maths makes sense sample resources

Maths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakeMaths MakeMaths Mak s Senses Senses Senses Senses Senses Senses Senses SenseMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths 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MakeeeeeeMaths MakeMaths MakeeeMaths MakeMaths MakeMaths MakeMaths MakeeeMaths MakMaths MakMaths MakeMaths MakMaths MakMaths MakMaths MakeMaths MakMaths MakeMaths MakMaths MakMaths MakeMaths MakeMaths MakeMaths MakMaths MakMaths MakeMaths MakeMaths MakeeeMaths MakeMaths MakMaths MakMaths MakeMaths MakMaths MakMaths MakeeeeeMaths MakeMaths MakeMaths MakeMaths MakeeeMaths MakeMaths MakeMaths MakeMaths MakeeeeMaths MakMaths MakMaths MakeMaths MakMaths MakMaths MakMaths MakeMaths MakMaths MakMaths MakeMaths MakeMaths MakeMaths MakMaths MakMaths MakeMaths MakMaths MakeMaths MakeeeeMaths MakeMaths MakeeeeMaths MakeMaths MakeMaths MakeMaths MakeMaths MakMaths MakMaths MakeMaths MakMaths MakMaths MakMaths MakeMaths MakMaths MakeMaths MakMaths MakMaths MakeMaths MakeMaths MakeMaths MakMaths MakMaths MakeMaths Mak s Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses 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Maths success for every child – for life!

As seen onChannel 4

See clips of Maths Makes Sense

on our website atwww.oxfordprimary.co.uk

”Maths Makes Sense is a powerful but simple learning system that

enables children to grasp, with completeclarity, the underlying sense of maths.” Ian Laite, Maths Coordinator and Deputy Head

Developed by Richard Dunne

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Maths Makes Sense is a new way of teaching maths that transforms children’s understanding and enthusiasm for maths. It does this through a powerful learning system and proven teaching strategies.

What is Maths Makes Sense?

is a new way of teaching maths that transforms

enthusiasm for maths. It does this through a powerful learning system and proven teaching strategies.

What is the Maths Makes Sense learning system?Ten big ideas taught logically and consistently throughout the school ensure all children understand and apply maths effectively. Concrete objects which include cups, cards and sticks, create a really hands-on and visible representation of maths, so concepts are clear to all learners.

Physical actions so children develop a deep understanding of mathematical concepts.A shared, whole school maths language ensures clarity of understanding and purpose for every child.

Proven teaching strategies such as direct instruction, guided practice and partner teaching embed learning effectively, while integrated assessment means concepts are secure as children progress.

Maths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakeMaths MakeMaths Mak s Senses Senses Senses Senses Senses Senses SenseMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths 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22Maths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakeMaths MakeMaths Mak s Senses Senses Senses Senses Senses SenseMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths 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— — Maths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakeMaths MakeMaths Mak s Senses Senses Senses Senses Senses Senses SenseMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths 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MakMaths MakMaths MakMaths MakeMaths MakeMaths MakeMaths MakeeeeMaths MakeMaths MakeMaths MakeMaths MakeeeMaths MakMaths MakMaths MakeMaths MakMaths MakMaths MakMaths MakeMaths MakMaths MakeMaths MakMaths MakMaths MakeMaths MakeMaths MakeMaths MakMaths MakMaths MakeMaths MakeMaths MakeeeMaths MakeMaths MakMaths MakMaths MakeMaths MakMaths MakMaths MakeeeeeeeeeMaths MakeMaths MakeeeeMaths MakeMaths MakeMaths MakeMaths MakeMaths MakMaths MakMaths MakeMaths MakMaths MakMaths MakMaths MakeMaths Mak s Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses 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es Sensees Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Sensees Sensees Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Sensees Sensees Senses Senses Senses Sense

Maths Makes SenseMaths Makes Sense

a half

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“We have seen increased enthusiasm from pupils for the subject and it has had a huge impact on children’s confi dence in maths. The children seem to have a much deeper understanding of important concepts. It has also increased teacher’s enthusiasm for teaching maths. Pupils, after a short time of Maths Makes Sense, have shown confi dence and pride in their work. They have been able to say ‘I am good at Maths - I love Maths’ and mean it. William Curtis, Maths Coordinator, Bryn Primary

‘‘www.oxfordprimary.co.uk

Contents

Maths Makes Sense Foundation Daily lesson plan - Counting . . . . . . . . . . . . . . 4-7

Photocopiable master . . . . . . . . . . . . . . . . . . . . . 8

Maths Makes Sense 1 Planning chart from Teacher’s Guide . . . . . . . . . 9

Planning charts from Teacher’s Guide . . . . . 10-11

Daily lesson plan – Arithmetic 1 . . . . . . . . . . 12-13

Screenshot – Oval . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Photocopiable master . . . . . . . . . . . . . . . . . . . . . . 15

Screenshot – Adding and Taking Away . . . . . . . 16

Photocopiable master . . . . . . . . . . . . . . . . . . . . . . 17

Daily lesson plan – Geometry . . . . . . . . . . . . 18-19

Screenshot – Calendar . . . . . . . . . . . . . . . . . . . . . 20

Screenshot – Clock Face . . . . . . . . . . . . . . . . . . . .21

Screenshot – Open and Closed Shapes . . . . . . 22


Daily lesson plan – Data and Measure . . . 24-25

Screenshot – 2D Shapes . . . . . . . . . . . . . . . . . . . 26

Screenshot – Making Open andClosed Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Daily lesson plan – Arithmetic 2 . . . . . . . . . 28-29

Screenshot – Adding and Taking Away . . . . . . 30

Screenshot – Adding and Taking Away . . . . . . .31

Activities from Progress Book 1A . . . . . . . . . . 32-33

Daily lesson plan – Arithmetic 1 . . . . . . . . . 34-35

Screenshot – 0-99 Grid . . . . . . . . . . . . . . . . . . . . 36

Screenshot – Adding and Taking Away . . . . . . .37


Maths Makes Sense 3 Planning charts from Teacher’s Guide - please see Maths Makes Sense 1 for the style of the planning charts . . . . . . . . . . . . . . . . . . . . . . . . 9-11

Daily Lesson Plan – Arithmetic 1 . . . . . . . . . 39-40

Screenshot - Question Time! . . . . . . . . . . . . . . 41

Daily Lesson Plan - Geometry . . . . . . . . . . 42-43

Screenshot – Question Time! . . . . . . . . . . . . . . 44

Screenshot – Coordinates . . . . . . . . . . . . . . . . 45

Photocopiable master . . . . . . . . . . . . . . . . . . . 46

Daily Lesson Plan - Data and Measure . . 47-48


Screenshot – Drawing a Circle . . . . . . . . . . . . 50


Daily Lesson Plan – Arithmetic 2 . . . . . . . . 52-53

Activities from Progress Book 3A . . . . . . . . . . . 54


Screenshot – Fractions and Word Problems . . 56

Daily Lesson Plan - Reasoning . . . . . . . . . . 57-58


Screenshot – Real-life Stories for Division. . . . . 60

Activities from Progress Book 3A . . . . . . . . . . . 61

Maths Makes Sense Component Chart . . . . . 62

Maths Makes Sense Testimonials . . . . . . . . . . 63

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4

Resources

Clear pot of 30 real pennies, large domino floor set

Counting Week 4Block 1

Clear pot of 10–30 pennies

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Script

End-of-week objectives Count and match arrangements of up to six items, e.g. dots on

dominoes

Count beyond ten in everyday contexts, e.g. footsteps and pennies.

Daily warm-up Count footsteps

Count footsteps each day, e.g. in from the playground, from the hall, down the corridor.Count forwards and backwards making sure each step matches the counting.Praise counting at every opportunity.

Count pennies (0–30)

Show children a clear pot of ten real pennies.Say: This is Baby Bear’s money. He wants us to count the pennies for him.

Pour the pennies into your hand and count each penny back into the pot.Make sure all children are counting with you. Use individuals who are uncertain about counting to come to the front and help you count the pennies into the pot.

Teacher How many pennies did we count?

Children Ten.

Teacher How much is there here? Encircle the pot. My turn, your turn: ten pennies.

Children Ten pennies.

Continue counting pennies during the rest of the week.

Increase the number to 15, 20, 25, and 30.

By the end of the week, the number of pennies could be increased to match the number of children, so that 1p could be counted out to each child and back again.

Main teaching Direct instructionSit children in a large circle. Introduce the large floor dominoes. Show children that a domino has two sides, then the dots on the tiles. Start with the two–one tile.

Large floor domino set

This is a daily lesson plan from Maths Makes Sense Teacher’s Guide Foundation.

Please note this is an uncorrected preview sample and not actual size.

Show children a clear pot of ten real pennies.This is Baby Bear’s money. He wants us to count the pennies

for him.

Pour the pennies into your hand and count each penny back into

Make sure all children are counting with you. Use individuals who are uncertain about counting to come to the front and help you count the pennies into the pot.front and help you count the pennies into the pot.

Make sure all children are counting with you. Make sure all children are counting with you. Make sure all children are counting with you. Make sure all children are counting with you. Make sure all children are counting with you. Make sure all children are counting with you. Make sure all children are counting with you. Make sure all children are counting with you. Make sure all children are counting with you. Use individuals who are uncertain about counting to come to the front and help you count the pennies into the pot.

This is Baby Bear’s money. He wants us to count the pennies Show children a clear pot of ten real pennies.Show children a clear pot of ten real pennies.Show children a clear pot of ten real pennies.Show children a clear pot of ten real pennies.


Make sure all children are counting with you. Use individuals who are uncertain about counting to come to the

Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into

Make sure all children are counting with you. Make sure all children are counting with you.

Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into



Show children a clear pot of ten real pennies.This is Baby Bear’s money. He wants us to count the pennies This is Baby Bear’s money. He wants us to count the pennies This is Baby Bear’s money. He wants us to count the pennies This is Baby Bear’s money. He wants us to count the pennies This is Baby Bear’s money. He wants us to count the pennies This is Baby Bear’s money. He wants us to count the pennies This is Baby Bear’s money. He wants us to count the pennies This is Baby Bear’s money. He wants us to count the pennies

Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into

Show children a clear pot of ten real pennies.This is Baby Bear’s money. He wants us to count the pennies This is Baby Bear’s money. He wants us to count the pennies This is Baby Bear’s money. He wants us to count the pennies This is Baby Bear’s money. He wants us to count the pennies

Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into

Show children a clear pot of ten real pennies.Show children a clear pot of ten real pennies.Show children a clear pot of ten real pennies.Show children a clear pot of ten real pennies.Show children a clear pot of ten real pennies.Show children a clear pot of ten real pennies.Show children a clear pot of ten real pennies.

Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into the pot.Make sure all children are counting with you. Use individuals who are uncertain about counting to come to the

Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into the pot.Make sure all children are counting with you. Use individuals who are uncertain about counting to come to the

Pour the pennies into your hand and count each penny back into the pot.Make sure all children are counting with you.


Make sure all children are counting with you. Make sure all children are counting with you.

This is Baby Bear’s money. He wants us to count the pennies





Pour the pennies into your hand and count each penny back into Pour the pennies into your hand and count each penny back into



5

If there are more than 28

children, ask them to share

dominoes for this game.

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Six children should have a

domino tile with a six.

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Script Teacher How many dots can you see on this side of the domino? Point to each dot.

Children Two.

Teacher How many dots can you see on this side of the domino? Point to the dot.

Children One.Repeat for other domino tiles, including doubles.

Teacher To start our game of dominoes I’m going to give you one domino each. Give each child a domino tile. Keep back the double six.

Teacher Put your domino on the floor in front of you so we can all see it and wait for me to start the game.

Does anyone have a six on one side and a six on the other? Look carefully and count the dots.

Children You do!

Teacher Oh yes! Count with me: One, two, three, four, five, six on this side. One, two, three, four, five, six on this side! We always start the game with a double six – the domino with six dots on each side.

Place the six-six domino tile in the middle of the circle. Does anyone have a domino with six dots on one side?

As children are checking, walk around the circle and check for domino tiles with a six. You’ve got a six, you’ve got a six.

Teacher Choose a child to pick up their domino and place it end to end with the double six. What we are going to do now is make a long train of matching dominoes.Does anyone have a 6 or a [number]? Say the number at the other end of the train.

Continue to match tiles to either end of the train. Complete the train for as many tiles as possible.If there are dominoes left over, count all the dots on the left-over dominoes and say how many there are.Play the game once more.

Throughout the week, continue to play the domino game. As children become more confident with the rules of the game and counting dots, expect them to start the game without your help and identify which tiles could be placed at either end.

ReviewTogether, tidy up the domino train. Ask a child to fetch a particular domino and add it to a pile, e.g. Would you fetch me the three-one domino? It’s next to the one-five domino.



Six children should have a


side! We always start the game with a double six – the domino with six dots on each side.Place the six-six domino tile in the middle of the circle.Does anyone have a domino with six dots on one side?

As children are checking, walk around the circle and

Teacher

check for domino tiles with a sixYou’ve got a six, you’ve got a six.

Choose a child to pick up their domino and place it end Teacher Choose a child to pick up their domino and place it end Teacherto end with the double six.


Choose a child to pick up their domino and place it end Choose a child to pick up their domino and place it end Choose a child to pick up their domino and place it end Choose a child to pick up their domino and place it end Choose a child to pick up their domino and place it end Choose a child to pick up their domino and place it end Choose a child to pick up their domino and place it end Choose a child to pick up their domino and place it end Choose a child to pick up their domino and place it end

side! We always start the game with a double six – the side! We always start the game with a double six – the side! We always start the game with a double six – the side! We always start the game with a double six – the side! We always start the game with a double six – the domino with six dots on each side.Place the six-six domino tile in the middle of the circle.Place the six-six domino tile in the middle of the circle.Place the six-six domino tile in the middle of the circle.Place the six-six domino tile in the middle of the circle.domino with six dots on each side.domino with six dots on each side.

check for domino tiles with a sixcheck for domino tiles with a sixYou’ve got a six, you’ve got a six. You’ve got a six, you’ve got a six. You’ve got a six, you’ve got a six. You’ve got a six, you’ve got a six. You’ve got a six, you’ve got a six. You’ve got a six, you’ve got a six. You’ve got a six, you’ve got a six. You’ve got a six, you’ve got a six.

Place the six-six domino tile in the middle of the circle.Does anyone have a domino with six dots on one side?

As children are checking, walk around the circle and check for domino tiles with a six


Place the six-six domino tile in the middle of the circle.Does anyone have a domino with six dots on one side?Does anyone have a domino with six dots on one side?

check for domino tiles with a six

Does anyone have a domino with six dots on one side?Does anyone have a domino with six dots on one side?Does anyone have a domino with six dots on one side?Does anyone have a domino with six dots on one side?Does anyone have a domino with six dots on one side?Does anyone have a domino with six dots on one side? As children are checking, walk around the circle and

check for domino tiles with a sixcheck for domino tiles with a sixcheck for domino tiles with a sixcheck for domino tiles with a six As children are checking, walk around the circle and As children are checking, walk around the circle and As children are checking, walk around the circle and As children are checking, walk around the circle and As children are checking, walk around the circle and As children are checking, walk around the circle and

check for domino tiles with a six As children are checking, walk around the circle and As children are checking, walk around the circle and

check for domino tiles with a sixcheck for domino tiles with a sixcheck for domino tiles with a sixcheck for domino tiles with a sixcheck for domino tiles with a six

Place the six-six domino tile in the middle of the circle.Does anyone have a domino with six dots on one side?Does anyone have a domino with six dots on one side?Does anyone have a domino with six dots on one side?Does anyone have a domino with six dots on one side?

