Numeracy Objectives (Groups) Spring Term 2006

Numeracy Medium term planning with differentiation. Spring Term 2017 A

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