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# This sequence of work was planned using

## students prior knowledge (3.2).

Unit of work: Mathematics addition and subtraction.
Additionally, I was able to evaluate prior
Prior knowledge: Students have been working with numbers up to 20. lessons and teaching to understand what
students needed to continue improving
Reason for this unit of work: Through teacher assessment and observations their understanding (3.6).
during activities it was found that students are confident to use addition and
subtraction with numbers to 10, but are yet to confidently work with numbers past 20. The focus for these students will be
addition and subtraction with numbers past 20 and practicing counting down from 20.

P9 MATHS
ABILITY Group 1 1-5 Group 2 1-10 Group 3 1-20 Group 4- Beyond
GROUPS *names taken out *names taken out *names taken out 20
*names taken out
Curriculum Area Monday Wednesday Thursday Monday - Wednesday Thursday (Addition
(Number- (Number- (Number- Number Number and subtraction
Subtraction) Problem Problem Solving) before and after)
Solving)
TEACHING Maths Daily Maths Daily Maths daily Maths Daily 3/ Maths Daily 3/maths Maths daily 3/individual
STYLE 3/Independent 3/maths with a 3/maths with a partner/ with a
partner partner Independent partner/independent
subtract, less, take away, less, minus away, subtract, less,
minus subtract, less, minus
minus
RESOURCES Addition bones, Subtraction 10 balloons, Counters, MAB https://www.youtube.c Test sheet, counters,
counters, dice, bones, counters, bingo, whiteboard blocks, blocks, om/watch? MAB blocks, number
A range of
MAB blocks, Bingo Bingo with die, dice, chalk, teddies, v=srPktd4k_O8 lines, whiteboard,
resources were
used, including with just addition subtraction cards, tens frames whiteboards and addition and subtraction
ICT to engage cards number line, addition Problem Subtraction Problem problem solving sheets,
students (3.4) laminated solving sheets. solving sheets, teddies and blocks.
number lines, counters, MAB blocks,
whiteboard number lines,
markers, dice whiteboard, teddies
with written and blocks.
numbers above
20, tape
Learning Represent practical Represent practical Represent practical Represent practical Represent practical Represent practical
Standards/Outc situations to model situations to model situations to model situations to model situations to model situations to model
subtraction (VCMNA0 subtraction (VCMNA subtraction (VCMNA subtraction (VCMNA subtraction (VCMNA073) subtraction (VCMNA073)
73) 073) 073) 073)
OUR LEARNING LI: To use the LI: To count back LI: To use the LI: To use the LI: To count back when LI: To solve addition and
INTENTION counting on when solving number bonds to counting on solving subtraction subtraction problems
strategy so solve subtraction solve problems. strategy to solve problems.
Challenging learning
goals were set for each
problems.
day (3.1)

WHOLE Addition bones, Model counting With the 10 Write the Play Counting down Practise before and
demonstrate back using a balloons, give one following worded from twenty song after with students.
CLASS
counting on number line, do to a student and problems on the video
TUNING IN strategy some together get them to stand whiteboard: Revise strategies used
(I do) to the left, give Write the following in addition and
5mins (Fluency) Do some together (Number line the other nine out I have 5 pairs of worded problems on subtraction (counting
10mins (Non as a class tape on the and get the shoes at home the whiteboard: on, counting back,
Number) carpet, create students to add and my mum before and after, tens
together) them together. bought me 1 I bought 5 apples and facts, number bonds,
Multiple more pair. How then I ate 3. How doubles etc.)
teaching Do this again but many pairs do I many apples did I
strategies were with 2-8, 3-7, 4-6, have now? have left? Practise some addition
put in place to 5-5, 6-4, 7-3, 8-2, and subtraction sums.
deepen students
9-1. This will show I have 5 snails I needed to put the
understanding
the students the and I caught 9 chairs up, there are 15 Students can use
such as concrete
materials, group number bonds more. How many chairs but I have concrete materials in
learning and with numbers snails do I have already put 3 up. How the group work to help
class discussion below 10. altogether? many more do I need solve the questions.
(3.3). Multiple Number bonds to do?
classroom can help with I caught 11 bugs
communication problem solving in my bug I collected 18 bugs
strategies were
e.g. There were catcher. Then I but lost 4. How many
also introduced
10 students in the found 5 more. do I have now?
such as visual
prompts and room and 7 were How many do I
verbal prompts girls. How many have altogether? Together as a class
(3.5)
boys were there? discuss strategies and
Solve together Together as a the answers.
class discuss Through the group
strategies and work students are
the answers. able to use MAB
Through the blocks, counters, and
group work teddies for assistance.
students are able
to use MAB
blocks, counters,
and teddies for
assistance.