As children are checking, walk around the circle and check for domino tiles with a sixcheck for domino tiles with a sixcheck for domino tiles with a sixcheck for domino tiles with a sixcheck for domino tiles with a six


Place the six-six domino tile in the middle of the circle.Place the six-six domino tile in the middle of the circle.Place the six-six domino tile in the middle of the circle.Place the six-six domino tile in the middle of the circle.Place the six-six domino tile in the middle of the circle.Place the six-six domino tile in the middle of the circle.Place the six-six domino tile in the middle of the circle.

You’ve got a six, you’ve got a six. You’ve got a six, you’ve got a six.

Teacher Teacher

As children are checking, walk around the circle and check for domino tiles with a sixYou’ve got a six, you’ve got a six.

Teacher


Teacher

Does anyone have a domino with six dots on one side? As children are checking, walk around the circle and

check for domino tiles with a sixYou’ve got a six, you’ve got a six.

As children are checking, walk around the circle and Does anyone have a domino with six dots on one side?


Does anyone have a domino with six dots on one side? As children are checking, walk around the circle and As children are checking, walk around the circle and As children are checking, walk around the circle and

check for domino tiles with a sixcheck for domino tiles with a sixcheck for domino tiles with a six




6

Group workGetting startedArea 1: outdoor Tell children the three bears want to build an extension for Baby Bear’s new bedroom. Say there are lots of different sorts of bricks outside to help them do this.

Area 2: role play Make sure children see you place Baby Bear’s pot of pennies into the bears’ cottage and suggest they count his pennies.

Area 3: floor Show children the floor and shape domino sets. Also show them the pots and purses for counting counters and real pennies in and out of.

Area 4: table Show PCM 6. Show children how they need to count the number of objects, count the number of dots on each domino, and then add dots to match.

Area 5: guided practice Say that they will be playing another game of dominoes.

Look, listen and note:

reactions to new activities, understanding that for some children such experiences can be both exciting and worrying Personal, Social and Emotional Development

ways in which children use language in their pretend and imaginary play. Communication, Language and Literacy

Area 1: outdoor Independent Children build and position a house extension for Baby Bear’s bedroom.

Guided Help children decide where to build Baby Bear’s new bedroom. Talk about how high and wide the room will be. Say, for example: We mustn’t forget to have a window. Where shall we put it? Where will the bed go? Count out loud the number of bricks used. It may be possible for children to work with the role-play group to move all of Baby Bear’s furniture to the new bedroom.

Steps for assessment Note the level of assistance needed to:

use positional language when deciding where to put the construction pieces

count how many bricks they use.

Area 2: role play Independent Children count Baby Bear’s pot of money.

Guided Count out loud the pennies as you take them out/put them back into the pot. Make sure children keep to the correct sequence of counting. Say that, as Baby Bear has a new bedroom, you need to count the things he needs to put into his new room, e.g. one bed, three toys. Help children write a list, if appropriate.


count each penny as it is put back into the pot

Resources

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PCM PCM 6

Construction brick sets (large and small), pot of real pennies, dominoes (include floor and shape dominoes), plastic counters, real pennies, pots and purses, coloured pencils, table domino set

Pot of real pennies

Construction brick sets



reactions to new activities, understanding that for some children such experiences can be both exciting and worryingPersonal, Social and Emotional Development

ways in which children use language in their pretend and Communication, Language and Literacy

Area 1: outdoor

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7

say the total amount of pennies (up to 30) correctly.

Area 3: � oorIndependent Children play dominoes or count pennies or counters into a pot or a purse.

Guided Organise a game of dominoes; play with the whole group or individuals. Repeat the game rules. Play a number of games and encourage children to play independently. Help children count the counters and pennies accurately (out loud and in sequence).


match dots on dominoes to make trains

recognise the order they need to complete steps to play a game successfully

count pennies and counters (up to 30) accurately.

Area 4: tableIndependent Children complete PCM 6.

Guided For each question, count out loud the number of objects and then the number of dots on the domino. Say, for example: There are six apples but only five dots. We need to draw some more dots. If I draw one more, do I have enough dots? Count the dots after you have drawn one to help children answer the question.


count the dots (1–6) accurately on each domino

count the number of objects (1–6) and draw more dots to match the number.

Area 5: guided practice Explain that they are going to play dominoes again, but these dominoes are smaller.

Give out the dominoes as before, including yourself. This time each child will have more than one. Make sure dominoes are face up.

Begin and continue the game in the same way as the class game.

Count all the dots on any remaining dominoes together. Say with children: This time we’ve got [number] dots left! Repeat the game.


count the dots (0-6) accurately on each domino

match dots on other dominoes to make a train.

ReviewAsk each group who have made a bedroom for Baby Bear to show the rest of the class and talk about their model, e.g. where the door and window are, where Baby Bear’s bed will be.

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Coloured pencils

Table domino set

Dominoes, real pennies, pots and purses

Make sure children keep

checking their dominoes as the

game develops.

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For each question, count out loud the number of objects and then the number of dots on the domino. Say, for example: six apples but only five dots. We need to draw some more dots. If I draw one more, do I have enough dots?have drawn one to help children answer the question.



count the number of objects (1–6) and draw more dots to match the number.

count the number of objects (1–6) and draw more dots to count the number of objects (1–6) and draw more dots to count the number of objects (1–6) and draw more dots to count the number of objects (1–6) and draw more dots to count the number of objects (1–6) and draw more dots to count the number of objects (1–6) and draw more dots to count the number of objects (1–6) and draw more dots to count the number of objects (1–6) and draw more dots to

then the number of dots on the domino. Say, for example: then the number of dots on the domino. Say, for example: then the number of dots on the domino. Say, for example: then the number of dots on the domino. Say, for example: then the number of dots on the domino. Say, for example:

draw one more, do I have enough dots?draw one more, do I have enough dots?six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I then the number of dots on the domino. Say, for example: six apples but only five dots. We need to draw some more dots. If I

count the dots (1–6) accurately on each domino count the dots (1–6) accurately on each domino count the dots (1–6) accurately on each domino count the dots (1–6) accurately on each domino

six apples but only five dots. We need to draw some more dots. If I

have drawn one to help children answer the question.

count the number of objects (1–6) and draw more dots to

then the number of dots on the domino. Say, for example:

Note the level of assistance needed to: Note the level of assistance needed to:

count the dots (1–6) accurately on each domino count the dots (1–6) accurately on each domino count the dots (1–6) accurately on each domino count the dots (1–6) accurately on each domino count the dots (1–6) accurately on each domino count the dots (1–6) accurately on each domino count the dots (1–6) accurately on each domino

six apples but only five dots. We need to draw some more dots. If I draw one more, do I have enough dots? Count the dots after you have drawn one to help children answer the question.

Note the level of assistance needed to:


six apples but only five dots. We need to draw some more dots. If I draw one more, do I have enough dots? Count the dots after you


draw one more, do I have enough dots? Count the dots after you Count the dots after you have drawn one to help children answer the question.have drawn one to help children answer the question.have drawn one to help children answer the question.have drawn one to help children answer the question.have drawn one to help children answer the question.

Note the level of assistance needed to: Note the level of assistance needed to: Note the level of assistance needed to: Note the level of assistance needed to:

have drawn one to help children answer the question.have drawn one to help children answer the question.have drawn one to help children answer the question.have drawn one to help children answer the question.have drawn one to help children answer the question.have drawn one to help children answer the question.

Note the level of assistance needed to: Note the level of assistance needed to: Note the level of assistance needed to: Note the level of assistance needed to: Note the level of assistance needed to: Note the level of assistance needed to:

Count the dots after you Count the dots after you Count the dots after you have drawn one to help children answer the question.have drawn one to help children answer the question.

Note the level of assistance needed to: Note the level of assistance needed to: Note the level of assistance needed to: Note the level of assistance needed to: Note the level of assistance needed to:

six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I six apples but only five dots. We need to draw some more dots. If I

Steps for assessmentSteps for assessment


count the number of objects (1–6) and draw more dots to

Steps for assessmentSteps for assessment



Steps for assessment







draw one more, do I have enough dots?have drawn one to help children answer the question.


draw one more, do I have enough dots?draw one more, do I have enough dots?have drawn one to help children answer the question.have drawn one to help children answer the question.

Note the level of assistance needed to: Note the level of assistance needed to: Note the level of assistance needed to:

six apples but only five dots. We need to draw some more dots. If I draw one more, do I have enough dots?have drawn one to help children answer the question.


draw one more, do I have enough dots?draw one more, do I have enough dots?

PCM Name Date

Maths Makes Sense F • Block 1 • Week 4 • Counting

© Oxford University Press 2010. This page can be copied for use in the purchasing school.

Count the objects and dots. Draw dots to make the number of objects and dots match

6Count and draw.

1.

2.

3.

4.

5.

6.

This is a photocopiable master from Maths Makes Sense Teacher’s Foundation, for children to complete.


8

9

Medium-term Planning: End-of-Block Objectives Arithmetic 1

Block 1 Arithmetic 1 | End-of-block objectives

• Copy addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + 1— 2 + 1—

2 = 3

• Act the Real Story for addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + 1— 2 + 1—

2 = 3

• Look at a Maths Story and read what it says, e.g. two, add a half, add a half, equals three. Look at a Maths Story and read what it means, e.g. two cups, add a half cup, add a half cup, equals three cups.

Lesson 1 | Steps for assessment Lesson 2 | Steps for assessment Lesson 3 | Steps for assessment Lesson 4 | Steps for assessment Lesson 5

• point to the Resources Table and the Maths Table when asked and use the add action when asked and to Get ready to get some more

• count the cups out loud when asked to Look at the Maths Table and count

• say [number] cups when asked How much is there here?

• count the cups, gather them together and slide them from the pupil Resources Table to the pupil Maths Table

• clear the pupil Maths Table by sliding the cups to the pupil Resources Table

• read the written instructions, e.g. 3 + 2 = 5 to act the Real Story with pupil cups.

• copy addition and subtraction Maths Stories with 1-digit whole numbers, including 0, as the Real Story is acted.

• copy addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + 1— 2 + 1— 2 = 3

• act the Real Story with addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + 1— 2 + 1— 2 = 3

• look at a Maths Story and read what it says, e.g. two, add a half, add a half, equals three. Look at a Maths Story and read what it means, e.g. two cups, add a half cup, add a half cup, equals three cups.

Individual Assessment

Lesson 1 | Daily practice Lesson 2 | Daily practice Lesson 3 | Daily practice Lesson 4 | Daily practice Lesson 5 | Daily practice

• Practise writing numbers 9 mm tall.

• Count on and back in ones on a 0–99 grid

• Find one more than and add one on the 0–99 grid

• Find one less than and taking away one on the 0–99 grid.



• Find one less than and take away one on the 0–99 grid.

• Practise writing numbers 6 mm tall

• Practise writing 1— 2 and 1— 4 9 mm tall.


• Find one more than and add one on a 0–99 grid

• Find one less than and take away one on a 0–99 grid.

Block 2 Arithmetic 1 | End-of-block objectives

• Copy a written addition Maths Story with multiples of ten, a hundred or a thousand, e.g. 200 + 500 = 700

• Look at an addition Maths Story with multiples of ten, a hundred or a thousand and read what it says, e.g two (pause) hundred, add five (pause) hundred, equals seven (pause) hundred.

Lesson 1 | Steps for assessment Lesson 2 | Steps for assessment Lesson 3 | Steps for assessment Lesson 4 | Steps for assessment Lesson 5

• look at an addition Maths Story with 1-digit whole numbers to say related Maths Stories using multiples of a thousand

• look at an addition Maths Story with 1-digit whole numbers to say related Maths Stories using multiples of a hundred.

• read an addition Maths Story with multiples of a thousand or a hundred, e.g. four (pause) hundred, add two (pause) hundred, equals six (pause) hundred

• copy an addition Maths Story with a multiple of a hundred or a thousand, e.g. 400 + 200 = 600.

• look at an addition Maths Story with 1-digit whole numbers and say the related Maths Stories using a multiple of ten

• look at an addition Maths Story with 1-digit whole numbers and copy the related Maths Stories using a multiple of ten.

• copy written addition Maths Stories using multiples of ten, a hundred or a thousand, e.g. 40 + 20 = 60

• read addition Maths Stories using multiples of ten, a hundred or a thousand, e.g. four (pause) ty, (pause) add (pause) two (pause) ty, (pause) equals (pause) six (pause) ty.

Individual Assessment

Lesson 1 | Daily practice Lesson 2 | Daily practice Lesson 3 | Daily practice Lesson 4 | Daily practice Lesson 5 | Daily practice


• Find one more than and add one on a 0–99 grid.

• Find one more than and add one on a 0–99 grid

• Find one more than and add one with 3-digit whole numbers.


• Find one less than and take away one on a 0–99 grid

• Find one less than and take away one for 3-digit numbers.

• Count on in ones from 3-digit whole numbers

• Find one more than and add one for 3-digit whole numbers.

• Count back in ones for 3-digit whole numbers

• Find one less than and take away one for 3-digit whole numbers.

Maths Makes Sense Year 1 • planning

Maths Makes Sense 1 Arithmetic 1

This is a planning chart from Maths Makes Sense Teacher’s Guide 1.


it means, e.g. two cups, add a half cup, add a half cup, equals three cups.

Daily practice


• Find one less than and taking away one on the taking away one on the 0–99 grid.


• Find one less than and take away one on the 0–99 grid.away one on the 0–99 grid.

• Practise writing 9 mm tall.add one on the 0–99 grid

• Find one less than and • Find one less than and away one on the 0–99 grid.away one on the 0–99 grid.away one on the 0–99 grid.away one on the 0–99 grid.away one on the 0–99 grid.

it means, e.g. add a half cup, add a half it means, e.g. two cups,

Daily practice

add a half cup, add a half cup, equals three cups.

9 mm tall.

cup, equals three cups.

• Find one less than and

• Count on and back in ones

• Find one less than and

0–99 grid.0–99 grid.0–99 grid.0–99 grid.0–99 grid.0–99 grid.0–99 grid.0–99 grid.0–99 grid.

add a half cup, add a half

• Practise writing • Practise writing • Practise writing • Practise writing • Practise writing

• Find one less than and take • Find one less than and take • Find one less than and take • Find one less than and take • Find one less than and take • Find one less than and take • Find one less than and take

Daily practice

• Practise writing numbers

• Practise writing 1—2 and 1 and

• Practise writing numbers • Practise writing numbers • Practise writing numbers • Practise writing numbers • Practise writing numbers

and

• Practise writing numbers • Practise writing numbers • Practise writing numbers

1 and and


• Practise writing 1• Practise writing 2 and • Practise writing • Practise writing • Practise writing

cup, equals three cups.cup, equals three cups.cup, equals three cups.cup, equals three cups.

• Practise writing add one on the 0–99 grid

• Find one less than and • Find one less than and • Find one less than and taking away one on the taking away one on the taking away one on the taking away one on the taking away one on the

add one on the 0–99 grid

• Find one less than and take away one on the 0–99 grid.away one on the 0–99 grid.


away one on the 0–99 grid.

on a 0–99 grid


• Find one less than and take away one on the 0–99 grid.

on a 0–99 grid

away one on the 0–99 grid.

