T1W5 2021

Title: Maths
Curriculum Framework Cambridge Primary Mathematics 0845

Brief Description of Objectives, Outcomes, Content.

Unit 1A: Numbers and problem solving

Unit 2A: Number and problem solving

1A: Calculation (Mental strategies)

3Nc1 Know addition and subtraction facts for all numbers to 20.
3Nc2 Know the following addition and subtraction facts:
Multiples of 100 with a total of 1000
Multiples of 5 with a total of 100.

1A: Calculation (Addition and subtraction)

3Nc11 Use the = sign to represent equality.

1A: Problem solving (Using techniques and skills in solving mathematical problems)
3Pt1 Choose appropriate mental strategies to carry out calculations.
3Pt3 Make sense of and solve word problems and begin to represent them.
3Pt4 Check the results of adding two numbers using subtraction, and several numbers by adding in a different order.
3Pt5 Check subtraction by adding the answer to the smaller number in the original calculation.
3Pt12 Consider whether an answer is reasonable.

1A: Using understanding and strategies in solving problems

3Ps2 Explain a choice of calculation strategy and show how the answer was worked out.
3Ps3 Explore and solve number problems and puzzles.
3Ps6 Identify simple relationships between numbers.

Week Learning Success Suggested activities Resources Cross- Evaluation

objectives & (if Criteria (Starter, Main, Plenary) curricular
Lesson applicable) Differentiated activities links
Framework (HA, MA,LA)
codes
Week 5 Learners revise Starter- Begin the session counting forward and back Core activity 5.1: Vocabulary
Lesson 1-2 addition and in tens from any two- or three-digit number. Fact families multiple: when
subtraction facts Choose a two-digit number and count on and back in (Learner’s Book we start
to 20 and hundreds, ending with counting from p15) counting at 0
and count in
explore other 0 to 1000 and back again in hundreds. Resources: steps of equal
addition and (Optional: Fun fact size, we say the
subtraction fact Main – Draw the fact family triangle for 3, 16 and families photocopy
families. They 19, and ask the learners to quickly write the four master (CD-ROM), numbers are
also explore number sentences for the triangle. After a few one copy per multiples
equivalence. moments, ask four different learners to tell learner, a pen; of the step size.
you one of the number sentences. Record them next Multiple target For example,
0, 10, 20, 30,
to the triangle so that everyone can board photocopy
40, 50, 60, 70 . .
check that they are correct. master (CD-ROM), . are all
3 + 16 = 19 one copy per multiples of 10.
16 + 3 = 19 learner, a pen.) Multiples of 10
19 – 3 = 16 are the numbers
19 – 16 = 3 in the ten times
Write up the number sentence + = . Explain that we table.
do not know what any of the This is true for
numbers are, but we can still write the other three all multiples, so
number sentences in the family. Give multiples of two
learners a few minutes to work with their partner to are the
numbers in the
write the sentences.
two times table,
Ask some learners to explain what they did to find the multiples of
other sentences. Tell the learners that three are
stands for 500 and are multiples of 100. Challenge the the numbers in
learners to write all the the three times
possible addition and subtraction number sentences table and so on.
using 500 and multiples of 100 to 500. calculation:
another word
Look out for! for a number
sentence.
Learners who ! nd it hard to see how the facts
relate to each other. Explore fun fact families with
them to help them to recognise the relationship
between the numbers.
Learners who can see how the facts relate to each
other. Challenge them by giving them a single
number, such as 97, and asking them to ! nd three
different fact families using the given number in
any way they wish.

Check that the learners have correctly identi! ed the

multiples of 100 and written the fact families for each
set of calculations. Remind them that the equals
sign means the same total is on both sides. Ask the
learners to pair their number sentences using the
 equals sign, for example:
100 + 400 = 400 + 100. Alternatively, they could
write,
100 + 400 = 300 + 200.
Draw up a list of paired sentences, asking the rest of
the class to check they are correct. There are many
possibilities, so do not try to collect them all.
End with some missing number problems, for
example 30 + = + 50. Ask the learners which
numbers could be in the boxes and how these
numbers are
related to each other. In this example, the difference
between 30 and 50 is 20, so there must be a
difference of 20 between the two missing numbers
and the
higher number must be paired with 30 or both sides
of the equals sign will not have the same total.

Plenary – Summary
Learners can write the fact family for an addition or
subtraction number sentence. They can
use the equals sign to show equivalence.
Notes on the Learner’s Book
Fact family " ower (p15): learners complete the
multiples of 5 to 100 then write the fact
families for pairs of multiples of 5 to 100.

Check up!
Give the learners a number sentence and ask them
to tell you one or more of the other facts in the fact
family.
Week 5 Learners Starter- Begin the session counting forward and back Core activity 5.2:
Lesson 3-5 explore the in ones, twos, ! ves or tens from any two- or Calculation strips
relationship three-digit number. (Learner’s Book
between Write three additions where everyone can see them: p16)
addition and 15 + 4
subtraction and 12 + 5 Resources: Strips of
equivalence. 11 + 8 paper
They begin to approximately 15
develop a sense Main – Con! rm the totals of 19, 17 and 19 with the cm wide and as
of number. learners and write them in. Ask the learners long as you can
to talk to their partner about how they could check make them, one per
they were correct, then share ideas. If learner, pens.
necessary, remind the learners that they can change (Optional: cards
the order of the numbers when they showing 20 random
add. They could also subtract one of the numbers numbers between
from the total to check. Ask the learners 20 and 100;
to look at the additions again. Explain that they could Equivalence
also compare calculations. If 15 + 4 photocopy master
= 19, then swap 12 + 5 around to make 15 + 2. The (CD-ROM); strips
previous calculation was 15 + 4 so 15 + of paper as above,
2 must be 2 less, 17. Also talk about having an idea one per learner,
what the total must be. Looking at the pens; Blank target
ones digits, none of the additions have enough ones to board photocopy
make another 10, so the totals must master (CD-ROM),
be under 20. Any total over 20 cannot be right. one copy per
Write up three subtractions where everyone can see learner.
them.
15 – 4
12 – 5
11 – 8
Con! rm the totals of 11, 7 and 3. Ask the learners
how they could check they were correct.
If necessary, remind them that they cannot subtract in
any order but they could add the
answer to the smaller number. Explain that they can
also compare the calculations. The last
two must be less than 10 because they are taking
away more ones than the two-digit number
has in the ones space.

Plenary –Summary
Learners have developed a range of strategies to
support addition and subtraction. They use
the equals sign to show equivalence.
Notes on the Learner’s Book
Target 11 (p16): you will need the Blank target
board photocopy master (CD-ROM) one
copy per learner. Alternatively, learners could draw
their own 8 by 8 grid on squared paper.
Learners ! nd the addition number sentences which
total 11, then link them with the equals
sign. They also ! nd other totals to link and explore
subtraction of 11. Some learners could go
on to colour all the same totals in one colour, another
total in a different colour and so on.