Mental Maths Learning Intention/Skills Main Teaching Content
Focus group in bold
Add and subtract 9
Success Criteria
We are learning to find the important information in a word problem and identify the calculation needed.
Addition and subtraction
(finding the difference)
Recap on what we learnt last week and children to explain strategies to each other.
LI
Present a word problem on the SB. Chn to read and discuss. What is being asked? What do we need to find out? Together identify the important info. Does it matter what the children are called or what they are buying etc. What is important? High light.
Work through a few examples together.
What sort of calculation is needed to solve?
Move some on to 2 step problems. What do we mean by a 2 step problem? Talk/ pair/share. Work through an example.
Activities All chn will identify the imp info in their word problems.
Remember to:
Read the problem
Discuss with partner
High light imp info
HA
One and two step word problems.
MA
Start with one step and then progress in appropriate.
Write calculation needed.
Plenary
What have we learned today? Fist of 5. Discuss strategies we can use to solve a simple one step problem in the context of measures.
AFL
Level 1 objects
LA
Layton to work with this group. One step problems
SpNds
Simple one step word problems. solve addition/subtraction problems involving up to 10
Level 2 choose the appropriate operation when solving addition and subtraction problems
Level 3 solve one-step whole number problems appropriately
– solve two-step problems that involve addition and subtraction
· solve whole number

Mental Maths Learning Intention/Skills
Add and subtract
11
Success Criteria
Main Teaching Content
Focus group in bold
We are learning to solve word problems.
Addition and subtraction
(finding the difference)
Continue from yesterday’s lesson. Ask a child if we can use their work as an example.
What strategies can we use to solve. Discuss alternatives.
Chn to choose one and show workings on wbs. Show and discuss with partner. Take feedback.
Repeat with another.
Activities All groups to solve problems from yesterday.
Remember to:
Re-read
Check highlighted info
Check calculation
Calculate and record
Check.
HA
Plenary
Self-assess referring back to steps.
Work through misconceptions.
Present another problem and work through together.
MA LA
Teacher focus
SpNds
TA support
AFL
Level 1 solve addition/subtraction problems involving up to 10 objects
Level 2 choose the appropriate operation when solving addition and subtraction problems
Level 3 solve one-step whole number problems appropriately
– solve two-step problems that involve addition and subtraction
· solve whole number

Mental Maths Learning
Intention/Skills
Main Teaching Content
Focus group in bold
Success Criteria
Remember to:
Write an addition sum
Work out the answer.
Write as subtraction sum
Calculate.
Plenary
We are learning that addition is the inverse of subtraction.
Continuing on from last week when we learnt about word problems using addition and subtraction.
Display LI and ask the chn what it means. Talk to partner
Ask the chn for a two single digit numbers Chn to write as an addition sum on wb. (Begin with very small numbers to reinforce concept) What other sums can we write using only these numbers? Chn discuss and record on wbs. Chn could write another addition sum. Extend to subtraction sum.
Generate conversation that addition is the inverse of subtraction. Work through a few examples together.
Move on to higher numbers.
Activities Will this work with all sums? Investigate.
HA
MA Children can use their own numbers. Ask chn to challenge themselves.
LA
SpNds
AFL
Level 1 Understand addition as ‘taking away’. How many are left?
Level 2 Use knowledge that subtraction is the inverse of addition.

Mental Maths Learning
Intention/Skills
Show different units of measurement and equipment. What do we use for each: weight, capacity and length?
Level 2 know which measuring tools to use to find, e.g., how much an object weighs, how tall a child is, how long it takes to run around the edge of the playground, how much water it takes to fill the water tray
Success Criteria
We are learning to make accurate measurements of hand span
Activities All chn to measure hand span and record.
Main Teaching Content
Focus group in bold
Discuss what a hand span is and show a picture of one on SB. Also demonstrate by asking a child to draw around my hand span on SB.
Ask chn to make a hand print of their hand span at their tables.
While they are drying, ask chn to look at their hands and compare to with their partners. Discuss what they observe. TP
LI. Discuss. What equipment could we use to measure and what unit of measurement. Discuss any misconceptions.
How do we measure a hand span? TP
Demonstrate measuring to the nearest cm.
Remember to:
Hand print
Measure
Record.
HA
Measure cm and mm
Plenary
Collect measurements and discuss what we have found.
MA
To nearest half cm.
LA
To nearest cm.
SpNds
Support with measuring if
needed.
AFL
Level 2 begin to use everyday non-standard and standard units to measure length and mass
– begin to understand that numbers can be used not only to count discrete objects but also to describe continuous measures, e.g. length
Level 3 measure a length to the nearest 1/2 cm
Maths/Science (Probably over 2 lessons as I will want to work on questioning)
Mental Maths Learning Intention/Skills Main Teaching Content
Focus group in bold
Cms in a metre.
In 2 m, half a metre etc.
Success Criteria
We are learning to produce a block graph and explain what it shows in response to simple questions.
Recap on collected data from previous lesson. Explain that today we are going to represent this data in a bar graph using a computer package.
ICT room.
Recap with children how to use Early essentials and handy graph, title, axis, input data and how to screen print.
Activities All chn to produce a graph

Remember to:
Refer to collected data.
Title
Axis
Input data
Print
Plenary
Begin to ask questions to extract information.
HA
Handy graph
AFL
MA
Handy graph
LA
Handy graph
SpNds
Early essentials
Level 2 communicate their findings, using the simple lists, tables, pictograms and block graphs they have recorded, e.g.
– respond to questions about the data they have presented, e.g. ‘How many of our names have five letters?’
– pose similar questions about their data for others to answer
Level 3 compare data, e.g. say how many more… than… and recognise the category that has most/least
– respond to questions of a more complex nature such as ‘How many children took part in this survey altogether?’ or
‘How would the data differ if we asked the children in Year 6?’
Mental Maths
Success Criteria
Remember to:
Plenary
Learning
Intention/Ski lls
We are learning to answer questions about the
Main Teaching Content
Focus group in bold data collected.
Activities
HA MA LA SpNds
AFL
Level 2 communicate their findings, using the simple lists, tables, pictograms and block graphs they have recorded, e.g.
– respond to questions about the data they have presented, e.g. ‘How many of our names have five letters?’
– pose similar questions about their data for others to answer
Level 3 compare data, e.g. say how many more… than… and recognise the category that has most/least
– respond to questions of a more complex nature such as ‘How many children took part in this survey altogether?’ or
‘How would the data differ if we asked the children in Year 6?’

Mental Maths
Success Criteria
Remember to:
Plenary
Mental Maths
Learning
Intention/Skills
Main Teaching Content
Focus group in bold
We are learning to use repeated addition to solve multiplication sums.
Activities
Explain to the chn that over the next few days we are going to be learning about multiplication and division.
Around the classroom display the vocab for each. Children to work with a partner walk around and list vocab into column either multiply or divide. Revise the meaning of these words.
Display LI and discuss.
HA MA LA SpNds
AFL
Level 1
Level 2 use repeated addition to solve multiplication problems.
Learning
Intention/Skills
We are learning that division and multiplication are opposite operations.
Main Teaching Content
Focus group in bold

Success Criteria
Remember to:
Plenary
Activities
HA MA
AFL
LA SpNds