• Count on and back in ones



• Practise writing

• Practise writing numbers 6 mm tall6 mm tall

• Practise writing • Practise writing • Practise writing • Practise writing

cup, equals three cups.

Lesson 4 | Daily practice

• Practise writing numbers 6 mm tall

Lesson 4

10

Maths Makes Sense and the Renewed S1 Using and applying mathematics L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5

S1.1. Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ‘pay’ and ‘give change’

S1.2. Describe a puzzle or problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution in the original context

S1.3. Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures

S1.4. Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions

S1.5. Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures

S2 Counting and understanding number L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5

S2.1. Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting

S2.2. Compare and order numbers, using the related vocabulary; use the equals (=) sign

S2.3. *Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line

S2.4. Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10

S2.5. Use the vocabulary of halves and quarters in context

S3 Knowing and using number facts L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5

S3.1. * Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts

S3.2. Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple

S3.3. Recall the doubles of all numbers to at least 10

Arithmetic 1 Geometry Data and Measure Arithmetic 2 Reasoning


Key to symbols:

= Objective covered in Daily practice

= Objective covered in Main teaching

Note: This objective is covered in later blocks.







This is how Maths Makes Sense maps to the renewed Framework


L4 L5 L1L5 L3L3L3L3L3L3L2L2L3 L4 L5 L1 L2 L3 L4L4L4 L5 L1

11

S4 Calculating - Year 1 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5

S4.1. Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number

S4.2. Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number

S4.3. * Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences

S4.4. Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups

S5 Understanding shape L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5

S5.1. *Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and models

S5.2. Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door ); recognise and make whole, half and quarter turns

S5.3. Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board

S6 Measuring L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5

S6.1. *Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)

S6.2. Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour

S7 Handling data L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5

S7.1. *Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms

S7.2. Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects

Arithmetic 1 Geometry Data and Measure Arithmetic 2 Reasoning

Block 1





This is how Maths Makes Sense maps to the renewed Framework


L2 L3 L4 L5

describe their features; use them to make patterns, pictures and models

S5.2. Identify objects that turn about a point (e.g. scissors) or about a line



make patterns, pictures and models

Note: This objective is covered in later blocks.Note: This objective is covered in later blocks.Note: This objective is covered in later blocks.Note: This objective is covered in later blocks.Note: This objective is covered in later blocks.

S5.2. Identify objects that turn about S5.2. Identify objects that turn about S5.2. Identify objects that turn about a point (e.g. scissors) or about a line a point (e.g. scissors) or about a line a point (e.g. scissors) or about a line a point (e.g. scissors) or about a line a point (e.g. scissors) or about a line a point (e.g. scissors) or about a line

L1L1 L3 L4

Framework for Mathematics

Arithmetic 1 Lesson 4

12

Daily practice Practise writing numbers 6 mm tall

Give one copy of PCM 6 to each child. Display Oval Template and model with children writing numbers 0–9 on PCM 6. Support individuals with their number formation, particularly number 8.

Continually praise children for their accurately formed numbers.

End-of-block objectives Copy addition and subtraction Maths Stories with 1-digit whole

numbers, zero, a half and a quarter, e.g. 2 + 1— 2 + 1

— 2 = 3

Act the Real Story for addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + 1

— 2 + 1— 2 = 3

Look at a Maths Story and read what it says, e.g. two, add a half, add a half, equals three. Look at a Maths Story and read what it means, e.g. two cups, add a half cup, add a half cup, equals three cups.


copy addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + 1

— 2 + 1— 2 = 3

act the Real Story with addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + 1

— 2 + 1— 2 = 3

look at a Maths Story and read what it says, for example two, add a half, add a half, equals three. Look at a Maths Story and read what it means, e.g. two cups, add a half cup, add a half cup, equals three cups.

Monitor the children and check these steps for assessment at every stage of the lesson.

Don’t forget! A half and a quarter are deliberately used as names, or nouns, at this stage.

Main teachingGuided practiceGive PCM 7 to each child, together with pupil tables, pupil whole cups, half cups and quarter cups. Display Activity 9, question 1(2 + 1 + 2 =). Say: Look at question one. We are going to copy it very carefully while I act the Real Story. Tell children to watch you carefully as you act the Real Story and reveal each symbol in the Maths Story. Ask children to copy each number and symbol on their PCM.

Arithmetic 1 Lesson 4Block 1

Resources

Daily practice

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Display: Oval Template

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PCM PCM 6

Main teaching

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Activity 9

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PCM PCM 7

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Whole cups, half cups, quarter cups, pupil tables, pupil whole cups, pupil half cups, pupil quarter cups

Resources Table, Maths Table

This is a daily lesson plan from Maths Makes Sense Teacher’s Guide 1.


Look at a Maths Story and read two cups, add a half cup, add a half cup,

equals three cups.

Steps for assessment Steps for assessment Note the level of assistance needed to:

copy addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 +

Steps for assessment Steps for assessment

numbers, zero, a half and a quarter, e.g. 2 + copy addition and subtraction Maths Stories with 1-digit whole copy addition and subtraction Maths Stories with 1-digit whole

numbers, zero, a half and a quarter, e.g. 2 +

Look at a Maths Story and read Look at a Maths Story and read Look at a Maths Story and read Look at a Maths Story and read Look at a Maths Story and read

equals three cups.two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup,

Steps for assessment Note the level of assistance needed to:Note the level of assistance needed to:Note the level of assistance needed to:Note the level of assistance needed to:

two cups, add a half cup, add a half cup,

copy addition and subtraction Maths Stories with 1-digit whole


Steps for assessment Steps for assessment Steps for assessment Steps for assessment Note the level of assistance needed to:Note the level of assistance needed to:Note the level of assistance needed to:Note the level of assistance needed to:Note the level of assistance needed to:Note the level of assistance needed to:Note the level of assistance needed to:Note the level of assistance needed to:Note the level of assistance needed to:Note the level of assistance needed to:Note the level of assistance needed to:

Steps for assessment Steps for assessment Steps for assessment Steps for assessment Steps for assessment Steps for assessment

two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup,



Steps for assessment Steps for assessment Note the level of assistance needed to:




Steps for assessment Note the level of assistance needed to:Note the level of assistance needed to:

Steps for assessment Steps for assessment Steps for assessment Steps for assessment Steps for assessment



‘A half’, and 1— 2, is the name

of an object. There should be no mention at this stage of ‘cutting’ or ‘dividing’ or ‘halving’.

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The imaginary gluing really helps understanding. Children especially like Ooo ... the glue as a reminder.

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Ask children to Look at the Maths Table and count. Agree the answer is 5. Ask: How much is there here? Make sure children say: five cups. Reveal the answer to check.

When the Maths Story is fully displayed, say: Look at the Maths Story. Read what it says. Use My turn, your turn. Say: Two, add one, add two, equals five. Say: Look at the Maths Story. Read what it means. Use My turn, your turn. Say: Two cups, add one cup, add two cups, equals five cups. Make sure all children join in.

Direct instructionRepeat the modelling with Activity 9, question 2 (2 − 1 + 1

— 2 + 1— 2 − 0 =).

Reveal ‘ 1— 2’. Pick up a half cup from the Resources Table. Ask: How

much is there here? Use My turn, your turn. Say: A half cup. Ask: What are you going to write? Use My turn, your turn. Say: A half. Say: Look carefully at how we write it. Write on the board as you say: Start at the top (write 1) and go down (write horizontal line for fraction) and go down (write 2).

Continue to the end of the Maths Story. Reveal ‘=’, raise your finger and count. When you reach the first half cup, stop in surprise. Say: Ooo! (Point to each half cup in turn.) But this is not a cup and this is not a cup! Pick up the two half cups. We need the mathematical glue. Pretend to glue the two halves together to make a whole cup. Glue… glue… glue… stick! That’s a cup. Same Value, Different Appearance.

Finish counting and reveal the answer. Make sure children have copied the Maths Story. Say: Look at the Maths Story. Read what it says. Look at the Maths Story. Read what it means. Use My turn, your turn for all children to join in with the responses.

Repeat with Activity 9, question 3 (3 + 2 + 1— 4 + 1

— 4 + 1— 4 + 1

— 4 ). Demonstrate writing 1

— 4 in the same way as 1— 2. Pretend to glue the

four quarter cups together to make a whole cup. Let the cup fall apart and say: One cup. Same Value: Different Appearance.

Repeat the modelling with question 4 (2 − 1 + 1— 2 + 1

— 4 + 1— 4), pretending

to glue the two quarter cups together first to make a half cup and then glue to the half cup to make a whole cup.

Partner teachingSay: Let’s see if you can teach this to your partner. I’m looking for accurate teaching today! Model how you want Partner As to act the Real Story for question 2. Then observe closely as you ask all Partner As to act the Real Story to teach Partner Bs. Then Partner Bs act the same Real Story. Continue for questions 3 and 4, with partners swapping roles after each question.

Check the steps for assessment as you monitor the teaching partners. If Partner Bs need more support, go back to Partner As teaching. If Partner As need more support, repeat the Direct instruction above.

ReviewHold up a half cup or quarter cup and ask: How much is there here? Ensure all children say a half cup or a quarter cup. Speed up and alternate between half and quarter cups to quicken responses.

Pretending to glue cups

This is a daily lesson plan from Maths Makes Sense Teacher’s Guide 1..


The imaginary gluing really helps understanding. Children

Ooo ... the glue

Pick up the two half cups. We need the mathematical . Pretend to glue the two halves together to make a whole cup.

Glue… glue… glue… stick! That’s a cup. Same Value, Different Appearance.

Finish counting and reveal the answer. Make sure children have copied the Maths Story. Say: Look at the Maths Story.

Look at the Maths Story. Read what it means. for all children to join in with the responses.

Repeat with Activity 9, question 3 (3 + 2 + Demonstrate writing

Ooo ... the glue

for all children to join in with the responses. for all children to join in with the responses. for all children to join in with the responses. for all children to join in with the responses. for all children to join in with the responses. for all children to join in with the responses. for all children to join in with the responses. for all children to join in with the responses. for all children to join in with the responses.

Repeat with Activity 9, question 3 (3 + 2 +

Pick up the two half cups. Pick up the two half cups. Pick up the two half cups.

Glue… glue… glue… stick! That’s a cup. Same Value, Different Glue… glue… glue… stick! That’s a cup. Same Value, Different . Pretend to glue the two halves together to make a whole cup. . Pretend to glue the two halves together to make a whole cup. . Pretend to glue the two halves together to make a whole cup. . Pretend to glue the two halves together to make a whole cup. . Pretend to glue the two halves together to make a whole cup. . Pretend to glue the two halves together to make a whole cup.

Glue… glue… glue… stick! That’s a cup. Same Value, Different Glue… glue… glue… stick! That’s a cup. Same Value, Different Glue… glue… glue… stick! That’s a cup. Same Value, Different . Pretend to glue the two halves together to make a whole cup. . Pretend to glue the two halves together to make a whole cup.

Look at the Maths Story.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.

. Pretend to glue the two halves together to make a whole cup.

Appearance

The imaginary gluing really The imaginary gluing really helps understanding. Children helps understanding. Children helps understanding. Children helps understanding. Children helps understanding. Children helps understanding. Children helps understanding. Children helps understanding. Children helps understanding. Children

. Pretend to glue the two halves together to make a whole cup.

Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means.

Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.

Glue… glue… glue… stick! That’s a cup. Same Value, Different

Finish counting and reveal the answer. Make sure children have Look at the Maths Story.


Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have


Finish counting and reveal the answer. Make sure children have Look at the Maths Story.

Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Look at the Maths Story.Look at the Maths Story.

Finish counting and reveal the answer. Make sure children have Look at the Maths Story.Look at the Maths Story.

. Pretend to glue the two halves together to make a whole cup. Glue… glue… glue… stick! That’s a cup. Same Value, Different

. Pretend to glue the two halves together to make a whole cup. Glue… glue… glue… stick! That’s a cup. Same Value, Different Glue… glue… glue… stick! That’s a cup. Same Value, Different Glue… glue… glue… stick! That’s a cup. Same Value, Different

Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.Look at the Maths Story.

The imaginary gluing really helps understanding. Children

Ooo ... the glue

The imaginary gluing really The imaginary gluing really helps understanding. Children

Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have copied the Maths Story. Say: says. Look at the Maths Story. Read what it means.turn for all children to join in with the responses.

copied the Maths Story. Say: says.

for all children to join in with the responses.

Finish counting and reveal the answer. Make sure children have copied the Maths Story. Say:

Look at the Maths Story. Read what it means. for all children to join in with the responses.

Finish counting and reveal the answer. Make sure children have

Look at the Maths Story. Read what it means.Look at the Maths Story. Read what it means. for all children to join in with the responses.

Finish counting and reveal the answer. Make sure children have copied the Maths Story. Say:

Look at the Maths Story. Read what it means.

Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have Finish counting and reveal the answer. Make sure children have copied the Maths Story. Say: Finish counting and reveal the answer. Make sure children have copied the Maths Story. Say:

. Pretend to glue the two halves together to make a whole cup. Glue… glue… glue… stick! That’s a cup. Same Value, Different

Finish counting and reveal the answer. Make sure children have


13

This is a screenshot from Maths Makes Sense Software 1. Use on the interactive whiteboard with the whole class.


14

PCMName Date

Maths Makes Sense 1 • Block 1 • Lesson 4 • Daily practice


Write 6 mm numbers

6Copy.

Take care!

This is a photocopiable master from Maths Makes Sense Teacher’s Guide Foundation, for children to complete.


15



16

Maths Makes Sense 1 • Block 1 • Lesson 4 • Arithmetic 1


Copy addition and subtraction Maths Stories accurately, including fractions

1. 2 + 1 + 2 = 5 1. 2 + 1 + 2 = 5

2. 2 − 1 + 1— 2 + 1—

2 – 0 = 2

3. 3 + 2 + 1—

4 + 1— 4 + 1—

4 + 1— 4 = 6

4. 2 − 1 + 1— 2 + 1—

4 + 1— 4 = 2

Copy. Take care!

PCMName Date

7

This is a photocopiable master from Maths Makes Sense Teacher’s Guide 1, for children to complete.

3. 3 + 2 + 3. 3 + 2 + — 44— 4— + 1— +

4. 2 − 1 + 4. 2 − 1 + 4. 2 − 1 + 4. 2 − 1 + — 22— 2— + 1— + 4. 2 − 1 + + +

—

4. 2 − 1 + 4. 2 − 1 + 4. 2 − 1 + 4. 2 − 1 + 4. 2 − 1 + 4. 2 − 1 + 4. 2 − 1 + + 4. 2 − 1 + 4. 2 − 1 +

+ 1— 44— 4— + 44 + —

444— 4— 4 = 6 = 6 = 6 = 6


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Block 1

Resources

Daily practice

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PCM

Display: Calendar 1

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Display: Clock Face

Main teaching

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PCM

Activity 10

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PCM PCM 8

Metre ruler, 15 cm ruler per child

Geometry Lesson 4

Daily practice Count days and dates on a calendar

Display Calendar 1 and model with the class counting on a calendar. Say: Let’s count from one to thirty together. Point to each number in turn as you count. Say: Let’s count the dates - first of April; second of April… Point to each number and the word ‘April’ as you count.

Say: Now, let’s count the days and dates – Thursday, first of April; Friday, second of April... Point to each day and date as you count. Use different start dates and stop dates. Play a game of pointing to a day at random for the class to say the complete day and date.

