TIMING TUNE IN

Day 1 Doubles.

Day 2 Number pairs to 20.

10 mins WALT: identify WALT: Add 2 digit WALT: to WALT:. subtract 19 WALT: Understand Subtraction. 3 ways for chn to understand subtraction. Take away. Finding the difference, adding to subtract. Model using the E5 Whole properties digit numbers by recognise the or 21 by adding 20 planner. Compare two and numbers, say which is more or less, what comes before and after and give a numberthat lies between. two that more than group, features of 2D of the number system and crossing the tens boundary. To understand and use vocabulary of addition and partitioning out relationship then adjusting. numbers can be To develop an understanding keysubtraction. Bridge through 10, then 20 and adjust. Following the numeracy interview we will revisit previous plans to consolidate and shapes. between addition added. Add three vocabular explore the concept of subtraction. 61 + 4 Write on the board further numbers mentally by y, ONGOING FOCUS: Skip Counting by 1s, 5s, 10s to 100. and subtraction Have a range of Date: Nov 22nd 2010. 35 + 11 and 26 + 9. putting and larger Doubles and near doubles. Partition a 2 digit number. arrays the multiples modelled shapes in a bag and Ask children question Ask the children if number first and examples have chn sitting in a and explain that you they remember the , explicit circle. Discuss the want to know how to Show chn number strategy we learned Write on the board 5 teaching, properties of the work out the answer. bonds using ten pegs for these + 24 questioni shapes. Make a Talk about what the calculations. Ask on the coat hanger. Tell the children to ng graph for the class equal signs means. them to work these This demonstrates work it out and then WALT & and start to add to it. Give children time to that where addition out and share them explain to their WILT What are the discuss methods with is commutative, with a partner. partner how they did properties of a partner then ask Record: subtraction is not. 60 it. Draw out the triangle? Square? them to explain. 35 + 11 + 20 = 20 + 60, but strategy of starting Rectangle? Model by 35 + 10 = 45 60 20 20 60. with the largest Sort as a class partitioning out 45 + 1 = 46 number. 61 + 4 6+1 + 4 = 75 Q 37 + = 40 Q How could we work this out? Take childrens responses. Demonstrate method using counting on a number square. Model counting on method. 37 (+3) = 40 40 (+10) = 50 Agree that 11 is 10 and I, and we can add 10 very quickly. Show this on a number line.
+10 +1 45 +20 +10

P-10 Maths Continuum

Day 3 Count in fives, twos, tens.

Day 4 Subtracting ten on the 100 square.

Day 5 Count by tens starting at any 2 digit number

Weekly Maths Focus: Use the numeracy Interview data to start setting goals for students.

Q Why did we add 10 first and then add 1?

35

46

Record: 26 + 9 53 26 73 35 26 + 10 = 36 36 74

+1 -1

Write on the board 5 +2+8 Read it together. Ask if someone can make up a number story for this sentence, e.g.

Key Vocabulary: More than, Less than, Between, Calculation, Multiple, Number bond, Take away, Subtraction

At Level 2: students model the place value of the natural numbers from 0 to 1000. They order numbers and count to 1000 by 1s, 10s and 100s. They form patterns and sets of numbers based on simple criteria such as odd and even numbers. They add and subtract one- and two-digit numbers by counting on and counting back. They mentally compute simple addition and subtraction calculations involving one- or two-digit natural numbers, using number facts such as complement to 10, doubles and near doubles. Given 83 60, students think of 83 as 8 tens + 3 ones and 60 as 6 tens, so they know the answer is 2 tens and 3 ones (23). When given 5 + 6, students think of 5 + 5 = 10, then say I need one more, so thats 11 NEAR DOUBLES. When given 25 6, students think of 25 5 = 20, then say I need one less, so thats 19 KNOWN FACTS.