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Planning Sheet

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Planning SheetPlan

Unit 4 Five daily lessons

    Addition and subtraction

    Year 1 This Unit Plan is designed to guide Autumn term your teaching.

     Unit Objectives

    You will need to adapt it to meet the Year 1 needs of your class. ; Understand the operation of addition and of subtraction (as ‘take Pages 24, 28 away’, ‘difference’ and ‘how many more to make’), and use the related vocabulary. Begin to recognise that addition can be done in any order. Begin to use the +, and = signs to record mental calculations in a number sentence, and to recognise the use of symbols such as ٱ or ? to stand for an unknown number. Resources needed to teach this unit: ; Use knowledge that addition can be done in any order to do mental Page 32 ; Resource sheet 4.1 calculations more efficiently. For example: put the larger number first and ; Resource sheet 4.2 count on in ones, including beyond 10 (e.g. 7 + 5). ; Activity sheet 4.1 ; Coat hangers and 10 pegs ; Choose and use the appropriate number operations and mental strategy to Page 60 solve problems. ; Paper plates and biscuits or cubes ; Cloth (e.g. tea towel) Link Objectives ; Cubes Year 2 Reception ; 5 containers each containing between 5 and ; Extend understanding of the operations of addition and 15 counting objects subtraction. Use and begin to read the related ; Begin to use the vocabulary involved in adding and ; Number track (1-20) subtracting. vocabulary. Use the +, - and = signs to record mental ; Large 1, 2, 3 dice, and 1, 2, 3 dice for each additions and subtractions in a number sentence, and pair recognise the use of a symbol such as ٱ or ? to stand for ; Begin to relate addition to combining two groups of an unknown number. Recognise that addition can be objects, counting all the objects. ; Tin and 10 pennies done in any order, but not subtraction: for example 3 + 21 ; 10-sided dice = 21 + 3: but 21 3 ? 3 21. ; Begin to relate addition to counting on. ; Dice with sides labelled 1 or 2 ; Bag and counting objects ; Use knowledge that addition can be done in any order ; Find one more or one less than a number from 1 to ; Interactive teaching program ‘Number Facts’ to do mental calculations more efficiently. For example 10. or OHP and 10 counters put the larger number first and count on in tens, or ones, and add three small numbers by putting the largest ; Whiteboards ; Begin to relate subtraction to ‘taking away’, and number first and/or find a pair totalling 10. counting how many are left. See also Models and Images Charts: ; Understand that subtraction is the inverse of addition ; Use developing mathematical ideas and methods to ; Understanding addition and subtraction; (subtraction reverses addition). solve practical problems, including counting and ; Addition and subtraction facts to 20. comparing in a real or role-play context. ; ; Choose and use appropriate operations and efficient calculation strategies (e.g. mental, mental with jottings) to solve problems. (Key objectives in bold) PNS Unit Plans

    Planning Day One Unit 4 Addition and subtraction Term: Autumn Year Group: 1 sheet