Count hours on a clock face

Display Clock Face. Say: Let’s count from one to twelve together. Point to each number in turn and count together. Now say: Let’s count the o’clocks, (point to each number) one o’clock, two o’clock… Play a game of pointing to numbers at random for the class to say the o’clock number.

End-of-block objectives Draw straight lines by joining named dots using a ruler,

e.g. draw line AB

Use a ruler to draw open or closed shapes by joining named dots, e.g. draw closed shape ABCD.

Steps for assessmentNote the level of assistance needed to:

draw straight lines between named dots to form open or closed shapes, e.g. ABCD.

Monitor the children and check this step for assessment at every stage of the lesson.

Don’t forget! Work on ruler skills will now become more complex. This lesson focuses on drawing shapes.

Main teachingGuided practice Display Activity 10, question 1 (open shape ABCD). Give PCM 8 and a ruler to each child. Say: Question one says draw open shape ABCD. Let’s draw each line with a finger first to make the open shape ABCD.

Use My turn, your turn with the class.Say: Draw open shape ABCD. Children copy the speech.

A B

An open shape

CD



End-of-block objectives Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler,


Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler,


Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named dots, e.g. draw closed shape ABCD.

End-of-block objectivesEnd-of-block objectives

Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named

End-of-block objectives

dots, e.g. draw closed shape ABCD.

Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler,

Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named Use a ruler to draw open or closed shapes by joining named

Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler,

Use a ruler to draw open or closed shapes by joining named

Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, e.g. draw line AB


Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, e.g. draw line AB



e.g. draw line AB


Draw straight lines by joining named dots using a ruler,


End-of-block objectivesEnd-of-block objectives Draw straight lines by joining named dots using a ruler,


End-of-block objectivesEnd-of-block objectives Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler, Draw straight lines by joining named dots using a ruler,



CD

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Script

Say: AB. Run a finger from A to B on the board. Children copy the speech and the action on their PCM. Click ‘next’ to reveal line AB. Say: BC. Run a finger from B to C. Children copy the speech and the action on their PCM. Reveal line BC.Say: CD. Run a finger from C to D. Children copy the speech and the action on their PCM. Reveal line CD.Say: Oh no! There is no more drawing because it has to be an open shape.

Repeat the script above for question 2 but, this time, say: We must draw DA because it has to be a closed shape.

Return to questions 1 and 2. Run your finger along AB and say: Draw straight line AB. Remind children how to use their rulers and model for them if necessary. Reveal each line in turn and give the class enough time to draw each line accurately.

Partner teachingSay: Let’s see if you can teach this to your partner. I’m looking for accurate teaching today! Display questions 3 and 4 and model drawing the lines with a ruler to make open and closed shapes XYZ. Model how you want Partner As to run a finger from X to Y on their PCM and say: Draw straight line XY to teach Partner Bs where to draw the line. Ask Partner Bs to draw straight line XY with a ruler to teach Partner As.

Now ask Partner As to complete teaching question 3. Partners swap roles. Ask Partner Bs to teach question 4.

If Partner Bs need support, go back to Partner As teaching. If Partner As need more support, repeat the Guided practice. Check the steps for assessment as you monitor the teaching partners.

ReviewDisplay Activity 10, screen 5.

Only use My turn, your turn if necessary.

Teacher Is shape one an open or closed shape? Turn to your partner and tell me.

Children Open.

Teacher Is question two an open or closed shape? Turn to your partner and tell me.

Children Closed.

Repeat for the shapes on Activity 10, screen 6.

Open shape ABCD starts at A and finishes at D. Do not join D to A as this would make it a closed shape.

CD

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DVD

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PCMThis is a daily lesson plan from Maths Makes Sense Teacher’s Guide 1.


Draw straight line XY to teach Partner Bs where to Ask Partner Bs to draw straight line XY with a ruler to



Review

the steps for assessment as you monitor the teaching partners. the steps for assessment as you monitor the teaching partners. the steps for assessment as you monitor the teaching partners. the steps for assessment as you monitor the teaching partners. the steps for assessment as you monitor the teaching partners. the steps for assessment as you monitor the teaching partners. the steps for assessment as you monitor the teaching partners. the steps for assessment as you monitor the teaching partners. the steps for assessment as you monitor the teaching partners.

Review

Ask Partner Bs to draw straight line XY with a ruler to Ask Partner Bs to draw straight line XY with a ruler to Ask Partner Bs to draw straight line XY with a ruler to Ask Partner Bs to draw straight line XY with a ruler to Ask Partner Bs to draw straight line XY with a ruler to Ask Partner Bs to draw straight line XY with a ruler to

If Partner Bs need support, go back to Partner As teaching. If

the steps for assessment as you monitor the teaching partners. Partner As need more support, repeat the Guided practice. Check Partner As need more support, repeat the Guided practice. Check

Ask Partner Bs to draw straight line XY with a ruler to

If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If

the steps for assessment as you monitor the teaching partners. Partner As need more support, repeat the Guided practice. Check the steps for assessment as you monitor the teaching partners. Partner As need more support, repeat the Guided practice. Check Partner As need more support, repeat the Guided practice. Check If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If



roles. Ask Partner Bs to teach question 4.Now ask Partner As to complete teaching question 3. Partners swap Now ask Partner As to complete teaching question 3. Partners swap Now ask Partner As to complete teaching question 3. Partners swap Now ask Partner As to complete teaching question 3. Partners swap Now ask Partner As to complete teaching question 3. Partners swap Now ask Partner As to complete teaching question 3. Partners swap Now ask Partner As to complete teaching question 3. Partners swap Now ask Partner As to complete teaching question 3. Partners swap roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.

If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If

Now ask Partner As to complete teaching question 3. Partners swap Now ask Partner As to complete teaching question 3. Partners swap Now ask Partner As to complete teaching question 3. Partners swap Now ask Partner As to complete teaching question 3. Partners swap roles. Ask Partner Bs to teach question 4.

If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If Partner As need more support, repeat the Guided practice. Check the steps for assessment as you monitor the teaching partners.


roles. Ask Partner Bs to teach question 4.


roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.

the steps for assessment as you monitor the teaching partners.


If Partner Bs need support, go back to Partner As teaching. If Partner As need more support, repeat the Guided practice. Check

roles. Ask Partner Bs to teach question 4.Now ask Partner As to complete teaching question 3. Partners swap roles. Ask Partner Bs to teach question 4.


Now ask Partner As to complete teaching question 3. Partners swap roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.roles. Ask Partner Bs to teach question 4.

If Partner Bs need support, go back to Partner As teaching. If If Partner Bs need support, go back to Partner As teaching. If

Now ask Partner As to complete teaching question 3. Partners swap roles. Ask Partner Bs to teach question 4.Now ask Partner As to complete teaching question 3. Partners swap

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PCMName Date

Maths Makes Sense 1 • Block 1 • Lesson 4 • Geometry


Draw open and closed shapes by joining dots with a ruler

8

X

Z

Y

A B

A

C

Keep the ruler still!

1. Draw open shape ABCD.

2. Draw closed shape ABCD.

3. Draw open shape XYZ.

4. Draw closed shape XYZ.



23

Data and Measure Lesson 4

24

Daily practice Identify and name 2D shapes

Display 2D Shapes 3. Also show children 2D models of triangles, quadrilaterals, pentagons and hexagons. Say: This grid shows the number of sides each of the shapes has. Model with the 2D shapes how to count the sides of each shape by running a finger along each side (rather than pointing to each side).

Point to the cells in the grid and read the name of shape and number of sides together. Repeat a number of times so that all shapes are discussed.

End-of-block objectives Make shapes with dm sticks from written instructions specifying

the number of sides, number of sticks and whether the shape should be open or closed

Find the length of a shape by counting dm sticks

Find the perimeter, in decimetres, of a closed shape made with dm sticks. Say that open shapes do not have a perimeter.


make shapes with dm sticks from written instructions specifying the number of sides, number of sticks and whether the shape should be open or closed

find the length of a shape by counting dm sticks

find the perimeter in decimetres for closed shapes

recognise that open shapes do not have a perimeter.


Don’t forget! Vocabulary makes further learning accessible. We use the vocabulary long, far, distance and total length persistently.

Main teaching Guided practiceGive a pupil table to each pair with eight dm sticks placed on the Resources Table side. Secure eight sticks to a pupil Resources Table with modelling clay to model at the front of the class.

Say: Partners work together. Display Activity 6, question 1 (3 sticks, 3 sides, open). Use My turn, your turn to make this shape with both partners working together each time.

Say: I need three sticks. Move three sticks from the pupil Resources

Data and Measure Lesson 4Block 1

Resources

Daily practice

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Display: 2D Shapes 3

2D shapes (triangles, quadrilaterals, pentagons and hexagons)

Main teaching

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Activity 6

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Pupil Tables, dm sticks



the number of sides, number of sticks and whether the shape



Steps for assessmentNote the level of assistance needed to:Note the level of assistance needed to:

Steps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentNote the level of assistance needed to:

the number of sides, number of sticks and whether the shape the number of sides, number of sticks and whether the shape the number of sides, number of sticks and whether the shape

Find the length of a shape by counting dm sticks Find the length of a shape by counting dm sticks Find the length of a shape by counting dm sticks


Find the perimeter, in decimetres, of a closed shape made with


dm sticks. Say that open shapes do not have a perimeter.

Steps for assessmentSteps for assessmentSteps for assessment



Find the perimeter, in decimetres, of a closed shape made with


dm sticks. Say that open shapes do not have a perimeter. Find the perimeter, in decimetres, of a closed shape made with Find the perimeter, in decimetres, of a closed shape made with Find the perimeter, in decimetres, of a closed shape made with Find the perimeter, in decimetres, of a closed shape made with Find the perimeter, in decimetres, of a closed shape made with

dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter. Find the perimeter, in decimetres, of a closed shape made with Find the perimeter, in decimetres, of a closed shape made with Find the perimeter, in decimetres, of a closed shape made with Find the perimeter, in decimetres, of a closed shape made with Find the perimeter, in decimetres, of a closed shape made with

dm sticks. Say that open shapes do not have a perimeter. Find the perimeter, in decimetres, of a closed shape made with

dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.


Find the perimeter, in decimetres, of a closed shape made with dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.

Find the length of a shape by counting dm sticks Find the length of a shape by counting dm sticks Find the length of a shape by counting dm sticks


dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.


dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.




dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.




Find the perimeter, in decimetres, of a closed shape made with dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.dm sticks. Say that open shapes do not have a perimeter.




Table to the pupil Maths Table. Children copy speech and slide three sticks.

Say: I must make three sides. Place the sticks end to end to make an open shape. Children copy speech and action.

Say: It has got to be open. It is! Children copy speech.

Run a finger along each of the three sides in turn and say: This side is one decimetre long. Children copy action and speech.

Run a finger from one end of the shape to the other. Say: This shape is three decimetres long. Children copy action and speech.

Ask each of the following questions one by one: How long is this shape? How far is it from one end to the other? What is the distance from one end to the other? What is the total length of the sticks? What is the total length of the sides? Children answer each time: three decimetres.

Repeat the modelling with Activity 6, question 2 (3 sticks, 3 sides, closed). Run a finger all round the closed shape and repeat the questions above for all children to reply: three decimetres. Now run your finger around the shape again and ask: What is the perimeter of this shape? Children respond chorally: three decimetres.

Remake the (open) shape for question 1. Say: This is an open shape. If I say ‘What is the perimeter of this shape?’ you have to say ‘It hasn’t got one’. It is only the closed shapes which have a perimeter.

In all subsequent questions, whether the shape is open or closed, make sure partners include the question What is the perimeter of this shape? so that children get used to saying It hasn’t got one when the shape is open, and giving the perimeter when it is closed.

Partner teachingSay: Let’s see if you can teach this to your partner. I’m looking for accurate teaching today! Model how you want Partner As to slide the correct number of sticks onto the Maths Table, and make the correct shape to teach Partner Bs.

Say: When you have made the shape, Partner A asks Partner B ‘What is the perimeter of this shape?’ Observe closely as Partner As do the teaching for Activity 6, questions 3–5. Partners swap roles for Activity 6, questions 6–8.

Keep all pairs working at the same rate to ensure accuracy. Monitor especially for the answer It hasn’t got one (to the question What is the perimeter of this shape?) when the shape is open.

If Partner As need more support, repeat the Guided practice above. If Partner Bs need more support, go back to Partner As teaching. Check the steps for assessment as you monitor the teaching partners.

An open shape

A closed shape



Remake the (open) shape for question 1. Say: If I say ‘What is the perimeter of this shape?’ you have to say ‘It hasn’t got one’. It is only the closed shapes which have a perimeter.

In all subsequent questions, whether the shape is open or closed, make sure partners include the question

so that children get used to saying when the shape is open, and giving the perimeter when it is closed.

Partner teaching

when the shape is open, and giving the perimeter when it is closed.when the shape is open, and giving the perimeter when it is closed.when the shape is open, and giving the perimeter when it is closed.when the shape is open, and giving the perimeter when it is closed.when the shape is open, and giving the perimeter when it is closed.

Partner teaching

Remake the (open) shape for question 1. Say:

hasn’t got one’. It is only the closed shapes which have a perimeter.hasn’t got one’. It is only the closed shapes which have a perimeter.

Remake the (open) shape for question 1. Say: Remake the (open) shape for question 1. Say: Remake the (open) shape for question 1. Say: If I say ‘What is the perimeter of this shape?’ you have to say ‘It If I say ‘What is the perimeter of this shape?’ you have to say ‘It If I say ‘What is the perimeter of this shape?’ you have to say ‘It If I say ‘What is the perimeter of this shape?’ you have to say ‘It Remake the (open) shape for question 1. Say: Remake the (open) shape for question 1. Say:

make sure partners include the question

when the shape is open, and giving the perimeter when it is closed. so that children get used to saying so that children get used to saying

when the shape is open, and giving the perimeter when it is closed.when the shape is open, and giving the perimeter when it is closed.

Remake the (open) shape for question 1. Say: Remake the (open) shape for question 1. Say:

make sure partners include the question make sure partners include the question make sure partners include the question make sure partners include the question make sure partners include the question

when the shape is open, and giving the perimeter when it is closed.when the shape is open, and giving the perimeter when it is closed.when the shape is open, and giving the perimeter when it is closed.when the shape is open, and giving the perimeter when it is closed.when the shape is open, and giving the perimeter when it is closed.when the shape is open, and giving the perimeter when it is closed.when the shape is open, and giving the perimeter when it is closed. so that children get used to saying so that children get used to saying

when the shape is open, and giving the perimeter when it is closed.

make sure partners include the question make sure partners include the question make sure partners include the question so that children get used to saying


If I say ‘What is the perimeter of this shape?’ you have to say ‘It hasn’t got one’. It is only the closed shapes which have a perimeter.


If I say ‘What is the perimeter of this shape?’ you have to say ‘It hasn’t got one’. It is only the closed shapes which have a perimeter.hasn’t got one’. It is only the closed shapes which have a perimeter.


hasn’t got one’. It is only the closed shapes which have a perimeter.hasn’t got one’. It is only the closed shapes which have a perimeter.hasn’t got one’. It is only the closed shapes which have a perimeter.hasn’t got one’. It is only the closed shapes which have a perimeter.hasn’t got one’. It is only the closed shapes which have a perimeter.

make sure partners include the question In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, make sure partners include the question make sure partners include the question make sure partners include the question

If I say ‘What is the perimeter of this shape?’ you have to say ‘It hasn’t got one’. It is only the closed shapes which have a perimeter.hasn’t got one’. It is only the closed shapes which have a perimeter.hasn’t got one’. It is only the closed shapes which have a perimeter.

