VIEWS: 283 PAGES: 7 CATEGORY: Childrens Literature POSTED ON: 11/28/2009 Public Domain
Spring Week 1 & 2 Unit 2A Week Reference Learning Objectives for or PF each Activity Session Week 1: Session 1 PF: Year 2; Block A, Unit 2 – Counting, partitioning and calculating: Count up to 100 objects by grouping them and counting in 10s and 1s. Explain what each digit in a 2-digit number represents, including numbers where 0 is a place holder; partition twodigit numbers in different ways, including into multiples of 10 and 1. To develop efficient ways of adding using materials in the classroom. To count objects by grouping them. To be able to identify tens and units in a two digit number. To be able to partition a number into tens and units. To understand zero as a place-holder. Assessment Criteria Activities including Organisation and Differentiated Tasks Can you develop a more efficient way of addition? Can you group objects into tens, fives and twos. Are you able to identify tens and units in a two digit number? Are you able to partition numbers into tens and units? Can you explain the vocabulary of place value? MO: Children in circles with uni-fix blocks. Start counting the bricks, loose count, repeat several times. There must be a better way of doing this? Discuss estimating as a way of helping work out how many blocks you may have. Get children to look at the pile of blocks and ask them to estimate how many they think they might have. Discuss what makes estimations good etc. Discuss ways we could count in a more organised way. What could I count the block in piles of? Model counting blocks in lines of 10. Get children to do this on the tables (each table should have a different numbers of blocks). Discuss what each table counted in and record answers on to the IWB. Content of Input: How many tens in 60? How do you know? Sort numbers on IWB into number of tens and units, (use place value cards Have 34 + 25 on IWB. What number is bigger? How do you know? Where are the units? How many units? 19 and 91 on the IWB. Which one is 19? Which number is bigger? How do you know? How are they different/ the same? 108 – How many units? How many tens? (What does 0 mean?) Have word ‘place holder’ on a word card. We have tens, units, how else have we got now? Why? How can partitioning help us when adding large 2-digit numbers? Model examples. Group Activities: Adding 2-digit numbers by partitioning Differentiation by expectation and level of support, (A- use place value equipment to support) Spring Week 1 & 2 Unit 2A Plenary: Correct an incorrectly partitioned number on the IWB. Resources: Pile of uni-fix blocks on each table IWB Place Value Equipment WB Books MO: Odd/ even numbers. Use website- children organise odd/ even numbers into correct sections. OMS:http://www.crickweb.co.uk/assets/resources/flash.php?&file= npmenu (on IWB) Discuss how you can tell a 2-digit number if odd/even. Get children to write odd/ even number on their whiteboards, eg write an odd number bigger then 100. Discuss last digit distinguishes number as odd or even Session 2 PF: Year 2; Block A, Unit 2 – Counting, partitioning and calculating: describe and extend number sequences and recognise odd and even numbers. To recognise odd and even numbers. Do you know what makes a number odd or even? Can children write, order and compare numbers? To sequence numbers. Content of Input: Model making 3 digit numbers using place value equipment- ask children position numbers on to a number line (then discuss sequence of numbers). Ask children to show 360 on WB: What other numbers can you make using these three digits? Write down each number you make onto your whiteboards. Order them. Which is highest, lowest, odd, even etc? (see IWB) Repeat activity using different numbers Group Activities: Generate own three digit numbers and order. Circle even numbers Plenary: Have a number line on the IWB – consisting of numbers which are not in order. Get children to order numbers Spring Week 1 & 2 Unit 2A Resources: Children’s whiteboards Numeracy books (all lessons) Large number line and place value activity on IWB Session 3 Read and write 2-digit and three digit numbers in figures and words; To recognise and write two-digit and three-digit numbers in word and figures. MO: Using selection of number sequences children describe sequence and extend on WB, (use two and three digit numbers) Content of Input: Look at selection of two and three digit numbers on IWB. Partition them into hundreds, tens and units. Show children numbers in words. Model making number with digits and then in words on IWB. Repeat Group Activity: Using numbers from hundred square write in words in books A+ - Use two hundred square Plenary: Check work and address misconceptions, (ie fourty! firteen) Resources: WB Place value games Hundred and two hundred square MO: Numbers bonds to 10. Get children to write addition and subtraction sentences that equal 10 on whiteboards. Content of Input: Revise vocabulary for addition and subtraction. For subtraction in particular revisit vocabulary of ‘difference’. Revise the stages involved when adding two numbers together (eg largest number first). Write 9 and 6 on the IWB- if I was