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Term 3 Week 6

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56 views

Term 3 Week 6

Uploaded by

api-234051459
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Mathematics Teaching & Learning Experiences

Number Outcome: Develop a range of mental strategies and informal recording methods for add & sub. Record number sentences using drawings, numerals, symbols and words Aspect: EAS
Problem of the Day: 10 min whole number Addition Pyramid On IWB make a pyramid out of circles (top row 1 circle, bottom 5 circles. On the bottom row fill the circles with numbers 1, 2 or 3. Add the numbers upwards. Have students explain the strategies that they are using to work out the answers. Modelled/Explicit Teaching: Prepare a set of numeral cards for the numbers three to eighteen. Lay the cards face up in a line on the desk or floor. Have the students take turns to roll three dice and add together the numbers rolled, then take a corresponding numeral card. The game continues until all cards have been taken. If the numeral card has already been taken the players turn is forfeited. Level 1- 2 dice only, cards 1-12, then move towards a 1/2/3 numeral dice and a dot dice Level 2 Numeral dice and dot dice Level 3- 2 dice Level 4 Dice with larger numbers Whole Class Reflection/Evaluation: Observe strategies Resources: DENS p 233, dice, numeral cards

Term 3 Wk 6
Number Outcome: Develop a range of mental strategies and informal recording methods for add & sub. Record number sentences using drawings, numerals, symbols and words Aspect: EAS
Problem of the Day: 10 min whole number Backwards counting sequences Numbers before a given number to 100

Number Outcome: Develop a range of mental strategies and informal recording methods for add & sub. Record number sentences using drawings, numerals, symbols and words Aspect: EAS
Problem of the Day: 10 min whole number Review strategies friends of 10, doubles, doubles plus one, doubles less one. Introduce Bridging to 10.

Modelled/Explicit Teaching: Repeat yesterdays activity, making any necessary adjustments to dice to suit childrens needs. As they work today have children think about the strategies they are using. Model first: write about a strategy that they used today and give an example.

Modelled/Explicit Teaching: Whats the difference? Students work in partners to find the difference between two cards. Each student turns over a card, together the students work out the difference between the two cards. The player with the largest card takes the difference in counters. Winner is the first player to collect 30 counters.

Whole Class Reflection/Evaluation: Resources:

Whole Class Reflection/Evaluation: playing cards, counters, books Resources:

Mathematics Teaching & Learning Experiences


Measurement Outcome: Name, describe, sort and model cones, cubes, cylinders, spheres and prisms. Recognise 3D objects in pictures and the environment and presented in different situations.
Problem of the Day:

Measurement Outcome: Name, describe, sort and model cones, cubes, cylinders, spheres and prisms. Recognise 3D objects in pictures and the environment and presented in different situations.
Problem of the Day:

10 min whole number Addition Pyramid On IWB make a pyramid out of circles (top row 1 circle, bottom 5 circles. On the bottom row fill the circles with numbers 1, 2 or 3. Add the numbers upwards. Have students explain the strategies that they are using to work out the answers.

10 min whole number Review strategies friends of 10, doubles, doubles plus one, doubles less one. Introduce Bridging to 10. Backwards counting sequences Numbers before a given number to 100

Modelled/Explicit Teaching: MYSTERY BAG The teacher places a number of objects into a large bag or box, eg a shell, a ball, a shoe, a pencil. A student reaches into the bag and feels an object and then describes the shape without actually naming the object. Other students try to guess the object.

Modelled/Explicit Teaching: WHAT AM I? A student describes at least three attributes of an object to the rest of the class and the other students try to guess which object is being described.

DRAW A SHAPE Students are given a piece of paper which they mark into four sections. Each section can have a picture showing a shape to look for, eg box shapes, ball shapes, cone shapes, curly shapes. Students find objects that match the shapes and draw them in the appropriate section. Whole Class Reflection/Evaluation: Resources: Whole Class Reflection/Evaluation: Resources:

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