Weekly plan for Literacy: Year 1



Objectives: Add/subtract two-digit numbers by adding/subtracting multiples of ten then one (e.g. add 45 and 23 by adding 20, then 3); Find the difference in the context of change.StartersWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryWeek 2 MondayBridging 10Write 5 + 5 = 10 on the IWB. This is nice and easy to work out on a Monday morning! Chn call out the answer. Now write 5 + 6 = ? Just as easy! Chn discuss just adding on one more. Rpt with other numbers bridging 10, and working out in pairs.Add 2-digit numbers using a landmarked number line.What is 45 add 20? Do we need to count on in ones? Ask a child to mark 45 on a landmarked line, and draw two jumps of ten, labelling them +10, and labelling 65. How could we work out 45 add 24? Talk to your partner. Draw out that we can add 24 by adding on 20 as before, and then adding on 4. What number fact can we use to help? We know 5 add 4 is 9, so 65 add 4 is 69. So we still don’t need to count on in ones! Talk to your partner about how we might work out 65 add 24. Take feedback. Draw this on the landmarked line. Tell chn that they do not always need to label 75, but just count on 20 in their heads, and label where they land afterwards, i.e. 85 and then jump another 4 to 89. Rpt for 52 + 30, 52 + 33, 72 + 33 and 46 + 32, asking chn to help you to draw the jumps and hops on the landmarked line.Most childrenChn work out 55 + 23, 55 + 33, 43 + 24, 43 + 34, 67 + 22, 67 + 32, 52 + 25, 52 + 35, 52 + 45, 73 + 24, recording jottings on landmarked lines (see resources) or beaded lines (see resources).Write 46 + 25 on the board. Show adding 2 on the landmarked line, and then discuss how to add the 5. Draw out that we need to count on in 10s AND bridge a 10s number to add 25 – to strategies in one sum! Repeat for 58 + 24. EasierChn use beaded lines, and the jumps and hops are recorded on the 1st few (see resources).GUIDED: HarderWrite the following number sentences on the f/c: 54 + □ = 76, 54 + □ = 78, 66 + □ = 89, 66 + □ = 99, 55 + □ = 87, 55 + □ = 89, 54 + □ = 79, 54 + □ = 89 and write 22, 23, 24, 25, 32, 33, 34 and 35 on Post-its?. These are the missing numbers in these sentences. Chn work in pairs to work out which number goes where. Chn to use landmarked lines to help (see resources).Week 2 TuesdayCount on and back in 10sShow a 1-100 grid (see resources). Point to a number on the top row and move Spider down the grid as you count on in 10s as a class. Rpt from several other starting nos. Choose nos from the bottom row and count back in 10s. Subtract 2-digit numbers using grid.Show the 1-100 grid (see resources). Tell chn that Spider and Fly have come back to help us with some subtraction problems! Write 54 - 23 on the f/c. Where do we need to position Spider to start with? 54. Will she have to jump up or down the number square? Tell chn that first we need to subtract 20 by jumping back ten to 44 and then another 10 to 34 (explain that they can do this in one big step if they feel confident). Then to finish the subtraction we need to use Fly. Count back with Fly another 3 to end up on 31. Rpt with other subtractions, e.g. 86-32 and 77-25.Most children Chn take away 23 from 47, 65, 75, 38, 57, 67 and 77. They work in pairs to use a counter as Spider and Fly. They place the ‘spider’ on the larger number and take it in turns to jump spider back ten and then back another ten. Encourage them to do this in one big step after a couple of turns. They then slide fly back 3 spaces and see which number they end up on. They record the a number sentence in their books, e.g. 47 - 23= 24. Rpt with other starting numbers. GUIDED: MediumEnlarge a 1-100 square and place in the middle of the table. Take a plastic spider and fly. Place the spider on 67. Tell chn that Spider has landed on 67 and she wants to subtract 24. Remind them that this is two jumps of 10 back down the number square and then Fly will count back 4. Ask a child to demonstrate jumping Spider back 10. Where has she landed? 57. Choose another child to jump her back another 10. Now we are at 47 but we haven’t finished yet. How many more do we have to subtract? Fly counts back 4 to 43. Record the number sentence. Choose new combinations of numbers and different chn to move Spider and Fly.Place Spider on 46. Tell the chn that Spider and Fly are going to demonstrate a subtraction so chn will have to pay attention in order to work it out! Move Spider slowly back ten, then another ten and then side Fly back two more squares. How much have they subtracted? 