Mon
Oral
Starter
Objective
Main Teaching activity
Differentiated group tasks
Plenary
Counting
in 2s, 5s
To solve a
number
Explain to chn that we are going to be solving another big maths
problem in our small groups. Discuss how we go about solving a
Whole Class investigation. There are 24 seeds that need to be
put in to flower pots, but they all need to contain the same
Ask chn to share
their results, How
and 10s.
problem
using own
problem. What’s the most important information? What resources
amount of seeds. Extend chn to 40seeds.
do we need to best help us solve the problem? How can we make
sure that we are all involved?
Chn to work in small mixed ability groups. Observe the groups
did they solve the
problem?
methods.
and make notes looking at how the group are attempting to
solve the problem. Correct any obvious misconceptions.
Identify chn who
used a systematic
aim of the problem and that they all have the means to solve the
problem. Allow chn to choose their own resources.
TA to support individual named chn within the group.
pattern to solve
problem.
Show chn the number problem. Ensure that all chn understand the
Tues
Pairs to
Write
Show chn a number balance (or use an interactive one, e.g.
Whole Class Investigation: How many different equalities can
Ask chn to share
10: 10 = 10
+ 0, 10 = 5
balancing
number
http://nrich.maths.org/content/id/5676/balancer.swf). Hang weights
on 6 and 4 on the left and 7 on the right. Where should I hang an
we work out which have 14 on each side? Agree that we will see
the balance both ways round, so that 7 + 7 balancing 5 + 9 is
how they
recorded their
+ 5, 10 =
6 + 4.
sentences
using
extra weight on the right so that it will balance? Try chn’s
suggestions until you balance 6 and 4 with 7 and 3. Record 6 + 4 =
regarded as the same as 5 + 9 balancing 7 + 7. But 13 + 1
balancing 9 + 4 is, of course, not the same as 13 + 1 balancing 8
results.
Highlight chn
numbers up
to 20
7 + 3. Repeat with 6 on the left and 9 and 1 on the right. Record 6
+ 4 = 9 + 1.
+ 6!
who have used
systematic
Understand
that =
Repeat with 7 and 6 on the left, and 8 on the right, then 6 on the
left and 9 and 4 on the right, recording equalities each time.
have thought of all the possible balance arrangements;
encourage them to use patterns to help them. (use balance bar
represents
equality.
Repeat with other pairs to 13 and ask chn how they can be sure
you have worked out all the possible pairs.
for less able)
Sit with different pairs and ask chn how they can prove they
Extend the investigation for more able chn, balancing numbers
up to 20.
FDT/LA: Separate input play:
Teacher: FDT/LS: To find missing number bond to make a set
http://www.ictgames.com/numberFactsBingo/index.html
number (2 sided sheet).
Children to quick write answers on boards. Work way through
Q’s.
TA: Ext/US
SEN TA: S
patterns in their
recording which
have helped them
to work quickly
and be confident
that they have
found all the
possible
solutions.
weds
100 square
work,
thinking of
a number
from this
section.
Chn to ask
fewest
questions
possible to
work out
what it is.
Use known
number
Show 15 beads at the left of the 100 bead bar. What is 15 add 3?
Ask chn what fact we can use to help. (5 + 3 =8) Repeat, showing
Display additions which require chn to use number facts to add
a 1-digit to a 2-digit number. The first set doesn’t cross 10s, the
Display 54 + 7,
55 + 7, 56 + 7, 57
facts to add
1-digit to 2-
25 + 3, 35 + 3, 45 + 3… 95 + 3 all along the bar to reinforce the
pattern and link to the fact 5 + 3 = 8. What would 105 + 3 be? 125
second set do. [Abacus TBk1, pg10]
+ 7, 58 + 7, 59 +
7 (see resources).
digit
numbers
+ 3? Show 7 beads. What do we add to 7 to make 10? Show 17
beads. And to 17 to make 20? Rpt showing 27, 37, 47… 97 pointing
out the pair to 10 each time. Show 20 beads. What is 20 add 4?
How do you know? Draw out using place value. What is 17 add 7?
Cross a tens
boundary
when
adding
Using x
facts to find
total
amount
using coins.
Thurs
3d Shapes,
write clues
for partner
1. Use
known
number
facts to
subtract 1digit from 2digit
numbers
2. Cross a
to work
out the
tens
boundary
shape.
when
subtracting
describe a
shape
what is it.
In pairs
How can we add this quickly? Split the 7 into 3 and 4, adding 3 to
make the next multiple of 10 and adding 4 using place value.
