Numeracy Objectives (Groups) Spring Term 2006

Numeracy Medium term planning with differentiation . Spring Term 2017 A Activities and Starters groups adapted as Group A Group B Group C Group D Week Possibly whole class or necessary following group, depending on ongoing formative activity and level. assessments. ELG ELG 40-60m+/40-60m 40-60m Capacity and Counting in 2’s, 5’s MassY1 objective-use the scales and a variety of Matching objects and Understand smaller and Mass-using and 10’s. Reciting objects to explore mass showing understanding of pictures by size using a bigger and related 1 everyday altogether both the vocabulary heavy, light, heavier than, lighter full range of different vocabulary. Matching vocabulary. Finding the vocabulary, full, forwards and than. Solve problems using concrete objects. Y2 big and little objects odd one out. empty, more backwards. objective-begin to measure mass using scales and pictorially. Using Understanding capacity – than etc. Building up to Kg and g weights. Introduce the weights and use full, empty, nearly full and vocabulary correctly to explore maths counting circles. them to measure, begin to record pictorially. empty, half full or empty. sort and sequence. in context- Develop familiarity Capacity Y1 objective - use the capacity containers Using non-standard Use water tanks and big weighing ready for continuing with sand and water trays to explore full, empty, measures to solve balance scales- do ingredients for work in week 3. more than, less than and half and quarter full. problems using various children understand porridge and Solve problems using concrete objects. Y2 containers eg which bottle more less full empty and measuring objective-begin to measure capacity using litre and holds the most water? half. Do they How many yoghurt pots materials for millilitre measuring vessels. Introduce the understand the same, full a milk carton? making beds containers and begin to use them to fill, begin to heavier and lighter? Listening and following and chairs the record pictorially. Listening and following instructions eg who is correct size for Capacity and mass recording activities- show if a instructions eg who is pretending to be the bears. container is full, empty or half full. Show which pretending to be Goldilocks, Colour the container holds more. Compare measures by Goldilocks, Colour the shortest chair red etc. drawing a longer or wider object etc. shortest chair red etc. Capacity and Counting in 2’s, 5’s Using standard measures to weigh mass of different Understanding mass and Continue to explore mass-introducing and 10’s. Reciting objects. Use 1kg, 500g and 100g weights with various using balance scales to capacity -use jars and 2 and exploring altogether both sets of small counters. Investigate and record totals of find more than, less than different natural technical each object to equal the weights. and equal. Understanding Red forwards and objects- give children vocabulary litre, Positional vocabulary. heavier, lighter etc. backwards. STC labels, full, nearly millilitre, Using an object such as a compare bear – follow a full Continuing capacity – filling kilogram and Building up to range of positional instructions in a Simon says type containers including half full, half full, nearly grams. Learn counting circles. game – eg put the bear above you, next to you, behind and quarter full. Sequence empty and empty. directional and Develop familiarity you etc. containers in order. Help children to label positional vocab. ready for continuing Photograph for evidence. Follow on with recording Begin to record pictorially and fill their jars Maths in work in week 3 activity where adult reads instructions eg draw a bear to show capacity. Begin to correctly. Put them in context-group next to the tree etc. children will need to listen record pictorially to show order? Continue to investigation eg carefully and be prompted to concentrate and understanding of mass. practice counting to find the heaviest persevere. twenty. Practise bike using the specifically 11 and 12. spring gauges. Maths in context problem solving activity. Work in key worker groups with adult support to enable all children to use their different skills, eg Predictions, hypotheses, communication, perseverance, analysis, logic, team work. Record with photographs and annotate children’s ideas and comments. Multiplication Continue to revise Count in multiples of 10, reciting both forwards and Count in multiples of 10 Join in with counting in and division- measurement backwards to 100. Identify multiples by unit digit eg all with support forwards to multiples of 10 in a group. 