Weekly plan for Literacy: Year 1



Y3 Objectives: Know number bonds to 20 and use them in addition and subtraction; Use = to represent equality; Add 1-digit to 2-digit numbers; Subtract 1-digit from 2-digit numbers.Y4 Objectives: Add pairs of two-digit numbers or three-digit numbers and two-digit numbers using place value or counting on; Subtract two-digit numbers from two-digit numbers and from numbers greater than 100 by counting back or counting up.Very quick starterWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryMondayKnow by heart totals of any pair of 1-digit nosModel playing Flippy Floppy Fingers in pairs. Chn shake their fingers saying ‘Flippy Floppy Fingers’. They show any number of fingers then try to find the total before their partner does. First to say total wins a cube. After 3 mins chn put their cubes together. Which pairs got more than 20 cubes?Addition and subtraction facts up to 20; Add pairs of 2-digit numbersShow 11 pegs on a coat hanger (5 in one colour, 5 in another, and then one in the 1st colour). Let’s find all the nos with a total of 11. Write 11 = 11 + 0 and 11 = 0 + 11, turning the coat hanger round to show 0 + 11. Move one peg from the right to the left and write 11 = 10 + 1 and 11 = 1 + 10. Show 9 + 2 and 2 + 9. If I took off 2 pegs, how many would be left? What subtraction could I write? What if I took off 9 pegs instead? Use the hanger to show 3 + 8 and 3 + 8, 7 + 4 and 4 + 7, then 6 + 5 and 5 + 6, asking chn to help you write the matching addition facts each time. Are there any other ways to make 11? Discuss the pattern in the additions. Show the picture of a strip of 12 red cubes and below it a strip of 8 blue cubes and 4 yellow cubes (see resources). This picture shows that 8 and 4 cubes is the same amount as 12 cubes. Record 12 = 8 + 4. Point out that we could have the 4 cubes first and then the 8 cubes, still 12 cubes altogether. Record 12 = 4 + 8. If we took away the 4 cubes, how many cubes would be left? Record 12 – 4 = 8. What if we took away the 8 cubes instead? Record 12 – 8 = 4. Point out that we can write four number sentences to go with this one picture! Point to the bar model picture and explain that instead of drawing all the cubes, we can just draw bars instead. Choose one of the next bar model pictures. Chn write four facts to with that picture. Send Y3 away now to work with TA or independently Display 2-digit + 2-digit interactive addition grid (see weblink) and reveal the 2-digit nos to be added or use ready-made grid (see resources). Work with class to calculate each of the additions and check your answers as you go. Model partitioning to add the 1s, then the 10s, then recombining OR keeping the first number whole, then counting on in 10s and 1s. Emphasise that sometimes you can use number facts or other strategies to quickly work out an answer (e.g. 44 + 99. 99 is a nearly number, 1 less than 100, so find 44 + 100, subtract 1). Y3 ActivityChn find as many different ways as possible of making 13, 14, 15, 16, 17 and 18 using pairs of single-digit nos, drawing bar models if they find it helpful. (NB there are very few ways to make the higher nos: E.g. 18 is: 9 + 9 only. 17 is: 9 + 8 or 8 + 9; 16 is: 9 + 7, 7 + 9, 8 + 8. etc. Which has most ways? Harder – TA if available: Challenge chn to find all the ways to make each number, using ordered lists to help. Can they prove that they have found all the ways?Play Soccer Math – Adding 2-digit numbers (soccer-math-adding-two-digit-whole-numbers/adding-two-digit-numbers.html). Encourage chn to look at the possible answers and discuss how they know some of the answers can’t be correct. Click to choose where to kick from, then click to choose the strength of kick.GUIDED Y4 Easier Chn complete addition grids (see resources) with increasing level of complexity in the addition. Sit with chn needing support first, then with different groups to assess calculation strategies. Harder: Chn complete the grids on the bottom row, then try and make up their own addition grid where answers have to be between 110 & 130. TuesdayCount in 10sCount round the circle in 10s from 56 starting with Y3s. Continue well into 3-digit nos, then back again. Use = sign to represent equality. Add 2–digit nos to 3-digit nos. Show 146 + 23 and discuss how this might be solved, e.g. by partitioning both nos or by counting on 20, then 3. Rpt with: 45 + 19, 137 + 19, 178 + 31, 125 + 26, 154 + 27, 64 + 23 and 22 + 95. Y3 chn focus on the 2-digit additions. Draw out adding 19 by adding 20, then subtracting 1, doubling 25, and adding 1 and 100, putting the larger number first and