Weekly planning 2021/2022 KS1/2

Royal British International School

Year: 4 Subject: Maths Unit: Mental Addition & Subtraction Term: 1 Week beginning: 12th September 2021

Week: 3 Lesson: 1
LO Introduction Main Teaching Activities and Differentiation Plenaries Extension
Give out RS 134 100-square (100- Challenge 1 Challenge 2 Challenge 3 Mini
Know Explain to squares), one per child. Choose a Provide students with Project GP 4.1.1 on the Answer questions 9- Students will be
number children that child to identify a multiple of 10. resource sheet 134 (100 end on GP 4.1.1 asked to answer
board and ask students
bonds to to do the work Ask class how many to 100? Square Grid) for questions
100 to answer questions 1- throughout the Resources
Children should show you as fast as assistance and ask the
in maths this 8
possible using their fingers. co-teacher to help them main teaching to - 100 square
week, it will grids
- Rehearse the multiple of 10 bonds if needed to answer check
be really to 100: 10 and 90, 20 and 80, etc. understanding - GP 4.1.1
questions 1-8 on GP
helpful to Make sure all children can chant 4.1.1
know all their these together.
number bonds - Now return to the Number square
for all the tool. Choose a child to come and
numbers up to identify a number which is NOT a
multiple of 10 on the square. Read
12! Children Final Home
the number together, e.g. 54.
work with - Ask children how many more to Write 368 + _ _ _ = Challenge
maths make 100. Point at 54 on the 1000 on the None set
partners to square. How many to the next board. Can anyone
generate multiple of 10? Six. Count with your help me to work
number finger from 54 to 60. How many this out? Ask
from sixty to one hundred? Set children if they
bonds. Start
Spider on 60 and make her count know what goes
with number with 68 to make
down in 10s to 100. That’s forty. It
bonds to 10, was six and then forty. Write 54 + the next 100.
explain you 46 = 100. AFL
want to see - Choose a different child to Students to use
six bonds, 0 identify another number on the thumbs up, side or
and 10, 1 and square, e.g. 37, and model how to down to show
9, 2 and 8, etc. hop to the end of the line (3) and understanding after
then from the multiple of 10 down main teaching
Then move
to 100 (60). We have added three
swiftly to 11 and sixty, that’s sixty-three.
and then 9, Write 37 + 63 = 100.
then 12 and
then 8. Keep a Short task:
fast pace -1
- Ask children to work individually
 Weekly planning 2021/2022 KS1/2

minute or to choose a number (not a multiple

even 30 of 10) and work out its pair to
seconds to make 100. Assist those who may
write six or struggle.
more bonds.
- Choose a child to say the number
they got as their answer. Identify
this on the 100-square. Work
together to work out the number
they started with.
- Repeat with another child’s
answer.
Success Criteria: Independent /LTA/ Independent /LTA/ Independent /LTA/
I can count in multiples of 10 Teacher Teacher Teacher
I can also add from one multiple of
10 to 100 Support:
I can even add from any 2-digit TA to support LA students when needed
number to 100

Reflection: WB:

WT:

OT:

E:
 Weekly planning 2021/2022 KS1/2

Royal British International School

Year: 4 Subject: Maths Unit: Mental Addition & Subtraction Term: 1 Week beginning: 12th September 2021

