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