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# Mathematics Teaching & Learning Experiences Term 2 Wk 6

## Addition and Subtraction

use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including:
counting on from the larger number to find the total of two numbers , counting on or back to find the difference between two numbers
using doubles and near doubles, eg 5 + 7: double 5 and add 2
combining numbers that add to 10, eg 4 + 7 + 8 + 6 + 3: first combine 4 and 6, and 7 and 3, then add 8
bridging to 10, eg 17 + 5: 17 and 3 is 20, then add 2 more
using place value to partition numbers, eg 25 + 8: 25 is 20 + 5, so 25 + 8 is 20 + 5 + 8, which is 20 + 13
Problem of the Day:
In a pool there are 5 swans and each swan has three
babies. How many swans are there in all?
Problem of the Day:
Sam has 5 stickers. Polly has 9 stickers. If Sam wants to
collect as many stickers as Polly, how many more does he
need?
Problem of the Day:
A toy car costs 7c. A toy aeroplane costs 10c more. How
much does the aeroplane cost?
10 min whole number
Addition Pyramid On IWB make a pyramid out of
circles (top row 1 circle, bottom 5 circles. On the
bottom row fill the circles with numbers 1, 2 or 3.
Add the numbers upwards. Have students explain
the strategies that they are using to work out the
answers.
10 min whole number
Review strategies friends of 10, doubles, doubles
plus one, doubles less one.
Introduce Bridging to 10.
10 min whole number
Backwards counting sequences
Numbers before a given number to 100
Modelled/Explicit Teaching:
Prepare a set of numeral cards for the numbers
three to eighteen. Lay the cards face up in a line on
the desk or floor. Have the students take turns to
roll three dice and add together the numbers
rolled, then take a corresponding numeral card. The
game continues until all cards have been taken. If
the numeral card has already been taken the
players turn is forfeited.
Level 1- 2 dice only, cards 1-12, then move towards
a 1/2/3 numeral dice and a dot dice
Level 2 Numeral dice and dot dice
Level 3- 2 dice
Level 4 Dice with larger numbers
Modelled/Explicit Teaching:
Repeat yesterdays activity, making any necessary
adjustments to dice to suit childrens needs.

As they work today have children think about the
strategies they are using.

Model first: write about a strategy that they used
today and give an example.
Modelled/Explicit Teaching:
Whats the difference?
Students work in partners to find the difference
between two cards. Each student turns over a card,
together the students work out the difference
between the two cards. The player with the largest
card takes the difference in counters. Winner is
the first player to collect 30 counters.
Whole Class Reflection/Evaluation: Observe strategies

Whole Class Reflection/Evaluation: Whole Class Reflection/Evaluation: playing cards,
counters, books
Resources: DENS p 233, dice, numeral cards Resources: Resources:
Mathematics Teaching & Learning Experiences
MASS
place objects on either side of a pan balance to obtain a level balance
use a pan balance to compare the masses of two objects
discuss the action of a pan balance when a heavy object is placed in one pan and a lighter object in the other pan
predict the action of a pan balance before placing particular objects in each pan
use drawings to record findings from using a pan balance
Problem of the Day:
I think of a number and add 3. The answer is 8. What is my number?

Problem of the Day:
A drink costs 5c. I want to buy 3 drinks. How much will I need?
10 min whole number
Addition Pyramid On IWB make a pyramid out of circles (top row 1 circle,
bottom 5 circles. On the bottom row fill the circles with numbers 1, 2 or 3.
Add the numbers upwards. Have students explain the strategies that they are
using to work out the answers.

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

Modelled/Explicit Teaching:
Whole Class Demonstration:
Provide student with lump of plasticine. Have student divide each lump so that
the two pieces are the same mass. Student checks by using a balance or model
see-saw. Student then rolls the two pieces together in the form of a sausage.
Ask the student if the sausage has the same mass as the original lump. Does it
have the same mass as when it was in two pieces?
Students then repeat same procedure with a partner. Students record activity
in maths notebook by drawing a picture and writing a few sentences to
describe what they did and what they learnt

Modelled/Explicit Teaching:

Demonstrate how to use a pan balance. Record results using BLM 163 (Primary Maths)
blown up onto an A3 sheet.
Distribute a copy of BLM 163 to each student. Students work in pairs to collect small objects
(ie they must fit inside the pan) from around the room, compare them using the pan balance
and record results. Students must return both items to their original place before selecting
another 2 items to compare.
Whole Class Reflection/Evaluation:

Whole Class Reflection/Evaluation:
Resources:
Pan balances, playdough or modelling clay or plasticine, pan balances 1 per 2/3 kids
Resources: BLM 163 (Primary Maths) one copy for each child as well as an A3 copy.
1 pan balance per 2 students or 1 per 3 students