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Date: 20/03/09Time: 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 recap and consolidate our learning of calculating problems in multiples
Success Criteria:
Must: I can count on and calculate problems in multiples of 2
Should: I can count on and calculate problems in multiples of 5
Could: I can count on and calculate problems in multiples of 10
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:
Q: What have we been learning about in maths this week?
Q: Can anyone remember the special maths word we used yesterday when we were counting up in 2s, 5s and 10s? multiples
Ask for some volunteers to stand up so we can practice counting in multiples of 2, counting the childrens ears, eyes. Build up from 2 children.
Practice counting in multiples of 5 by counting hands, see how far the children can count up.
Practice counting in multiples of 10 by counting toes, see how far we can get.
Demonstrate a domino card 2 dots on each side shows the number 2 is doubled = 4
3 dots on each side shows the number 3 is doubled = 6
Activity:
Children to work in ability groups for peer support. Adult to work in each group.
LA work with Mrs Robinson. Talk about doubling numbers and count out using multilink
MA show a number and children have count it out using multilink and double it
HA show the children a number, they write the double on a whiteboard
Plenary
Would anyone like to share their learning?
Celebrate the fantastic learning this week in maths.
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 Calculate
multiples
number sentence
answer
method
explain
add, sum, total, altogether
subtract, difference, minus
double
share
Domino cards
Number cards
Multilink
Whiteboards
Differentiation provisions for different abilities, SEN, EAL and G&T
The children will be working in their ability groups. The activities are differentiated three ways so the different groups can work through at their own pace and consolidate their own understanding.
Assessment Type and approachAssessment will be carried out in the form of questioning and the problem solving skills that the children use
Are children using maths objects to count out the groups?
Can children recall their learning from this week?
Can children explain their learning?
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 third lesson in Block E, Unit 2, following on from solving word problems choosing between addition and subtraction operations and number sequences counting on in 2s, 5s and 10s.
Next week we will be sharing objects into equal groups, using diagrams to demonstrate and writing the number sentences underneath.
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, the LSA and the CT in the classroom. There will be one adult for each of the groups to ensure that children are on task and address misconceptions as and when they arrive.
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