22! Rpt with similar subtractions.EasierChn work in pairs and use 1-100 grids with counters to subtract 21 from 36, 45, 66, 53 and 48HarderAs most chn but subtracting either 23, 31 or 34 from the above numbers. StartersWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryWeek 2 WednesdayAdd multiples of 10 to 2-digit numbersWrite 43 on the board. Ask a child to roll a dice with multiples of ten stuck over numbers, e.g. 10, 20, 30 … Explain we need to add that number of 10s to 43. Count on 10s together, e.g. 43, 53 … Rpt for other additions, then subtractions beginning with 95. Subtract 2-digit numbers using a landmarked line.How could we work out 65 subtract 24? Do we need to count back in ones? Ask chn to think back to yesterday’s lesson and talk to their partner. Draw out that we can count back 20, and then subtract 4. What number fact can we use to help? We know 5 - 4 is one, so 45 - 4 is 41. So we still don’t need to count back in ones! Explain that we can use the 1-100 grid or use a landmarked line to count back in 10s like we counted on in 10s on Monday. Label 65 on the landmarked line, and draw jumps of 10 as you count back in 10s, labelling where the last jump of 10 lands. Then draw a hop back of 4 to 61. Rpt with 77 - 33 and 96 - 32, chn help you to draw the jumps and hops on the landmarked line. Write 85 – 30 on the board. What is 80 – 30? Draw out that 8 – 3 = 5. So 80 – 30 is 50. What do you think 85 – 30 might be? Label 85 on the line but draw one big jump back of 30, labelling where it lands. Write 85 – 33, and ask chn to discuss in pairs what the answer to this subtraction might be. Rpt with 96 – 30 and 96 – 32. Most childrenChn work out 78 - 23, 78 - 33, 67 - 24, 67 - 34, 56 - 22, 56 - 32, 98 - 25, 98 - 35, 95 - 42, 70 - 24, recording jottings on landmarked lines (see resources) or beaded lines (see resources).Write 75 - 22, 65 - 21, 75 - 34 and 85 - 31 on the board. Which of these have answers smaller than 50? How do you knowGUIDED: EasierDemonstrate one of the subtractions above. Jump back in individual jumps of ten and count back in ones if necessary until chn become more confident. Chn use beaded lines - the jumps and hops are recorded on the 1st few (see resources).HarderAs most chn but they try to complete the subtraction in as few jumps as possible using known number facts.Week 2 ThursdayBonds to 10Organise chn in large circle. Use a large dice. Choose a child to throw the dice to another child. They must look at the number the dice landed on and say the matching number bond to 10, e.g. if it lands on 6 they say 4. They throw it to a new child.Find change from 50p using pairs to ten.Show chn a fancy pen from the pretend shop. This pen costs 45p. I’ve got a 50p coin. How much change would I get? Show chn a 0-50 beaded line (see resources) and ask a child to mark on 45. I’ve spent 45p (cross out section from 0 to 45), and this is the amount of change I will get, five pence. What subtraction can I write? 50p - 45p = 5p If I’d only spent 5p, how much change would I get? 50p - 5p = 45p (Remind chn that 45p + 5p = 50p). Rpt with a sharpener costing 48p. I could count back 48 from 50 to find how much money I would have left, but that would take ages! Instead I can use the difference between 48 and 50 to tell me how much I have left.Most childrenChn choose items from sheet costing between 40p and 50p and use 0-50 beaded line to help them to find the change from 50p (see resources). They should record the related subtraction sentences.Show a pen labelled 45p and a pen labelled 50p. Which is more expensive? How much more expensive? How do you know? Rpt with other items priced between 40p and 50p using a 0-50 beaded line to help where necessary.EasierUse Finding Change activity sheet of sweets and lollies (see resources) and find the change from 10p.GUIDED: HarderShow chn A3 copy of activity sheet of items between 40p & 50p and give each pair a copy of 0-50 beaded line (see resources). Ask a child to choose an item, and sketch a bar model picture to show this e.g., 469906239850p43p?0050p43p?Ask chn to use their knowledge of pairs to 10 or the beaded line to work out the change. Rpt with other items. Sketch a bar model with 50p at the top, ? in the first lower bar and 5p in the last bar. I’ve bought something from this page, and I got 5p change. Can you guess which thing I bought? Find that price on your beaded line, check how much change you would get. What number sentence could we write? Rpt with 1p, 9p, 2p and then other amounts of