as they can of
making 13, 14, 15, 16, 17 and 18 using pairs of single-digit
numbers. Although this may seem difficult, there are very few
ways to make the higher numbers: 18: 9 + 9; 17: 9 + 8 or 8 + 9;
16: 9 + 7, 7 + 9, 8 + 8.
Record in books as a list.
Teacher LS / TA FDT: Chn play Save the Whale at
http://www.ictgames.com/save_the_whale_v4.html. Choose the
Ask chn how
they know this
and which
addition they
used to help.
Repeat asking
other related
subtractions.
number bonds to practise by changing the selection at the top.
These chn should rehearse bonds to 6, 7, 8 and 9 especially. To
play the game select the other number needed to make the
bond. Five minutes before the activity time is over, ask the chn
to write down all the pairs of numbers they have found which
add up to Give children a different number (6,7,8 or 9), record
ways in books. (SEN/Statemented children to use counters)
THUR
Pairs to
Write
Show chn a number balance (or use an interactive one, e.g.
Whole Class Investigation: How many different equalities
Ask chn to
10: 10 =
balancing
http://nrich.maths.org/content/id/5676/balancer.swf). Hang
can we work out which have 14 on each side? Agree that
share how they
10 + 0, 10
number
weights on 6 and 4 on the left and 7 on the right. Where
we will see the balance both ways round, so that 7 + 7
recorded their
= 5 + 5,
sentences
should I hang an extra weight on the right so that it will
balancing 5 + 9 is regarded as the same as 5 + 9
results.
10 = 6 +
using
balance? Try chn’s suggestions until you balance 6 and 4
balancing 7 + 7. But 13 + 1 balancing 9 + 4 is, of course,
Highlight chn
4.
numbers up
with 7 and 3. Record 6 + 4 = 7 + 3. Repeat with 6 on the left
not the same as 13 + 1 balancing 8 + 6!
who have used
to 20
and 9 and 1 on the right. Record 6 + 4 = 9 + 1.
Understand
Repeat with 7 and 6 on the left, and 8 on the right, then 6
they have thought of all the possible balance
that =
represents
on the left and 9 and 4 on the right, recording equalities
each time. Repeat with other pairs to 13 and ask chn how
arrangements; encourage them to use patterns to help
them. (use balance bar for less able)
equality.
they can be sure you have worked out all the possible pairs.
Sit with different pairs and ask chn how they can prove
systematic
patterns in
their recording
which have
helped them to
Extend the investigation for more able chn, balancing
work quickly
numbers up to 20.
and be
FDT/LA: Separate input play:
Teacher: FDT/LS: To find missing number bond to make a
confident that
http://www.ictgames.com/numberFactsBingo/index.html
set number (2 sided sheet).
they have
Children to quick write answers on boards. Work way
Whole class next step stickers—differentiated?
through Q’s.
found all the
possible
solutions.