Mental/Oral Objectives M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y

* Count in steps of ten to 100 and beyond.

Main Teaching Activity

Key Vocabulary More Less In between

Activities
Display no cards 21-40 facing them away from chn. Choose child to turn a number round & another to turn a diff number. Which is the larger/smaller? Choose child to say a number between these two, then to find number & turn it round. Rpt until all number cards are revealed. Emphasise the vocab between. In unison say all the between numbers. Rpt for a diff set of numbers ensuring chn understand the vocabulary.
Call out a sequence of numbers such as 21, 23, 25, 27. When you stop the children must continue. Repeat several times, varying the sequence and counting on and back. Challenge individuals and the whole class. Ask volunteers to begin the sequence for the class to continue. Peg the following numbers on the line 4, 6, 8 and 10. Q. Which number will be next? How do you know? Encourage children to describe the sequence in their own words and discuss. Repeat for other sequences such as: 5, 10, 15 . 32, 31, 30 23, 33, 43 .. Encourage children to extend sequences in both directions, explaining the rule each time.

Rehearse counting in steps of ten from any no forwards & backwards to 100 & beyond. Keep counting in tens until the chn cannot count any higher. Use a 0-9 dice for chn to throw to find starting no.

* Count in steps of 10 to 100 and beyond.

Class play as team vs. teacher. Choose child & say a 2-digit number. Child responds by saying the number ten more. If correct, score point to class. Child chooses another child & says a new number for them to reply ten more. Repeat several times to give many chn a turn. If incorrect, teacher scores point & chooses new child.

Sequence Count Pattern More Less

* Count in steps of 10 to 100 and beyond.

Use a counting stick marked 0 & 100 only, count in tens in unison, pointing to each division as numbers are said. Then point to divisions randomly. What is this number? How do you know? Repeat using different starting & ending points on the counting stick, i.e. 6 & 106, 112 & 12, 48 & 148, 165 & 65, etc.

Count Tens Bonds Make

Review addition pairs to 10 & 20 by choosing chn to write them on w/b in pairs, i.e. 10 + 0 = 10, 20 + 0 = 20, 9 + 1 = 10, 19 + 1 = 20, etc. Using a counting stick, label one end 0 & the other 100. Indicate 10 & ask How many more to make 100? Repeat pointing to 20. Can you see a pattern? Is it similar to another addition pair? Label counting stick 20 & 30. Point to 21. How many more to 30? Repeat pointing to 22. Look for pattern. Repeat for 30-40. Write 6+8 on w/b. Which is the larger number? Model starting with this number & write 8+6. Point to number bonds to ten. 8 & how many make 10? Demo that we can use these to help us add 8+6, i.e. 8+2=10 & 4 more make 14. Repeat activity using 5+9, i.e. 9+1=10 & 4 more make 14. Rpt for 7+8 & 5+6. Stress when adding two 1-digit numbers crossing the ten, we can start with the larger no, make the no pair to ten, & then count on from there. Whole class activity: Using Easiteach display 13 counters. Explain that two players take turns to remove 1 or 2 counters. The player that removes the last counter wins. Choose two volunteers to play. Repeat the game, this time arranging the counters on a track numbered 1 15. Begin at 15. The player to remove the counter from number 1 wins.

* Rehearse no bonds to ten.

Rehearse number bonds to ten in unison. Write numbers 0-10 randomly in a column on the left side of w/b. Choose different chn to write alongside each number its number pair to make 10.

Count Bonds Tens Partition

* Rehearse number bonds to ten.

Rehearse number pairs to ten, using a symbol to stand for the unknown number, i.e. 10 + = 10, 9 + = 10, etc. Write on left side of w/b, chn fill in missing numbers. On right side of w/b write corresponding number pairs to 20, i.e. 20 + = 20, 19 + = 20. Ensure chn understand if they know pairs to 10, they can easily find corresponding pairs to 20 & to the next multiple of 10. Model using towers of cubes, if necessary.