    Oral and Mental Main Teaching Plenary Objectives and Teaching Activities Objectives and Teaching Activities Teaching Activities/ Focus Vocabulary Vocabulary Questions Know by heart Understand the ; Hold up two thumbs and ; Clip ten pegs onto a wire coat hanger. Count the pegs as you do so. ; Ask the children to imagine 6 doubles of all operation of addition. say that one add one biscuits on 2 plates. numbers to at least 5. equals two but another Separate the pegs, five at one end, five at the other. Begin to recognise that way of saying this is Q How many on each? Can you addition can be done in ‘double 1’. Q Which double is this? How many pegs altogether? think of another way? Are any order. there still 6? Hold up two thumbs and ; Separate the pegs into two sets e.g. 7 and 3. Begin to use the addition two forefingers. ; Ask the children to imagine 2 sign. caves and 8 dinosaurs. Q How many pegs at this end? Explain that this shows double 2. Ask the Q How many might be in each Q How many pegs at this end? children to do the same. cave? Q How many pegs altogether? Q What is double 2? Encourage a range of answers. Model recording i.e. 10 = 7 + 3. Next hold up two thumbs, Say that 7 dinosaurs are in one two forefingers and two cave. Turn hanger round to show 10 = 3 + 7 and record. Point out that when adding two numbers together, middle fingers, saying it does not matter which we start with as the total will remain the same. ‘double 3 is 6’. Q If there are 8 dinosaurs altogether, how many are in ; Repeat for other addition facts for 10. Then thumbs, forefingers, the other cave? middle fingers, and ring ; Cover up two of the pegs with a cloth (e.g. tea towel) fingers saying ‘double 4 is 8’ and finally all thumbs Q There are 10 pegs on the coat hanger. How many have I covered up? and fingers saying ‘double 5 is 10’. Ask the children to hold up the number of fingers as there are pegs showing. Point out that the number of fingers folded down is the same as the number of hidden pegs. ; Now ask doubles questions randomly. Ask By the end of the lesson, Record this as 8 + ٱ = 10. Agree what goes in the box. the children to respond by children should be able to: holding up the correct ; Repeat with other numbers. fingers and saying the ; understand addition as total. combining sets to make a ; Take ten biscuits and split them into two groups. total; VOCABULARY Q Show me double 3. ; record simple mental add How many is that? additions in a number how many altogether? sentence using the + and = signs. (Refer to supplement of RESOURCES examples, section 5, page Record the number sentence 10 = 7 + 3 Coat hanger 24.) 10 pegs Cloth ; Provide each pair of children with a paper plate and ten biscuits (or cubes). Ask them to take turns VOCABULARY Paper plates and record of the partitioning of the ten biscuits. They should find as many ways as possible to split double Biscuits or cubes them between the two plates.

    PNS Unit Plans

    Planning Day Two Unit 4 Addition and subtraction Term: Autumn Year Group: 1 sheet

    Oral and Mental Main Teaching Plenary Objectives and Teaching Activities Objectives and Teaching Activities Teaching Activities/ Focus Questions Vocabulary Vocabulary Know by heart addition Understand the ; Say that you are going to ; Display five containers (tin, boxes etc.) clearly labelled with numbers in the range 5 to ; Ask the children to close their eyes. Drop five facts for all pairs of operation of addition. write down all the pairs of 15 and containing the correct number of objects. pennies into a tin, one at a time, asking the numbers with a total up numbers that add up to or children to count them silently as you do so. to at least 5. Count on in ones. total 5. Choose one container. Q How many pennies are in the tin? Remind the children that Q How many are there in here? How many will there be if I add one more? they have 5 fingers ; Ask the children to close their eyes again. (including thumb) on each Encourage children to count on from the first number. Drop another penny into the tin. hand. Ask them to hold up one finger. Add one more and re-label. Q How many are in the tin now? Q How many fingers are Q How many are there in here now? How many will there be if I add two more? ; This time drop two more pennies into the tin. down? Up? Altogether? Add two more, counting on from number on label, as you do so. Q How many did I drop in this time? How many are there altogether in the tin? Write 5 = 4 + 1 on the Record the corresponding addition on the board e.g. 7 + 2 = 9. board. ; Continue adding one/two pennies at a time Demonstrate counting on two more on the number track from the same number. For until there are ten pennies in the tin. Now Ask the children to hold up example, counting on 2 from 7 and landing on 9. take one penny out. a finger and thumb, repeat the question and record ; Repeat, using the other containers, adding two each time, encouraging children to Q There were ten pennies in the tin, I’ve taken the corresponding number count on from the first number. Demonstrate counting on two more on the number one out, how many are left? sentence. Continue until track each time. you have all the pairs with Establish that there are nine pennies in the a total of 5. ; For the last container add three more (children may use their fingers to keep track of tin. Take a penny out. the three counted on). ; Now hold up three fingers, Q How many are left? ask the children to copy ; Use a 1-20 track. Ask a child to choose a number to stand on. and shout out what ; Repeat taking one or two pennies out until VOCABULARY number goes with 3 to Roll a 1, 2, 3 die. Ask the child to count on the number rolled. there are none left. count on make a total of 5. add Q Where do you think Janine will stop? HOMEWORK Give each child a copy of one more ; Repeat for other pairs. Resource sheet 4.1 and ask them to practise the two more ; Repeat with other children. game with someone at home. Say that they should predict where they will land each time. Once they are confident, choose numbers greater than ten. RESOURCES ; Give Resource sheet 4.1, a 1, 2, 3 dice to each pair and a counter to each child. By the end of the lesson, children 5 containers each with should be able to: between 5 and 15 Ask children to take turns to roll the dice and move their counter along the track. objects in them Floor track (1-20) ; understand addition as steps along a Q If you are on 18, what number will you need to roll to land on 20? Number track (1-20) number track counting on. Large 1, 2, 3, dice VOCABULARY 1, 2, 3 dice for each pair (Refer to supplement of examples, section pairs Resource sheet 4.1 5, page 24.) total Tin and pennies