counting up, etc. Send Y4 away now to work with TA or independently Show chn a number balance (or use an interactive one, see weblink). Hang weights on 6 and 4 on the left and 7 on the right. Where should we hang another weight so it will balance? Try chn’s suggestions. Record 6 + 4 = 7 + 3. Rpt with 6 on left and 9 and 1 on right, then 7 and 6 on left and 8 on right, then other pairs to 13 and ask chn how they can be sure you have worked out all the possible pairs. GUIDED Y3 InvestigationHow many different equalities can we work out that have 14 on each side? Agree that we can see the balance both ways round, so that 7 + 7 balancing 5 + 9 is the same as 5 + 9 balancing 7 + 7. But 13 + 1 balancing 9 + 4 is, of course, not the same as 13 + 1 balancing 8 + 6! Sit with diff pairs and ask chn how they can prove they have thought of all the possible balance arrangements; encourage them to use patterns to help. Easier group use online balance bar to support them. Harder: Extend the investigation, asking chn to imagine that the number balance has nos up to 20 on each side.Y4 chn share their rules for making even answers and odd answers, showing examples. Do the Y3s agree that these are even/odd answers?Y4 Investigation (see resources) – TA if availableChn roll a 1–9 dice 5 times (or pick 5 cards from a set of 1–9 digit cards) and use the 5 digits to generate 3-digit + 2-digit number additions which give them: the smallest total possible, the biggest total possible, an even answer, an odd answer, an answer which has at least one digit 2 times. Ask: What are the rules you need to follow in order to make these totals? Chn discuss and then test their own rules with the other sets of 5 digits. Very quick starterWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryWednesdayComplements to multiples of 10Use a random number generator (e.g. ). Chn think how many are need to make the next multiple of 10, They hold up digit cards to answer. Try and keep the pace brisk.Use number facts to add a 1-digit number to a 2-digit number. Use Frog to subtract pairs of 2-digit numbers.Show 15 beads at the left of the 100-bead bar. What is 15 add 3? Ask chn what fact we can use to help. (5 + 3 = 8) Rpt, showing 25 + 3, 35 + 3, 45 + 3… 95 + 3 all along the bar to reinforce the pattern and link to the fact 5 + 3 = 8. What would 105 + 3 be? 125 + 3? Show 7 beads. What do we add to 7 to make 10? Rpt showing 17, 27, 37, 47… 97 pointing out the pair to 10 each time. What is 17 add 7? If necessary, remind chn how to split the 7 into 3 and 4, adding 3 to make the next multiple of 10 and adding 4 using place value. Show as ENL jotting in 2 hops. Rpt for 27 + 7, 37 + 7… Send Y3 away now to work with TA or independentlyRevise how Maths Frog subtracts nos by counting up from the smaller number to the larger number, finding a difference between two numbers. Stress that Frog always jumps to next 10. Ask chn to use Frog to help work out 78 – 47, recording Frog’s jumps and their answers on w/bs (hops of 3 and 28, or 3, 20 and 8.). Rpt with pairs of 2-digit nos, e.g. 85 – 47. Y3 Easier – TA if availableDisplay additions that require chn to use number facts to add a 1-digit to a 2-digit number (see resources). 1st set don’t cross 10s; 2nd set do. Support the chn as they add, encourage them to use number facts rather than counting up each time. Give them 0–100 beaded lines if necessary (see resources). Y3 Harder Chn do questions 5 to 16 in each set. They may not need to sketch empty number line jottings. Say that Frog is feeling very confident in counting up to subtract and would like to try crossing 100. Ask chn to help Frog to work out 102 – 97 (hops of 3 + 2) and then 102 – 87 (hops of 3 + 10 + 2). Y4 Easier Children use Frog to subtract 2-digit numbers including from multiples of 10 (see resources).GUIDED: Y4 HarderChildren use Frog to subtract 2-digit numbers (see resources). Encourage children to use as few jumps as possible, using their knowledge of place value and number bondsThursdayPairs to 20, and related subtractions Show chn the first bar model picture (see resources). Together write 4 facts to go with this picture: 17 + 3 = 20, 3 + 17 = 20, 20 – 3 = 17 and 20 – 17 = 3. Chn write 4 facts for at least 3 other pictures on their w/bs.Use number facts to subtract a 1-digit from a 2-digit number. Count up and use number bonds to subtract two-digit nos from 100. Write 100 – 85 and ask chn to show you how Frog would solve this by drawing his hops on a 0–100 landmarked line (see resources). Rpt with 100 – 75, 100 – 65, 100 – 78 and 100 – 57, discussing how chn could help Frog to