Week: 3 Lesson: 2
LO Introduction Main Teaching Activities and Differentiation Plenaries Extension
- Show 0-100 number line on Bead Challenge 1 Challenge 2 Challenge 3 Mini
Add to the Throw a bean string with number line tool 4.1.2a. Co-teachers should - Children work in pairs - Children work Students will be
next bag to a child Choose a child to say a number. to create as many individually to create asked to answer
closely monitor LA
multiple of saying a 2- Ask the class how many 10s of sentences as they can as many sentences as questions
100 by students. LA students throughout the Resources
beads will need to be shifted which use each digit they can which use
digit number may use the 100 Square
counting up along. And how many ones or only once, including each digit only once, main teaching to Bean
as you do so. RS provided in the last bag/Stress ball,
from any 2- single beads? E.g. 62, then you will the 100s digit of the including the 100s digit check
digit or 3- The child move six 10s of beads and two lesson. understanding Whiteboards,
answer, of the answer,
digit catching the single beads. e.g. 321 + 79 =400 . e.g. 321 + 79 =400 .
number bean bag has - How many must I add to this to Encourage them to use Encourage them to use
to say the make one hundred? Ask children to a systematic approach. a systematic approach.
number which have a go at working this out and How can they show How can they show Final
then model moving first eight that they are that they are Write the four
goes with your
beads along to make 70, then organising their organising their sentences that total
number to 200: Home
moving the remaining three 10s of search? Can they show search? Can they show
make the next beads. We moved thirty-eight. 143 + 57 = 200; 157 Challenge
that they have found that they have found
10. As they do - Write the addition 62 + 38 = 100. all the combinations all the combinations + 43 = 200; 147 +
this, they - Write 362 on the board and ask that total 200, then that total 200, then 53 = 200; 153 + 47
throw the children to read the number. Show 300, and so on? E.g. 300, and so on? E.g. = 200
bean bag to landmarked line from 300–400 the only sentences that the only sentences that
another child on Number line tool 4.1.2. total 200 are: 143 + 57 total 200 are: 143 + 57 Write the eight
- Where will we place this number = 200; 157 + 43 = 200; = 200; 157 + 43 = 200;
who has to sentences that total
on the line? Ask a child to show 147 + 53 = 200; 153 + 147 + 53 = 200; 153 +
say what the 300:
you. It goes between three hundred 47 = 200. 47 = 200.
next multiple and sixty and three hundred and
214 + 86 = 300; 286
of 10 is. E.g. seventy. Click to mark 362 with a
flag. + 14 = 300; 216 +
you throw the
- How many do we add to this 84 = 300; 284 + 16
bean bag to
number to reach the next = 300;
Tom
hundred? Point out that we have
saying fifty-six  241 + 59 = 300; 259
just worked out how many to add
. Tom to 62 to reach 100. Remind + 41 = 300; 249 +
says four as 56 children, showing them the beaded 51 = 300; 251 + 49
+ 4 takes us to number line if necessary. = 300
the next - Write 362 + 38 = on the board.
multiple of 10. Ask children which is the next 100 Write the four
 Weekly planning 2021/2022 KS1/2

He throws the after 300. Refer to the landmarked sentences that total
bean bag to line on the IWB. It is four hundred. 400:
Annie who Complete the addition 362 + 38 =
400. 321 + 79 = 400; 379
says sixty as
- Choose a different child to say + 21 = 400; 329 +
56 + 4 = 60.
another 3-digit number, this time 71 = 400; 371 + 29
Progress to 3- between 500 and 600. Change the
digit numbers = 400.
line on the IWB to a landmarked
as the children line from 500–600. Identify the
Can we see any
get better at number suggested by the child,
patterns in the
responding. agreeing which pair of 10s it comes
numbers? Discuss
between. Mark it with a flag.
the patterns that
- Ask children how much we have
children have
to add to this number to reach the
spotted
next 100. Take suggestions.
AFL
- Model drawing a hop from the
number to the next 10, then to the Students to use
end of the landmarked line (600). thumbs up, side or
E.g. 543 draw a hop of 7 to 550 and down to show
then 50 to the end of the line. Note understanding after
the hops: 7 and 50. main teaching
- Write the addition 543 + 57 = 600.
- Repeat this process to model
hoping from 784 to 800 using the
third land-marked line on the IWB.

