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B4vT......Lesson Plan
Date: 17/03/09Time: 9:05 10:10amClass: 1P Year 1Subject: MathsTotal: 24M: 12 F: 12
Lesson Objectives in terms of knowledge, concepts and skills to be obtainedLearning Intention:
To use counting and calculating skills to fill in the missing numbers in the sequence
Success Criteria:
Must: I can count and calculate to solve a problem counting in 2s
Should: I can count and calculate to solve a problem counting in 5s
Could: I can count and calculate to solve a problem counting in 10s
Lesson Structure Division of time and outline of introduction, body and plenary
M&O Starter:
In a circle, try to count on and back in 2s, 5s and 10s up to 100
Introduction:
Explain to the children that we are going to be thinking about facts we know about numbers. Q: How many different number pairs have a total of 10?
Q: How will we know when we have got them all? SYSTEMATICALLY!!
Check understanding of the order of numbers and understanding of using a number line. Draw a number line from 0-12. Ask a volunteer to give you a number between 6 and 12.
Q: Is it closer to 6 or 12?
Q: Show me how you know using this number line
Demonstrate a simple number sequence with missing numbers counting up in 2s forwards and backwards. For e.g;
0, 2, 4, ?, 8, 10 Explain that the first few numbers show us how many the numbers are counting on by.
Activity:
Children to work in ability groups for peer support.
Tell the children that we will be working in the same way as yesterday work through each pair of sequences at a time, sticking in book as you go. Once you have checked your learning, and had an adult check it, you can move on to the next one. Children can move onto a trickier sequence counting on in 2s before moving onto the sequences counting on in5s, to assess understanding of the process of counting and calculating.
Plenary:
Share some methods of calculating the numbers sequence problems. Try to choose children across the ability groups to demonstrate what method they were using.
Explain to the children that tomorrow we will be counting up in groups again, to solve some real problems and writing out some number sentences. Use the powerpoint to introduce the first couple of slides, to show how we will be counting in 2s.
Self-assess how children feel about their learning in the lesson.
Links to NC & National Framework Strategies, cross-curricular themes etc
NC: Maths
1a) approach problems involving number, and data presented in a variety of forms, in order to identify what they need to do
1b) develop flexible approaches to problem solving and look for ways to overcome difficulties
1c) make decisions about which operations and problem-solving strategies to use
1d) organise and check their work
1e) use the correct language, symbols and vocabulary associated with number and data
1i) explain their methods and reasoning when solving problems in
involving number and data
2b) create and describe number patterns; explore and record patterns related to addition and subtraction, and then patterns of multiples of 2, 5 and 10 explaining the patterns and then using them to make predictions; recognise sequences, including odd and even numbers to 30 then beyond; recognise the relationship between halving and doubling
3a) understand addition and use related vocabulary; recognise that addition can be done in any order; understand subtraction as both take away and difference and use the related vocabulary
3c) develop rapid recall of number facts: know addition and subtraction facts to 10 and then use these to derive facts from totals to 20, knowing multiplication facts for the 2x and 10x multiplication tables and derive corresponding division facts, know doubles of numbers to 10 and halves of even numbers to 20
4a) choose sensible calculations methods to solve whole-number problems (including number problems involving money or measures), drawing on their understanding of the operations
4b) check that their answers are reasonable and explain their methods or reasoning
5b) discuss what they have done and explain their results
Primary Framework:
Block E, Unit 2: Securing number facts, relationships and calculating
Key Vocabulary - to be put on boardResources Problem
Solution
Calculate
number sentence
answer
method
explain
add, sum, total, altogether
subtract, difference, minus
double
share
Differentiated number sequence pairs
Number lines or number squares if necessary
Differentiation provisions for different abilities, SEN, EAL and G&T
The children will be working in their ability groups. The number sequences are differentiated three ways so the different groups can work through at their own pace.
Assessment Type and approachAssessment will be carried out in the form of questioning and the problem solving skills that the children use
Have the children followed instructions?
What methods of counting and calculating are the children using to solve the problem?
Do the children need tools to help them number lines or number squares - or can they solve the sequences using their number facts?
Connections to prior learningContext of lesson in expected sequence
The children have been doing Block D, Unit 2 for the past few weeks. This is the second lesson in Block E, Unit 2, following on from solving word problems choosing between addition and subtraction operations.
Next lesson we will be looking at counting up in multiples of 2, 5 and 10 and writing the number sentence. For e.g how many socks in 4 pairs?
2 + 2 + 2 + 2 = 8
Details of ICT and Health & Safety-where appropriateLearning Intention and Steps to Success will be up on the ICT to set some targets with the children before we start, which we can self-assess against at the end of the lesson.
Involvement of other adults
There will myself and the CT in the classroom. We will work between the four groups to ensure that children are on task and address misconceptions as and when they arrive.
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