Weekly Planning Sheet: Maths Teacher: Miss Morris and Mrs Coates Year: 1 Date:

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1 Tu and W I can add two numbers together Adding Up with a Partner With a partner, and using a whiteboard, find out how many letters they have in their names altogether. Write the number sentence. WALT recognise odd and even numbers Recognise and create repeating patterns with numbers, objects and shapes. To be covered through continuous provision on the maths table. Identify odd and even numbers What do even numbers end with? What do odd numbers end with? Is your number odd or even? Misconceptions recognising that a number is even if it splits in to equal groups and odd if it cannot be split Respond to marking and feedback. Ensure children use a coloured pencil to respond to marking. Day 1 Odd and even song Move all the ladybirds to odd number to the red leaf and all the ladybirds with even numbers to the blue leaf. Press done when complete. Next sort the ladybirds onto the number line and look at the pattern. What do you notice? Day 2 Odd and even song Recap the pattern and look at what even numbers end in. Paint all the odd numbers red and all the even numbered houses blue. Once all the houses are painted click done. IWB Odd and Even Colour by numbers Dominoes Basket wayonline.org.uk/ oddandevenfullscreen.html Knock down all the even/odd coconuts. 1

2 linked to counting in twos from 0 and 1. in to equal groups. noticing what even and odd numbers end with. HA (w/t entering Year 1) MA (w/t secure reception) Sorting dominoes. Choose a domino and count the spots. Do you have an even or odd number of spots? Place in an odd and even basket. Check as a group when alll dominoes are sorted. Colour the even numbers pink and the odd number blue to reveal a picture. LA (w/t developing reception) Choose a domino and carefully cvount the spots. Can you find the right number to match how many spots it has got? 2

3 Th And Fri I can make a given total Washing Line Puppet Theft! Target number using IWB target board, give children a target and they have to use numbers from the board to make that target WALT sort objects, numbers and shapes Recognise and create repeating patterns with numbers, objects and shapes. To be covered through continuous provision on the maths table. Sort objects, numbers and shapes to a given criterion and their own. What are the criteria? Look at your object, shape or number. Where would it go? Why wouldn t it go anywhere else? What other criteria could we use to sort the objects? Misconceptions Respond to marking and feedback. Ensure children use a coloured pencil to respond to marking. Day 1 Sort the children in the class. How could we sort the children in the class? Get the children to create a criterion e.g. boys / girls, hair colour, glass / no glasses. Children sort themselves practically base on the different criteria they have been given. Discuss which the biggest group is. Which is the smallest etc.? Is anyone in the wrong group? How do you know? Day 2 Ask the children how to sort the initial 3 bears. How many groups will they use? Then add bears one at a time to the screen and ask the class to group them according to the same criteria. Either use size as a key criterion or focus on which ones are green, purple etc. The random size button will resize all bears on the screen into 3 categories - small, medium and large. Ask pupils to resort them. IWB Dominoes Compare Bears 2D and 3D Shapes d.co.uk/iwb/shap e-sorting-game- 698 Children sort the shapes based on the number of sides. 3

4 noticing the set criteria. the criteria. looking at the criteria whilst sorting. HA (w/t entering Year 1) Sorting different coloured dominoes / compare bears / 2D and 3D shapes based on different criterion. Teacher decides the initial criteria then the children think of their own. Can the rest of the group work out what the criteria is? MA (w/t secure reception) LA (w/t developing reception) Sorting different coloured dominoes / compare bears / 2D and 3D shapes based on different criterion. Teacher decides the initial criteria then the children think of their own. Can the rest of the group work out what the criteria is? 4