In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, make sure partners include the question In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, make sure partners include the question make sure partners include the question In all subsequent questions, whether the shape is open or closed, make sure partners include the question make sure partners include the question

If I say ‘What is the perimeter of this shape?’ you have to say ‘It If I say ‘What is the perimeter of this shape?’ you have to say ‘It If I say ‘What is the perimeter of this shape?’ you have to say ‘It If I say ‘What is the perimeter of this shape?’ you have to say ‘It If I say ‘What is the perimeter of this shape?’ you have to say ‘It If I say ‘What is the perimeter of this shape?’ you have to say ‘It If I say ‘What is the perimeter of this shape?’ you have to say ‘It

make sure partners include the question make sure partners include the question make sure partners include the question make sure partners include the question make sure partners include the question make sure partners include the question make sure partners include the question make sure partners include the question this shape?when the shape is open, and giving the perimeter when it is closed.

make sure partners include the question make sure partners include the question this shape?when the shape is open, and giving the perimeter when it is closed.

In all subsequent questions, whether the shape is open or closed, make sure partners include the question this shape? so that children get used to saying when the shape is open, and giving the perimeter when it is closed.

In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed,

when the shape is open, and giving the perimeter when it is closed.

hasn’t got one’. It is only the closed shapes which have a perimeter.


so that children get used to saying

In all subsequent questions, whether the shape is open or closed,

hasn’t got one’. It is only the closed shapes which have a perimeter.


hasn’t got one’. It is only the closed shapes which have a perimeter.hasn’t got one’. It is only the closed shapes which have a perimeter.

In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, make sure partners include the question In all subsequent questions, whether the shape is open or closed, make sure partners include the question In all subsequent questions, whether the shape is open or closed, In all subsequent questions, whether the shape is open or closed, make sure partners include the question


In all subsequent questions, whether the shape is open or closed,


25



26



27

Arithmetic 2 Lesson 4

28


Daily practice Copy addition and subtraction Maths Stories with fractions

accurately

Give out the Progress Books to each child and ask children to open at page 8 and write the date.

Ask children to complete page 8 by copying the Maths Stories accurately. Remind children how to copy Maths Stories symbol by symbol. Help them to copy the fractions if necessary.

Draw open and closed shapes and name 2D shapes

Ask children to complete page 9 by following the instructions to draw open and closed shapes. Remind children how to use a ruler to draw a straight line between the named dots. Support individuals where necessary. Praise children for their neatness and accuracy.

Ask children to TTYP and check each other’s work.

End-of-block objectives Look at a Maths Story with 1-digit whole numbers, zero, a half

and a quarter and read what it says, e.g. three, add a half, add a half, add zero, equals four

Look at a Maths Story with 1-digit whole numbers, zero, a half and a quarter and read what it means, e.g. three cups, add a half cup, add a half cup, add zero cups, equals four cups

Act the Real Story using addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 3 + 1

— 2 + 1— 2 + 0 = 4.


act the Real Story at pupil tables in response to I will write the Maths Story. You act the Real Story for addition and subtraction Maths Stories with 1-digit whole numbers including zero, a half and a quarter, e.g. 2 + 1

— 2 + 1— 4 + 1

— 4 − 0 = 3

copy addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + 1

— 2 + 1— 4 + 1

— 4 − 0 = 3.


Don’t forget! Half cups and quarter cups were introduced in Block 1, Arithmetic 1, Lesson 4.

Resources

Daily practice

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Progress Book 1A, pages 8-9

Main teaching

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Activity 12

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Pupil tables, pupil whole cups, pupil half cups, pupil quarter cups

Resources Table, Maths Table, lined exercise books




and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. a half, add zero, equals four

Look at a Maths Story with 1-digit whole numbers, zero, a half and a quarter and read what it means, e.g. half cup, add a half cup, add zero cups, equals four cups

Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half

Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half and a quarter and read what it means, e.g. half cup, add a half cup, add zero cups, equals four cups

End-of-block objectives End-of-block objectives End-of-block objectives End-of-block objectives End-of-block objectives

and a quarter and read what it means, e.g.

and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. Look at a Maths Story with 1-digit whole numbers, zero, a half

and a quarter and read what it says, e.g. three, add a half, add Look at a Maths Story with 1-digit whole numbers, zero, a half

and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half

and a quarter and read what it says, e.g. Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half

and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. Look at a Maths Story with 1-digit whole numbers, zero, a half

and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. Look at a Maths Story with 1-digit whole numbers, zero, a half

and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g.

Look at a Maths Story with 1-digit whole numbers, zero, a half

and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. a half, add zero, equals four

Look at a Maths Story with 1-digit whole numbers, zero, a half and a quarter and read what it means, e.g.

and a quarter and read what it says, e.g. a half, add zero, equals four


Look at a Maths Story with 1-digit whole numbers, zero, a half and a quarter and read what it says, e.g. a half, add zero, equals four


Look at a Maths Story with 1-digit whole numbers, zero, a half and a quarter and read what it says, e.g.



and a quarter and read what it says, e.g. a half, add zero, equals four



and a quarter and read what it says, e.g.

End-of-block objectives Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half Look at a Maths Story with 1-digit whole numbers, zero, a half

and a quarter and read what it says, e.g. and a quarter and read what it says, e.g. and a quarter and read what it says, e.g.



Main teachingGuided practiceUse Activity 12, question 1 (2 + 1 + 2 = 5). Give a pupil table, whole cups, half cups and quarter cups to each pair. Give each child a lined exercise book.

Partner As will act as the teacher and write the Maths Story for Partner Bs to act the Real Story. Then they will swap roles. Say: Partner As. You will be the teacher, like me. I will write the Maths Story. You copy it in your exercise books.

Reveal ‘2’. Monitor Partner As for accurate copying. Say: Partner Bs. You act the Real Story. Monitor Partner Bs for accurate sliding of two cups. Reveal ‘+’. Monitor Partner As for accurate copying. Say: Partner Bs. You act the Real Story. Monitor Partner Bs for accurate raising of hands.

Continue to reveal the symbols and monitor the children for accurate writing and acting. When you reveal the equals sign and Partner As write it, make sure Partner Bs briefly act counting by wiggling a finger at the Maths Table before they actually count: One, two, three, four, five. Then show them how to use two hands to encircle all the cups on the Maths Table and say: five cups. Reveal ‘5’ for Partner As to copy.

Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to copy the Maths Story and Partner As to act the Real Story. Monitor the writing and acting closely as before.

Continue in exactly the same way so that both partners write the Maths Story and act the Real Story for Activity 12, questions 2–4.

Partner teaching For Activity 12, questions 5–8, explain that the partner who is writing is teaching the partner who is acting. Say: Let’s see if you can teach this to your partner. I’m looking for accurate teaching!

Ask all Partner As to be the teacher and write the Maths Story for question 5. Tell Partner B that they must look at the writing that Partner A is doing to act the Real Story. Only Partner A should look at the board.

Reveal Activity 12, question 5 (3 − 0 + 2 + 2 = 7) symbol by symbol and observe closely as children write the Maths Story and act the Real Story. Take care that when a partner writes a symbol, the other partner acts the Real Story while looking at their partner’s writing, not the question on the board. Partners swap roles to repeat question 5.

Continue for questions 6–8, swapping roles so that both partners write the Maths Story and act the Real Story each question.

If Partner As need more support, repeat the Guided practice above. If Partner Bs need more support, go back to Partner As teaching. Check the steps for assessment as you monitor the teaching partners.

Monitor children carefully for accurate writing and acting.

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wiggling a finger at the Maths Table before they actually count: One, two, three, four, five. Then show them how to use two hands to encircle all the cups on the Maths Table and say: for Partner As to copy.

Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to copy the Maths Story and Partner As to act the Real Story. Monitor the writing and acting closely as before.


the writing and acting closely as before.the writing and acting closely as before.the writing and acting closely as before.the writing and acting closely as before.the writing and acting closely as before.


wiggling a finger at the Maths Table before they actually count: Then show them how to use two hands to

wiggling a finger at the Maths Table before they actually count: wiggling a finger at the Maths Table before they actually count:

for Partner As to copy.for Partner As to copy.encircle all the cups on the Maths Table and say: encircle all the cups on the Maths Table and say: encircle all the cups on the Maths Table and say: encircle all the cups on the Maths Table and say:

Then show them how to use two hands to

question 1 and reveal it again symbol by symbol, for Partner Bs to

the writing and acting closely as before.copy the Maths Story and Partner As to act the Real Story. Monitor copy the Maths Story and Partner As to act the Real Story. Monitor the writing and acting closely as before.the writing and acting closely as before.

Continue in exactly the same way so that both partners write the

Then show them how to use two hands to

question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to

the writing and acting closely as before.the writing and acting closely as before.the writing and acting closely as before.the writing and acting closely as before.the writing and acting closely as before.the writing and acting closely as before.the writing and acting closely as before.the writing and acting closely as before.the writing and acting closely as before.

question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to copy the Maths Story and Partner As to act the Real Story. Monitor question 1 and reveal it again symbol by symbol, for Partner Bs to

encircle all the cups on the Maths Table and say:

Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to


question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to


Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to

encircle all the cups on the Maths Table and say: encircle all the cups on the Maths Table and say: encircle all the cups on the Maths Table and say: encircle all the cups on the Maths Table and say: encircle all the cups on the Maths Table and say: encircle all the cups on the Maths Table and say: encircle all the cups on the Maths Table and say:

question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to copy the Maths Story and Partner As to act the Real Story. Monitor the writing and acting closely as before.

question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to copy the Maths Story and Partner As to act the Real Story. Monitor the writing and acting closely as before.

Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to copy the Maths Story and Partner As to act the Real Story. Monitor the writing and acting closely as before.

Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset

the writing and acting closely as before.

for Partner As to copy.

Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to copy the Maths Story and Partner As to act the Real Story. Monitor

Partner Bs clear the Maths Table. Partners swap roles. Reset

for Partner As to copy.

Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to Partner Bs clear the Maths Table. Partners swap roles. Reset Partner Bs clear the Maths Table. Partners swap roles. Reset question 1 and reveal it again symbol by symbol, for Partner Bs to question 1 and reveal it again symbol by symbol, for Partner Bs to


Partner Bs clear the Maths Table. Partners swap roles. Reset


29



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31

Take care!

1— 2

1— 2

1— 2

1— 2

1— 2

1— 2

1— 4

1— 4

1— 2

1— 2

1— 2

1— 2

1— 4

1— 2

1— 4

These are activities from Maths Makes Sense Progress Book 1A, for children to complete.


32

1— 44— 4— 11— — 4— 4

1— 44— 4—

Remember to draw a

closed shape!

B

B

D C

CD



33

B

34

Daily practice Count on back in ones on a 0–99 grid

Display 0–99 Grid. Model counting forwards from zero in ones with the class, stopping at 28. Repeat with different finishing points but always start at 0.

Point to the number 28 and model with the class how to count backwards, stopping at 0. Count with the children. Repeat with different starting points but always stop at 0. Praise children for counting clearly and accurately.

Find one more than and add one on a 0–99 grid

Point to 6 on the 0–99 Grid. Ask: What’s one more than six? You say seven. Point to 7. What’s six add one? You say seven. Point to 7. Repeat with different 1-digit numbers and ensure all children are joining in.

Find one less than and take away 1 on a 0–99 grid

Point to 5 on the 0–99 Grid. Ask: What’s one less than six? You say five. Point to 5. What’s six take away one? Point to 5. Repeat with different 1-digit numbers and ensure all children are joining in.


numbers, zero, a half and a quarter, e.g. 2 + 1— 2 + 1

— 2 = 3

Act the Real Story for addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + 1

— 2 + 1— 2 = 3


Individual assessmentAssessment notesIn this lesson, each child will be individually assessed using the end-of-block objectives.

Don’t forget! These objectives summarise the learning that has taken place during this block – and this learning builds up over the year.

Tell the children that we are going to celebrate how clever we are at copying the Maths Story, acting the Real Story and reading what a Maths Story says and means.

Make sure the few children who need support are sitting near you, so you can help them throughout the assessment.

Resources

Daily practice

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Display: 0-99 Grid

Individual assessment

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Activity 14

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Whole cups

Resources Table, Maths Table

Block 1 Arithmetic 1 Lesson 5




Point to 5 on the 0–99 Grid. Ask: What’s one less than six? You say Point to 5. What’s six take away one?

different 1-digit numbers and ensure all children are joining in.



End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectives Copy addition and subtraction Maths Stories with 1-digit whole


Find one less than and take away 1 on a 0–99 grid Find one less than and take away 1 on a 0–99 grid Find one less than and take away 1 on a 0–99 grid Find one less than and take away 1 on a 0–99 grid Find one less than and take away 1 on a 0–99 grid

Point to 5 on the 0–99 Grid. Ask: Point to 5 on the 0–99 Grid. Ask: Point to 5 on the 0–99 Grid. Ask: Point to 5 on the 0–99 Grid. Ask:


End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectives Copy addition and subtraction Maths Stories with 1-digit whole


End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectives

What’s one less than six? You say Point to 5. Repeat with


What’s one less than six? You say Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with

different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.

What’s one less than six? You say Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with


What’s one less than six? You say What’s one less than six? You say What’s one less than six? You say What’s one less than six? You say What’s one less than six? You say What’s one less than six? You say What’s one less than six? You say

End-of-block objectivesEnd-of-block objectives Copy addition and subtraction Maths Stories with 1-digit whole





different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.


What’s six take away one?different 1-digit numbers and ensure all children are joining in.


different 1-digit numbers and ensure all children are joining in.What’s six take away one?

different 1-digit numbers and ensure all children are joining in.What’s six take away one?

different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.different 1-digit numbers and ensure all children are joining in.

What’s one less than six? You say What’s six take away one?


What’s one less than six? You say What’s six take away one?

Children continue to practise their skills during the Individual assessment lesson. Provide the support they need and record the level.

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Copy addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + 1

— 2 + 1— 2 = 3

Give PCM 9 to each child and display a copy.

Say: Look at the first Maths Story. You’re going to copy it accurately. Indicate on the PCM where it should be copied.

Say: When you have finished question one, carry on with copying the rest of the questions. Remember to copy each one accurately. Stop the class as some children finish question 8, even though some children may not have finished. Collect in the PCMs for marking after the lesson.

For children who can complete at least three quarters of the questions correctly, record I (Independent). For children who need your support, record M (Moderate level of assistance) or H (High level of assistance). See section xx for guidance.

Act the Real Story using addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + 1

— 2 + 1— 2 = 3


Say: Partner As, I will write the Maths Story. You act the Real Story. Reveal Activity 14, question 1 (2 − 0 + 1

— 2 + 1— 2 − 0 = 3) symbol by symbol.

Monitor closely as Partner As act the Real Story and Partner Bs watch.

When ‘=’ is revealed, wait for Partner As to wiggle their fingers at the Maths Table and count the cups before revealing the answer and asking: How much is there here?

Say: Partner As, look at the Maths Story. Read what it says. Look at the Maths Story. Read what it means. Monitor closely as Partner As respond chorally.

Continue with partners in the same roles for question 2 (2 + 1

— 4 + 1— 2 + 1

— 4 + 1 = 4).

