# Planning Sheet

Document Sample

Unit 3                                                                  Five daily lessons

Year 2                                                                                                                             This Unit Plan is designed to guide
Unit Objectives
You will need to adapt it to meet
Year 2                                                                           the needs of your class.
   Extend understanding of the operations addition and subtraction. Use and            Pages 25, 29
begin to read the related vocabulary. Use the +, − and = signs to record
mental additions and subtractions in a number sentence, and recognise the
Resources needed to teach this unit:
use of a symbol such as  or ∆ to stand for an unknown number. Recognise
that addition can be done in any order but not subtraction: for example, 3 +
21 = 21 + 3, but 21 – 3 ≠ 3 – 21.                                                                                Activity sheet 3.1
   Use knowledge that addition can be done in any order to do mental                   Page 33                      Activity sheet 3.2
calculations more efficiently. For example: put the larger number first and                                      Bead string (or OHT 3.1)
count on in tens or ones.                                                                                        Interactive teaching program ‘Number
   Add/subtract 9 or 11: add/subtract 10 and adjust by 1.                              Page 35                       facts’ (or OHP and counters)
   Explain how a problem was solved orally and, where appropriate in                   Page 65
    Number line to 20
writing.                                                                                                         Class hundred square
    Whiteboards
    Coat hanger with 14 pegs
    Tin
Year 1             Link Objectives                         Year 3                                            10p and 1p coins
    Two-digit numbers on cards
   Understand the operation of addition, and of subtraction        
(as ‘take away’, ‘difference’, and ‘how many more to
Extend understanding of the operations of addition         Coloured pencils
and subtraction, read and begin to write the related
make’), and use the related vocabulary. Begin to recognise          vocabulary, and continue to recognise that addition
that addition can be done in any order. Begin to use the +, −       can be done in any order. Use the +, − and = signs.    Also see Models and Images Charts:
and = signs to record mental additions and subtraction in a        Add and subtract mentally a ‘near multiple of 10’       Understanding addition and subtraction;
number sentence, and recognise the use of a symbol such as          to or from a two-digit number… by adding or             Counting on and back in ones and tens;
 or ∆ to stand for an unknown number.                              subtracting 10, 20, 30… and adjusting.
   Add 9 to single-digit numbers by adding 10 then subtracting        Use knowledge that addition can be done in any order
 Addition and subtraction facts to 20.
1.                                                                  to do mental calculations more efficiently.
   Use knowledge that addition can be done in any order to do         Explain methods and reasoning orally and, where
mental calculations more efficiently.                               appropriate, in writing.
   Explain methods and reasoning orally.

(Key objectives in bold)                                                       PNS Unit Plans