count up to the nearest 10 & then 100 OR use number bonds to do one big hop to the 100. If some chn consistently give an answer that is 10 too big, e.g. 100 – 75 = 35, show 75 on a 100-bead bar, so that they see that they need nine whole groups of 10 beads, and the other single beads to make the 10th 10 to make 100. Sketch a bar model picture to go with 100 – 82 (see below plan) asking chn what number is missing.Send Y4 away now to work with TA or independentlyShow 15 beads on the 100-bead bar. What is 15 subtract 2? Ask chn what fact we can use to help. (5 – 2 = 3) Rpt, showing 25 – 2, 35 – 2, 45 – 2… 95 – 2 all along the bar to reinforce the pattern and link to 5 – 2 = 3. Show 10 beads. What is 10 subtract 3? Rpt showing 20 – 3, 30 – 3, 40 – 3… 90 – 3, pointing out the pair to 10 each time. Show 24 beads. What is 24 subtract 4? 24 subtract 7? Remind chn how to split 7 into 4 and 3, subtract the 4 using place value, and then 3 using pairs to 10 (10 – 3 = 7). Draft an ENL jotting to show this. Rpt for 34 – 7, 44– 7…. Y3 Easier Chn use number facts to subtract a 1-digit from a 2 digit-number (resources). The first set don’t cross 10s; the second set do. Chn do as many as they can, sketching ENLs if they find it helpful. GUIDED Y3 Harder Write 5□ – □ on the f/c. Shuffle a pack of 1 to 9 cards and place face down. Split the chn into 2 teams. One child from Team A takes 2 cards and sticks them in the subtractions to give an answer of less than 50. Rest of the team work out the answer. If correct, they score the 1s digit of the answer. Rpt 5 times with each team. Which team scored most points?Display the following: 41 – 7, 42 – 7, 43 – 7, 44 – 7, 45 – 7, 46 – 7 (see resources). Ask chn how they would split the 7 in each case, to jump to the ten. Chn sketch empty number lines to go with each.Y4 Easier – TA if available Chn work in pairs to shuffle pack of 1 to 9 cards, then take two to make a 2-digit number. They mark number on a landmarked line and use Maths Frog to find how many are needed to make 100. They record the subtraction by each line (see resources). Y4 HarderChn work out what nos are missing in bar model pictures (see resources). Encourage them to try to use their number bonds to work out the answer mentally, but they can make jottings if necessary. Afterwards challenge them to draw their own bar models for subtractions from to 100. Very quick starterWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryFridayPair to 100Show 86 beads on the 100-bead bar hiding the remaining 14 beads under a cloth. How many more to make 90? 100? Children use place value cards to show 4, then 14. Rpt showing other 2-digit numbers.Add several small numbers, using number facts. Choose counting up or back to subtract two-digit numbers from nos >100.Show number cards 3, 5, 17 and 4. Discuss what order to add them in. Draw out pair to 20. Then we know 4 and 3 make 7, so we just add on the 7. Repeat with 2, 5, 17, 5, discussing adding 10 onto 19 (17 and 2). Repeat with 8, 10, 8 and 4 and 4, 8, 10 and 6, spotting 3 numbers making 20. Chn may come up with other ways. Point out that different chn will know different number facts by heart and so may choose a different order. Explain that we can make additions easier by spotting known facts including doubles, and/or putting the larger numbers 1st.Send Y3 away now to work with TA or independentlyAsk chn to think, pair and share how they would work out 123 – 41. Model using Frog counting up on a number line. Also show counting back 4 lots of 10 then 1. Point out that sometimes it is quicker to count back in 10s in your head than to use Frog to count up, and sometimes the other way around depending on the nos. Show both strategies for 123 – 89, 123 – 32, 123 – 50 and ask which way chn prefer for each. Point out that it is OK to disagree!Y3 Easier – TA if available Give tiddlywinks mat (see resources) to each group of 3. Chn each flick a counter onto the mat then add up the 3 scores. They record the order in which they added up along with total.Y3 Harder Give tiddlywinks mat (see resources) to each group of 4. Chn each flick a counter onto the mat then add up the 4 scores. They record the order in which they added up along with total. Take a vote for each subtraction. Did children prefer counting up or counting back? Ask a few chn to show their strategy to the Y3s.GUIDED Y4 Easier Work as a group to find the answers using both strategies for each question (see resources). Use a different colour to mark the number line for each strategy, so that it is very clear to the chn which way each strategy ‘moves’. Discuss