change.StartersWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryWeek 2 FridayAdd to next 10Organise chn into pairs. Each child splits their w/b in two. On one side they write a 2-digit number. They swap their w/bs with their partner. They must work out how many more needs to be added to get to the next 10 and write in on the other side, e.g. if they write 46 on one side, their partner writes 4 on the other side. They swap back and check each other’s answers.Find change by counting up to find a difference.Matthew had ?17 birthday money. He spent ?15 on an art set. How could we work out how much money he has left? Mark 17 on a 0-20 beaded line. We could count back 15 to find how much he had left, but that would take a long time and we might make a mistake. Instead we count up from 15 to 17 to find the change. Cross out the section of line from 0 to 15. He’s spent ?15, how much is left? Draw a hop from 15 to 17 labelling it ‘2’. What number sentence can we write? What if he’d only spent ?2? How could we work that out? 2 is an easy number to count back, and in any case we can see it here. Show lines of 15 and 17 on ITP Difference (see resources). Click the play button so that the 2 lines move on top of one another, and point out the extra yellow counters, click again to show the 2 number lines, then them merging, the hop, then click to show the number sentence. What if Matthew had spent ?14? That would be a lot to count back. How could we work it out? Agree that we could find the difference between 14 and 17.Most childrenChn work in pairs to shuffle 10-20 cards, turn them upside down and take two. The larger number is how much money they have in pounds, the smaller number the amount they spend. They use 0-20 beaded lines to help them to find the difference between the 2 cards and record the related subtractions.GUIDED: MediumAs Most chn but work as a group. Ask chn to come up with word problems about money and change about the numbers they have picked. When more confident chn work out some individually.Yasmin has ?18. She spends ?16. How do we use beaded number lines to find how much she has left? Chn work in pairs to find the difference between 16 & 18. Tariq has ?15. He spends ?3. How much does he have left? How can we work it out? Compare the 2 strategies used for each, i.e. counting up to find the difference, and counting back. Count back to find 19 - 16, then on a fresh line count up to find difference, showing chn that answer is 3 which ever way you do it, but one way can be quicker or easier than the other. Write 19 - 2, 14 - 11, 14 - 5, 18 - 4, 18 - 15, 16 - 4, 16 - 13. Discuss whether counting back or up would be quicker for each.EasierJust use 10-15 number cards so that the differences are smaller.HarderChn use 10-30 number cards.Resources0-100 beaded lines (see resources) Landmarked lines (see resources)Activity sheets - Adding two-digit numbers for easier group (see resources)1-100 grids (one enlarged) (see resources)Plastic spider and flyCountersLarge diceActivity sheets - Subtracting two-digit numbers for easier group (see resources)Activity sheets - pictures of items to buy and find the change from 20p or 10p (see resources)Activity sheet - pictures of items costing between 40p and 50p (see resources)Activity sheet - 0-50 beaded lines (see resources)ITP Difference (see resources)Fancy looking pen10-30 cards 0-20 beaded lines (see resources)Abacus Year 2 Workbooks 1 and 2, Textbook The 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 Workbook Pages for Alternative/Additional Practice Day GroupPageTuesdayMost childrenHarderWorkbook 1, page 55Workbook 1, page 54WednesdayEasierMost childrenHarderWorkbook 1, page 44Workbook 1, page 54Textbook, page 9FridayEasierWorkbook 2, page 19OutcomesOutcomes for most childrenMondayTuesdayWednesdayThursdayFriday1. Use a landmarked line to add 2-digit numbers.1. Subtract 2-digit numbers using a number grid where the ones do not cross a 10s barrier.1. Subtract 2-digit numbers using a landmarked number line.1. Find change from 50p using pairs to ten.1. Find change by counting up to find a difference.Default (outcomes for children not on statements but not able to reach the outcomes for most children)1. Use a beaded line to add 2-digit numbers.1. Subtract 2-digit numbers using a number grid.1. Subtract 2-digit numbers using a beaded number line.1. Finding change from 10p.1. Find change by counting up to find smaller differences. Only record names of children who struggled or exceeded these outcomes ................
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