Curriculum Planning Template (Drama)

This sample plan was developed by an NQT and approved for publication by an interagency teacher planning committee Short-term plan consisting of representatives from the NPTI, DES, NCCA, PDST & Colleges of Education.

Teacher: Date: 11th - 15th April, 2011 Class level: Senior Infants

Mathematics Content objective/s: The child should be enabled to

Senior Infants > Measures > Money - Euro >  recognise coins up to 20 cents and use coins up to 10 cent Exchange a number of coins for a single coin of equal value and visa versa Use coins in shopping activities, tender appropriate coins, calculate change Use correct vocabulary – see below  Solve practical tasks and problems using money Development of skills/concepts/aspects/language functions: Junior Infants, Senior Infants > Applying and problem-solving  select and apply appropriate strategies for completing a task or solving a problem

Learning objectives: Learning activities: The pupil will …  Oral approach to mental maths: Story of nine, counting  recognise coins up to 20c doubles, how much money, counting in twos, problems involving money (too much/too little), oral problems based  swop a number of coins for a single around money (too expensive/too cheap), shopping activity coin of equal value on the white board.

 buy two items in a shop, calculating  Talk and discussion: Looking at and identifying coins - the price of both together How many coins are on the board now?

 solve practical problems based on  Modelling strategies/ problem solving: Matching coins - money e.g. during oral maths time How many 1c coins do I need to match 5c? What can I buy in the shop with this many coins? Exchanging coins -  use key vocabulary: cost; price; Interactive whiteboard activities based on exchange of coins cheap; expensive; change; too much; too little  Guided discovery: Looking at ten and twenty cent coins - What is the same? What is different?

 Direct teaching: Revision of vertical sums – What do they want us to do? How do we figure out the answer?

 Using concrete materials: Sorting coins into groups of the same; Activities based on exchanging coins.

 Real-life maths: Maths-based morning activity - Shop with magnetic coins.

 Consolidation activities: [Insert textbook title] page 118 - 121 Resources: Interactive whiteboard; [Insert workbook title], magnetic coins, real coins in bags, play-shop and price tags for shop, cash register, feely bag, manipulatives, counting stick & number lines. Differentiation: Support: Extra teacher time with the Red Group when counting in twos and working with money.

Additional time with money games during structured play-time. Pace: X O’Z and R.XD. will complete the first half of the written work in their books. Level: Y Mc X, U O’Y and Z O’Y will be assigned more complex problems to solve using money – oral and written. Assessment: Teacher designed tasks and tests: Consolidation worksheet on recognising and exchanging coins up to 20c. Teacher observation: How is the child approaching the task? Is he/she taking the value of each coin into account when they are counting them? Are they relating their maths lesson to their structured play? Are they using the correct names of each coin? Checklist used to support teacher observation during structured play and group work. (Checklist in assessment folder) Teacher questioning: What is the name of this coin? How can I use these coins to make 10c? Is there another way to do that? Linkage and Integration: Maths: Number stories: revision of number stories using money e.g. 5c + 2c = 7c English: Oral language Using key vocabulary in the correct context, communicating with others in structured play. SPHE: Cooperating and working together during learning activities. Gaeilge: Ag Siopadóireacht>> Foclóir bia – Using words such as úll, arán, cáca milis during structured play-shop activity.