    PNS Unit Plans

    Planning Day Three Unit 4 Addition and subtraction Term: Autumn Year Group: 1 sheet

    Oral and Mental Main Teaching Plenary Objectives and Teaching Activities Objectives and Teaching Activities Teaching Activities/ Focus Questions Vocabulary Vocabulary

    Know by heart Use knowledge that ; Ask the children to ; Clip 2 pegs on the left of the coat hanger and 7 on the right. addition facts for all addition can be done in discuss in pairs, what Q What was the biggest score you could get? What pairs of numbers any order by putting the two numbers have a two numbers gave you this score? with a total up to at larger number first and total of 4. least 5. counting on in ones. Q What was the smallest score you could get? Q Is there another pair What two numbers gave you this score? with a total of 4? Q How many pegs are there altogether? How did you work it out? ; Roll the two dice, but don’t let the children see the ; Collect their smaller number. responses and write: ; Turn the coat hanger round. Q I’ve rolled 9 on one of the dice. My score is 10. 0 + 4 = 4 What was the other number I rolled? 1 + 3 = 4 2 + 2 = 4 3 + 1 = 4 4 + 0 = 4 By the end of the lesson, children should be Q How many pegs are there now? able to: ; Ask them to write on their whiteboards as Emphasise that the total is the same, whether we find 2 + 7 or 7 + 2. ; put the larger number first in order to count many additions with on. answers of 1, 2, 3, 4 Q Is it easier to work out 2 and 7 more or 7 and 2 more? or 5 as they can. (Refer to supplement of examples, section 5, page Draw out that it is easier to count on a smaller number. 32.) Q How many can you write in three ; Roll a 1-10 dice and a dice with 1s and 2s at the same time. Say that you minutes? want to add the two numbers together to find the total score. Collect responses Q I’ve rolled 2 and 7. Will it be easier to start with 2 and count on 7 or start and record them. with 7 and count on 2? Demonstrate adding the two numbers together by starting with one and VOCABULARY counting on the other number, and then the reverse. Reinforce that the add answer will be the same. total VOCABULARY more ; Roll the two dice again, agree which number to start with, and then record pair count on the number sentence e.g. 8 + 1 = 9. total add ; Ask the children to work in pairs to roll two similar dice, decide how to add them together and record the number sentence, complete with the answer. RESOURCES Coat hanger and 9 pegs 10-sided dice RESOURCES Dice with sides labelled 1 Whiteboards or 2

    PNS Unit Plans

    Planning Day Four Unit 4 Addition and subtraction Term: Autumn Year Group: 1 sheet

    Oral and Mental Main Teaching Plenary Objectives and Teaching Activities Objectives and Teaching Activities Teaching Activities/ Focus Questions Vocabulary Vocabulary