5 M and T I can make a given number Target Numbers Below 10 Give children a target number. Their job is to write a number sentence on their boards to equal that number. WALT recognise halves and quarters that a fraction can describe part of a whole. that a unit fraction represents one equal part of a whole. Recognise, find and name a half as one of two equal parts of an object, shape or quantity (including measure). Recognise, pieces if you split an object into halves? pieces if you split an object into quarters? Are the pieces equal? How could we write the fraction down? Misconceptions making the link between what they are doing and the concept of fractions. Respond to marking and feedback. Ensure children use a coloured pencil to respond to marking. Day 1 Watch the video about initially cutting sandwiches and food into halves and quarters and then moving onto shapes. The video reinforces the language one half and ½ and explains the concept that 1 out of 2 bits is coloured. Reinforce this after the video is over. Keep explaining the pieces must be equal. Write the key words on the board for the children: ½ one half ¼one quarter Equal Fraction Day 2 Why was the first cut unfair? Ensure children understand that it needs to be equal. Stop the video after the pizza is cut into half. Who can write the fraction ½ on the board? Stop the video after the pizza is cut into quarters. Who can write the fraction ¼ on the board? Reiterate that it is one piece out of four. What would we write if I ate 3 pieces out of 4? Model writing 3 quarters and emphasis that it is just having 3 out of 4 pieces. Paper shapes Glue Gordons ITP ngfl.ac.uk/curric ulum/primarymat hs/getfile.php?s rc=4277/fractio ns+v7.com half / not a half option 5

6 find and name a quarter as one of four equal parts of an object, shape or quantity. that a shape needs to be split in to equal-sized portions to show a fraction e.g. thinking that any shape split in to two portions is in halves. HA (w/t entering year 1) Children are given a selection of regular 2D shapes e.g. circle, square triangle, rectangle, hexagon, octagon, pentagon. Children fold the shapes into halves, and quarters and stick them into their books. The children write the relevant fraction next to it. Teacher with one group and TA with the other. MA (w/t secure reception) LA (w/t developing reception) Children are given a selection of regular 2D shapes e.g. circle, square triangle, rectangle, hexagon, octagon, pentagon. Children fold the shapes into halves, and quarters and stick them into their books. The children write the relevant fraction next to it. what each number in a fraction represents. 6

7 W and Th I can make a given number Target Numbers Between 0-15 Give children a target number. Their job is to write a number sentence on their boards to equal that number. WALT recognise thirds and fifths that a fraction can describe part of a whole. that a unit fraction represents one equal part of a whole. pieces if you split an object into thirds? pieces if you split an object into fifths? Are the pieces equal? How could Respond to marking and feedback. Ensure children use a coloured pencil to respond to marking. Day 1 Show children the fraction circles. Children to stick the correct amount of sections on to represent the fraction shown by the teacher. Repeat with different fractions. Emphasis that the top number is the amount of section coloured and the bottom is the amount of section altogether. Day 2 Show children the fraction circles. This time the teacher already has fractions coloured. Children write the fraction show on their whiteboard. Fraction Circles Fraction Cards Gordons ITP ngfl.ac.uk/curric ulum/primarymat hs/getfile.php?s rc=4276/egg+- +fractions.com Match unit fraction to Image option. 7

8 Recognise, find and name a half as one of two equal parts of an object, shape or quantity (including measure). Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. we write the fraction down? Misconceptions making the link between what they are doing and the concept of fractions. that a shape needs to be split in to equal-sized portions to show a fraction e.g. thinking that any shape split in to two portions is in halves. HA (w/t entering Year 1) Children choose a fraction card and colour in the fraction written on it. Teacher with one group and TA with the other. MA (w/t secure reception) LA (w/t developing reception) Children choose a fraction card and colour in the fraction written on it. what each number in a fraction represents. 8

9 F I can make a given number Target Numbers Between 0-20 Give children a target number. Their job is to write a number sentence on their boards to equal that number. WALT recognise and name fractions that a fraction can describe part of a whole. that a unit fraction represents one equal part of a whole. What is the fraction? pieces are you cutting it into? pieces are you keeping? Is each piece equal? Respond to marking and feedback. Ensure children use a coloured pencil to respond to marking. Playdough, knives, fraction cards and rolling pins on the table. Children choose a fraction card and make a cake then practice dividing the cake. Discuss if the cake is accurately split. Why not? Use lots of fraction vocabulary. Teacher to work with the Maths group one week and then English the next. TA to lead the additional subject. Playdough Knives Fraction Cards Rolling Pins Gordons ITP ngfl.ac.uk/curric ulum/primarymat hs/getfile.php?s rc=4277/fractio ns+v7.com quarter / not a quarter option Recognise, find and name a half as one of two equal parts of an object, shape or quantity (including measure). Misconceptions making the link between what they are doing and the concept of fractions. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. that a shape needs to be split in to equal-sized portions to show a fraction e.g. thinking that any shape split in to two portions is in halves. 9

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