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Transcript
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: