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Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unitsolve practical problems involving counting, including counting on, measuring, comparing, ordering, adding, subtracting or partitioning objects
say and use the number names in order in familiar contexts and recognise numerals 1 to 9
know that numbers identify how many objects are in a set and match sets of objects to numerals
count aloud in ones, twos, fives or tens
find one more or one less than a number from 1 to 10
select two groups of objects to make a given total of objects
relate addition to combining two groups of objects and subtraction to 'taking away' VocabularySpeaking and Listeningpattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, order
the same number as, as many as, equal to, equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway
add, plus ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET ), makes, sum, total, altogether, subtract, minus (-), take away, leaves, difference
one, two, three, ..., hundred; first, second, third, ...; ones, tens, 'teens' number, exchange, digit
how many ...?, how many more to make ...?, how many more is ... than ...?, how much more is ...?, how many fewer is ... than ...?, how much less is ...?, what is the difference between ...?
odd, even, pair, double, near double, half, halveEnsure everyone contributes, allocate tasks, consider alternatives and reach agreementMathematics in Science
Forces and movement: Measure distances travelled by toy cars using standard or non-standard units. Record in a table and a block graph.
Objectives End-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italic Assessment for learning Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagramsI can organise information and make lists and tables How could you make the table? What headings do you need?
How could you make the list? Would it help to put the information in order?
Which of these ways of presenting the information helps us best to answer the question? Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data I can make block graphs and get information from other people's graphs Why is a block graph a good way of showing your results?
What does the tallest column of blocks mean?
How did the block graph help you to answer the question?
If we asked all the teachers about the soft drink that they like best, would there be a column of blocks that was taller than the others? Would it be for the same soft drink as your tallest column? Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including 'not' I can sort objects and use diagrams to show how I sorted them Why have you put this object in this part of the diagram?
What else could be placed here?
Which children are 7 years old and have a pet? Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments I can estimate whether a container holds more or less than a litre I can estimate whether an object is heavier or lighter than a half- kilogram by putting a half-kilogram in one hand and the object in the other I know how long a metre is and I know how long a centimetre is Point out something that you think is about two metres high/tall/long.
What can you see that you think is just shorter/longer than a metre?
Which containers do you think will hold just a little more than a litre?
This strip is 20cm long. How could you use this to help you find a book that is about 40cm tall? How could you use it to find a book that is about 10cm wide? Show me how you would use it to check that this book is about 23cm tall. Read the numbered divisions on a scale and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre I can use a ruler or metre stick to measure how long something is I can read numbers on a scale and work out the numbers between them On the graph, how do you work out the numbers between the labels? Which way of getting to school was used by 7 children? These labels show only 0, 2, 4, 6, 8 and 10. How could you find 7?
If this scale carried on, what other numbers do you think would be shown? Would the number 34 be shown? How can you tell? Ensure everyone contributes, allocate tasks, consider alternatives and reach agreementI can work with other children and make sure everyone has a turn I can work with other children to make sure all know what they should do and joins in When we work together we all think about different ways we can do somethingWe can agree on what we should do How will you work together to collect the information?
How will you split the work so that everyone knows what they should do?
How will you decide as a group?
NE Lincs Mathematics Team
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