1 (Teacher roams (Teacher roams (Teacher roams LI: To use LI: To use the counting LI: To use the counting
*names around the room around the room around the room strategies such as backwards and before backwards, before and
GROU taken and assists and assists and assists counting on, tens and after strategy after, tens facts,
out (1- students) students) students) facts and doubles number bonds and
P
100) (Teacher roams doubles strategy
WORK
Addition problem Subtraction Solve subtraction (Teacher roams around the room and
(You solving. problem solving problems using around the room assists students) (Teacher roams around
do) number lines and assists the room and only assist
10- I had two fish and I had 20 grapes outside with students) Subtraction problem students with what
15min my brother has but then I ate 3, chalk. solving worksheet questions say)
s two fish, how how many did I Addition problem with numbers 1-100. All of the class is to
(Fluen many fish are have left? solving worksheet complete a mini test as
cy) there altogether? with numbers 1- In pair come up with a it is the end of the unit
I had 35 apples 100. question for each of work.
I had 55 marbles and my mum In pair come up other to solve
30-
and bought needed 40 to with a question
40min another pack of make a cake, how for each other to
s 12, how many did many more solve
(Non I have altogether? apples did I need
Numb to get?
er Students can use
MAB blocks for Students can use
assistance MAB blocks for
In pair come up assistance
with a question for In pair come up
each other to with a question
solve for each other to
solve
2 Addition Bingo Whiteboard dice Addition and LI: To use All of the class is to
*names with numbers subtraction strategies such as LI: To use the counting complete a mini test as
taken above 20. Rolling problem solving counting on, tens backwards and before it is the end of the unit
out (1- two dice and I had two fish and facts and doubles and after strategy of work.
50) subtracting the my brother has
second dice. two fish, how Addition problem Subtraction problem
many fish di we solving worksheet solving worksheet
have altogether? with numbers 1- with numbers 1-50.
50.
I had 10 apples In pair come up with a
but ate 2, how In pair come up question for each
many did I have with a question other to solve
left? for each other to
I had 9 bugs but solve
lost 4, how many
were left?
I was carrying 15
rocks and found
6, how many did I
have altogether?
3 Addition bones Subtraction Bingo Whiteboard die LI: To use the
*names with counters plus and minus. counting on
taken Roll whiteboard strategy
out die to see if
(10- problem will be Addition problem
subtraction. Roll with numbers 1-
two other dice 20.
and complete the
problem. In pair come up
with a question
Practise/model for each other to
number bonds to solve
10 ,using tens
frame.

4 Rolling two dice Subtraction bones Addition and LI: To use the LI: To use the counting All of the class is to
*names and adding them with laminated subtraction bingo counting on backwards and before complete a mini test as
taken together using number lines strategy and after strategy it is the end of the unit
out counting on *name taken out - *name taken out: Addition problem of work.
(10- strategy. matching domino sorting colours solving worksheet Subtraction problem
20) *name taken out numbers and numbers with numbers 1- solving worksheet
1:1 counting 20. with numbers 1-20.
In pair come up In pair come up with a
with a question question for each
for each other to other to solve
solve
*name taken out *name taken out:
1:1 counting ordering bean bag