Planning                             Day One                          Unit 3 Addition and subtraction                                                         Term: Autumn                                          Year Group: 2
sheet
Oral and Mental                                                       Main Teaching                                                                                                                                 Plenary
Objectives and           Teaching Activities                          Objectives and                       Teaching Activities                                                                                      Teaching Activities/ Focus
Vocabulary                                                            Vocabulary                                                                                                                                    Questions
Know by heart all            Show the children 5 fingers. Ask        Recognise that addition can be         Hang 2 pegs on one end of the coat hanger and 12 on the other.
addition facts for each       the children to show how many           done in any order but not                                                                                                                      Q Which calculations did you write in
number to at least 10.        fingers they would need to make         subtraction.                          Q How many pegs are there altogether? How did you work it out?                                             a different order? Why?
10. Repeat with different
numbers. Ask children to say their      Use +, – and = signs to record          Turn the coat hanger round.                                                                              Write the following number sentences
answers in a number sentence            mental calculations in a number                                                                                                                   on the board and discuss what the
e.g. 5 add 5 equals 10.                 sentence.                             Q Does this help? Why?                                                                                      missing numbers might be.
Record the children’s statements
on the board e.g. 5 + 5 = 10.                                                   Reinforce that the answer to 2 + 12 and 12 + 2 is 14, whether you start at 2 and count on 12, or                    11 +  = 13
start at 12 and count on 2, but counting on a smaller number is quicker.                                            15 +  = 18
   Demonstrate using a coat hanger                                                                                                                                                                     14 −  = 12
that addition can be done in any                                               Write the following calculations on the board:                                                                      19 −  = 16
order. Place 10 pegs on coat                                                    5 + 22                                                                                                                + 1 = 15
hanger, 3 at one side and 7 at the                                              34 + 3                                                                                                                + 2 = 19
other.                                                                          29 + 2                                                                                                                − 2 = 13
5 + 49                                                                                                                − 3 = 15
Q How would you work these out? What would you do if they were pegs on a coat hanger?                    Q How can we work out what has
been added to 11 to get 13? If we
     Write the following calculations on the board: 12 – 3; 3 – 12                                            start with a mystery number, add 1
and the answer’s 15, what must the
3    +        7                                                           Q Do you think the answers to these will be the same?                                                      mystery number be?
Write the calculation on the board;
Hang 12 pegs on the coat hanger and point to 12 – 3.                                                      Help children to find the missing
3 + 7 = 10.
numbers by counting on/back on a
Turn the coat hanger round so                                                 Q What shall I do next? How many are left?                                                                  number line.
that the 3 pegs are now on the
right.                                                                          Now hang 3 pegs on the coat hanger and point to 3 –12.                                                 Q What two important facts have we
Q What calculation does the coat                                                  Q What shall I do now? What will happen? How many pegs can I take off?                                     subtraction?
hanger show now? Is the answer
the same? If you didn’t know the          VOCABULARY                              Draw out that the biggest number of pegs you can take off is 3. Write 3 – 3 on the board and            Ensure children recognise that
answer would it matter whether            add                                     ask a child to complete the number sentence to confirm the answer to a take away question can            addition can be done in any order but
you started with 7 and counted            addition                                be zero.                                                                                                 subtraction can not.
on 3 or started with 3 and                take away
counted on 7? Which would be              subtract                              Q Does 12 – 3 give the same answer as 3 – 12? Does 12 + 3 give the same answer as 3 + 12?
VOCBAULARY                  easier?                                   subtraction                                                                                                                                    By the end of the lesson, children
add                                                                   equals                                  Establish the principle that addition can be done in any order but not subtraction.                    should be able to:
plus                         Hang 2 pegs at one end and 6 at         altogether
total                         the other. Ask children to show         count on                               Write calculations such as the following on the board, ask the children to write them the way           recognise addition can be done
altogether                    you how many pegs there are             count back                              round they would prefer to work them out and then to choose at least five to complete.                   in any order but that subtraction
altogether by holding up the right                                              15 + 3       19 + 3                                                                                      cannot, for example 4 – 2 is
number of fingers. Turn the coat                                                2 + 14        4 + 18                                                                                     different from 2 – 4.
hanger round and repeat.                                                        3 + 23       19 – 4
23 – 2       3 + 28                                                                                    (Refer to supplement of examples,
RESOURCES                    Practise with other pairs with totals   RESOURCES                                                                                                                                      section 5, pages 25 and 29.).
Coat hanger and 10            less than 10.                           Coat hanger with 14 pegs
pegs                                                                  Number line to 20

