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00 голосов за00 голосов против

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Week

Reg:

1

Group

Student names Working On Warm-up

Topic:

Whole Number

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond Represent practical situations to model addition and sharing Counts to 30, and orders reads and represents numbers in the range of 0-20

Raspberries 1

Oranges 2

Bananas 2

Limes 3

Blueberries 3

Monday 1:05

Tuesday 1:05

Wednesday :35 Dice Champion to 12 (2 six-dot dice) and then Subitising cards. Students are shown the IWB place value cards and work with them to make different numbers.

Explicit Teaching

Problem-Solving Friday - :35 Estimation. Begin with Subitising cards. Increase the numbers on the cards until students are estimating. Students are taught about the benefits and uses of estimating; it is a rough guess used when there isnt enough time for counting. Begin by showing groups of objects on the IWB. Then have students estimate how many objects can fit into a space.

Students estimate how many objects can fit into a container or onto an area, e.g. how many squares can fit on a book? They record this on the worksheet. There are two different work sheets (area and volume related).

Roll a to-20 dice and make the numbers using 10 frames. They record the number they roll and how many 10s spots it takes to make it. E.g. 17 = 1 full and 7 extra. Students roll a to-20 die and make that number from Base 10. They add their number with their partners number and record the answer in their book. Students roll two 6-dices and make that number from 10s and 1s, drawing the numbers they make in their book Make numbers using the Learning Box game.

Groups

Consolidation

Share results.

http://www.learningbox.com/base1 0/baseten.html

Week

Reg:

2

Group

Student names Working On Warm-up

Topic:

Patterns & Algebra Mass

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond Counts to 30, and orders reads and represents numbers in the range of 0-20

Raspberries

Oranges

Bananas

Limes

Blueberries

Monday 1:05 Clap patterns, colour patterns and shape patterns in a circle, like Buzz.

Tuesday 1:05 Warm up with simple sentences involving direct comparison: e.g. A truck weighs more than a book. An apple weighs less than the school. Explain about weight and mass, and introduce vocabulary: heavy, heavier, light, lighter. Display a variety of objects and students have to pick which is heavier of a pair. Compare the masses using an arm balance. Students in pairs work to compare the weights of different objects. See worksheet.

Explicit Teaching

Talk about number patterns, including skip counting and increasing number patterns. Model these on the wooden flip-board, and with different coloured counters on the IWB. Link this to numbers using Splat 100. Make a 5-pattern on the hundreds chart. Write down the numbers you circled. Do you notice anything, a pattern? Work sheet. Make a 2-pattern on the hundreds chart. Write down the numbers you circled. Do you notice anything, a pattern? Create a body-pattern to go with the counting. Work on memorising the pattern and present it. Work sheet. Make an increasing pattern on the hundreds chat, using coloured counters/colours to support. Which numbers were circled? Work sheet.

Share patterns.

Wednesday :35 Bears line up. Using the Bear counters, make a line up for students to see. They then close their eyes and some Bears are removed. Students must work out how many were removed by counting up or back. Using the IWB flipchart, complete algebra sentences and show students various ways of completing the number sentences. Increase complexity using doubles and problem solving. The set up the 3 different stations. Station 1: visual algebra with double-sided coins. Students roll 1 to-20 dice and get that many double-sided coins, on the red side. They then roll a 6-sided dice and turn that many yellow. They record the number sentence: Y + R = total. Station2: how many are hiding? Using 10 counters and a cup. Students in pairs take turns to line up the counters and hide some in the cup, with their partner working out the missing number. Monster problem solving sheet/cards.

Friday - :35 More Monster Problem Solving with weight. Procure a set of little weights and put the monsters onto them. Students have to work out how many monsters = another colour monster. Work as a class to solve some weight puzzles using the monsters.

Groups

Consolidation

Solve 3 puzzles.

Share answers.