Success Criteria: Independent /LTA/ Independent /LTA/ Independent /LTA/

I can count from any 2-digit Teacher Teacher Teacher
number to the next multiple of 100
I can also count from any 3-digit Support:
number to the next multiple of 100 TA to support LA students when needed
I can even count from any 3-digit
number to any multiple of 100

Reflection: WB:

WT:

OT:

E:
 Weekly planning 2021/2022 KS1/2

Royal British International School

Year: 4 Subject: Maths Unit: Mental addition & subtraction Term: 1 Week beginning: 12th September 2021

Week: 3 Lesson: 3 (AL w1 lesson 4)

LO Introduction Main Teaching Activities and Differentiation Plenaries Extension
- Explain to children they will be Challenge 1 Challenge 2 Challenge 3 Mini
Subtract a Mental practicing solving subtractions Students will be
3-digit from multiplication using Frog. Show Counting up TB1 p8 (print out will be TB1 p9 (print out will Children each write a asked to answer
a 3-digit test (Table 3) (Frog) tool 4.1.4. How does Frog provided if book isn’t questions
be provided if book 3-digit number on two
number help us? What can Frog do? Count ready) throughout the Resources
(with a isn’t ready) cards. They place them main teaching to Mental
up to find a difference.
difference < - Show a 3-digit subtract 3-digit all face down and each check multiplication
Use RS 135 (Blank select two. They write test, RS 135
50) by calculation on Counting up (Frog) understanding
number lines) to avoid (Blank number
counting up tool 4.1.4 with a difference of less a subtraction to solve
wasting time drawing lines)
than 100, e.g. 523 – 457 = . Ask using Frog to count up,
lines in class.
children where Frog will start. Frog encourage them to Final
always starts with the smallest Use toy Frog (or a
jump all the way to the
number. ball). Write 619 -
multiple of 100 in one
- Where will Frog hop to? Discuss, 562 =. Pass toy Frog
e.g. Frog can hop three to four jump then on to the
to a child who says
hundred and sixty then forty to five final number (two
where Frog starts. Home
hundred or forty-three in one go to hops). They may end
five hundred. Frog then makes a Then pass ball to Challenge
up with some larger
final jump of twenty-three to five child who says None set
numbers to add so
hundred and twenty-three. where Frog hops to
check they have a
- Remind children we have to add next (multiple of 10
successful mental
all of Frog’s hops to get our answer or 100 — discuss
(the difference between the two strategy for adding
both options). Then
numbers). Ask children to add 43 (partitioning or using
pass Frog to child
and 23 on whiteboards to get the number facts). Repeat
answer: 66. who says how far
several times, writing
Frog has hopped.
subtractions with
Short task Then pass onto
larger gaps for them to
child who says
solve, e.g. 756 - 308 =,
Show another 3-digit subtract 3- where Frog hops to
digit calculation on Counting up 831 - 595 =, etc.
next and then pass
(Frog) tool 4.1.4 with a difference
Frog to child who
less than 100, e.g. 633 – 548 = . Ask
children to solve this in pairs or says how far Frog
individually on whiteboards. has hopped. Finally,
Remind them they draw an empty pass Frog to child
line, write the smallest number at who adds the total
 Weekly planning 2021/2022 KS1/2

the left end and where Frog is hops to show the

hopping to (the larger number) at answer. Discuss the
the right end. Children decide their procedure,
own jumps; if necessary remind
reminding children
them Frog is a maths Frog so
how Frog is such a
always jumps to the multiple of 10
or the multiple of 100, then on. clever maths Frog,
Choose a child and ask them to she makes all
model working out the answer. subtractions easy!
They should show hops of 548 to
550 to 600 to 633, then adding 2 +
50 + 33 to get a total of 85. AFL
Repeat with other 3-digit subtract Students to use
3-digit calculations, e.g. 809 – 742 thumbs up, side or
=. Model the answer. down to show
understanding after
Success Criteria: Independent /LTA/ Independent /LTA/ Independent /LTA/ main teaching
I can count up to the next 10s Teacher Teacher Teacher
I can also count up to the next 100
I can even count to the next 100s Support:
in one step TA to support LA students when needed

Reflection: WB:

WT:

OT:

E:

Lessons 4 & 5 used for baseline assessments