Year 1 - Autumn 2 Maths

Week 2
Week 2
Monday 9.11.20
Monday 09.11.20
To be able to solve a subtraction sentence by counting back, using a number line as support.
Monday 09.11.20
To be able to solve a subtraction sentence by counting back, using a number line as support.

First, there were

Then, were taken

away.
Now, there are

What number sentence could I write?

Monday 09.11.20
To be able to solve a subtraction sentence by counting back, using a number line as support.

What number sentence could I write?

09.11.2020 09.11.2020
To be able to solve a subtraction sentence by counting back, To be able to solve a subtraction sentence by counting back,
using a number line as support. using a number line as support.
I PS S I PS S
Ext: I PS S Ext: I PS S
 Tuesday 10.11.20
-No whole class input.
-Train HA’s to complete the in focus ind on the carpet using the screen, they stick the in focus
in, they complete it ind and then CT to check and provide feedback there and then.
-While HA’s are ind completing the in focus task for today, CT to go immediately into
provision and work with Las using the following slide. After completed CT can retarget the
wobbly MAs that need extra support. CT to work with MA’s in small focus groups of 1-3 chn in
their play. Example, three chn are learning in the construction area building a house. ‘How
many bricks have you got there?’ count together, support counting, ‘shall we draw how many
bricks you’ve got? What shape are they? Let’s draw four of them on the paper’ allow chn to
display how they like on paper. ‘Can I have one of your bricks? Oh what has happened, you’ve
given me one, we’ve taken one away, we’ve subtracted, how can you show that on your paper?
What did we learn about subtraction yesterday? We need to cross out, how many do you need
to cross out? If developmentally appropriate, use the ten’s frame stickers and the first, then,
now stickers, stick them on the child’s paper can they show you their learning on the ten’s
frame or the first, then, now stickers? Take a picture of the paper and add learning to seesaw.
10.11.2020
To be able to solve a subtraction sentence by counting back, using a number line as support. .
Ind S Seesaw

1)
Ahmed has seven sweets but gives three to Leeah,
how many sweets does Ahmed have left?

- =

2)
Bianca has eight books and gives five to Rosalind,
how many books does Bianca have left?

- =
LA and low MA:

CT to go into LA children’s play, where are they? What are they currently engaged
with? Enter their play and play alongside them, use opportunities to support
communication and language development as well as early mathematical concepts.

Low LA: (chn that do not understand concept of stable order or cardinality) Ask them
how many toys/objects they have? Can they count using 1:1 correspondence? Can
they line them up to count? Using number cards in provision, can they match their
amount to the numeral? Take a picture and add to their seesaw.

Mid LA: As above, can they show the same number using different resources? ‘Oh
you have five, can you give me five?’

High LA/Low MA: As above, ask can you have one of their objects, verbally model
what they have done ‘oh how many logs have you got? You’ve got 5. Can I please
have one of your logs? Thank you, I now have one log, I know it is one because it is
on its own. Oh, you’ve taken one away from you and given it to me, you’ve
Wednesday 11.11.20
Wednesday 11.11.20
L.O. To be able to make subtraction stories and represent them in subtraction
sentences.
Wednesday 11.11.20
L.O. To be able to make subtraction stories and represent them in subtraction
sentences.

is the whole.

is the part.

- =
is the part.
Wednesday 11.11.20
L.O. To be able to make subtraction stories and represent them in subtraction
sentences.

is the whole.

is the part.

- =
is the part.
Wednesday 11.11.20
L.O. To be able to make subtraction stories and represent them in subtraction
sentences.
Wednesday 11.11.20 Wednesday 11.11.20
L.O. To be able to make subtraction stories and represent L.O. To be able to make subtraction stories and represent
them in subtraction sentences I PS S them in subtraction sentences
I PS S
Ext: I PS S Ext: I PS S
Thursday 12.11.20
-No whole class input.
-Train HA’s to complete the in focus ind on the carpet using the screen, they stick the in focus in, they
complete it ind and then CT to check and provide feedback there and then.
-While HA’s are ind completing the in focus task for today, CT to go immediately into provision and
work with Las using the following slide. After completed CT can retarget the wobbly MAs that need
extra support. CT to work with MA’s in small focus groups of 1-3 chn in their play. Example, three chn
are learning in the construction area building a house. ‘How many bricks have you got there?’ count
together, support counting, ‘shall we draw how many bricks you’ve got? What shape are they? Let’s
draw four of them on the paper’ allow chn to display how they like on paper. ‘Can I have one of your
bricks? Oh what has happened, you’ve given me one, we’ve taken one away, we’ve subtracted, how
can you show that on your paper? What did we learn about subtraction yesterday? We need to cross
out, how many do you need to cross out? If developmentally appropriate, use the ten’s frame stickers
and the first, then, now stickers, stick them on the child’s paper can they show you their learning on the
ten’s frame or the first, then, now stickers? Take a picture of the paper and add learning to seesaw.
LA and low MA:

CT to go into LA children’s play, where are they? What are they currently engaged
with? Enter their play and play alongside them, use opportunities to support
communication and language development as well as early mathematical concepts.

Low LA: (chn that do not understand concept of stable order or cardinality) Ask them
how many toys/objects they have? Can they count using 1:1 correspondence? Can
they line them up to count? Using number cards in provision, can they match their
amount to the numeral? Take a picture and add to their seesaw.

Mid LA: As above, can they show the same number using different resources? ‘Oh
you have five, can you give me five?’

High LA/Low MA: As above, ask can you have one of their objects, verbally model
what they have done ‘oh how many logs have you got? You’ve got 5. Can I please
have one of your logs? Thank you, I now have one log, I know it is one because it is
on its own. Oh, you’ve taken one away from you and given it to me, you’ve
12.11.2020
L.O. To be able to make subtraction stories and represent them in subtraction sentences
Ind S Seesaw
 Friday 13.11.20
-No whole class input.
-CT to work in provision with chn that have been recognised as requiring
consolidation/extension throughout the week regardless of groups.
-Opportunities for open ended problem solving pitched to children in play by
adult