Week

Reg:

3

Group

Student names Working On Warm-up

Topic:

Patterns & Algebra Time

Connect days of the week to familiar events and actions Compare and order the duration of events using the everyday language of time Sequences events and uses everyday language to describe the duration of activities Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings Recognises, describes, creates and continues repeating patterns and number patterns that increase or decrease

Raspberries

Oranges

Bananas

Limes

Blueberries

Monday 1:05 Time on the hour. Revision of structure of the clock and purpose of the hands. Use the teaching clock to test students on oclock times.

http://www.wmnet.org.uk/wmnet/custom/files_u ploaded/uploaded_resources/503/clock.swf

Tuesday 1:05 Algebraic problem solving. Read, again, One is a Snail Ten is a Crab. Sort students into Legs groups again

Wednesday :35 .Sorting months and seasons. In 4 groups, students must sort out the images, clothing and months pertaining to the 4 seasons.

Friday - :35

Explicit Teaching

2 3

Students are given a mini clock and are asked to make various oclock times, which are then shown on the teacher clock. Students are shown the minute-marks around the outside of the clock. Students are shown the digital clock and compare off-the-hour times. Students do a cut-and-paste activity matching o-clock and half-past times. Then discuss times of the day, middle of the day, night time etc. Look at a day/night clock and talk about what one would usually do at these times. Students sort out usual activities into morning middle afternoon evening. Share.

http://www.time-for-time.com/swf/myclox.swf

. Discuss different animals and their quantities of legs. Use the IWB chart and make different numbers.

Using a Calendar. Draw student attention to the class calendar and the IWB calendar. Note the structure, how to use it etc. Have a quiz what day of the week is the 5th? Etc

Warm up by playing Code Cracker (patterns/algebra) using the wooden number board for assistance. http://pbskids.org/cyberchase/mathgames/crack-hackers-safe/ Rotations: 1. Feet Fiasco (algebra) 2. Counter Cover Up (subtraction)

Students are tasked with making 20 legs as many ways as they can. They then play Feet Fiasco, an adding game. This game should be modified to only include lower totals for emergent-perceptual counters, and the incorporation of 10s frames and static totals is advised. Share.

Students make their own calendar for the rest of Term 2 (May, June, July), filling in missing dates, decorating it and noting special class birthdays and school events. They take their calendar home to use as we do in class.

Conclusion

Share.

Week

Reg:

4

Group

Student names Working On Warm-up

Topic (1/2):

Addition Money

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Represent practical situations to model addition and sharing Recognise, describe and order Australian coins according to their value Counts to 30, and orders, reads and represents numbers in the range 0 to 20 Use the language of money Combines, separates and compares collections of objects, describes using everyday language and records using informal methods

Raspberries

Oranges

Bananas

Limes

Blueberries

Explicit Teaching

2 3

Monday 1:05 Doubles Bunnies. Students have to hold up xamount of fingers on each hand and tell me the total fingers they are holding up. E.g. 3 and 3 makes 6! Teaching about doubles, with indications towards segmenting and partitioning numbers for more capable students. Play doubles Using TES Iboard Flag Maker activity, show students that doubling involves copying whats on one side and the other. Make some flags together. Introduce the IWB chart where students have to double the numbers and write the total. Undertake the worksheet. Doubles 4-in-a-row: roll dice and double it, then cross of the number. First to cross off all numbers wins. Race to Trace doubles. First to write all numbers wins. Dice Book game with doubles.

Tuesday 1:05 Revision of coins and their worth. Lesson 1 of 2 Practise exchanging various coins for products on the IWB. The class is divided into two groups: A and B. Today, group A are Sellers and group B are buyers. This swaps next lesson. The Sellers are given various items to sell, and the Buyers are given $20 in $1 coins to spend. Buyers walk around to the various shops (tables) and buy whatever they like.

Friday - :35 Counting on: Dice Champion with Green and Blue dice. Remind students about Counting On and explain that it is a quicker strategy, and quicker means we can get more done/learn more. Count on using the wooden board, starting at random numbers 1-100.