3 Count in terminology for tens numbers end in zero. Order tens numbers. Make 100. Learn that tens Recognise numbers 10 and sets of straws to match to multiples. Match to Numicon numbers all end in zero. 20. Make totals of ten and Yellow multiples of 10 capacity, mass and and Dienes. Recognise multiples of ten twenty using different to 100 positional vocabulary; Complete missing number sequences in forward and from a random selection of objects. Compare digits 12 forwards and also revise terms for reverse order. numbers. Sequence the and 20 knowing that 12 is backwards and length and time. Count in multiples of 2 reciting both forwards and tens and practice writing ten and two and twenty is 2 to 20 See IXL Maths Year backwards to 20. Identify multiples by unit digit eg all the numbers. ten and ten. Use Numicon forwards and 1 website for twos are even numbers and end in 0 2 4 6 or 8. Order Count in multiples of 2 as well as other objects to backwards. interactive games. twos numbers. Make sets of straws to match to each with support forwards to represent. Recognise that multiple. Match to Numicon and Dienes (ten plus units 20. Practice specifically Draw 12 objects/marks. multiples end in once above ten). the teens numbers, Draw 20 objects/marks. Complete missing number sequences in forward and counting reading and Know how to count as zero (tens) and reverse order. writing. Complete missing marking and how to check even numbers Are any multiples of ten also multiples of two? How do number sequences. the total. Practice writing (twos). we know? a 2 correctly. Recognise pairs. Multiplication Continue to practice Count in multiples of 5, reciting both forwards and Count in multiples of 5 Join in with counting in and division- counting in multiples backwards to 50. Identify multiples by unit digit eg all with support forwards to multiples of 5 in a group. 4 Count in of 10 and 2. five numbers end in zero or five. Order fives numbers. 50. Learn that multiples of Recognise numbers 5 and Make sets of straws to match to multiples. Match to 5 end in 5 or zero. 15. Make totals of 5 and 15 Blue multiples of 5 http://www.ictgames.com Numicon and Dienes (using ten towers and single units). Recognise multiples of 5 using different objects. to 50 forwards. /newduckshoot10s.html Complete missing number sequences in forward and from a random selection of Compare digits 5 and 15 Solve Continue to practice reverse order. numbers. Sequence the knowing that 5 is a single multiplication counting back from fives and practice writing digit and 15 is ten and 5. and division 20 to 10. Solve multiplication and division (sharing) problems in the numbers. Use Numicon as well as problems using http://www.ictgames.com/ context with concrete objects, begin to work with Complete missing number other objects to concrete sasNumberSort/index.html pictorial representations. sequences. represent. objects. With support begin to Draw 15objects/marks. . Begin to solve solve simple multiplication Know how to count as and division (sharing) marking and how to check using pictorial problems using concrete the total. Practice writing methods. objects. a 5 correctly. Know 5 and 5 = 10 (hands). Fractions- Sing Who built the Fractions- recognise, find and name half as one of Fractions- matching two Fractions- matching two recognise, find Ark? to continue to two equal parts of an object, shape or quantity. halves of objects and halves of objects and 5 and name half practice counting in Explore methods of how to find half of an object pictures. Finding half of pictures. Finding half of Green as one of two 2’s. or shape. What does equal mean? Understand that a shape by folding in to a shape by folding in to equal parts of finding half is the same as sharing between two. half. Recognising half. Folding jumpers an object, Learn how to read write half and ½ . corners, edges and and drapes etc into shape or Use concrete objects to share quantities. understanding straight halves. Recognising quantity. Explore symmetry of shapes and objects using and curved edges. corners, edges and mirrors. Make symmetrical patterns using Begin to find half of understanding straight Explore pegboards and 2d and 3d shapes. quantities by sharing and curved edges. symmetry. between two. Fractions- Revise odd and even Fractions- recognise, find and name a quarter as Fractions- matching What is a pair? recognise, find numbers to 20. one of four equal parts of an object, shape or four quarters of Understanding and 6 and name quantity. objects and pictures. making/matching pairs Assessment quarter as one Explore methods of how to find a quarter of an Finding quarter of a of objects. Both of four equal object or shape by finding half and then half again. shape by folding into identical pairs and also parts of an Recognise 1, 2 and 3 quarters. Know 2/4 =1/2. four. Learn to divide a exploring things that go object, shape Understand that finding quarter is the same as shape into four by together eg rain and or quantity. sharing between four. Practice sharing quantities drawing a line to show cloud, sun and moon, between four. Learn to read and write quarter and half and then half again. socks and shoes. Explore ¼. Extend to three quarter and ¾. Continue to practice Explore sharing through opposites. Explore opposites. pairs and opposites. role-play. Approximately 50% of children have now met the standards of the ELG and are beginning to show evidence of achieving some understanding of the emerging year one standard. Planning will continue from the White Rose Mastery scheme for Autumn term year One with EYFS objectives planned to merge with the order of the block planning. However the pace will continue to be adapted to meet the needs and progress of the class.