Learning Outcome:



Numeracy Weekly Plan Term: Autumn 1 Beckham Class Week: 2 WB: 12.1.15

|CURRENT IEP TARGETS |

|NAME: |TARGET: |SUCCESS CRITERIA: |

|Berkan |To follow 2 step simple instructions. |I can write date and my name on learning. |

| | |I can carry out simple number learning independently following 2 step simple instructions. |

|BECKHAM CLASS SUPPORT PROVISION |

|NAME: |SUPPORT IN PLACE: |TARGETS: |

|John Frances |To read and write numbers to 5 with support. |I can have a go at reading and ordering numbers to 5 first with support and then on my own. |

|Mohammed | | |

|Assembly intervention for children not understanding maths concepts (next steps from marking) if and when possible. |

|Dragonfly LA |Bee LA/MA |Ladybird MA |Butterfly HA |

|Faiz |Lima |Aryan |Jasmine |

|Berkan |Jamal |Domas |Alexandra |

|Ruth |Nishi |Mission |Robert |

|Nyrisce |Farah |Yasmine |Prajan |

|Siddharth |Krisha |Omar |Santos |

|John-Frances |Zamarod |Maha |Erum |

|Mohammed |Tehvinn |Leo |Doniah |

|Sequence and Theme |Weeks |Page |Learning objectives |Notes/Resources/Teaching Activities |

| | | |Pupils should be taught to: | |

|1.10 |24–25 |Planning Framework p20 |Geometry: properties of shapes | |

| | | |recognise and name common 2-D and 3-D shapes, | |

|GEOMETRIC REASONING | | |including: | |

| | | |– 2-D shapes [for example, rectangles (including | |

| | | |squares), circles and triangles] | |

| | | |– 3-D shapes [for example, cuboids (including cubes), | |

| | | |pyramids and spheres] | |

| | | |Geometry: position and direction | |

| | | |describe position, direction and movement. | |

|ASSESSMENT TASK | |AssessmentTasks |Success criteria | |

|1.10 | |Years 1 and 2 |Pupils can recognise and identify shapes in their environment and justify their thinking and create | |

| | |pp26–27 |simple repeating patterns. | |

| | | | | | |

| |Mental/ Oral Starter |Learning Intention and Learning |Introduction |Activity |Plenary |

| | |Outcomes | |(incl. extension and intervention) |(AFL) |

|Monday|Practise counting forwards and |Assertive Mentoring Basic Skills |Basic Skills Test will last around 20-25 mins. | |

| |backwards from 100 as a class on |Test 2 |After this time, children will respond to marking and the time will also be used to go over any misconceptions from | |

| |IWB: | |the previous week. | |

| | | | |

| |lat/splatsq100.html | | | |

| | | | | |

|Tuesda|…. describe the features of 2D and | |Warm up |LA: To be able to make a picture using 2D shapes. |begin to name the shapes they|

|y |3D shapes |LI: |Sing the song ‘ten little numbers’ – up to 10 | |use in the context of an |

| | |To use 2D shapes to make patterns,|Introduction |MA: To be able to make a picture using 2D shapes and say which|activity |

| | |pictures. |Introduce 2D shapes – their names and some of their |shapes they have used. | |

| | | |features (number of sides and corner) - Have a feely | |sort shapes and say how they |

| | |SC: |bag with 2D shapes, describe a shape and children |HA: To be able to make a picture using 2D shapes and explain |have selected them |

| | |I can recognise and name 2D |guess – then ask the children to find something… an |why they have used specific shapes. I used a triangle for the | |

| | |shapes. |object with corners? Something round? Something spiky?|roof because… |Check children’s |

| | | |Look at this collection of 2D shapes. Shut your eyes | |understanding of the concept |

| | | |while I pick one up and hide it. Open your eyes. Tell | |through differentiated |

| | | |me which shape I have hidden. |Extension: Children to draw shape pictures in their maths |questioning on how they have |

| | | |Independent |books. |arranged sorted shapes etc. |

| | | |Children to make a picture using 2D shapes and shapes | | |

| | | |pattern. Children to describe their picture and what | | |

| | | |shapes they have used to create their picture. (take | | |

| | | |a picture of the children’s shape pictures) | | |

| | | |During this time TA to work with John and Mohammed on | | |

| | | |their table to recognise and match shapes during the | | |

| | | |introduction. | | |

| | | |Dragonfly respond to marking with T | | |

|Wednes|warm up |LI: To describe the features of 2D|2 days |LA: To be able to identify 2D and 3D shapes |begin to name the shapes they|

|day |Sing ‘One two…’ - Count up and back |and 3D shapes |Introduction | |find in the environment |

| |to 20 – then count up to 20 but clap| |Re-cap previous learning – Have a feely bag with 2D |MA: To be able to recognise 2D and 3D shapes and explain how | |

| |with the odd numbers – repeat but | |and 3D shapes children to describe what they feel |they are different. | |

| |don’t say the odd numbers just clap |Success Criteria: |(describing the shape encourage to use the properties | |Check children’s |

| |them. |I can search for 2D and 3D shapes |of the shapes) the rest of the class need to guess the|HA: To be able to recognise 2D and 3D shapes in the |understanding of the concept |

| | |in the environment. |shape and say if it a 2D or 3D shape. |environment and explain how they are different |through differentiated |

| | |begin to name the shapes they use |Children to sort 2D and 3D shapes with a partner at a | |questioning on what they find|

| | |in the context of an activity |table and discuss why they have sorted them in that | |during the shape hunt. |

| | | |way. | | |

| | |Begin to refer to some features of|Independent |Extension: Children to draw shapes and write descriptions. | |

| | |shapes such as side and corner. |Go on a shape hunt around classroom, school and/or | | |

| | | |outside. Take 3D shape vocab cards with you. | | |

| | | |Children to find examples of 2D/3D shapes around the | | |

| | | |environment and match to the cards. Take pictures of | | |

| | | |the shapes the children find. | | |

| | | |Ladybird to respond to marking with T | | |

|Thursd|Number bonds to 20. |L.I: To use everyday language to |Re-cap the names and features of 2D – play ‘who has…’ | |Have I achieved my next step?|

|ay | |describe properties of 2-D and 3-D|give each child a shape then you describe the |LA: To write the properties of 2D shapes. Match the shapes to |Has my partner? |

| | |shapes. |properties of a shape the children who have that shape|vocabulary cards. |Evidence in books |

| | | |that matches the properties they say ‘I have… | |-photographs in books |

| | |To use mathematical names for |Introduce 3D shapes – their names and some of their |MA: To write the names of 2D shapes. | |

| | |common 3-D and 2-D shapes |features (number of faces) - Have a feely bag with 3D | |TA will do the same with |

| | |describe their properties, |shapes describe a shape and children guess – then ask |HA: To write the names and some properties of 2D shapes. |Dragonfly table (sitting with|

| | |including numbers of sides and |the children to find something… an object that is | |the group at the table |

| | |corners |round? Something pointy? Something with flat sides? | |instead of the carpet). Next |

| | | |Look at this collection of 3D shapes. Shut your eyes | |steps first and then plenary.|

| | |SC: |while I pick one up and hide it. Open your eyes. Tell |Extension: Children to sort shapes and explain how they have | |

| | |I can name 2D shapes |me which shape I have hidden. |sorted them and write an explanations speech bubbles. | |

| | | |Main Activity: | | |

| | |I know the properties of 2D |Begin to refer to some features of shapes such as side| | |

| | |shapes. |and corner when carrying out activities | | |

| | |I can name 3D shapes. |Group 1: To write the properties of 2D shapes. Match | | |

| | | |the shapes to vocabulary cards. | | |

| | | |Group 2: To write the names of 2D shapes. | | |

| | | |Group 3-4: To write the names and some properties of | | |

| | | |2D shapes. | | |

| | | |Bee to respond to marking with TA | | |

| | | |During the starter TA will work with Mohammed and | | |

| | | |John-Frances | | |

| | | |APP gaps: TA to work with identified children | | |

|Friday|Number bonds to 20. |L.I: To use everyday language to |Recap names and features of 3D – play ‘who has…’ give | |Have I achieved my next step?|

| | |describe properties of 3-D shapes |each child a shape then you describe the properties of|LA: To name of 3D shapes. Match the shapes to vocabulary |Has my partner? |

| | |To use mathematical names for |a shape the children who have that shape that matches |cards. |Evidence in books |

| | |common 3-D shapes |the properties they say ‘I have… | |-photographs in books |

| | |describe their properties, |Have a feely bag with 3D shapes describe a shape and |MA: To write the names of 3D shapes. | |

| | |including numbers of sides and |children guess – then ask the children to find | |TA will do the same with |

| | |corners |something… an object that is round? Something pointy? |HA: To write the names and some properties of 3D shapes. |Ladybird table address any |

| | | |Something with flat sides? Look at this collection of | |misconceptions. Next steps |

| | |SC: |3D shapes. Shut your eyes while I pick one up and hide| |first and then plenary. |

| | |I can name 3D shapes |it. Open your eyes. Tell me which shape I have hidden.| | |

| | | | | | |

| | |I know the properties of 3D | |Extension: Children to sort shapes and explain how they have | |

| | |shapes. |Main Activity: |sorted them and write an explanations speech bubbles. | |

| | | |Begin to refer to some features of shapes such as side| | |

| | |I can name 3D shapes. |and corner when carrying out activities | | |

| | | |Group 1: To recognise and name 3D shapes. Match the | | |

| | |I know the properties of 3D |shapes to vocabulary cards. | | |

| | |shapes. |Group 2: To write the names of 3D shapes. | | |

| | | |Group 3-4: To write the names and some properties of | | |

| | | |3D shapes. | | |

| | | |Butterfly to respond to marking with T | | |

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