Download Plan - Activities for the kids

Lesson Plan
Date: 19/03/09
Subject: Maths
Time: 9:05 – 10:10am
Total: 24
Class: 1P – Year 1
M:
12
F: 12
Lesson Objectives – in terms of knowledge, concepts and skills to be obtained
Learning Intention:
To understand and record repeated addition sentences to show multiples of numbers
Success Criteria:
Must: I can record repeated addition sentences to show multiples of 2
Should: I can record repeated addition sentences to show multiples of 5
Could: I can record repeated addition sentences to show 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: Can anyone remember what we were learning about in maths on Tuesday?
Look again at number sequences that we were solving.
Q: What methods did you use to find out how many to count on by?
Look again at the Repeated addition sentences power point. Talk through some methods of
counting in multiples. Demonstrate how to use multilink or share bears to sort out the
problem kinaesthetically and then write the repeated addition sentence. Model how to set it
out;
for e.g 2 + 2 + 2 = 6
Activity:
Children to work in ability groups for peer support. Adult to work in each group.
Encourage children to use the maths objects to count out and group them in the specific
multiples to consolidate the understanding before recording the number sentence.
Plenary:
Did you notice any patterns? Would anyone like to share their learning?
Explain to the children that tomorrow we will be sharing objects, using diagrams to show our
learning. Show an example on the board of how to share 8 biscuits between 2 people and
write a number sentence underneath.
Look back at LI and S2S
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 board

Calculate

multiples

number sentence

answer

method

explain

add, sum, total, altogether

subtract, difference, minus

double

share
Resources




Number sequence to recap Tuesday’s
learning
Power point showing repeated
addition examples
Multilink or share bears
Activity sheets differentiated 4 ways
Differentiation – provisions for different abilities, SEN, EAL and G&T
The children will be working in their ability groups. The activity sheets are
differentiated four ways so the different groups can work through at their own pace
and each group has an extension sheet to progress onto.
Assessment – Type and approach
 Assessment 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 record the number sentence correctly?
 Can children explain their learnng?
Connections to prior learning
Context 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 2’s, 5’s and 10’s.
Next lesson 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 appropriate
Learning 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, a student and the CT in the classroom. There will be one
adult for each of the four groups to ensure that children are on task and address
misconceptions as and when they arrive.