Download maths-SOW-year-9 - Barbara Priestman Academy

Maths Scheme of Work 2014
KS3 (Y9)
Number and place value
NC Requirements Year 1:
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any
given number
Count in multiples of twos, fives and tens
 Read and write numbers to 100 in numerals
 Read and write numbers from 1 to 20 in numerals and words
 Begin to recognise the place value of numbers beyond 20 (tens and ones)
 Identify and represent numbers using objects and pictorial representations
including the number line
 Use the language of: equal to, more than, less than (fewer), most, least
 Given a number, identify one more and one less
 Recognise and create repeating patterns with numbers, objects and shapes
 Identify odd and even numbers linked to counting in twos from 0
and 1
Solve problems and practical problems involving all of the above
NC Requirements Year 2
 Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and
backward
 Read and write numbers to at least 100 in numerals and in words
 Recognise the place value of each digit in a two-digit number (tens, ones)
 Identify, represent and estimate numbers using different representations, including
the number line
 Partition numbers in different ways (e.g. 23 = 20 + 3 and
23 = 10 + 13)
 Compare and order numbers from 0 up to 100; use <, > and = signs
 Find 1 or 10 more or less than a given number
 Round numbers to at least 100 to the nearest 10
 Understand the connection between the 10 multiplication table and place value
 Describe and extend simple sequences involving counting on or back in different steps
Use place value and number facts to solve problems
Broad Topic
Suggested Activities
Count to and across 100, forwards
and backwards, beginning with 0 or 1,
or from any given number
Given a number, identify one more
and one less
Count on and back in ones to 20/50/100- individually, as a class, in a circle turn taking.
Start a count from a given number. Complete a blank numberline.
Showing different numerals, “What comes next?” “What comes before?” ”What is 1 less?” “What is 1
more?” Demonstrate with concrete objects for LA
Place missing numbers on a number line and explain their position. Find the number that is 1 more than….
1 less than…
My number is 1 more than 9 and 1 less than 11 what am I?
1 less than/more than bingo.
Which number is bigger/smaller? –explain why.
Sort numbers that are more than/less than a given number.
Find the odd one out given a set of numbers that are more than 19.
Bloom
Remember
Identify/state
Understand
Explain/give
reasons
Read and write numbers to 100 in
numerals
Numbers before/after: Student is able to answer 3 examples correctly-use whiteboards
Observation of students counting (LSA)
Workbooks numberlines.
Write numbers in order.(0-20) (0-50)Write numbers in words.(0-10) (10-20)
Match words to numbers.
Pairs game. Spelling practice and flash cards.
Can students hold up the word that matches the number?
Gradually uncover a written number-can the students guess what it is?
Remember
Identify
Understand
describe
Match written numbers and numerals-photographic evidence
Recognise the place value of each
digit in a two-digit number (tens,
ones)
Use the language of: equal to, more
than, less than (fewer), most, least
Compare and order numbers from 0
up to 100; use <, > and = signs
Make 2-digit numbers using straw bundles. What number am I ? I have 2 tens and 5 ones.
Write TU numbers. Say how many tens and how many units are in a number –partitioning.
Show teen numbers on a bead string.
I have 3 tens and 2 units-what is my number?
Assess ability to make straw bundles using a teen number and 2 numbers <100
Be able to write a number from straw bundles.
3 examples of guessing the number. Show how a 2 digit number is made up pictorially.
Use < and > and = to compare numbers. (0-20) (0-50) (0-100)
Use language of more than/less than/equals (the same as)
Hold up the right symbol to go between 2 given numbers.
Remember
Identify
Understand
Demonstrate
Apply
Sort
Evaluate
construct
Construct statements that are true using < > = symbols
Recognise and create repeating
patterns with numbers, objects and
shapes
Identify odd and even numbers linked
to counting in twos from 0
and 1
Give students a set of numbers and ask them to find the odd one out (all are over 20 except 1, all are even
except one, all are in the sequence of 3 except 1 etc)
Identify odd/even numbers-counting in 2’s from 0 and from 1
Sort odd/even numbers. Colour odd/even numbers on a 100 square.
Continue a sequence of numbers. Find a missing number in a sequence.
Apply
Find commonality
Analyse
Record and
analyse
Use a tree map to record odd/even numbers from a sample. Give a definition of an odd/even number.
Evaluation: