Weekly plan for Literacy: Year 1



Objectives: Divide whole 2-digit numbers to give one-place decimals; Multiply 1-place decimals to give whole numbers; Recognise decimal and fraction forms of tenths; Place one-place decimals on a number line; Round tenths to nearest whole; Compare 1-place decimals and write one in between, e.g. 2.1 and 1.2 and say what whole number comes between these twoStartersWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryWeek 1 Monday÷ multiples of 10 by 10Show chn three-digit multiples of 10, e.g. 560. Ask them to divide the number by 10 and show the answer using place value cards, i.e. 56. Rpt with different numbers. What happens to each digit when we divide by 10? Encourage chn to write the answer almost as soon as you have shown the multiple of ten! Divide 2-digit numbers by 10 to create 1-place decimal numbers Launch the ITP Moving digits. Click, then drag cards to make the number 56. Click on ÷ 10. What has happened? What is the 6 worth now? And the 5? Point out that each digit is worth a 1/10 of its previous value and has moved 1 place to the right. Point at the ‘6’ and explain that this is 6 tenths. Remind chn that we can write this as 6/10 and explain that we can also write it as .6, point six. This means 6 tenths. Reset and make the number 27. What will happen when I click on the ÷10 button? Write the number. Click ÷10. Were you right? Repeat, for 49. Repeat for 435. What do you think 409 divided by 10 is? Rpt with 40. Ask chn what they think will happen this time? We’ve got a 1-digit number! Why? Rpt for 4, giving 0.4. Discuss the need for a zero before the decimal point. It helps us see that there are no ones! Most chn/HarderChn divide numbers by 10, then work out what numbers have been divided by 10 to arrive at a given number (see resources). They use a calculator to check. Show a 0.1s, 1s, 10s and 100s place value chart (see resources). Discuss the patterns of the digits. What happens to the digit 5 when we multiply it by 10? And divide by 10?GUIDED: EasierGive each pair a place value grid (see resources). They each shuffle a pack of 1 to 9 digit cards and take one each. They use them to form a whole 2-digit number and place it on the grid. They divide number by 10. Each child thinks what their digit will be worth now and moves it accordingly (i.e. one place to the right). They record the division, e.g. 37 ÷ 10 = 3.7. Rpt. Challenge children to do at least 10 different calculations. Week 1 TuesdayCount in ?s Sketch a line from 0 to 5, whole numbers labelled and ?s marked but not labelled. Point to various places on the line and ask chn what number goes there. Include 1?, drawing out two ?s = ?. Count along the line: 0, ?, ?, ?. 1, 1 ?, 1?… Muliply1-place decimals to give whole numbers.Draw a large decimal point on the f/c. Ask 2 chn to stand on either side holding large digit cards 2 and 5 to show 2.5. Ask chn to discuss in pairs what each child will need to do if we multiply the 2.5 by 10. Ask a pair to give them instructions. Do rest of class agree? What happens to each digit when we multiply by 10? It moves one place to the left. Repeat with other pairs of chn and other digit cards to show numbers with 1 decimal place. Ask rest of class to write the multiplication on their w/bs, e.g. 4.7 × 10 = 47 and to give instructions to chn at the front. Rpt for 0.6. Ask one child to operate a ‘function machine’ (cardboard box!). Write 45 on a card and pass through a slot in the box to the child. They follow the instruction in the box, ÷ 10, write the answer on a card and post out of the box. What did the function machine do? Rpt with other chn, entering 2-digit numbers and asking them to ÷ by 10. Change this by posting a number with one decimal place, e.g. 2.3, in the ‘out’ slot, and having it come out the ‘in’ slot as 23. This shows that multiplying by 10 is the reverse of dividing by 10. Most chn/HarderChn identify the input, output or function in function machines (see resources). They make up function machines for a partner to guess. GUIDED: Medium Carry on using the function machine to work with chn who seemed unsure in the main teaching. To begin with, stick the function (×10) on the front of the box so all can see. Enter 4.8, and ask chn to predict the output. Then write a number on a card, give to one child but don’t show the rest of the group. They post the card into the function machine, and post the output. Can the rest of the group guess the input? Rpt for ÷ 10 and ask chn to guess the function.Chn write 2-digit numbers between 20 and 40 in a 3 by 3 grid. If you have the number that is 10 times as big as 2.3 ring it. Repeat with other numbers between 2 and 4. First to ring all of their numbers wins.EasierChn identity inputs, then outputs for ×10 function machines (see resources). They use a calculator to check.StartersWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryWeek 1 WednesdayCount in 1/10s to at least 2Use the counting stick to count in steps of 1/10 from 0 to 1 and back again. Point to 5/10. How else can we say this fraction? Repeat, this time counting from 1 to 2 in 1/10s.Relate fractions to decimals (0.1 1/10)Point to 2/10 on the counting stick. How else can we say this fraction? (1/5) Launch ITP Fractions, show 1/5 & 2/10 on 2 separate bars to show they are equivalent. Click on f & d to show both written as vulgar fractions and decimal fractions. How can we write one tenth? Write 0.1 1/10 on f/c. Say that is a quick way of writing ‘is equivalent to’, meaning that these are different ways of writing the same amount. Write 0.2 2/10 1/5. These fractions are equivalent. They represent the same amount, and the same position along the counting stick. How can we write 9/10? And another way? Repeat for each of the other 1/10s. Most chn/easierChn identify numbers of tenths that are shaded and write them both as fractions and decimals, and any equivalent fraction where appropriate (see resources). What is 1/10 + 9/10? How can we write this? Write 0.1 + 0.9 = 1. Together write an addition for each picture on the Activity sheet.GUIDED: HarderSketch a line from 0-1. Mark on 1/10s (as vulgar fractions). Ask chn to mark other equivalent fractions, i.e. ? and 1/5s. Hide the line. Chn choose 6 diff numbers of 1/10s to write as decimals on a 3 by 2 grid. Ring a decimal equivalent to 1/2. Ring a decimal that is more than 9/10. Ring a decimal equivalent to 2/5. Rpt asking similar questions until a child has rung all 6 decimals. Use 0-1 line to check answers. Sketch a 1-2 line marked in 1/10s and repeat.Thursday Count on/back in steps of 10 to/from 4-digit numbersShow a card ‘+10’ as you pass bean bag round the class and count in steps of 10, 4789, 4799, 4809, 4819… Show -10. Chn pass the bean bag back and count back in 10s. Give lots of practice passing through multiples of 100 and 1000.Relate one place decimals to cm and mmGive a ruler marked in cm and mm to each child and ask them to describe it to each other. Take feedback. Draw out that the little lines are used to measure mm, the slightly longer lines show intervals of 5mm or ? cm, and the boldest or longest lines mark cm. How many millimetres are in a centimetre? In 2cm? In 10cm? Chn measure length of one of their fingernails to nearest mm. Record a few of these in cm and mm, e.g. 1cm 3mm. How can we write this in just mm? (13mm) We can also record this as 1.3cm, the point 3 is 3/10 of a cm or 3 mm. What is this measurement to the nearest whole cm? Sketch a 0 to 2 line labelling 0, 1 and 2. Where would 1.3 go on the line? Mark this. Where would 1.5 go on this line? Say that we round numbers ending in 5 up, so we round 1.5 to 2. Where would 0.9 go? What is the nearest whole? Where does 1.2 go? Round it to the nearest whole. Repeat asking chn to come up to the board and mark on numbers between 0 and 2, and the rest of the class to round them to the nearest whole. Most chnChn work in pairs to shuffle a pack of 1-9 cards. One child takes 2 cards to make a 1 decimal place number, e.g. uses 3 and 7 to make 3.7 or 7.3. They choose a coloured pencil & mark it on a 0-10 landmarked line (see resources). Their partner does the same. 1st person to mark 3 numbers in a row without one of their opponent’s in between is the winner. Repeat on a new line. They choose 5 of their numbers to round to the nearest whole. GUIDED: Medium Give each child a different number between 1 and 10. Shuffle a pack of 1 to 9 digit cards, take 2 and show chn. They can use the digits in either order to make a number with 1dp, e.g. use 4 and 8 to make 8.4 or 4.8. They mark the number on their 0 to 10 line (see resources). If it rounds to their number card, they win a point. Repeat until each child has won a point.Sketch a 0-10 line with each whole number labelled. Draw a mark at 4.3. What number is this? Take suggestions. Mark 4?. Does that help? Mark on 1/10s between 4 and 5 to help chn see that it is 4.3. How much more needs to be added to make 5? Shuffle 2 sets of 0-9 cards in 2 piles. One pair of chn takes one card from each pile to make a decimal number and marks it (unlabelled) on the line. Rest of class try to guess the number. Repeat with different pairs.EasierGive chn items less than 10cm to measure to the nearest mm. They record the measurement in cm, e.g. 5.7cm and round to the nearest cm, e.g. 6cm. HarderChn sketch a 0 to 7 line. They take it in turns to roll a dice. They think of a number with 1dp which will round to the dice number and mark it on the line in their chosen colour. E.g. roll 4, so mark 4.2 or 3.8 on the line. Winner is 1st to mark 3 numbers in a row without one of their opponent’s in between. StartersWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryWeek 1 FridayTell the time to the nearest 5 minutes Use the ITP Tell time to show analogue times, hiding the digital clock. Chn write the time in words on their w/bs, e.g. ? past 2, 25 to 3. Compare one place decimal numbers Which is more 1.2 or 2.1? What whole number lies between? Confirm by placing both a on a 0 to 10 number line. Write □.□ > □.□ on the board. Roll a 0 to 9 dice four times to create digits. Ask chn where to write each digit to make the 1st number bigger than the 2nd. Did it work? If not, where should we have written each digit? Repeat. Then repeat for □.□ < □.□. Mark the 2 numbers on a 0 to 10 line and ask chn to agree in pairs a whole number between the two. Mark some of their numbers on the line to check. Repeat. Most chn/HarderChn play ‘Higher or lower’ in pairs. One child rolls a 0 to 9 twice and uses the digits in order to form a two-digit number, e.g. roll 6 and 3 and write 6.3. If they roll a zero and then 5 for example, they write 0.5, if they roll 5, then 0, they write 5. The other child says whether they think they will make a higher or lower number. They roll the dice twice and use the digits in that order. If correct, they win a point. They record the pairs of numbers and write a whole number in between. Repeat, changing who goes first.Draft a 0-10 line, with each whole labelled. Shuffle a pack of 1-9 digit cards and take 2 cards. What’s the greatest number we could make with these digits with 1 decimal place? And the smallest? Now think of a number in between using any digits. Mark the 3 numbers on 0-10 line. Repeat, including the 0 card.GUIDED: EasierSketch a line from 0 to 10 on the f/c, labelling each whole number Can you think of a number between 2 and 3? If so, write it on your w/b, try to make it different to anyone else’s. Ask chn to put their w/bs in order. Ask chn to use their knowledge of placing single-digit numbers between 0 and 1 to place each decimal on the line. Mark on 2.5 to help. This is ? way between 2 and 3. Remind chn that this can also be written 2?. Repeat for numbers between 7 and 8, 0 and 1, 3 and 4 etc.ResourcesPlace value cardsITP Moving digits (see resources)Place value grid (see resources) 1-9 digit cardsDividing by 10 activity sheet (see resources) Calculators0.1s, 1s, 10s and 100s place value chart (see resources) Large 0 to 9 digit cardsCardboard box with two slots Cards with × 10 and ÷ 10, plain cards and pensMultiplying by 10 function machines activity sheet (see resources) Multiplying and dividing by 10 function machines activity sheet (see resources) Rulers marked in cm and mm0 to 10 lines (see resources) 0 to 6 diceActivity sheet of shaded tenths (see resources) Counting stickITP Fractions (see resources)ITP Tell time (see resources)0 to 9 diceAbacus Year 4 Textbooks 1 and 2 Scroll down for Abacus Textbook pagesThe 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 Day GroupPageMondayMost childrenHarderTextbook 2, page 57Textbook 2, page 58WednesdayEasierMost childrenTextbook 1, page 57Textbook 1, page 58ThursdayMost childrenHarder Textbook 2, page 52Textbook 2, page 53Scroll down for outcomesOutcomesOutcomes for most childrenMondayTuesdayWednesdayThursdayFriday1. Understand that when we divide by 10, digits shift one place to the right. 2. Understand what each digit represents in a number with one decimal place. 1. Understand that when we multiply by 10, digits shift one place to the left. 2. Understand what each digit represents in a number with one decimal place. 1. Recognise decimal and fraction forms of tenths.1. Place one-place decimals on a number line.2. Round tenths to nearest whole.1. Compare 1-place decimals and write one in between, e.g. 2.1 and 1.2 and say what whole number comes between these two.Default (outcomes for chn not on statements but not yet able to reach the outcomes for most children)1. Understand that when we divide by 10, digits shift one place to the right. 2. Understand what each digit represents in a number with one decimal place. 1. Understand that when we multiply by 10, digits shift one place to the left. 2. Understand what each digit represents in a number with one decimal place. 1. Recognise decimal and fraction forms of tenths (only 1/10s and 0.1s, not 1/5s and multiples of 0.2 for example)1. Round tenths to nearest whole in the context of measurement.1. Compare 1-place decimals.2. Place one-place decimals on a number line. Only record initials/names of children who struggled or exceeded these outcomes ................
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