which way chn prefer for each. Y4 HarderChn work in pairs to solve the subtractions (see resources). They discuss which strategy they would prefer for each. If unsure, they use both then note the one that they preferred. Thursday – bar model picture for 100 – 82 0010010002679708208221240752679700ResourcesCoat hanger and 12 pegs (five in one colour, five in another, then two in the first colour)On board: Bar model pictures of pairs to 12 (see resources)On board: 2-digit + 2-digit grid with missing totals (see resources) or use marks.co.uk/Flash.aspx?f=NumberFactsGridv2Year 4 activity sheet: Adding two 2-digit numbers (see resources)Soccer Math – Adding 2-digit numbers (soccer-math-adding-two-digit-whole-numbers/adding-two-digit-numbers.html).A number balance (or use an interactive one, e.g. )Bean bag1–9 dice (or digit cards)Random number generator (e.g. )Year 4 Investigation (see resources)100-bead bar and clothYear 3 Activity Sheet: Adding 1-digit to 2-digit numbers (see resources) 0-100 beaded lines (see resources)Year 4 Activity Sheet: Easier Counting up to subtract (see resources)Year 4 Activity Sheet: Harder Counting up to subtract (see resources)On board: Bar model pictures for pairs to 20 (see resources)0 to 100 landmarked line (see resources)Year 3 Activity Sheet: Subtracting 1-digit from 2-digit numbers (see resources) 1 to 9 cards0 to 100 landmarked lines (see resources)Year 4 Activity sheet: Counting up to subtract from 100 (see resources)On board: Splitting the 7 to subtract (see resources)1–20 number cards, two of each numberYear 3 Activity Sheet: Tiddlywinks – adding 3 or more numbers using number facts (see resources)Year 4 Activity Sheet: Counting up or back to subtract (see resources)Abacus Year 3 Textbook 1 and Year 4 Textbook 1The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have?removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.Abacus Textbook Pages for Alternative/Additional Practice Year 3Year 4Day GroupPageGroupPageMondayMost childrenTextbook 1, page 20ThursdayEasierHarderTextbook 1, page 10Textbook 1, page 12HarderTextbook 1, page 4FridayEasierHarder Textbook 1, page 7Textbook 1, page 9EasierHarder Textbook 1, page 22Textbook 1, page 23Scroll down for outcomesOutcomesOutcomes for most childrenMondayTuesdayWednesdayThursdayFridayYear 31. Know number bonds for all numbers up to 20.2. Use number bonds in addition and subtraction.1. Write balancing number sentences using numbers up to 20.2. Understand that = represents equality. 1. Use known number facts to add 1-digit to 2-digit numbers.2. Cross a tens boundary when adding.1. Use known number facts to subtract 1-digit from 2-digit numbers.2. Cross a tens boundary when subtracting. 1. Use number facts to choose a sensible order to add 4 or more numbers.2. Explain the reasons for their choices.Year 41. Add pairs of two-digit numbers using place value.2. Add pairs of two-digit numbers using counting up in 10s and 1s.3. Use number facts and understanding of the number system to choose a strategy for adding.1. Add a two-digit number to a three-digit number using place value.2. Add a two-digit number to a three-digit number using counting up. 3. Use number facts and understanding of the number system to choose a strategy for adding.1. Count up to subtract pairs of two-digit numbers.2. Use number facts to count up quickly and efficiently.1. Subtract a two-digit number from 100 using number bonds or counting up1. Subtract a two-digit number from a three-digit number using counting up or counting back.2. Choose a strategy to subtract.Default (outcomes for children not on statements but not able to reach the outcomes for most children)Year 31. Know number bonds for all numbers up to 10.1. Write balancing number sentences using numbers up to 20.2. Understand that = represents equality.1. Use known number facts to add 1-digit to 2-digit numbers. 1. Use known number facts to subtract 1-digit from 2-digit numbers.1. Use number facts to choose a sensible order to add 3 numbers.Year 41. Add pairs of numbers using place value.2. Write place value related additions. 1. Add a two-digit number to a three-digit number using place value.2. Write place value related additions. 1. Count up to subtract pairs of two-digit numbers.1. Subtract a two-digit number from 100 using counting up.1. Subtract a two-digit number from a three-digit number using counting up or counting back.2. Know that a subtraction can be calculated by counting up or back Only record names of children who struggled or exceeded these outcomes ................
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