    Know by heart all Understand the operation ; Use the ITP, ‘Number ; Count six objects into a bag. ; Use the ITP ‘Number Facts’ (or counters on an pairs of numbers of subtraction (as ‘take facts’ to show pairs OHP) to show 9 counters. with a total of 10. away’ and ‘how many with a total of 10, Q How many are there in the bag? How many will there be if I take one more to make’) and use beginning with 5 + 5. out? And if I take another one out? Q How many more do we need to make 10? the related vocabulary. Write 6 2 = 4 on the board. Say that there were six in the bag, you took Write 9 + ٱ = 10 and then agree and fill in the two out and there were four left. Read the number sentence; answer. Highlight the first group of five so that ‘six take away two equals four’ ; Use the ITP to show 8 counters. they change to yellow. Click the Show the four left in the bag. Q How many more do we need to make 10? What button so that the number sentence could write? corresponding ; Empty the bag and this time count in ten objects. number sentence ; Repeat with other numbers less than 10. appears. Q How many will there be if I take one away? What if I take two away? ; Ask children for other ; Record the corresponding number sentences. By the end of the lesson, children should be pairs that make 10 able to: e.g. 8 + 2. Highlight ; Use the ITP, ‘Number facts’ to show 10 1, 10 2, 10 3, (by selecting the last eight and the subtraction option and dragging the appropriate number into the bin) ; understand subtraction as ‘taking away’ and display the number and the corresponding number sentences. Repeat for 8 1, 8 2, 8 3. ‘how many more to make…’ sentence. (complementary addition). ; Talk through Activity sheet 4.1 and ask the children to complete the ; Repeat until you have questions and then to make up their own questions and answer them. (Refer to supplement of examples, section 5, page found all the pairs. 28.) They can cross out the beads if it helps. Q If 7 + 3 = 10, what does 3 + 7 =? VOCABULARY VOCABULARY take away total equals pair equal add RESOURCES Bag Counting objects Activity sheet 4.1 RESOURCES ITP ‘Number facts’ (or ITP ‘Number facts’ counters on the OHP)

    PNS Unit Plans

    Planning Day Five Unit 4 Addition and subtraction Term: Autumn Year Group: 1 sheet

    Oral and Mental Main Teaching Plenary Objectives and Teaching Activities Objectives and Teaching Activities Teaching Activities/ Focus Questions Vocabulary Vocabulary

    Know by heart all pairs Choose and use number ; Clip ten pegs on to a ; Read through each problem on Resource sheet 4.2. ; Ask children to share the answers and discuss how of numbers with a total operations and mental coat hanger. they worked them out. of 10. strategies to solve After each ask the children whether this is an ‘add’ or a ‘take away’ problems. Ask a child to push question, and then write the calculation needed on the board. ; Write 5 + 5 = 10 on the board. some of the pegs to one side. ; Look though the calculations written on the board. Q What story could go with this number sentence? And another? Q How many pegs are Q Are there any questions that you ‘just know’ the answer to, and don’t there altogether? have to work out? ; Write 10 2 = 8 on the board. How many pegs at this end? What ; Discuss the addition questions. Q What story could go with this number sentence? number sentence And another? could we write Q Is there an easy way to work out 2 + 5? Does it matter which way you about this? add them together? ; Repeat with other number sentences that they know. Record the number ; Ask the children to choose at least five calculations to write in their sentence. books and work out the answers. By the end of the lesson, children should be ; Ask for a volunteer to able to: split the pegs to create a different number ; choose and use number operations and sentence, and then mental strategies in a variety of contexts; record this. ; make up ‘number stories’ to reflect number statements. ; Take two pegs off the coat hanger whilst the (Refer to supplement of examples, section 5, page children chose their 60.) eyes. Ask them to open their eyes. VOCABULARY altogether VOCABULARY Q How many pegs pairs more have I taken away? total less How many more do add altogether I need to put on to ‘how many more to left make 10? make…?’ add take away ; Repeat by starting with double ten pegs on the coat hanger and removing RESOURCES five whilst the children Coat hanger close their eyes. 10 pegs RESOURCES Cloth (e.g. tea towel) Resource sheet 4.2

    PNS Unit Plans

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