adding these two numbers together what number would I start with? Session 4 PF: Year 2; Block A, Unit 2 – Counting, partitioning and calculating: Add or subtract mentally a 1digit number or a multiple of 10 to or from To add and subtract mentally. To understand operation symbols and how they can affect number sentences. Can children add and subtract some numbers in their head? Spring Week 1 & 2 Unit 2A any 2-digit number. Use practical and informal written methods to add and subtract 2-digit numbers. Move on: let’s think about larger numbers. We have been counting in ones- should I count on in ones if I want to add 10 on to 30? What pieces of equipment could be use to help us when adding large numbers? Count on in 10s, as a whole- class, e.g add on 10 to 50, 10 on to 61, 10 on to 77 etc on a number line (Repeat for subtracting- what way are we counting when subtracting? Group Activities: Subtract large numbers using a number line and counting backwards A+ using larger numbers A- supported and working as a group Plenary: Reinforce main activity and discuss misconceptions Revisit language for subtraction Resources: Children’s whiteboards IWB Week Two Session 5 PF: Year 2; Block A, Unit 2 – Counting, partitioning and calculating: Add or subtract mentally a 1digit number or a multiple of 10 to or from any 2-digit number. Use practical and informal To calculate the answers to questions using a number line Can you add and subtract bigger numbers using practical equipment or by using notes to help you? MO: Number bingo (subtracting and adding-six numbers under 20. Oral questions to distinguish number, ie 13+2=? etc) Content of Input: Pose a set of everyday problems which are solved by using addition and subtraction Discuss what operation it is and how we could solve the problem Model use of a number line/partitioning to work out the answer Repeat Group Activities: Selection of word problems differentiated by task Plenary: Spring Week 1 & 2 Unit 2A written methods to add and subtract 2-digit numbers. Children model strategies in response to a question. Resources: WB IWB Teacher-made differentiated worksheets To be able to use a variety of strategies when solving calculations. Can you choose an appropriate strategy to solve this calculation? OMS: Session 6 PF: Year 2; Block A, Unit 2 – Counting, partitioning and calculating: Calculate the value of an unknown in a number sentence (eg Δ ÷ 2 =) Count in multiples of 2 and 5 in a circle. Each child claps when they call out a multiple of 2/ 5. Discuss how we know what makes a number a multiple of 2/ 5. Count backwards as well. Content of Input: Use a number of strategies that we have already learnt to solve missing number problems. Recap on strategies eg number bonds to 10, portioning and recombining. Write a problem on the board 32 + Δ = 40. What strategy will help us here? What is the answer and why? Do that with a number of operations. Group Activities: Write and complete whole number sentences in books from IWB. Differentiated by level of support Plenary: Children to model to the class how they solved calculations and explain reasoning. Session 7 PF: Year 2; Block A, Unit 2 – Counting, partitioning and calculating: Use the To add and subtract mentally. To understand operation symbols and how they can affect number sentences. Can you create number sentences using the right combination of symbols and numbers? MO: Follow me cards focusing on adding/ subtracting/ number sequences etc. Content of Input: Pose a set of everyday problems which are solved by using Spring Week 1 & 2 Unit 2A symbols, +, -, x, ÷ and = to record and interpret number sentences involving all four operations. addition, subtraction, multiplication and division Discuss what operation it is and how we could solve the problem Model use of appropriate strategy to work out the answer Repeat Group Activities: Selection of word problems differentiated by task Plenary: Children model strategies in response to a question. Resources: WB IWB Teacher-made differentiated worksheets Session 8 PF: Year 2; Block A, Unit 2 – Counting, partitioning and calculating: Present soluations to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and To apply relevant strategies and number operations in order to solve a problem. Have children applied relevant strategies and number operations in order to solve a problem? MO: Follow me cards focusing twos, fives and ten times table Content of Input: Present children with a number of problems on the whiteboard and discuss relevant strategies of how to solve the problem and the operation needed to solve the problem (number lines, portioning, counting on mentally) Group Activities: Differentiated worksheet with number problems on (children record answers and working out in numeracy books) Plenary: Present children with a number of problems, that build on many of the strategies they have learnt throughout the unit on IWB. Children discuss with talk partners, what will need to be done at each stage in order to solve the problem. After children have discussed this, ask pairs of children for their ideas. Resources: Spring Week 1 & 2 Unit 2A number sentences. Teacher-made differentiated worksheets