Week beginning: 20/2-3/3 Review of Maths 1-19 CLASS: reception

Learning objectives Success Activities Resources

Criteria (see notes below re: differentiation details, etc)

achievement
Evidence of
Framework

W: whole class; G: group; I: individual.

Timing

ref:

Description W/G/I

Review numbers 1-15

Worksheet Q&A:
questio
n/
 1-10 Flashcards
answer
D:
Able to count to 15 correctly - Review numbers on flashcards discuss
Identify numbers and their - Have students match the number of things with the ion
correct order correct number O:
Able to count to ten observ
- Practice tracing numbers 1-15 as review before
ation
Able to match the numbers of things teaching 16 and 17 M:
with the correct number - Number crafts marked
Identify number 16 work
Introduce number 16 & 17 IWB board

Determine how to write Create ice cream cone craft project for number 16
number 16
Trace the number 16 & 17 Activity
book
Able to count to 16 and 17
Maths book
Identify number 17 Complete activity book and maths book pages for number 16
and 17 White board

Determine how to write Practice writing number 16 and 17 on whiteboards

number 17 www.Splash
Put children in pairs and have them count objects and circle learn.com
the correct numbers
Able to count objects
Play number and counting games online for kids
 Introduce 18 and 19
Identify number 18 & 19
Matching different colour objects with their correct number

Trace 18 19
Recognize number 18 & 19
Practice tracing on whiteboard
Determine how to write 18 & 19
Craft for numbers 18 & 19
Able to count to 19
Complete maths book and activity book pages

Able to count objects from

1-19

Organisation: details of differentiation / groups / adult role (linked to activities) Notes / extension opportunities / homework

Tracing 16-19
Counting 16-19
Matching

Notes:

 The plan can be formatted to view a week at a time and not every lesson – this is important to support manageability.
 Most of the plan is self-explanatory. It seeks to include most of the desirable elements. The format can be expanded to A3 but remember the detail required will often be brief.
 Class organisation is crucial to the plan working properly including differentiation and the role of additional adults. Plans can be shared to make expectations clear.
 Success criteria:
o These are an essential part of planning and should be clear and manageable.
o These may be part of active assessment activities where students determine the criteria. In planning, teachers need to write a broad outline of anticipated suggestions.