PNS Unit Plans

Planning      Day Two                                                 Unit 3 Addition and subtraction                                           Term: Autumn                                         Year Group: 2
sheet         (page 1 of 2)
Oral and Mental                                                       Main Teaching                                                                                                                  Plenary
Objectives and         Teaching Activities                            Objectives and       Teaching Activities                                                                                       Teaching Activities/
Vocabulary                                                            Vocabulary                                                                                                                     Focus Questions
Know by heart all          Use the ITP ‘Number facts’ to practise    Add/subtract 11 by        Drop 10p coins one by one into a tin, asking the children periodically how much money is              Show the children the
addition and                addition and subtraction facts for        adding 10 and              in the tin. Empty the tin. Put 5p in the tin, and then add 10p coins one at time, periodically         hundred square and ask a
subtraction facts for       each number from 5 to 10.                 adjusting by 1.            asking how much is in the tin.                                                                         child to find 37.
each number to at           (Alternatively use counters on the
least 10.                   OHP or whiteboard.)                       Use + and – and =         Empty the tin and put 40p in the tin. Then add a 10p coin and a 1p coin.                             Q What number would you
signs to record                                                                                                                   land on if you added 10
Use + and – and =           Start with 10 counters on the screen.     mental calculations       Q How much have I added? How much is in the tin now? How did you work it out?                           to 37? Where is it on the
signs to record             Highlight the first 2 and ask children    in a number                                                                                                                       hundred square? If we
mental calculations         to write a number sentence on their       sentence.                  Empty the tin and put 70p in. Again add a 10p coin and 1p coin asking children how much                added another 1 on,
in a number                 boards, i.e. 2 + 8 = 10. When they                                   has been added and what the new total is.                                                              where would you land?
sentence.                   have done so, click on the number                                                                                                                                           How much have we
sentence icon to display the correct                                Empty the tin and put 45p in it. Add a 10p coin and then a 1p coin.                                    added on to 37
number sentence.                                                                                                                                                            altogether? What
Q How much have I added? How much is in the tin now? How did you work it out?                               number sentence could
Q What would the number sentence                                                                                                                                                we write?
be if I’d changed the colour of the                                    Start with 56p in the tin, add 10p and 1p, again asking the children how much has been
last two counters instead of the first                                 added and what the new total is. Repeat starting with other two-digit amounts until the               Ask a child to find one of
two?                                                                   children are secure.                                                                                   the two-digit numbers they
chose in the main part of
   Deselect the number sentence option                                 Write 40 + 10 and 40 + 11 on the board.                                                                the lesson.
select the subtraction option and drag
the last two counters into the bin on                           Q How could you add the 11 on? What would be an easy way? Does knowing 40 + 10                            Q Where would you land if
the screen. Ask the children to write a                           help?                                                                                                     you added 10 onto this
number sentence on their boards,                                                                                                                                            number? And then
and then select the number sentence                                  Write 37 + 11 on the board.                                                                            another 1? How much
option for them to check if they were     VOCABULARY                                                                                                                        have we added on
right, i.e. 10 – 2 = 8                    add                                                                                                                               altogether? What
VOCABULARY                                                            addition              Q How could you work this out? How could you add the 11 on? What would be an easy
way? What is an easy way to add 11 to a two-digit number?                                                 number sentence could
add                     Q What number sentence would you              subtract                                                                                                                          we write?
subtract                                                              take away                   Establish that out that one way to add 11 is to add 10 first, and then to add 1. Write 37 +
counters in the bin instead of the                                     10 + 1 = 48                                                                                          Q How do we move when
subtraction               yellow counters?                            count on                                                                                                                          we add 11 onto these
take away                                                             count back                                                                                                                        numbers on the hundred
two-digit number           Draw the calculations on empty number lines:
   Write 8 + 2 = 10, 2 + 8 = 10, 10 – 2 =                                                                                                                                      square?
8 and 10 – 8 = 2 on the board and                                             +10                                         +10
+1                                          +1
say that these number sentences are                                                             ~                                                                          Establish that adding 11
all about the eight red counters, the                                  40                  50        51             37                 47        48                         onto these numbers
RESOURCES                   two yellow counters and the number                                                                                                                                          produces an ‘L’ shape.
ITP ‘Number facts’          altogether.                               RESOURCES
Say that you could add the 1 first and then the 10 and that the total would be the same as             Show that if you add 1 and
(or 10 counters on                                                    Tin
when you added 10 then 1. Show this on a number line and write 37 + 1 + 10 = 48                        then 10 you land on the
an OHP or                                                             10p and 1p coins
same number.
whiteboard)                                                           Class hundred
Whiteboards                                                           square

PNS Unit Plans

Planning      Day Two                                          Unit 3 Addition and subtraction                                       Term: Autumn                                         Year Group: 2
sheet         (page 2 of 2)
Oral and Mental                                                Main Teaching                                                                                                              Plenary
Objectives and   Teaching Activities                           Objectives and       Teaching Activities                                                                                   Teaching Activities/
Vocabulary                                                     Vocabulary                                                                                                                 Focus Questions
   This time put 6 counters on the                                 Ask the children to work in pairs to choose five two-digit numbers greater than 20 and add             Repeat the above for
screen and change the first 2 to                                 11 to them. They can draw number lines if they find it helpful. They should record the                  subtracting 11 to show the
yellow, leaving the last 4 red. Ask the                          complete number sentences (and number lines if they use them) in their books.                           reversed ‘L’ shape.
children to write two number
sentences on their whiteboards using                             Collect children’s responses and discuss their number sentences.
the = sign.                                                     Write 57 – 11 and 70 – 11 on the board.                                                             By the end of the lesson,
children should be able
   Now put the 2 yellow counters into                             Q How could you work this out? How would you subtract the 11? What would be an easy                   to:
the bin and ask them to write a                                  way? What is an easy way to subtract 11 from a two-digit number?
subtraction number sentence before                                                                                                                                       mentally add/subtract
displaying it on the screen. Put the 2                           Draw the calculations on empty number lines:                                                             11 to/from any two-
yellow counters back and put the red                              −1              −10                               −1              −10                                   digit number;
counters in the bin, asking them to                                                                                                                                      use + and – and =
write a different subtraction number                       46          47                        57                                                                       signs to record mental
59        60                       70
sentence before displaying it on the                                                                                                                                      calculation in a
screen.                                                          Say that you could subtract the 1 first and then the 10 and that the answer would be the                 number sentence.
same as when you subtract 10 then 1. Show this on a number line.
   Write this family of facts on the board                                                                                                                              (Refer to supplement of
explaining that are all about the 4 red                         Ask the children to work in pairs to subtract 11 from each of the five two-digit numbers they       examples, section 5, pages
counters, the 2 yellow counters and                              chose before. Again they should record the complete number sentences in their books,                25 and 35.)
the total number of counters.                                    together with number lines if they find them helpful.