Say: Partner Bs, I will write the Maths Story. You act the Real Story.Reveal question 3 (3 − 0 + 4 + 2 = 9) symbol by symbol. Monitor closely as Partner Bs act the Real Story and Partner As watch.When ‘=’ is revealed, wait for Partner Bs to wiggle their fingers at the Maths Table and count the cups before revealing the answer and asking: How much is there here?

Say: Partner Bs, look at the Maths Story. Read what it says. Look at the Maths Story. Read what it means. Monitor closely as Partner Bs respond chorally.

Continue with partners in these roles for question 4 (2 − 1 + 1

— 2 + 1 + 1— 2 = 3).

Monitor children’s work closely and judge whether to record I: Independent, M: Moderate level of assistance or H: High level of assistance. See section xx for guidance.



. Look at a Maths Story and read two cups, add a half cup, add a half cup,

equals three cups.

Partner As, I will write the Maths Story. You act the Real Story.Reveal Activity 14, question 1 (2 Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs

When ‘=’ is revealed, wait for Partner As to wiggle their fingers at the Maths Table and count the cups before revealing the answer and asking:

When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at the Maths Table and count the cups before revealing the answer and asking:

two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup,

When ‘=’ is revealed, wait for Partner As to wiggle their fingers at the Maths Table and count the cups before revealing the answer and


Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs

When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at

Partner As, I will write the Maths Story. You act the Real Story. + —

2

Monitor closely as Partner As act the Real Story and Partner Bs +

Partner As, I will write the Maths Story. You act the Real Story.Partner As, I will write the Maths Story. You act the Real Story.

Monitor closely as Partner As act the Real Story and Partner Bs

Partner As, I will write the Maths Story. You act the Real Story.Partner As, I will write the Maths Story. You act the Real Story.Partner As, I will write the Maths Story. You act the Real Story.Partner As, I will write the Maths Story. You act the Real Story.Partner As, I will write the Maths Story. You act the Real Story.Partner As, I will write the Maths Story. You act the Real Story.

Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs + 2

Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs

Partner As, I will write the Maths Story. You act the Real Story.Partner As, I will write the Maths Story. You act the Real Story.Partner As, I will write the Maths Story. You act the Real Story.Partner As, I will write the Maths Story. You act the Real Story.—2

Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs watch.

When ‘=’ is revealed, wait for Partner As to wiggle their fingers at the Maths Table and count the cups before revealing the answer and

Monitor closely as Partner As act the Real Story and Partner Bs

When ‘=’ is revealed, wait for Partner As to wiggle their fingers at

Reveal Activity 14, question 1 (2 Monitor closely as Partner As act the Real Story and Partner Bs watch.


Reveal Activity 14, question 1 (2 Reveal Activity 14, question 1 (2 Monitor closely as Partner As act the Real Story and Partner Bs


Partner As, I will write the Maths Story. You act the Real Story.Reveal Activity 14, question 1 (2 Monitor closely as Partner As act the Real Story and Partner Bs Reveal Activity 14, question 1 (2

Partner As, I will write the Maths Story. You act the Real Story.Reveal Activity 14, question 1 (2 Monitor closely as Partner As act the Real Story and Partner Bs

Partner As, I will write the Maths Story. You act the Real Story.Reveal Activity 14, question 1 (2 Reveal Activity 14, question 1 (2 Reveal Activity 14, question 1 (2 Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs

Partner As, I will write the Maths Story. You act the Real Story.Reveal Activity 14, question 1 (2 − 0 + Monitor closely as Partner As act the Real Story and Partner Bs

Partner As, I will write the Maths Story. You act the Real Story.

35



36



37

PCMName Date



9

Copy addition and subtraction Maths Stories accurately symbol by symbol, including fractions

1. 2 + 2 + 2 = 6 1. 2 + 2 + 2 = 6

2. 2 − 0 + 1— 2 + 1—

2 − 0 = 3

3. 2 + 1— 4 + 1—

2 + 1— 4 + 1 = 4

4. 3 − 0 + 4 + 2 = 9

5. 2 − 1 + 1— 2 + 1 + 1—

2 = 3

6. 0 + 1—

2 + 1— 2 + 1—

2 + 1— 2 = 2

7. 4 − 1 + 1— 2 + 1—

2 + 1— 2 + 1—

4 + 1— 4 = 5

8. 2 + 0 − 1 + 1— 2 + 1—

4 + 1— 4 = 2

Copy. Take care!

+ 1 = 4 + 1 = 4

4. 3 − 0 + 4 + 2 = 9 4. 3 − 0 + 4 + 2 = 9

5. 2 − 1 +

4. 3 − 0 + 4 + 2 = 9 4. 3 − 0 + 4 + 2 = 9 4. 3 − 0 + 4 + 2 = 9

5. 2 − 1 + 5. 2 − 1 + 5. 2 − 1 +

+ 1 = 4 + 1 = 4 + 1 = 4 + 1 = 4

4. 3 − 0 + 4 + 2 = 9 4. 3 − 0 + 4 + 2 = 9 4. 3 − 0 + 4 + 2 = 9 4. 3 − 0 + 4 + 2 = 9 4. 3 − 0 + 4 + 2 = 9 4. 3 − 0 + 4 + 2 = 9 4. 3 − 0 + 4 + 2 = 9 4. 3 − 0 + 4 + 2 = 9



38

Block 2 Arithmetic 1 Lesson 2

Daily practice Add and take away pairs of numbers up to and from a total of

19 and check answers with a calculator (Grade 2)

Give a calculator and an exercise book to each child. Ask children to draw a margin and write the question numbers down the page.

Display Activity 22. Say: Partner As – you’re going to say and write down the answer as quickly as you can. Partner Bs – you’re going to work out the answer on the calculator. Then Partner Bs – I want you to show Partner As the answer so they can check if they’re right.

Ask Partner As to say ‘Question One’ so that both partners look at the same question and are ready to start. Partners swap roles after each question. Continue to complete all questions, all partners working at their own pace.

Chant times tables

Throughout the day, chant a selection of times tables (up to 10) forwards and backwards with children. Then ask children random question from the times tables, for example, What is ten times six? Eight times nine is…?

End-of-block objectives Write Maths Stories for all four operations (+, −, ×, ÷) using fifths

Write Maths Stories as vertical additions and subtractions and calculate with tricky tens columns, using number pairs for reference if necessary.


for an acted Real Story, say the addition, subtraction, multiplication and division Maths Story, including fifths

copy an addition, subtraction, multiplication or division Maths Story

act the Real Story using fifths fraction cards for an addition, subtraction, multiplication or division Maths Story

say the answer for an addition, subtraction, multiplication or division Maths Story, including fifths, that has been acted using fractions cards.

Monitor children and check these steps for assessment at every stage of the lesson.

Don’t forget! We are not teaching that 6 _ 5 is ‘six cups cut into five’. Teaching at this stage must focus on ‘six of those previously made things called fifths’ – and we can make as many of those things as we like!

Resources

Daily practice

Activity 22

Calculators, lined exercise books

Main teaching

1 _ 5 cards, wooden stand, pupil tables

Pupil 1 _ 5 cards, lined exercise books



Throughout the day, chant a selection of times tables (up to 10) forwards and backwards with children. Then ask children random question from the times tables, for example, Eight times nine is…?

End-of-block objectives Write Maths Stories for all four operations (+, −, ×, ÷) using fifths

Write Maths Stories as vertical additions and subtractions and

Eight times nine is…?Eight times nine is…?

Write Maths Stories for all four operations (+, −, ×, ÷) using fifths

End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectives Write Maths Stories for all four operations (+, −, ×, ÷) using fifths

forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10)

End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectives

Throughout the day, chant a selection of times tables (up to 10)

question from the times tables, for example,


Throughout the day, chant a selection of times tables (up to 10) forwards and backwards with children. Then ask children random

What is ten times six? What is ten times six? What is ten times six? What is ten times six? What is ten times six? What is ten times six? What is ten times six? forwards and backwards with children. Then ask children random

What is ten times six? What is ten times six?

Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10)

End-of-block objectivesEnd-of-block objectives Write Maths Stories for all four operations (+, −, ×, ÷) using fifths

End-of-block objectivesEnd-of-block objectives

Eight times nine is…?


Eight times nine is…?


question from the times tables, for example, question from the times tables, for example, question from the times tables, for example,

Throughout the day, chant a selection of times tables (up to 10) forwards and backwards with children. Then ask children random question from the times tables, for example, forwards and backwards with children. Then ask children random question from the times tables, for example,

39



Main teachingDirect instructionGive a lined exercise book to each child.

Return the cards to the Resources Table. Say: I’ll act a Real Story again using these cards, you write the Maths Story. Act the Real Story for 3 _ 5 + 1 _ 5 = 4 _ 5 . Give children time to write each symbol in their books as you act it out. After each symbol say: Read what it says. Ask individuals or the whole class to reply, for example, Three fifths. Write their answer on the board to make the Maths Story for children to check they have written the correct symbols. Address any misconceptions as you go along. Repeat for questions 1–3 in the margin.

Guided practiceGive out pupil tables and at least six 1 _ 5 cards to each pair. Ask children to spread out the cards on their Resources Tables. Say: I’ll write the Maths Story. Partner As copy the Maths Story into your books. Partner Bs act the Real Story.

Write out question 1 (see margin) on the board, symbol by symbol. Partner As copy 3 _ 5 for Partner Bs to act. Continue until the equals sign is acted, when Partner Bs encircle the cards with both hands and both partners say: Four fifths. Write 4 _ 5 for Partner As to copy.

Partners swap roles alternately for questions 2–6.

Example questions

1. 4 _ 5 – 2 _ 5 = 2 _ 5

2. 2 _ 5 × 3 = 6 _ 5

3. 6 _ 5 ÷ 2 _ 5 = 3

Remember to use the actions for multiplication and division.

Teacher Today we will be using fifths. Remember these are small pieces of a cup. How many fifths of a cup can we cut from one cup?

Children Five.

Teacher We are pretending that these cards with the name of the teeny pieces (show a 1 _ 5 card) are small pieces of a cup. I will act the Real Story using these cards, you say the Maths Story. Take three 1 _ 5 cards, from the Resources Table. Hold them up in a fan and place them side-by-side in the stand on the Maths Table. My turn, your turn. Three fifths.

Children Three fifths.

Teacher Return to the Resources Table. Use the appropriate action. My turn, your turn. Get ready to get some more.

Children Get ready to get some more.

Teacher Take a 1 _ 5 card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand on the Maths Table. My turn, your turn. One fifth.

Children One fifth.

Teacher Use the finger-wiggling action for ‘equals’. Encircle the batches of cards in the stand.

Children Four fifths.

Teacher My turn, your turn. Three fifths add one fifth equals four fifths.

Children Three fifths add one fifth equals four fifths.

Script

Example questions

1. 3 _ 5 − 1 _ 5 + 2 _ 5 = 4 _ 5

2. 4 _ 5 − 2 _ 5 + 1 _ 5 = 3 _ 5

3. 1 _ 5 × 4 = 4 _ 5

4. 3 _ 5 × 2 = 6 _ 5

5. 4 _ 5 ÷ 1 _ 5 = 4

6. 6 _ 5 ÷ 3 _ 5 = 2

Get ready to get some more.

Take a 1_5 card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand

Use the finger-wiggling action for ‘equals’. Encircle the batches of cards in the stand.

Children Four fifths.

batches of cards in the stand. batches of cards in the stand.

Children

Get ready to get some more. Get ready to get some more. Get ready to get some more. Get ready to get some more. Get ready to get some more.

place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and


batches of cards in the stand. Use the finger-wiggling action for ‘equals’. Encircle the Use the finger-wiggling action for ‘equals’. Encircle the

card from the Resources Table. Hold it up and

Children


batches of cards in the stand. batches of cards in the stand. Use the finger-wiggling action for ‘equals’. Encircle the batches of cards in the stand. batches of cards in the stand. batches of cards in the stand. Use the finger-wiggling action for ‘equals’. Encircle the Use the finger-wiggling action for ‘equals’. Encircle the

card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand

. My turn, your turn. One fifth.

card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand

. My turn, your turn. One fifth.. My turn, your turn. One fifth.. My turn, your turn. One fifth.. My turn, your turn. One fifth.. My turn, your turn. One fifth.. My turn, your turn. One fifth.. My turn, your turn. One fifth.. My turn, your turn. One fifth.. My turn, your turn. One fifth.. My turn, your turn. One fifth.

card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand place it beside, but separate from, the cards in the stand

. My turn, your turn. One fifth.

card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and card from the Resources Table. Hold it up and

Children Children

Teacher

Children One fifth.

Teacher Use the finger-wiggling action for ‘equals’. Encircle the

Children

place it beside, but separate from, the cards in the stand on the Maths Table

One fifth.

Use the finger-wiggling action for ‘equals’. Encircle the

place it beside, but separate from, the cards in the stand on the Maths Tableplace it beside, but separate from, the cards in the stand on the Maths Table

card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand on the Maths Table. My turn, your turn. One fifth.

card from the Resources Table. Hold it up and place it beside, but separate from, the cards in the stand

40

This is a screenshot from Maths Makes Sense Software 3. Use on an interactive whiteboard with the whole class.


41

Daily practice Add and take away pairs up to and from a total of to 99, with

pence, and check answers with a calculator (Grade 2)




Chant times tables


End-of-block objectives Draw a pair of axes (one quadrant) and label the axes ‘x axis’

and ‘y axis’

Plot points specified by their names and their coordinates, e.g. A (3,5)

Plot and label specified points, to draw polygons and measure sides and diagonals.


recognise that named points and their coordinates, e.g. A (3,4), ‘speak to us’, telling us the name of a point and where it is

place a named point (A, B, etc.) on a prepared axis, which is a specified distance in the x direction and a specified distance in the y direction, and label the point (A, B etc.).


Don’t forget! The idea of the coordinates ‘speaking to you’ is one aspect of the Maths Makes Sense Big Idea, ‘the symbols speak to you’.

Main teachingGuided practiceGive each child a copy of PCM 13. Display Activity 24, screen 1. Say: Look at the x-axis. Look at the y-axis. How many axes have we got?

Geometry Lesson 2Block 2

Resources

Daily practice

Activity 23


Main teaching

Activity 24

PCM 13

dm stick

15-cm rulers, flipchart

2D action



forwards and backwards with children. Then ask children random question from the times tables, for example, Eight times nine is…?

End-of-block objectivesEnd-of-block objectives Draw a pair of axes (one quadrant) and label the axes ‘

and ‘yand ‘yand ‘ axis’

Plot points specified by their names and their coordinates,

axis’ axis’ axis’ axis’ axis’ axis’ axis’ axis’

Plot points specified by their names and their coordinates,

forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random

Eight times nine is…?Eight times nine is…?question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example,

End-of-block objectives Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘


End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectives Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘ Draw a pair of axes (one quadrant) and label the axes ‘

End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectives

question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example,

End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectives Draw a pair of axes (one quadrant) and label the axes ‘

and ‘

End-of-block objectives Draw a pair of axes (one quadrant) and label the axes ‘

and ‘



End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectives



42



Two. We have a pair of axes. Look at your PCM. You have a pair of axes. One axis here. One axis here. A pair of axes. Two directions. 2D. Use the 2D hand motion. A pair of axes.

Use My turn, your turn for children to reply chorally as you say: Look at point M. Point to ‘M’ on the screen. How far in the x direction is it? My turn, your turn. Six. Look at point M. How far in the y direction is it? My turn, your turn. One. I am going to ask you the same questions again – in a different way. Look at point M. What is the x number? Six. What is the y number? One. Repeat for points P (x number 3, y number 5) and W (x number 2, y number 2).

