Year 1 Week 5 - Pearson Schools and FE Colleges

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Plan: Plan for Year 1
Weekly Plan: Week 5
Block C1.a: Compare two or more lengths or heights by direct comparison
Block C1.b: Measure lengths using uniform non-standard units
Day
1
2
3
4
Mental oral starter
Know the number pairs to
6. Divide class into 2 teams.
Give each team a dice and a
name. Child from team A
throws their dice. Chn
identify the number and one
of them writes it on flip chart.
If team B’s throw adds to this
number to make 6, they
score a point.
Objectives
[Y1] Compare two or
more lengths or
heights by direct
comparison
Count on or back in 1s
from different numbers.
Give each child a large
number card between 0 and
about 30. Start with the
largest number. The child
holding that card says his
number. The child with the
next number countingback
says her number. Continue
like this.
Say a number 1 more than
any number up to 30.
Divide class into 4 teams;
divide each team into pairs
and give each pair a number
card. Each pair must work
out the next number and
say it to each other. Choose
2 pairs in each team, if they
get it right, their team gets a
point.
Estimate a number of
objects up to 30. Tell chn
that different things will be
put in the straw hat and they
have to guess how many.
Child takes several double
handfuls of loose beads.
Place these in hat. Chn
estimate on whiteboards.
Check by counting,
grouping in10s as you
count.
Main teaching
Hold up 2 scarves. Which is
longer?We can find out by placing
them side by side. Chn stretch out
1st scarf on floor; the 2nd is placed
beside it, ends lined up. Which is the
shorter? Extend to comparing 3
scarves. Use the vocabulary longer,
longer than, shorter and shorter
than.[ITR C1.a]
*
[Y1] C1.a.1
Seat chn in circle. Stand a selection
of objects in the centre of the circle.
[Y1] 1.1 p24
We are going to compare their
heights. The height is how far the
top of the object is above the ground.
Select 2 objects. Place them side by
side so it is easy to compare. Rpt for
other pairs of objects. Make
comparison statements.
[Y1] Estimate then
measure lengths,
recording estimates
[Y1] Measure lengths
using uniform nonstandard units (whole,
half and quarter)
Hold up 2 objects: Which is longer?
Compare them by placing them side [Y1] C1.b.1
by side. Hold up a drinking straw.
We are going to place the pole on
the floor and see how many straws
placed end to end, will match its
length. Compare the result with the
chn’s estimates. Rpt to measure the
length of 1 or 2 more objects using
the straws.
Hold up 2 objects. Which is taller?
Place them together standing on the
floor. Hold up a pencil. We are going [Y1] 1.1 p25
to find how many of these match the
height of the object. Invite chn to
guess. Lay the object on its side and
lay the pencils end to end. Chn
count the pencils together. Rpt to
measure the height of a chair. [ITR
C1.b]
**
[Y1] 1.1 p24
[Y1] C1.a.3
[Y1] 1.1 p25
[Y1] C1.b.3
***
****
[Y1] C1.a.2
[Y1] 17
[Y1] Ch.C1.1
[Y1] C1.b.2
[Y1] 1.1 p26
[Y1] Ch.p10
Plenary
Outcomes
Each child collects an
object. Choose
another object.
Compare one of the
chn’s objects with
yours. Is this longer
or shorter? Test it.
Rpt for other objects.
 Compare lengths
using direct
comparison.
 Use language
associated with
measuring length.
Compare the heights
of pairs of chn when
they are standing
apart and then when
they stand back to
back. Extend to
comparing 3 chn.
Compare the heights
of individual chn with
objects in the
classroom.
 Compare height
using direct
comparison.
 Use language
associated with
measuring height.
Play ‘Guess the
length’. Choose a
length, choose a unit,
for example straws.
Children each write
an estimate of the
object’s length in the
unit given. Whose
estimate is closest?
 Measure and
estimate
length/height using
uniform nonstandard units eg
straws.
Measure the height
 Estimate, measure
of a child using both
and compare
pencils and gluelengths using
sticks. The child lies
uniform nonflat on the floor while
standard units.
other chn lay the units
carefully alongside.
Day
5
Mental oral starter
Add two small numbers
with totals below 10. Team
A has 2, 4, 6, 8, 10. Team B
has 1, 3, 5, 7, 9. Child from
each team stands at front,
with a hand behind their
back. On count of 3, both
bring out hand with fingers
standing and some folded
down. Add numbers. The
team with that total gets a
point.
Objectives
Main teaching
*
Choose child to lay out 5 pens end to
end. We are looking for objects that
[Y1] C1.b.3
are longer than 5 pens. Chn make
suggestions. Test out objects. Stress
need to line them up end to end. Rpt
for other objects that are more than 5
pens long or less than 5 pens long.
**
[Y1] 1.1 p26
© Pearson Education Ltd 2009
***
[Y1] 19
****
[Y1] Ch.p11
Plenary
Choose a length e.g.
6 pegs. In pairs chn
find an object that
they estimate to be 6
pegs long. Test them
by laying them
alongside 6 pegs
placed end to end.
Whose objects are
close?
Outcomes
 Estimate, measure
and compare
lengths using
uniform nonstandard units.
 Use language of
measuring.
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