Lesson Plan Template 1 Primary & Secondary Unit+Topic: N m!

er and Place ,al e - Positioning and locating two-digit n m!ers .ate: Time: /ey Learning %rea: 1ear Le&el: 1. Lesson: 2 33333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 C rric l m o tcomes 4or t$e nit: N m!er and %lge!ra 0ractions and decimals 1 2ecognise and describe one-half as one of two e(ual parts of a whole. A3!4A&15" 4umber and place value 1 3ount collections to 1&& by partitioning numbers using place value A3!4A&16" 1 7evelop confidence with number se(uences to and from 1&& by ones from any starting point. Skip count by twos, fives and tens starting from 8ero A3!4A&1*" 1 2ecognise, model, read, write and order numbers to at least 1&&. 9ocate these numbers on a number line A3!4A&1+" 1 2epresent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts A3!4A&15" Statistics and Pro!a!ility 3hance 1 :dentify outcomes of familiar events involving chance and describe them using everyday language such as %will happen', %won't happen' or %might happen' A3!S/&*6" 7ata representation and interpretation 1 3hoose simple (uestions and gather responses A3!S/*5*" 0at$s

LESSON OUTCOME:
-ey -nowledge and Skills students should achieve in the lesson taken from relevant curriculum documents." Students will. Se(uence and order two-digit numbers /osition and locate two-digit numbers on a number line

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LESSON STRUCTURE:

Ordering two-digit n m!ers and position and locate two-digit n m!ers

Today, you will work on a series of activities to order two-digit numbers and position and locate twodigit numbers on a number line. NOTE Students will complete their choice of three or more activities from Activities 1 to 5. !aybe work in groups of five with five different actities provided"

"or# wit$ two-digit n m!ers

%cti&ity 1: Se' encing n m!ers #se the learning ob$ect ( ndred !oard on t$e )"*. Show %&' digit in the top left s(uare of the mat, and place the numbers 1 to ) in order across the first row. Show the multiples of ten numbers down the first column that is 1&, *&, +& , )&" as shown.

/lace the number cards face down e;cluding &-) and 1&-)& by tens. Ask students to. select a number card 3orrectly write the position of the number card on the :<= >;plain how they %worked out' the number's position 2epeat, selecting other number cards. & ?. How did you know to place 34 in that position? A. e.g. : know that +6 is 6 numbers after +& ?. What counting sequence did you use to work out where you placed 34? A. e.g. : looked for the number +&, so : used the tens counting se(uence, then : counted in ones to get to +6

%cti&ity 5: 6ind t$e missing n m!er @pen the ( ndred !oard on the :<= Select %clear number' and click on several numbers to %hide' Ask students to. identify the missing numbers >;plain how they %worked out' the missing numbers.

& 1 %cti&ity 7: ( ndred grid 8igsaw /rovide students with the %pu88le' pieces cut from S$eet 9 : Aundred board $igsaw, in the %cti&ity *oo#. Ask students to. rearrange and glue the pieces to recreate the hundred grid in their !aths e;ercise book. 7ifferentiate for higher ability students by cutting more pieces.

1 Students to e;plain how they were able to recreate the grid. 6oc s ' estions ?. How did you work out where the pieces went? A. answers will vary, e.g. : looked at the numbers in the rowsBcolumns ?. What did you look for first when you were completing the jigsaw? A. answers may vary, e.g. the & ?. What patterns did you see and use to help you put it together? A. answers will vary, e.g. all the numbers that started with 5 were in the same row, all the numbers that end with 5 are in the same column ?. Would the jigsaw be easier or harder to complete if it had more pieces? Explain A. harder, e.g. there would be more pieces to fit together

%cti&ity ;: Order non-se' ential n m!ers !aybe do number trains here firstC Activity 5" 7isplay the number symbol cards from the 0at$s Pac#" face down remove the numbers & to )". Ask five students to select a number card each and stand in front of the class &

Ask another student to write the numbers on the laminated sheet on the magnetic whiteboard Aave the group of five students order the number cards and themselves" from smallest to largest

<rite the numbers in order on the number peg line.

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Aave students work in groups of five to choose a number card each and organise themselves in order from smallest to largest. Then largest to smallest. Then. 1 less than their smallest number 1 more 1& less 1& more At desks students complete worksheet l less, 1 more, 1& less, 1& more activity. #se hundreds charts as support and counters to mark their number.

%cti&ity <: 0a#e n m!er trains maybe do as Activity 6C" @pen the learning ob$ect N m!er trains. <atch the onscreen instructions on this learning ob$ect. %4umber trains' allows students to arrange train carriages according to the numbers on their sides. The numbers are represented in a range of formats such as words, numerals, dice dots or counting frames. Aelp students to wor# t$ro g$ Le&el 7 =to order n m!ers 7> to <>? and+or Le&el ; =to order n m!ers 9> to 15>?@

Position and locate n m!ers on a n m!er line

NOTE >nsure that students work independently on the following task. :nstead of providing students with a pipe cleaner and string, perhaps model with string attached to a bo; and use pegs. Then illustrate on :<= or laminated number lines on magnetic whiteboard . Select a two-digit number card eg +6" and write +6 under the first line.

<rite the number that appears on the card under the firs line on number line or paper clip"

1 3ontinue to write the appropriate two-digit numbers under each paper clip to display a ones counting se(uence

1 2ead the counting se(uence aloud 9ocate particular numbers on the number line e.g. +D, 61" :dentify the smallest and largest number in the se(uence.

6oc s ' estions ?. !oes a number line always ha"e to start from #ero? Explain A. no, e.g. it can start from any number, can go forwards or backwards, can be in onesBtwosBfivesBtens ?. What numbers does your number line start and finish with? A. answers will vary, e.g. +6 and 6+ ?. What did you need to remember when placing the pegs$ paperclips on your number line? Why is this important? A. e.g. that the spaces between the paperclipsBpegs are the same, each space represents one number ?. What counting sequence did you use? A. counting by ones ?. What number comes before$after 3%$4&$3'? A. +E and 6&, 6& and 6*, +5 and +D & Reso rces: :<= &-)) numbers chart photocopied activity for children to shade in counting y *'s, 5's and 1&'s. 9aminated sheet F %order non se(uential numbers' pegsBpost it notes" 9aminated sheet - write number card numbers on out of se(uence" 3ut $igsaw pieces separately for each student - &-)) activity sheet. Aigher ability, cut more pieces 4umber line activity worksheets + to a page". Select number card, write at beginning of number line and compete number line counting in ones.