Write ‘A (6,1)’ on a flipchart. Say: My turn, your turn. The symbols are speaking to us. Say: I’ll show you what they mean. It tells us the name of the point we have to plot (point to ‘A’), that we have to use a pair of axes (point to the brackets) and where to plot the point (point to ‘6’ and ‘1’). Six is the x number. One is the y number.

Say: I’m going to teach you another way of saying this. Point to ‘6’ and say: My turn, your turn. Six is the x coordinate. Point to ‘1’ and say: My turn, your turn. One is the x coordinate. Run a pointer from left to right under (6,1) and say: These are the coordinates of A.

Using PCM 13, ask children to draw and label the axes and number the axes 0–6. (Note: ‘0’ needs to be written only once.)

Display Activity 24, screen 2.

Use My turn, your turn for children to repeat this, plot the point A on their PCM and write the letter next to it.

Repeat the procedure in the same detail for points B, C, and D.

Use hand movements to remind children of the ‘space’ they are working in. This is particularly important when working with a 2D representation of 3D space.

Teacher How many points have we got to plot? Ensure that children can see that the names A, B, C, D tell us there are four points to plot. Tell me the names of the four points.

Children A, B, C, D.

Teacher Think about the point called A. What is the x distance?

Children Six.

Teacher What is the y distance?

Children One.

Teacher Start with your finger on the zero. What is the x distance?

Children Six.

Teacher In which direction must I go? Children indicate a movement to the right. Count along to the 6 on the x-axis.

Teacher What is the y distance?

Children One.

Teacher In which direction must I go? Children indicate a movement upwards. Count one unit upwards.

Teacher This is where point A must be. Click ‘next’ to reveal the point A marked with a cross.

Script

the axes 0–6. (Note: ‘0’ needs to be written only once.)


Teacher How many points have we got to plot?children can see that the names A, B, C, D tell us there are four points to plot. points.

Children

points. points. points. are four points to plot. are four points to plot. points. are four points to plot.

Children

the axes 0–6. (Note: ‘0’ needs to be written only once.)the axes 0–6. (Note: ‘0’ needs to be written only once.)the axes 0–6. (Note: ‘0’ needs to be written only once.)the axes 0–6. (Note: ‘0’ needs to be written only once.)the axes 0–6. (Note: ‘0’ needs to be written only once.)



are four points to plot. are four points to plot. are four points to plot. are four points to plot. points.


How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?

are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot. are four points to plot.

How many points have we got to plot?How many points have we got to plot?children can see that the names A, B, C, D tell us there children can see that the names A, B, C, D tell us there children can see that the names A, B, C, D tell us there children can see that the names A, B, C, D tell us there children can see that the names A, B, C, D tell us there How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot? Teacher Teacher Teacher Teacher How many points have we got to plot?children can see that the names A, B, C, D tell us there are four points to plot. are four points to plot. are four points to plot.

How many points have we got to plot?children can see that the names A, B, C, D tell us there How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?How many points have we got to plot?

43



44



45

PCM

Name Date

Draw a pair of axes and mark the points A, B, C and D

13

Draw and label the x axis and y axis.

Draw these points:

A (6,1)

B (2,3)

C (3,2)

D (4,4)

y axis

x axis

1

10

Maths Makes Sense 3 • Block 2 • Lesson 2 • Geometry© Oxford University Press 2010. This page can be copied for use in the purchasing school.

Draw and label carefully!



46

Daily practice Recall multiplication facts from the two, three, four and five

times tables (Grade 2)




Chant times tables


End-of-block objectives Draw and label points and measure accurately to draw line

segments from written instructions, e.g. Draw line segment AB = 3 cm; Draw point C

Use a pair of compasses and pencil to accurately measure and draw a circle specified in writing, e.g. Draw a circle with centre C and a radius of 3 cm

Accurately measure and draw a regular hexagon using a pair of compasses and a ruler.


open the compasses to a specified amount using a prepared line segment

draw a circle by placing the compass pin in a prepared labelled point.


Don’t forget! Children have been introduced to line segments in Maths Makes Sense 3, Block 1, Geometry, Lesson 1.

Main teachingGuided practiceGive a ruler, compasses and PCM 14 to each child. Display Activity 26, screen 1.

Say: Look at question 1. Look at the line that goes through A and B.

Data and Measure Lesson 2Block 2

Resources

Daily practice

Activity 25


Main teaching

Activity 26

PCM 14

Board compasses, flipchart, compasses (1-per child), 15-cm rulers



forwards and backwards with children. Then ask children random question from the times tables, for example, Eight times nine is…?

End-of-block objectivesEnd-of-block objectives Draw and label points and measure accurately to draw line

segments from written instructions, e.g. Draw line segment AB = 3 cm; Draw point C

Use a pair of compasses and pencil to accurately measure and

End-of-block objectivesEnd-of-block objectivessegments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment

Use a pair of compasses and pencil to accurately measure and

forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random

Eight times nine is…?question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example,

segments from written instructions, e.g. Draw line segment Draw and label points and measure accurately to draw line Draw and label points and measure accurately to draw line

segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment


cm; Draw point C


End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivessegments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment

Draw and label points and measure accurately to draw line Draw and label points and measure accurately to draw line segments from written instructions, e.g. Draw line segment


End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectives Draw and label points and measure accurately to draw line

segments from written instructions, e.g. Draw line segment AB = 3


segments from written instructions, e.g. Draw line segment


segments from written instructions, e.g. Draw line segment

End-of-block objectivessegments from written instructions, e.g. Draw line segment



47

Say: Here is a point called A, where two lines cross (point to the point A, not the letter). Here is a point called B, where two lines cross (point to the point B, not the letter). This is the line segment AB (run a finger from A to B). Remind children that the line goes on forever that way (point into the distance to the left) and it goes on forever that way (point into the distance to the right).

Say: Find the line segment AB on your PCM. Use your ruler to measure AB. Agree that AB is 3 cm or 30 mm. Say: Write three centimetres under line segment AB. Children write ‘3 cm’ on their PCMs.

Say: I will draw the line segment and the point C on the flipchart. Pretend it is the same size as on your PCM. Draw the line segment AB and the centre C on the flipchart, write ‘3 cm’ under the line segment. Say: Now we are going to open the compasses to three centimetres. Use board compasses to show how to open the compasses to (pretend) three centimetres, by using the line segment AB you have drawn on the flipchart. Children copy actions on their PCM. Use the board compasses to use C as the centre and draw a circle.

Say: You’ve opened your compasses to three centimetres. Hold your compasses at the top so you don’t change the measurement. Now place the compass pin in C and draw a smooth circle. Children draw the circle on their PCM.

Use the line segment AB drawn on the flipchart. Run a pointer from A to B and say: How far is it from A to B (pretend)? Children say chorally: Three centimetres. Place the board compasses with the pin at A and the ‘pencil’ at B. Run a pointer from the pin to the ‘pencil’ and say: How far is it from here to here (pretend)? Children say chorally: Three centimetres.

Place the board compasses so that the pin is at C and the ‘pencil’ is on the circumference. Run a pointer from the pin to the ‘pencil’ and say: How far is it from here to here (pretend)? Children say chorally: Three centimetres.

Run a pointer from the centre C to the circumference and say: How far is it from here to here (pretend)? Children say chorally: Three centimetres. Repeat the movement from the centre to several different points on the circumference and each time repeat the script.

Say: We say the circle has centre C and a radius of three centimetres, we could have said it had a radius of thirty millimetres but in this case we’ll say three centimetres. Same Value, Different Appearance.

Say: Radius means how far it is from the centre of the circle to the edge or circumference. We drew a circle with centre C and radius three centimetres. Next to the circle write ‘Circle centre: C. Radius: 30 mm’.

Ask children to look at question 2 on their PCMs and measure line segment PQ. Agree that it is 2.5 cm long. Say: Now I want you to draw a circle with centre R and a radius of twenty-five millimetres. How can you do that? Agree that they can use line segment PQ to open their compass to 25 mm and draw a circle with the compass pin in point R. Children draw the circle.

Display Activity 26, screen 2. Point to the circle and say: My turn, your turn. Circle centre: R. Radius: twenty-five millimetres.

ReviewDisplay Activity 26, screen 3. Click through to review how to use a line segment to draw a circle.

centre

circumference

radius

Labelled parts of a circle



Use the line segment AB drawn on the flipchart. Run a pointer from How far is it from A to B (pretend)?

Three centimetres. at A and the ‘pencil’ at Band say:

Place the board compasses so that the pin is at C and the ‘pencil’ is on the circumferencesay: How far is it from here to here (pretend)? Three centimetres.

centre on the circumferenceon the circumferenceon the circumferenceon the circumferenceon the circumferenceon the circumferenceon the circumferenceon the circumference

Three centimetres.

Use the line segment AB drawn on the flipchart. Run a pointer from Use the line segment AB drawn on the flipchart. Run a pointer from Use the line segment AB drawn on the flipchart. Run a pointer from Use the line segment AB drawn on the flipchart. Run a pointer from Use the line segment AB drawn on the flipchart. Run a pointer from

Three centimetres. Three centimetres. How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)?

Three centimetres. How far is it from A to B (pretend)?

Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is

How far is it from A to B (pretend)?

at A and the ‘pencil’ at B

How far is it from here to here (pretend)?

Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is

Place the board compasses with the pin Run a pointer from the pin to the ‘pencil’


Place the board compasses with the pin Place the board compasses with the pin Place the board compasses with the pin Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’

How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? Run a pointer from the pin to the ‘pencil’

How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)?

Place the board compasses with the pin Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’

How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)?

How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? Place the board compasses with the pin Place the board compasses with the pin

chorally: chorally:

Place the board compasses so that the pin is at C and the ‘pencil’ is on the circumference

chorally:


and say: How far is it from here to here (pretend)? chorally: Three centimetres.



Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is on the circumference

at A and the ‘pencil’ at B How far is it from here to here (pretend)? Three centimetres.

Place the board compasses so that the pin is at C and the ‘pencil’ is

How far is it from here to here (pretend)? at A and the ‘pencil’ at B

How far is it from here to here (pretend)? Three centimetres.

at A and the ‘pencil’ at B How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? Three centimetres.



How far is it from A to B (pretend)? Place the board compasses with the pin

Run a pointer from the pin to the ‘pencil’ How far is it from here to here (pretend)?

Three centimetres. Place the board compasses with the pin Run a pointer from the pin to the ‘pencil’

48



49



50

PCM

Name Date

1. Use line segment AB and your compasses to draw

a circle with centre C and radius AB.

2. Use line segment PQ and your compasses to draw

a circle with centre R and radius PQ.

14

C

R

A B

P Q

Draw carefully!



Use a line segment and compasses to draw a circle

Maths Makes Sense 3 • Block 2 • Lesson 2 • Data and Measure© Oxford University Press 2010. This page can be copied for use in the purchasing school.

Use line segment PQ and your compasses to draw


Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw

a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.

Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw

a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.a circle with centre R and radius PQ.

Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw






Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw Use line segment PQ and your compasses to draw

51

Daily practice Measure a line segment in millimetres and draw a circle with

the same radius

Give Progress Book 3A to each child. Ask children to open it to page 14 and write the date.

Ask them to complete page 14 by measuring the line segments in millimetres with their rulers and recording the measurement, and then copying the line segment below. Then remind children how to open their compasses to the distance AB and draw a circle with that radius, using point C as the centre.

Embellish a Real-Life Story about everyday objects by giving it a context

Ask children to complete page 15. Ask children to read out the basic Real-Life Story and then remind them that in order to embellish it, they need to give it a context. Assist children to choose a context and embellish the Real-Life Story where necessary. Ask children to TTYP and check each other’s work.

End-of-block objective Solve word problems involving fractions of quantities.


identify a question or instruction

distinguish between the basic Real-Life Story and the Real Story, e.g. Two to three of six metres equals four metres and Two to three of six cups equals four cups

distinguish between explicit information e.g. Beryl bought six metres of wood, and implicit information e.g. she bought more than she needed.


Don’t forget! This work with fractions of quantities is related to multiplication and division, but this is not made explicit during this work with word problems.

Main teachingGuided practiceSay: We’re going to look at word problems today and we’re going to use the Think About the Word Problem! steps to help us. Give out copies of PCM 15 and display it on the board. Read through each of the steps, one by one, expanding on the points as necessary.

Display Activity 27, screen 1, Say: Let’s read this word problem together. Read chorally: Beryl bought a piece of wood six metres long to make a shelf. She only used two-thirds of it. How long is Beryl’s shelf?


Resources

Daily practice

Progress Book 3A, pages 14–15

15-cm rulers, compasses

Main teaching

Activity 27

PCM 15

Metre ruler, flipchart, lined exercise books



and embellish the Real-Life Story where necessary. Ask children to TTYP and check each other’s work.



End-of-block objectiveEnd-of-block objective


Steps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentSteps for assessmentNote the level of assistance needed to:

and embellish the Real-Life Story where necessary. Ask children to and embellish the Real-Life Story where necessary. Ask children to and embellish the Real-Life Story where necessary. Ask children to and embellish the Real-Life Story where necessary. Ask children to and embellish the Real-Life Story where necessary. Ask children to TTYP and check each other’s work.TTYP and check each other’s work.TTYP and check each other’s work.

Solve word problems involving fractions of quantities.

End-of-block objective


Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities.


Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities.


Solve word problems involving fractions of quantities.




End-of-block objective



End-of-block objectiveEnd-of-block objective Solve word problems involving fractions of quantities.

End-of-block objectiveEnd-of-block objectiveEnd-of-block objectiveEnd-of-block objective Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities. Solve word problems involving fractions of quantities.

End-of-block objectiveEnd-of-block objective

52

Direct children back to PCM 15 and say: Now, we’re going to ‘Think about the word problem!’ to solve it. We’ve read the word problem. Let’s find the question or instruction. Agree it is: How long is Beryl’s shelf?

Say: When we see this we know that we’ve got to think about length. In this case, metres. Let’s get a feel for it now. Look for explicit information. Use My turn, your turn. Say: Beryl bought some wood; she bought six metres of wood; she needed the wood to make a shelf; she used two-thirds of the wood.

Now, let’s look for implicit information. Take suggestions to make a list. Use My turn, you turn to say examples, e.g. Beryl bought more wood than she needed. She didn’t use all the wood. Beryl’s shelf is less than six metres long. Two-thirds in numbers is 2 _ 3 . This is two to three: smaller!

Say: Now, step two: say what the basic Real-Life Story is about. Talk to your partner about what the basic Real-Life Story is about and what the context is. Agree that it is about metres and the context is making a shelf.

Say: We can start thinking about putting six metres on the Maths Table and replacing with smaller. We can act out the Real-Life Story or draw it to help us do this. Shall we draw it?

Work together to draw a 6 m long piece of wood on a flipchart and explain how to use it to find the answer. Repeat with a number line. Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two.

Say: Now, step three, let’s write the Maths Story. Refer back to the diagram to remind children how you zonked every ‘three’ to make ‘two’. Write ‘ 2 _ 3 of 6 =’ on the flipchart, saying each symbol aloud as you write.

Display Activity 27, screen 1. Click to reveal the completed Maths Story below the word problem. Read the Maths Story aloud together.

Say: Now, let’s say the Real Story together (point to the Maths Story as you say it together) Two thirds of six cups equal four cups. And now, step four, let’s speak the basic Real-Life Story together. Two thirds of six metres equals four metres. The answer is (click to reveal text), let’s read it together, Beryl’s shelf is four metres long.