The class is divided into two groups: A and B. Today, swapping from last lesson, group B are Sellers and group A are buyers. The Sellers are given various items to sell, and the Buyers are given $20 in $1 coins to spend. Buyers walk around to the various shops (tables) and buy whatever they like.

Groups

Perceptual counting and addition practice using dice game and/or Honey Bees puzzle. Count on Cup cover-up. Dice count-on, recording in book.

Share what they have purchased. The items are stuck into their books with the heading with $20 I bought Share what they have purchased. The items are stuck into their books with the heading with $20 I bought

Consolidation

Week

Reg:

5

Group

Student names Working On Warm-up

Topic:

Subtraction Length

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Represent practical situations to model addition and sharing Combines, separates and compares collections of objects, describes using everyday language and records using informal methods

Raspberries

Oranges

Bananas

Limes

Blueberries

Monday 1:05 Counting down from 20 YouTube song (by Have Fun Teaching). Then Counting down from 22 Buzz.

Tuesday 1:05 Counting back Dice Champion roll 12 sided dice and subtract 6-sided dice.

Wednesday :35 Height: divide students into pairs. They have to say who is tallest/shortest. Put into groups of 3 tallest, middle, shortest. Groups of 5. Then half class, then whole class. See if they can do it by themselves.

http://pbskids.org/cyberchase/mathgames/send-trolls/

Students use MAB units to measure the monsters on the worksheet and write their height underneath. In small groups, students are given Monsters of different heights and are asked to solve several problem-solving questions involving height.

Explicit Teaching

Use IWB games to illustrate the idea of taking away linked with counting back.

http://www.ictgames.com/bottleTakeAway/index.html http://www.ictgames.com/aztecTakeAway/index.html

**Priscilla to take high group and work on figurative subtraction/counting back* Rabbits Take Away with numbers to 10 and 20. Students then complete worksheet.

http://www.rabbittakeaway.co.uk/activity/

As a class, play the Jet Boats race. Students have to call out the answer to the problem and teacher clicks it, aiming to be the fastest jet boat.

1

Talk about height and its relevance. Why is the roof that tall? Why not this tall? etc. What do we use to make us taller (reach higher). Why do we get taller? How to measure height.

Perceptual take-away to 10 (dice game) Sweet Subtraction Subtraction I have-who has Subtraction Bang

Jet Boats Race again.

Sheep Subtraction Subtraction board game to 10 Subtraction board game to 20 Subtraction board game to 30

Jet Boats Race again (try to beat time)

2 3 4

Consolidation

In pairs, students trace around each other using chalk on the asphalt area. They use rulers to measure how tall they are, and write it next to them. Talk about importance of measuring from bottom of feet to top of head. Students write 3 setences: I am x-rulers tall. I am taller than x. I am shorter than x.

Groups

Week

Reg:

6

Group

Student names Working On Warm-up

Topic:

Multiplication/ Division 2D Space

Represent practical situations to model addition and sharing Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment Groups, shares and counts collections of objects, describes using everyday language and records using informal methods Describes halves, encountered in everyday contexts, as two equal parts of an object Manipulates, sorts and describes representations of two-dimensional shapes using everyday language

Raspberries

Oranges

Bananas

Limes

Blueberries

Monday 1:05 Revise making groups of by having students mill around the room and then get into groups of whatever number the teacher calls out.

Tuesday 1:05 Play this Find The Shape game (its a bit crude)

http://priorywoods.web4.devwebsite.co.uk/page_viewer.a sp?page=Find+Out+About+Shapes&pid=167

http://priorywoods.web4.devwebsite.co.uk/ page_viewer.asp?page=Find+Out+About+Sha pes&pid=167

Friday - :35

http://www.glencoe.com/mhlnob/assets/00 139501/htm/00139821/00139821.swf

http://media.abcya.com/content/shapes_ge ometry_game/shapes_geometry_game.swf

Play Cut The Rope: a problem-solving game which has previously worked very well not only as a thinking tool, but in bringing the class together and teaching supportive collegiality.