   Display 7 counters, 4 red and 3
yellow and ask the children to write as
many number sentences as they can

PNS Unit Plans

Planning                          Day Three                                    Unit 3 Addition and subtraction                               Term: Autumn                                 Year Group: 2
sheet
Oral and Mental                                                                Main Teaching                                                                                              Plenary
Objectives and         Teaching Activities                           Objectives and                Teaching Activities                                                                    Teaching Activities/ Focus
Vocabulary                                                           Vocabulary                                                                                                           Questions
Say the number that          Use the bead string to practise        Add 9 by adding 10 and          Write 24 + 10 on the board.
is 1 or 10 more or            counting in tens first from 0 and      adjusting by 1.                                                                                                       Q Which questions were hardest?
less than any given           then from single-digit numbers.                                       Q How would we do this on the bead string? What would the answer look                    Easiest? Why?
two-digit number.             Repeat backwards first from 100        Explain methods orally           like?
and then from numbers between          and where appropriate in                                                                                                 Ask a child to find 26 on the hundred
Partition two-digit           90 and 100.                            writing.                         Do this on the bead string (or write on OHT 3.1).                                        square.
numbers into a
multiple of 10 and 1.        Ask the children to close their eyes                                   Write 24 + 9 on the board.                                                           Q Where would we land if we added
to visualise the effect of                                                                                                                                     10 onto 26? Where would we land
adding/subtracting ten/one.                                           Q What if we only wanted to add 9 onto 24, not 10? Have we added too much                if we then took 1 away? What
or too little? What could we do now?                                                   shape would we move through?
Q What does 14 look like? How                                                                                                                                    How is this different to adding 11?
many groups of 10? How many                                            Establish that you have added on one too many, and so you need to slide
extra ones? What does 24 look                                           one bead back again. Show this on the bead string.                                      Say that today you have been adding
And 25? What have we added                                             Repeat starting with other two-digit numbers, first adding 10 and then moving            first, as that is an easy number to
on this time?                                                           one back so that only 9 has been added.                                                  add, and then to subtract 1. Say that
tomorrow you will be subtracting 9.
Q What does 35 look like? How                                            Draw the first calculation on an empty number line to show that you added 10
many groups of 10? What does                                            on at first, but this was a bit too much and so you had to come back a little.       Q How could subtracting 10 be helpful
25 look like? How much have we                                                                                                                                 if we wanted to subtract 9?
taken away? And 24? What                                                             +10
have we taken away this time?                                                                                                                            HOMEWORK – Give out Activity sheet
-1                                                         3.1. Demonstrate how to play the game
33     34                                                 using an OHT of the activity sheet. Play
24
the first few moves with you as Frog one
and the class as Frog two. Ask the
Write 24 + 10 – 1 = 33 on the board and discuss how this relates to the          children to play the game with someone
number line.                                                                     at home.
VOCABULARY
an empty number line, asking them to explain what is happening.                      By the end of the lesson, children
VOCABULARY                                                           subtracted
should be able to:
subtracted                                                                                            Record 35 + 10 − 1 = 44 and explain how this relates to the number line.
    add 9 to any two-digit number
taken away
tens                                                                                                 Write the following numbers on the board and ask the children to add 9 to                 by adding 10 and subtracting 1.
ones                                                                                                  each of them. They should help each other in pairs, recording the whole
number sentences in their books and drawing number lines if they find them           (Refer to supplement of examples,
RESOURCES
Activity sheet 3.1
An OHT of Activity sheet                26   43   78    39    95    20   50   90   100
RESOURCES                                                            3.1