Read through the ‘Think About the Word Problem!’ steps again and discuss in relation to the word problem.

‘Zonk’ is a light-hearted Maths Makes Sense term. It’s used to name each group that is made in preparation for a ‘replacement’. A replacement is necessary when calculating a fraction of a quantity. For example, for 1 _ 2 of 6, children need to ‘zonk’ the six cups into groups of 2 cups ready to replace each group with 1 cup.

Drawing of the Real-Life Story

Diagram of the Real-Life Story

Diagram to show ‘zonking’

0 1 2 3 4 5 6 7 8

2 2

0 1 2 3

33

4 5 6



Table and replacing with smaller. We can act out the Real-Life Story or draw it to help us do this. Shall we draw it?

Work together to draw a 6explain how to use it to find the answer. Repeat with a number line. Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two.

Now, step three, let’s write the Maths Storydiagram to remind children how you zonked every ‘three’ to make ‘two’. Write ‘

4 54 54 5

Now, step three, let’s write the Maths StoryNow, step three, let’s write the Maths StoryNow, step three, let’s write the Maths StoryNow, step three, let’s write the Maths StoryNow, step three, let’s write the Maths StoryNow, step three, let’s write the Maths StoryNow, step three, let’s write the Maths Storydiagram to remind children how you zonked every ‘three’ to make

Table and replacing with smaller. We can act out the Real-Life Story Table and replacing with smaller. We can act out the Real-Life Story Table and replacing with smaller. We can act out the Real-Life Story Table and replacing with smaller. We can act out the Real-Life Story

Work together to draw a 6Work together to draw a 6

or draw it to help us do this. Shall we draw it? or draw it to help us do this. Shall we draw it? or draw it to help us do this. Shall we draw it? or draw it to help us do this. Shall we draw it? or draw it to help us do this. Shall we draw it? or draw it to help us do this. Shall we draw it?

arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two. arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two.

or draw it to help us do this. Shall we draw it?

explain how to use it to find the answer. Repeat with a number line.

Now, step three, let’s write the Maths Story

or draw it to help us do this. Shall we draw it?

arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two. arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two. arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two. arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of

m long piece of wood on a flipchart and explain how to use it to find the answer. Repeat with a number line. Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of

m long piece of wood on a flipchart and m long piece of wood on a flipchart and m long piece of wood on a flipchart and explain how to use it to find the answer. Repeat with a number line. explain how to use it to find the answer. Repeat with a number line. explain how to use it to find the answer. Repeat with a number line.

m long piece of wood on a flipchart and explain how to use it to find the answer. Repeat with a number line. explain how to use it to find the answer. Repeat with a number line. explain how to use it to find the answer. Repeat with a number line. explain how to use it to find the answer. Repeat with a number line. explain how to use it to find the answer. Repeat with a number line. Next, draw another number line diagram (see margin). Draw two Next, draw another number line diagram (see margin). Draw two Next, draw another number line diagram (see margin). Draw two Next, draw another number line diagram (see margin). Draw two explain how to use it to find the answer. Repeat with a number line. explain how to use it to find the answer. Repeat with a number line. explain how to use it to find the answer. Repeat with a number line. Next, draw another number line diagram (see margin). Draw two Next, draw another number line diagram (see margin). Draw two Next, draw another number line diagram (see margin). Draw two Next, draw another number line diagram (see margin). Draw two Next, draw another number line diagram (see margin). Draw two Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of

m long piece of wood on a flipchart and m long piece of wood on a flipchart and explain how to use it to find the answer. Repeat with a number line. explain how to use it to find the answer. Repeat with a number line. Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of Next, draw another number line diagram (see margin). Draw two Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of

m long piece of wood on a flipchart and

arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of

6

arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two.

Say: Now, step three, let’s write the Maths Story

arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two.

Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two.

Next, draw another number line diagram (see margin). Draw two explain how to use it to find the answer. Repeat with a number line. Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two.

Next, draw another number line diagram (see margin). Draw two

Work together to draw a 6explain how to use it to find the answer. Repeat with a number line. Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of

explain how to use it to find the answer. Repeat with a number line. Next, draw another number line diagram (see margin). Draw two Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of Next, draw another number line diagram (see margin). Draw two Next, draw another number line diagram (see margin). Draw two arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of

m long piece of wood on a flipchart and explain how to use it to find the answer. Repeat with a number line. Next, draw another number line diagram (see margin). Draw two

m long piece of wood on a flipchart and explain how to use it to find the answer. Repeat with a number line.

53

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54

PCM

15 Think About the Word Problem!

Use ‘Think About the Word Problem!’ to solve word problems



Step 1

Read the word problem.

• Find the question or instruction.• Look for the explicit information.• Look for implicit information.

Step 2

Say what the basic Real-Life Story is about.

• Describe the context.• Draw or act out the Real-Life Story.

Step 3

Write the Maths Story.

• Act the Real Story with cups.

Step 4

Speak the basic Real-Life Story.

Step 5

Write the answer.



Say what the basic Real-Life Story is about.

• Describe the context.• Draw or act out the Real-Life Story.• Draw or act out the Real-Life Story.

Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.

• Draw or act out the Real-Life Story.• Draw or act out the Real-Life Story.• Draw or act out the Real-Life Story.• Draw or act out the Real-Life Story.• Draw or act out the Real-Life Story.• Draw or act out the Real-Life Story.• Draw or act out the Real-Life Story.• Draw or act out the Real-Life Story.

Say what the basic Real-Life Story is about.Say what the basic Real-Life Story is about.

55



56

Daily practice Practise adding and taking away up to and from a total of 99

and multiplication facts from the two, three, four and five times tables (Grade 2)

Give an exercise book to each child. Ask children to draw a margin in their books and write question numbers down the page.

Display Activity 28. Say: We have been practising adding, taking away and multiplying. Today, we’re going to practise writing the answers to these questions again as quickly as we can. Remember - we need to make sure we’re accurate too. We might be even quicker when we practise again next week.

Children write the question and answers in their books. Reveal the answers for children to write the answer. Collect exercise books for marking after the lesson.

Chant times tables

Throughout the day, chant a selection of times tables (up to 10) forwards and backwards with children. Then ask children random question from the times tables, for example, What is ten times five? Three times four is…?

End-of-block objectives Calculate answers to word problems using multiplication Maths

Stories

Calculate answers to word problems using division Maths Stories

Solve a word problem using a division Maths Story and state whether the implied basic Real-Life Story is Type 1 or Type 2.


give a Type 1 basic Real-Life Story for a division Maths Story, about, for example, metres (e.g. 12 metres of rope is cut into pieces 3 metres long)

give a Type 2 basic Real-Life Story for a division Maths Story, about, for example, metres (e.g. 12 metres of rope is cut into 3 equal pieces)

practise embellishing each basic Real-Life Story.

Monitor children and check the steps for assessment at every stage of the lesson.

Reasoning Lesson 2Block 2

Resources

Daily practice

Activity 28

Lined exercise books

Main teaching

Activity 29

Lined exercise books



Throughout the day, chant a selection of times tables (up to 10) forwards and backwards with children. Then ask children random question from the times tables, for example, Three times four is…?

End-of-block objectives Calculate answers to word problems using multiplication Maths

Stories

Three times four is…?Three times four is…?

Calculate answers to word problems using multiplication Maths

End-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectivesEnd-of-block objectives Calculate answers to word problems using multiplication Maths

forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10)


Throughout the day, chant a selection of times tables (up to 10)



Throughout the day, chant a selection of times tables (up to 10) forwards and backwards with children. Then ask children random

What is ten times five? forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random

What is ten times five? What is ten times five? What is ten times five? What is ten times five? forwards and backwards with children. Then ask children random

What is ten times five? What is ten times five?

Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10) Throughout the day, chant a selection of times tables (up to 10)


question from the times tables, for example, Three times four is…?


Three times four is…?


question from the times tables, for example, Three times four is…?

forwards and backwards with children. Then ask children random question from the times tables, for example, question from the times tables, for example, question from the times tables, for example,

Throughout the day, chant a selection of times tables (up to 10) forwards and backwards with children. Then ask children random question from the times tables, for example, forwards and backwards with children. Then ask children random

57

Main TeachingGuided PracticeDisplay Activity 29, screen 1.

Discuss how, for a Type 1 division, we think about and know the size of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.

Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say: Now we’re going to think about the basic Real-Life Story. We can have two types of Real-Life Stories, Type 1 and Type 2. Remember, the Real-Life Story can be about one thing and one thing only. Read the Type 1 Real-Life Story (Six books divided by two books equals three) and (go to screen 4) the Type 2 Real-Life Story (Six books divided by two equals three books). Ask: What are the basic Real-Life Stories about? Discuss the two ways of thinking about the basic Real-Life Story.

Display Activity 29, screens 5 and 6. Say: So we’ve looked at the Maths Story, we’ve read what it says and means and we’ve thought about Type 1 and Type 2 basic Real-Life Stories. Let’s see what each one could look like if we embellished them. Reveal and read each of the embellished Real-Life Stories.

Display Activity 29, screen 7. Say: Here we have three Maths Stories. For the second and third Maths Story I want you to work with your partner to follow each of the steps. Let’s look at the first Maths Story together.

Read through each of the steps. Remind children a basic Real-Life Story is about one thing and one thing only. To decide what a basic Real-Life Story is about they should look for two pieces of information about the same thing. For each step, ask children to work with their partner to work out the answer, and then ask individual pairs to share their answers. Use this as an opportunity to identify any pairs who may need additional support.

Say: Now, for the second and third Maths Story work through the steps in the same way with your partner. Monitor children as they work together to find the answers.

Work through each of the steps for the two Maths Stories as a class. Discuss the stories the partners have made up.

Teacher Look at the Maths Story. Point to the Maths Story (6 ÷ 2 = 3). Read what it says.

Children Six divided by two equals three.

Teacher Now, let’s think about what it means. We have two types of Real Stories. Type 1 (click ‘next’ to reveal the text, the diagram and the text). We have three piles of two cups (point to each pile of two cups in turn). Let’s say the Real-Story.

Children Six cups divided by two cups equals three.


Teacher And Type 2 (click ‘next’ to reveal the text, the diagram and the text). We have two piles of three cups (point to each pile and count the cups). Let’s say the Real Story.

Children Six cups divided by two equals three cups.

Script




Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say: think about the basic Real-Life Story. We can have two types of Real-Life Stories, Type 1 and Type 2.can be about one thing and one thing only.Story (

Real-Life Stories, Type 1 and Type 2.Real-Life Stories, Type 1 and Type 2.Real-Life Stories, Type 1 and Type 2.Real-Life Stories, Type 1 and Type 2.Real-Life Stories, Type 1 and Type 2.Real-Life Stories, Type 1 and Type 2.Real-Life Stories, Type 1 and Type 2.Real-Life Stories, Type 1 and Type 2.can be about one thing and one thing only.

of each part and, for a Type 2 division, we think about and know of each part and, for a Type 2 division, we think about and know Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size

says together and then say the Real Story. Say: think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of

Discuss how, for a Type 1 division, we think about and know the size

how many parts (all equal size) there are.

Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story

think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say:


Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say:

how many parts (all equal size) there are.of each part and, for a Type 2 division, we think about and know of each part and, for a Type 2 division, we think about and know

Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story

how many parts (all equal size) there are.of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.how many parts (all equal size) there are.how many parts (all equal size) there are.how many parts (all equal size) there are.how many parts (all equal size) there are.

Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story

how many parts (all equal size) there are.how many parts (all equal size) there are.how many parts (all equal size) there are.how many parts (all equal size) there are.how many parts (all equal size) there are.

Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story

of each part and, for a Type 2 division, we think about and know of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.how many parts (all equal size) there are.

Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say: Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story

Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size Discuss how, for a Type 1 division, we think about and know the size

Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say: says together and then say the Real Story. Say: says together and then say the Real Story. Say: Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say: think about the basic Real-Life Story. We can have two types of Real-Life Stories, Type 1 and Type 2.


think about the basic Real-Life Story. We can have two types of think about the basic Real-Life Story. We can have two types of

Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say: think about the basic Real-Life Story. We can have two types of


think about the basic Real-Life Story. We can have two types of

how many parts (all equal size) there are.

Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story says together and then say the Real Story. Say:

of each part and, for a Type 2 division, we think about and know how many parts (all equal size) there are.



Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story




58



59



60

These are activities from the I Can pages of Maths Makes Sense Progress Book 3A, for children to complete.


2021

Da

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A (

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A (

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61

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Teacher’sGuide1 per year

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ProgressBook3 per year

Coordinator’sHandbook2 per course

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2

Pupil cards

2Maths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakeMaths MakeMaths Mak s Senses Senses Senses Senses Senses Senses Senses Sense

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Maths Makes SenseMaths Makes Sense 2

Pupil cards Pupil cards

Maths Pupil cards Pupil cards

a half

Maths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakeMaths MakeMaths Mak s Senses Senses Senses Senses Senses Senses SenseMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths 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Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Sensees Sensees Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Sensees Sensees Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Sensees Sensees Senses Senses Senses SenseMaths MakMaths 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Maths Makes SenseMaths Makes Sense 2

Coming Autumn 11

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6 Spring 126 Spring 12

Raise maths standards fast!

“Suddenly, children who had not previously engaged with maths were fully involved. They were laughing and enjoying their learning and could comprehend by concretizing the abstract concepts they previously did not understand.“Ben Davis, Deputy Headteacher,St Martins Primary School

comprehend by concretizing the abstract concepts they previously did not understand.“

“Maths Makes Sense has ensured teachers’professional knowledge is secure and appropriate. It has

allowed staff to respond to differentiated needs in the classroom creatively and immediately. It has ensured high expectations and understanding of children’s knowledge.

The planning is simple and effective and the pace of lessons has increased.“

Iain George, Headteacher,Springfi eld Primary school

“Maths Makes Sense has increased teachers’ expectations of what the National Curriculum perceives children to be able to do. Our pupils work out fractions of a quantity with ease and confi dence. They are well versed in the equivalence of decimals and fractions. The levels and expectations of the geometry work in the pupils’ books refl ect more towards the expectations you would witness in a secondary school, rather than a primary school.“Heidi McGinty, Victoria College Prep School

of lessons has increased.“Iain George, Headteacher,Springfi eld Primary school

“Progression, using same language and techniques, means that children are able easily to build on previous classes’ teaching and learning especially in number work. Key aspects of Maths Makes Sense such as the teaching of negative numbers, giving change, using a ruler to draw lines, shapes, giving the visual image of cups using operations, formal layout of calculations, have increased confi dence in maths and children are more willing to use what they know to tackle problems.“ Maxine Gray, Maths Coordinator, Wroxall Primary School

has increased teachers’ expectations

are more willing to use what they know to tackle problems.“ Maxine Gray, Maths Coordinator,

“Using Maths Makes Sense means more and more children are able to access the maths curriculum, especially

the less able. Having the concrete examples (cups) early on, they are able to visualise and make connections

much more easily than with previous schemes.” Lyn Parkes, Maths Coordinator, St John Primary School

www.oxfordprimary.co.uk

Maths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakeMaths MakeMaths Mak s Senses Senses Senses Senses Senses Senses SenseMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths MakMaths 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Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Sensees Sensees Senses Senses Senses Senses Senses Senses Senses Senses Senses Senses Sensees Sensees Senses Senses Senses SenseMaths Makes SenseMaths Makes Sense

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