Explicit Teaching

In pairs, practise equal sharing of objects using brennex circles and counters. Record on the board. Then, use word problems and have students solve these on the IWB and with their materials. Students undertake the division worksheet.

Play this complex Find the Shapes game: Shape investigation: students go around the room and find and label various shapes. OR Use the geoboards. 2D shape match 2D shape Tic Tac Toe Make pictures using the 2D blocks 2D shape loop cards

http://www.storyplace.org/preschool/activiti es/shapesonact.swf

http://www.cuttherope.ie/

1 2 3 4

Groups

Consolidation

Share pictures.

Week

Reg:

7

Group

Student names Working On Warm-up

Topic (1/2):

Multiplication/ Division / Fractions Data

Represent practical situations to model addition and sharing Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment Represents and interprets data displays made from objects and pictures Choose simple questions and gather responses Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays

Raspberries

Oranges

Bananas

Limes

Blueberries

Monday 1:05 Fair and not fair sharing: http://www.factmonster.com/math/knowledge box/player.html?movie=sfw42848 Read: A Fair Bear Share by Stuart J Murphy (Maths Start 2) Fractions half. Lamingtons and Pikelets page 11. Students fold various Brennex shapes into equal parts and are introduced to sharing diagrams by drawing what they have formed. Promote part-whole understanding and to assist students perform the process of forming equal parts. In pairs using mini brennex squares or halves of brennex squares, students practise cutting and sharing their lamingtons or pikelets among the hungry people.

Explicit Teaching

Tuesday 1:05 Graph-making: revise the purpose of graphs and remind students about tallies which we have used for Waste Free Wednesday. Tally up various objects around the room, then divide into groups and give them a tallytask e.g. the number of red foam blocks. Each child (or pair for support) is given a tally sheet and, after revising safety, as a class go and sit (within school grounds) down by the road. They are going to tally the different colours of cars that drive past. For support, students should be given a sole colour to tally. Return to the classroom and make a column graph from the results. Ask students to come up with a title for the graph. Ask whether this information is accurate are these the only colours of cars that will go past our school ever? Put parameters into the title to make it accurate. Students copy the graph into their sheet and stick into their workbook. They should write a sentence about the information in the graph.

Share sentences.

Wednesday :35 Multiplication revision. As a class, working together, students must make groups of and call out the total. E.g. teacher says 2 groups of 2 and the class has to make this happen.

Friday - :35 Problem-solving activities involving groups-of, where students must draw a picture to demonstrate their understanding.

As a class, play a board game of multiplication. Students are divided into 6 groups and given counters and brennex circles. They choose a colour counter to represent themselves. The first team to the end is the winner. They can earn a dice roll by landing on any one of the coloured dots.

Groups Consolidation

Week

Reg:

8

Group

Student names Working On Warm-up Explicit Teaching 1

Topic:

Fractions Area 3D Space Raspberries

Describes area using everyday language and compares areas using direct comparison Manipulates, sorts and represents three-dimensional objects and describes them using everyday language Describes halves, encountered in everyday contexts, as two equal parts of an object Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment

Oranges

Bananas

Limes

Blueberries

Monday 1:05 Fractions: cutting things in half. 1) Students engage with the IWB flipchart and the PowerPoint Presentation, illustrating how to cut things in half. Students are then given various Brennex shapes to fold in half. They are put into pairs and given shapes again which they must fold and then cut in half, and make a display on colourful paper of half. Then, give pairs a lamington and a plastic knife and they have to cut it in half wait to take a photo and then they can eat it!

Tuesday 1:05 Area: Play which is bigger with various areas. Students learn about measuring area and its different from length/height. They are tasked with, in pairs, measuring the area of various surfaces using the MAB hundreds blocks, and recording on their sheet.

