# Planning-Sheet by sdaferv

VIEWS: 26 PAGES: 4

• pg 1
```									Unit 1                                                               Three daily lessons
Counting, Properties of numbers and number sequences
This Unit Plan is designed to guide
Autumn term
You will need to adapt it to meet the
Unit Objectives
Year 1

Resources needed to teach
 Know the number names and recite them in order to at least 20, from
and back to zero. (page 2)                                                                     this unit:
 Count reliably at least 20 objects. (page 2)
 Count on in ones from any small number. (pages 4 and 6)                                        Models and Images Charts
Chime Bar
Puppet
1-20 washing line
Magic bag or Box
Reception                                          Year 2                          Objects for counting
     Say and use the number names in order                 Say the number names in order to at least      1-10 dice
in familiar contexts such as number                    100, from and back to zero.                    Paper bags
rhymes, songs, stories, counting games and            Count reliably up to 100 objects by grouping
activities.                                            them, for example in tens, then in fives or    Pennies
     Recite the number names in order,                      twos.                                          Counting Mats
continuing the count forwards or backwards            Describe and extend simple number              Whiteboards and pens
from a given number.                                   sequences: count on or back in ones or
     Count reliably up to 10 objects, giving just           tens starting from any two-digit number.       Beanbags
one number name to each object. Recognise
small numbers without counting.
     Count reliably in other contexts, such as
Resource Sheet 1.1
clapping sounds or hopping movements.

(Key objectives in bold)

7477c488-636f-4bca-b0a4-18eb62c9df92.doc
Planning                           Day One                                Unit 1 Counting, properties of                                      Term: Autumn                                    Year Group: 1
sheet                                                                     numbers and number sequences
Oral and Mental                                                           Main Teaching                                                                                                       Plenary
Objectives and              Teaching Activities                           Objectives and Vocabulary                 Teaching Activities                                                       Teaching Activities/ Focus
Vocabulary                                                                                                                                                                                    Questions
Count on in ones from           Sit class in a circle, start at one      Know the number names and                Using a 20-bead string, count from 1 to 20 with the class, moving one     Display a washing line with the
any small number.                  and count around the circle to 10.     recite them in order to at least 20.       bead at a time.                                                          numbers 1-20 hung on it.
When 10 is reached the next child                                              Ask the class to say in unison the number names in order to 20,
Count reliably up to 10            starts the count again at 1.           Count on in ones from any small            introduce a rhythm by clapping or using a percussion instrument.         Count in unison to 20 pointing at
objects.                        In unison count back from 10 to          number.                                 Introduce a hand puppet, explain that the puppet is having trouble         each number on the line as it is
zero with children jumping up to                                                  counting to 20, and ask class to listen carefully to the puppet and to   said.
say ‘blast off’ after zero.                                                       wave their hands in the air when they hear a mistake.
   Put 10 beanbags in the middle of                                                Puppet says ‘ eleven, twelve, thirteen, fourteen, fiveteen, sixteen’         Ensure children recognise the
the circle. Ask a child to count the                                          Puppet says ‘ eight, nine, eleven, twelve, threeteen’                        numerals to 20 by asking
number of beanbags.                                                           Puppet says ‘eighteen, nineteen, tenteen’                                    individuals to come and touch a
   Model counting the objects by                                                                                                                                given number.
touching each beanbag as you                                                  Q. What number should the puppet say instead of fiveteen?
say the number name.                                                          Q. What number comes after nineteen?                                         Q. Who can come and touch
   Repeat for different numbers up to                                              Q. Who could show the puppet how to count from 1 to 20?                      number 17?
10.
VOCABULARY:                                                               VOCABULARY:                               Say three consecutive numbers in the range 1-20, children respond by     Q. Which number is Chloe
Count on                                                                  Count on                                    saying the next number:                                                 touching?
Count back                                                                Count back                             Teacher says ‘1,2,3’
Ones                                                                      Ones                                   Children say ‘4’                                                             Q. Which number comes after
How many                                                                  After                                   Repeat for different sets of consecutive numbers.                          12? Who can come and touch
Number names                                                              Before                                  Model activity: show class the instruction cards (Resource Sheet 1.1)      it?
