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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.