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# TIMING Day 1 Day 2 Day 3 Day 4 Day 5 TUNE IN Doubles.

Counting in Number bonds to to Properties of even Subtracting ten on the Count by tens starting Weekly Maths Focus: Subtraction. 3 ways for chn 20.understand subtraction. Compare two digit numbers, say which is more or less, what comes 5s and and after and give a number that lies between. 2s, 3s, before 10s numbers. Skip count 100 square. Adding at any 2 digit number To develop an understanding of the number system and crossing the tens boundary. To understand and use vocabulary of addition and from any number. in twos. ten on the 100 square.
subtraction. Bridge through 10, then 20. Analsise the numeracy Interview and growth points to inform future planning. Assessment for 10 learning. WALT: identify a mins WALT: to identify a WALT: to WALT: Add 2 digit WALT: Understand ONGOING FOCUS: Skip Counting by 1s,shapes.to 100. recognise the doubles. Partition a by 5s, 10s Doubles and near 2 digit number. Count in 2s, 3s, 5s Whole range of different range of numbers that more than two and 10s any number. group, fromshapes. Revise

Numeracy Planner: Grade any 1/2 key A polygon is 2011 vocabular shapes that has 3 Need to start using the numeracy y, or more straight problems sides modelled examples , explicit teaching, questioni ng WALT & WILT

What is a circle, relationship partitioning out numbers can beth Ms Woodward VELs level 1.0-2.00 standard Term: 1 March 15 square and between addition added. Add three 61 + 14 numbers mentally by rectangle. Emphasis interview to plan for the and subtraction on shapes and using number facts to solve rest of term. Focus putting the larger mathematical Ask children question Show chn number number first and language. and explain that you bonds using ten pegs want to know how to Write on the board 5 on the coat hanger. work out the answer. + 24 This demonstrates Give children time to Tell the children to that where addition discuss methods with work it out and then is commutative, partner then ask them explain to their subtraction is not. 60 to explain. partner how they did + 20 = 20 + 60, but Model by partitioning it. Draw out the 60 20 20 60. out strategy of starting . 61 + 14 61 + 10 + 4 = 75 Q 37 + = 50 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 with the largest number.

Write on the board 5 +2+8 Read it together. Ask if someone can make up a number story for this sentence, e.g. There are 3 pencil pots. One has 5

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.