Number names                                and explain that you want them to pick a card and do as it says to a
partner.                                                                By the end of the lesson
RESOURCES:                                                                                                        Group Activity: use cards on Resource Sheet 1.1                            children should be able to :
beanbags
Say the number names in order
to 20.
Count on in ones from any small
RESOURCES:                                                                                                          number.
chime bar
Puppet
Washing line 1-20
Resource Sheet 1.1

7477c488-636f-4bca-b0a4-18eb62c9df92.doc
Planning                           Day Two                       Unit 1 Counting, properties of numbers                                 Term: Autumn                               Year Group: 1
sheet                                                            and number sequences
Oral and Mental                                                  Main Teaching                                                                                                     Plenary
Objectives and              Teaching Activities                  Objectives and               Teaching Activities                                                                  Teaching Activities/ Focus
Vocabulary                                                       Vocabulary                                                                                                        Questions
Count on in ones from           Sit children in a circle.       Count reliably at least 20    Display a 1-20 washing line.                                                       Play ‘Guess my number?’
any small number.               Give out a set of 1-20          objects.                     Q. Who can come and touch 14?                                                        Choose a child to come to the front.
numeral cards to the                                        Q. Who can come and touch 11?                                                        Show them a number without the rest of
class.                                                       Remove a number from the line.                                                     the class seeing it. The child then mimes
Q. Which number am I holding?                                                        the number (by clapping, jumping,
Q. Who has number 1?                                             Q. Who would like to come and count out that number of sweets from my                hopping, beating a drum etc.) The rest of
Q. Who has number 2?                                             jar?                                                                                 the class guess the number.
Q. Who has the number that                                        Model counting the sweets when checking the number counted. Point or               Repeat using different children and
comes after 3?                                                         touch each sweet and say the number name out loud. For larger numbers          numbers.
model rearranging the sweets into a row.
   Count in unison asking the                                   Q. What was the last number that I said?                                             HOMEWORK:
children with the cards to                                  Q. So how many sweets have I counted?                                                Ask children to count out 20 objects at
stand up as their number                                     Put a set of 1-20 numeral cards into a magic bag or box, invite different          home and to bring them in tomorrow.
is said.                                                          children to come and pull out a card. Challenge them to count out that         Suggest they use pasta, pennies, buttons
   Collect the cards in, shuffle                                      number of objects from a variety of things (sweets, cubes, counters,           or sweets.
them and place them in a                                          pennies, beads, conkers)                                                       Each child could be given a paper bag
VOCABULARY:                       pile in the middle of the      VOCABULARY:                   Demonstrate the group activity using 4 children:                                   with 20 written on it.
Count on                          circle.                        Before                       Each child selects a numeral card from a pile and counts out that number of
Ones                            Turn over the top card to       After                        objects. Then they move around so that they can check the counting of their
Zero                              give a target number,          Count                        friend. Put the cards and objects back and repeat, selecting a different numeral
Before                            choose a child to start        Number                       card.                                                                                By the end of the lesson children
after                             counting from zero.            Number names                  Group Activity at tables: as above.                                                should be able to:
Numeral names                   Count around the circle,                                                                                                                          Count up to 20 objects reliably.
Start number                      the child who says the                                      Support Activity: roll a 1-10 die and collect that number of objects.                Say the number names in order when
target number collects the                                  Extension Activity: Children take it in turns to take a handful of counters from a   counting.
card.                          RESOURCES:                   pot containing 30 counters. Without counting each child in the group has to guess
   Repeat, starting at different   Washing Line 1-20            how many counters there are. Then count the number of counters. The child
children and different         Numeral cards 1-20           whose guess was closest takes a cube. Repeat. The winner is the first child to
starting numbers.              Magic bag or box             get 5 cubes.