Bond Problem Puzzle Solve

Main Activity

Plenary

Pyramids Cones
Shuffle tens & units p/v cards, place f/down. In pairs, chn create a 2digit number. Identify smaller/larger numbers, write down, then write two numbers which lie between two nos. Rpt several times.

Cylinders Cuboids
Given 6 pairs of numbers, chn identify smaller & larger numbers, write down & then write a number that comes between in Numeracy book. Ext: chn write all the nos in order from smallest to largest. DS The chn will compete the activity sheet about number sequences they will have a number square for support if they need it. They should work out what the pattern is before completing it. TW

Cubes
Guided activity: TW Shuffle cards 51-80 f/down in pile. In pairs, chn take turns to reveal two cards & say all nos between. Check using 1-100 grid. If correct, child takes a cube. Rpt sev times. Who has the most cubes? The chn will have some number sequences involving 1s 2s and 10s. to complete.

Resources
Large 1-100 grid Dice Number cards 0-100 P/v cards

Key Points
Chn roll two dice to make 2-digit number. Repeat to make another 2-digit number. Identify larger/smaller & all numbers that lie between.

The chn will copy and complete the number sequences. Start with basic then intro how to write hundreds numbers and chn can do sequences with those. DS

Number cards Whiteboards Pens

Each pair needs a whiteboard and pen. Ask a volunteer to choose one of their examples to share with the class. Ask: Q. What comes next? Discuss it with your partner and write it on your whiteboard. Q. How do you know? Repeat for several sequences.

Give chn a selection of number sentences to complete using multiples of 10 to 100 and a symbol to represent the unknown no, e.g. 80 + = 100. EXTENSION can they use their number bonds to add a zero and attempt thousands? (teach them concept of 1000 if they get this far.) 400+600= 1000

Give chn a selection of number sentences to complete using multiples of 10 to 100 and a symbol to represent the unknown no, e.g. 80 + = 100. DS to suggest how they can use what they already know to work this out.

Guided activity: TW Assess chn on knowledge of number bonds to 10. Give them 10 cubes and ask them to split them into 2 and 8. Can they count their cubes in 10s and record the numbers sentence e.g. 20+80=100.

Cubes Whiteboards Pens Number sentences Counting stick Post-it notes

Use the counting stick to reinforce addition of multiples of ten to 100 and adding to the next multiple of ten.

The chn will play Tomb of Doom on Education City. I will help them to partition and recombine if they are struggling. EXT Temple Crusade (partitioning across teen numbers using bonds to 20). TW

+ Cuboids DS The chn will complete some further practical work on adding across the tens with cubes. When confident they can have a go at the activity sheet.

Cubes

Back in the classroom join the chn together for a game of Tomb of Doom. See if the Cubes and Cuboids can attempt the game pair them with someone who went into the suite if there is time for them to play.

Number investigations DS The chn will work on their own to complete the activity from 100NH. Ask the chn to tell their partner how they solved it. Did they do it in the same way? DS to guide questioning.

Paired activity (mixed): Ask the children to play several games, keeping count of the number of wins. After 5 minutes stop the children and ask: Q. Who won a lot of games? Did you have a special way of winning (a strategy)? Q. Is it better to go first or second? Allow the children to play several more games, trying out some of the ideas discussed. Stop the children and ask: Q. Did any of the ideas work? Did you win more games? (Have the children noticed that when there are 3 counters left you can predict the winner?) Invite two children to demonstrate on the magnetic board or OHP. Stop them when 3 counters remain. Ask: Q. Do you know who will win? Q. How do you know? Allow children to play a final game. TW

Gameboards Counters

Invite two children to play on the IWB. This time use 17 counters. Ask: Q. Will the strategy still work? Stop the game after several moves and ask: Q. Who do you think will win? Why? Q. What should John do next? (You could repeat with 19 counters or play in reverse. (Take turns to put 1 on 2 counters on the number track. The player placing the last counter wins.)