PNS Unit Plans

Planning                         Day Four                   Unit 3 Addition and subtraction                                                   Term: Autumn                                       Year Group: 2
sheet
Oral and Mental                                             Main Teaching                                                                                                                        Plenary
Objectives and        Teaching Activities                   Objectives and                Teaching Activities                                                                                    Teaching Activities/ Focus
Vocabulary                                                  Vocabulary                                                                                                                           Questions
Say the number that         Write the following number     Subtract 9 by adding 10         Recap subtracting tens using the bead string (or OHT 3.1).                                            Ask a child to find 36 on the
is 10 more/less than         sentences on the board:        and adjusting by 1.                                                                                                                     hundred square.
any given two-digit
number.                35  10 = 45       56  10 = 66                                                        38                    48                    58                68                    Q Where would we land if we
67  10 = 57       29  10 = 19      Explain methods orally                                                                                                                  subtracted 10 from 36?
52  10 = 62       27  10 = 37      and where appropriate in         Focus on the changing tens digit taking time to talk about the colour pattern e.g. 68 to 60 to         Where would we land if we
97  10 = 87       100  10 = 90     writing.                         58 and looking at the repeated colour pattern.                                                         then added 1? What shape
would we move through?
Q What is missing?                                               Write 48 – 10 on the board.                                                                            How is this different to
subtracting 11?
     Talk through the first one,                                   Q How would we do this on the bead string? What would the answer look like?
establish that the operation                                                                                                                                          Write the following number
sign is missing, and which                                      Do this on the bead string (or write on OHT 3.1).                                                      sentences on the board and
sign it is.                                                                                                                                                            ask the children to decide
     Write 48 – 9 on the board.                                                                             whether 9 has been added or
Q Is it the add or subtract                                                                                                                                              subtracted. They should write
sign? How do you know?                                        Q What if we only wanted to subtract only 9 not 10 from 48? Have we subtracted too much                  the correct sign on their
How can you check?                                              or too little? What could we do now?                                                                   whiteboards and hold them to
show you.
     Point to each question in                                       Establish that you have subtracted one too many, and so you need to slide one bead back
turn and give the children                                      again. Show this on the bead string                                                                    35  9 = 44     56  9 = 65
some thinking time to                                                                                                                                                  67  9 = 58     29  9 = 20
decide what the missing                                        Repeat starting with other two-digit numbers, first subtracting 10 and then moving one                 52  9 = 61     27  9 = 18
sign might be. Ask them to                                      back so that only 9 has been subtracted.                                                               97  9 = 88     100  9 = 91
respond by writing + or –
on their whiteboards and                                       Draw the first calculation on an empty number line to show that you subtracted 10 at first,          Q Which question was the
holding them up to show                                         but this was a bit too much and so you had to come back a little.                                      easiest? Why?
you.                                                                                  −10
+1

38     39                               48                                                      By the end of the lesson,
children should be able to:
VOCABULARY
Write 48 – 10 + 1 = 39 on the board and discuss how this relates to the number line.                  subtract 9 by subtracting
VOCABULARY                                                  subtract                                                                                                                                10 and adding 1;
add                                                         count back                      Write 35 − 9 on the board. Ask children to help you draw the same steps on an empty                   explain orally and record
subtract                                                    count on                         number line, asking them to explain what is happening.                                                 on a number line how to
     Write the following numbers on the board and ask the children to subtract 9 from each of
RESOURCES                        them. They should help each other in pairs, recording the whole number sentences in their            (Refer to supplement of
Bead string (or OHT 3.1)         books and drawing number lines if they find them helpful.                                            examples, section 5, pages
RESOURCES                                                   Class hundred square                                                                                                                  35, 65)
Whiteboards                                                 Whiteboards                                       26   43     78   39    95    20   50   90   100