Show 27 beads. What is 27 add 7? Label 27 on a beaded line, draw
a hop to 30 labelling it +3, & then a hop to 34, labelling it +4.
Label 34. Repeat, this time drawing the steps on a landmarked
Independent: EXT/ US: Chn to draw own number lines to answer
a selection of questions by splitting the single digit number. Use
hops to show how they have split. A3 Sheet to copy sums. Next
step marking
Teacher S: use beaded number line. A3 sheet to copy sums.
FDT/LS: Separate input: place value/odd and even numbers/
splat square ‘I’m thinking of a number in this section. Give chn
question cards to use to narrow possibilities.
line. Rpt with 37 + 7 and 47 + 7, drawing the steps on the
landmarked line. Chn discuss in pairs how they might work out 58
TA/SEN TA: LS/FDT: To use partitioning to add two 2 digit
numbers. Reinforce tens and ones- Place value.
+ 7. Take feedback. Show how to draft a number line, splitting 7
into 2 & 5.
SEN: Using arrow cards and 100 squares.
Ask chn how they
would split the 7
in each case, to
jump to the
nearest 10. Chn
sketch number
lines to go with
each.
Show 15 beads on the 100 bead bar. What is 15 subtract 2? Ask
Display Q’s using IWB. Number sentences requiring chn to use
Display the
chn what fact we can use to help. (5 – 2 = 3) Repeat, showing 25 –
2, 35 – 2, 45 - 2… 95 - 2 all along the bar to reinforce the pattern
number facts to subtract a 1-digit from a 2 digit-number. Remind
chn: The first set doesn’t cross 10s, the second set does. As they
following: 41 – 7,
42 – 7, 43 – 7, 44
and link to 5 – 2 = 3. Show 10 beads. What is 10 subtract 3?
Repeat showing 20 – 3, 30 – 3, 40 – 3… 90 – 3, point out the pair to
work, check that chn are noticing patterns and are jumping to
the nearest ten using bonds, NOT counting in ones.
– 7, 45 – 7, 46 – 7
(see resources).
10 each time. Show 24 beads. What is 24 subtract 4? 24 subtract
7? Remind chn how to split 7 into 4 and 3, subtract the 4 using
place value, and then 3 using pairs to 10 (10 – 3 = 7). Show 34
beads. What is 34 subtract 7? Label 34 on the beaded line, draw a
TA S: Chn to use number lines to answer questions 1 to 12 in
each set.
SEN TA FDT
Ask chn how they
would split the 7
in each case, to
jump to the ten.
hop back to 30 labelling it -4, and then a hop back to 27, labelling
it -3, and labelling 27. Draw the same steps on a landmarked line.
LS:
Chn sketch empty
number lines to
Repeat with 44 – 7 and 54 – 7, drawing the steps on the
landmarked line. Chn discuss in pairs how they might work out 63
Teacher:EXT/US: Chn do questions 5 to 16 in each set.
go with each.
– 8. Show how to draft a number line splitting 8 into 3 and 5
rather than counting back in ones.
Fri
Use number
facts to
choose a
sensible
order to add
4 or more
numbers.
To Explain
the reasons
for your
choices.
Show number cards 3, 5, 17 and 4. Discuss what order in which to
add them. Draw out pair to 20. Then we know 4 and 5 make 9, so
we just add on the 9. Repeat with 2, 5, 17, 5, discussing adding 10
onto 19 (17 and 2). Repeat with 8, 10, 8 and 4 and 4, 8, 10 and 6
spotting 3 numbers making 20. Chn may come up with other ways.
Point out that different chn will know different number facts by
heart and so may choose a different order. Explain that we can
make additions easier by spotting known facts incl. doubles,
and/or putting the larger numbers 1st.
Teacher: FDT/LS: Chn work in 3s so they are adding 3 numbers
each time.
TA: S: Give tiddlywinks mat to each group of 3. Chn each flick a
counter onto the mat then add up the 4 scores. They record the
order in which they added up along with total.
US: Add two more counters in each round and talk to chn about
what different number facts they can see before they choose
which order to add the numbers. Encourage them to look for
doubles or bonds to 10 or 20. Next step marking
EXT: Chn work in 3s and each child flicks 2 counters so they
have to add 6 nos. Next step marking
Display a
tiddlywinks mat
(see resources)
which has
counters on the
numbers 12 and
2. Explain to chn
that you need to
score over 21.
Ask: Where
would the third
and last counter
need to land?