Share which surfaces were found to be larger

Wednesday :35 Whole Number revision: Making numbers using the place value cards. The trading game. Model first. Students are given a 10 frame each and a dice in pairs. They take turns to roll the dice and place that many MAB units into their 10 frame. Once they get to 10 they swap those little units for a MAB 10. The person who has the most at the end is the winner. Differentiation: students who get 10 tens can trade for 100. They should also make their current number with the Place Value cards.

Friday - :35 Fractions: halving quantities 2) Students learn about halving quantities (sharing groups of objects into two equal portions). Use the IWB flipchart and/or PowerPoint.

Consolidation

Explicit Teaching 2

3D Space: Students learn about the difference between 2D and 3D shapes, using the wooden blocks as visual aids. Students learn the names of the 3D shapes and make a triangular prism or a cube from a net.

.Share nets. Grab bag activity.

Students are given a packet of Smarties to share between themselves and a partner. Before eating, they have to draw a diagram showing how many they got and how many their partner got, and if there were any left over.

Consolidation

Write a sentence: we cut a lamington in half. I got half and X got half.

Week

Reg:

9

Group

Student names Working On

Topics:

3D Space Volume/Capacity Position

Describe position and movement Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment Compares the capacities of containers and the volumes of objects or substances using direct comparison Describes length and distance using everyday language and compares lengths using direct comparison Uses everyday language to describe position and give and follow simple directions Manipulates, sorts and describes representations of two-dimensional shapes using everyday language

Raspberries

Oranges

Bananas

Limes

Blueberries

Warm-up

Monday 1:05 Position Positions around the room. Teacher gives students positions in relation to a table, and the students go stand there.

Tuesday 1:05 Volume & Capacity Explain the meanings of volume and capacity. Pose different questions such as how many students can fit in the hoola hoop? to demonstrate the difference. 1) Explain the relevance of knowing about V/C for example if buying lots of shopping you want to take the car, not the little push bike. Why? Because it can hold more. Nurses use capacity to make sure youve got enough water in you. When you fill up your car, charge your ipod, fill up your drink bottle 2) Have 3 different containers tall & narrow, fat low and wide, and medium. Important to ensure they look different but are same capacity. Using the small rubber sports balls, students try to throw the balls into the containers. Which one had the most, why? Which one CAN hold the most?

Wednesday :35 3D Space Find out more about 3D shapes, and students must tell you the name of it first.

http://www.bgfl.org/bgfl/custom/re sources_ftp/client_ftp/ks2/maths/3 d/index.htm

Explicit Teaching

Undertake an information gap activity where the class takes turns describing the position of 1 item to the other team, then swap.

Whole-class investigation. Students are in groups of 7 and select a champion to race against the other teams to find a 3D shape in the room, which the teacher names. (cylinder, sphere, rectangular prism, cube, pyramid, cone, triangular prism.)

Have a variety of different shaped containers, ask students which one will hold the most water and why they think that one. They record this in their books. How can we work out which one holds the most? Demonstrate using a measuring cup to fill the containers. http://www.iboard.co.uk/iwb/FillingContainers-684

Information gap activity: Students are put into pairs and one is given a blank grid with only a circle in the middle, and shapes to stick on: the other is given the completed grid. Without showing, pointing or touching, the full-grid partner must describe to the other, the position of the missing shapes. Swap once completed.

Share.

Reg:

Groups

1) Students play Capacity Snap/Memory or Drink, with the different vocabulary cards. 2) Race to be the first to fill your container with Base 10 units roll a dice and put that many in. Rotate.

Students are placed into groups to play a whole-class version of Teach Thiss 3D shape match.

Students undertake filling the containers with shot glasses of water OR sand (depending on weather). They record their work on the worksheet. Which container holds the most?

Consolidati on

Which container holds the most? Was this different to what you thought originally?

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