PNS Unit Plans

Planning                            Day Five                 Unit 3 Addition and subtraction                                                         Term: Autumn                                          Year Group: 2
sheet
Oral and Mental                                              Main Teaching                                                                                                                                 Plenary
Objectives and          Teaching Activities                  Objectives and                    Teaching Activities                                                                                         Teaching Activities/ Focus
Vocabulary                                                   Vocabulary                                                                                                                                    Questions
Say the number that           Ask the children to form      Add/subtract 9 or 11:               Write the following number sentences on the board:                                                           Discuss how they guessed which
is one or ten more/            small groups. Give a two-     add/subtract 10 and adjust                                                                                                                         calculation was the one they
less than a given two-         digit number to one child     by 1.                                       10 + 10 = 20;     15 + 10 = 25;     20 + 10 = 30;     25 + 10 = 35.                                    needed for their stepping stone.
digit number.                  in each group and ask
them to come and stand        Explain methods orally and           Point to each in turn and ask what the answer would be if you had only added 9, not 10. Then              Q What clues did you use? Did the
at the front.                 were appropriate in writing.         point to each and ask what the answer would be if you added 11 instead of 10.                               four number sentences on the
board help?
children have to ‘win back’                                        the answer be smaller or larger? Thinking about what we were doing last week, which two                      Write the following calculations on
the person from their                                              numbers can you easily add 9 onto straight away without adding 10 and then taking away 1?                     the board and ask the children to
group by giving a fact                                                                                                                                                           discuss in pairs how they might be
about the number they are                                          Remind the children that it is easy to add 9 to tens numbers such as 10, 20 and 30.                           tackled:
holding, using one more
than or one less than. For                                        Write the following number sentences on the board:                                                            35 + 9    35 – 11
example, if a child is                                                                                                                                                           10 + 35   35 – 9
holding the number 27,                                                    25       = 36      25       = 34      25      = 14       25      = 16                                  11 + 35   9 + 35
possible responses could
be: 27 is one more than                                            Say that each number sentence has a sign missing, + or –, and a number missing, 9 or 11.                      Take feedback.
26; or 27 is one less than
28.                                                                Ask the children to discuss in pairs what might be missing each sentence.                                 Q Are there any calculations that
you might do in a different order?
Q If 27 is one more than                                           Q Has something been added or taken away? How do you know?                                                    Which answers will be bigger
26, what is one less                                                                                                                                                           than 35? Which will be smaller?
than 27? If 27 is one                                              If children need help, write 25 + 10 = 35 and 25 – 10 = 15 by the side of the first group of number         Which will be the biggest
less than 28, what is                                              sentences and ask them to carry on discussing in pairs what might be missing in each of the first           answer? The smallest?
one more than 27?                                                  four number sentences.
       Remind the children that it is often
     Repeat, choosing a                                               Q Do these number sentences help? What other clues do you have? Which ones have an +                            easier to put the larger number
different child from each                                          sign missing? Is the answer bigger or smaller than if you had added 10 on? Which ones have                    first.
group. This time ask the                                           a – sign missing? Are the answers bigger or smaller than if you had subtracted 10?
seated children to give a
fact about the number                                              Take feedback from the class, asking for their reasoning, agreeing on what goes on the boxes              By the end of the lesson,
they are holding, using                                            for each sentence and checking that the answers ‘work’.                                                   children should be able to:
ten more than or ten less
VOCABULARY                     than. For example, if a                                          Q How could we check our answers?                                                                               mentally add or subtract 9 or
two-digit number               child is holding the                                                                                                                                                              11 to/from any two-digit
one more                       number 27, possible
one less                                                     VOCABULARY                          Give out Activity sheet 3.2. This is the same ‘game board’ as they had for homework, but the                   number;
responses could be:                                                calculations have changed. Remind them how to play by playing it with them as a class for a few               put the larger number first in
ten more                       27 is ten more than 17; or    added
ten less                                                     taken away                           moves, with you as Frog one and the class as Frog two. Point out that the numbers on the                       order to count on.
27 is ten less than 37.                                            stepping stones are the answers to the calculations on the right. Explain that they will play the
check
game in pairs, one frog starting on 31 and the other on 29. They have to say which question has           (Refer to supplement of examples,
Q If 27 is ten more than                                             the answer on the stepping stone they want to hop onto. They should then check the answer; if             section 5, pages 33 and 35.)
17, what is ten less than                                          they are right they colour in the stepping stone in their colour. The aim is to get across to the
27? If 27 is ten less                                              other side before the other frog. They do not have to hop across stones in a straight line, but can
RESOURCES                      than 37, what is ten          RESOURCES
Two-digit numbers on                                         Activity sheet 3.2                   only hop onto stones next to each other.
more than 27?
cards                                                        Coloured pencils

PNS Unit Plans

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