RESOURCES:                                                       Objects for counting:
Washing line 1-20            Q. If our target number is 15       sweets, cubes, counters,
Numeral cards 1-20           and Sam is starting at three,       beads, conkers.
who do you think will say           1-10 dice
the target number?                  Containers

   Refer to a washing line to
assist children who find it
difficult to start counting
from a number other than
zero.

7477c488-636f-4bca-b0a4-18eb62c9df92.doc
Planning                           Day Three                      Unit 1 Counting, properties of numbers                                  Term: Autumn                                        Year Group: 1
sheet                                                             and number sequences
Oral and Mental                                                   Main Teaching                                                                                                               Plenary
Objectives and           Teaching Activities                      Objectives and Vocabulary                Teaching Activities                                                                Teaching Activities/ Focus
Vocabulary                                                                                                                                                                                    Questions
Read and write            Play ‘behind the wall’. Slowly reveal   Count reliably at least 20 objects.     Sit children in a circle with their bag of 20 objects from the Homework task set   Ask children to count how many
numerals to at least         a large number card from behind                                                yesterday. (Have bags of objects ready for children who have not completed        pennies you are dropping into a
10.                          a screen.                                                                      the task)                                                                         tin by listening carefully as the
Q. What number do you think this                                               Ask children to pass their bag on to the next child.                                pennies drop.
Count on in ones             could be? What else could it                                               Q. Can you count out the objects in the bag in front of you?                          Encourage them to raise a finger
from any small               be?                                                                        Q. How might you make it easier to count the objects?                                 each time they hear a penny to
number.                   Q. What number can’t it be?                                                    Encourage children to use strategies of arranging the objects in rows, or           keep count. Children can then
Encourage the children to justify                                                 tipping out contents and counting one at a time back into bag.                    use their fingers to ‘show’ the
their choice by referring to                                                Check some of the bags together as a class.                                         answer.
straight lines, curved lines and     VOCABULARY:                            Put the objects back into the bags. Point to a number on the washing line and       Q. How many pennies are in
direction of lines.                  Before                                    ask the children to count out that number of objects from their bag. Check a      the tin?
VOCABULARY:               Ask them to draw the number in the      After                                     partner’s count.                                                                  Repeat for different numbers up
Count on                     air or on the back of a partner.     Count                                  Give children a whiteboard and pen each. Point to a number on the washing           to 10. Try to trick children by
Ones                      Repeat.                                 Number                                    line and ask children to draw that number of spots on their board. Ask them       pausing between each penny or
Zero                                                              Number names                              to swap boards with a friend to check each other’s drawings.                      by dropping pennies in rapidly.
Before                    Put numeral cards 0-10 in a bag.        How many?                              Repeat for different numbers and drawing different objects (simple flowers,
after                        Pull out a number and count in                                                 circles, balloons, houses, smiley faces)
Numeral names                unison from that number to 20.
Start number              Refer to washing line to help                                                 Group Activities:
children who find it difficult to                                          Give children a piece of paper divided into 4, in each section write a number and
RESOURCES:                   count from a number other than       RESOURCES:                            ask them to draw that number of spots on the paper.
A large set of               zero.                                Paper bags                            Or Give each child a counting mat (laminated cards divided into 4 sections) write
numeral cards.            Repeat starting at different numbers    Objects for counting                  a number in each section using a whiteboard pen and ask children to count out
A screen                     drawn out of bag.                    Whiteboards and pens                  that number of objects onto the card. Change the numbers by wiping off and            By the end of the lesson
Washing Line                                                      Paper                                 rewriting new ones.                                                                   children should be able to:
Small set of numeral                                              Counting mats                                                                                                               Use strategies to count up to 20
cards                                                             Tin                                   Extension activity: give each child some paper bags with a different number of        objects reliably.
Bag                                                               pennies                               objects in each one. Can they count the objects in each bag and label the bag         Draw a given number of objects
with the numeral that matches their count?                                            by counting.
Some children will be able to
write numerals to match a count.

7477c488-636f-4bca-b0a4-18eb62c9df92.doc

```
To top