Vous êtes sur la page 1sur 4

Learning areas: Maths

Class/group/level: Room 10, Year 2, stage 4/5


Date: 12/06 – 14/06/18
Duration: 3 sessions, 15 mins each
Achievement Objectives: Students will use a range of counting, grouping, and equal-sharing strategies with
whole numbers and fractions

Attitudes, values, processes, strands:


Preparation: Resources:
● Observed AT teaching math groups. ● Modelling book
● Looked up online for ideas on activity ● Number flashcards to 20
ideas to teach stage 3 ● Whiteboards
● Referred to NZ curriculum ● Whiteboard markers
● https://nzmaths.co.nz/resource/beetle ● Counters
-wheels ● Worksheet (x8)

Key Competencies, skills : Thinking, managing self, participating and contributing

Session 1

Learning intentions : WALT to know number bonds to 20

Learning experiences :

● Present a word problem and get children to tell me what important information needs to be
underlined. Identify if we are adding or subtracting.
● Kids solve the problems individually and we check as a group.

CONTENT
- Introduce number bonds to 20 using a Minecraft song.
- Using a number bond diagram, we will practice them using snap cubes. Eg. 16 + __ = 20, children will
use the cubes to make 16 and figure out how many more to make 20.
- They will do a different combinations of number bonds and fill in their number bond diagram.
● Do a few equations focusing on the bonds to 20. Eg. 13 + __ = 20
● As a follow-up, children will play a game that requires them choosing 2 number cards to make
20.

Assessment procedures :
Through the game, I will be able to tell if students have grasped the concept.

Session 2

Learning intentions : WALT add 2-digit numbers using place value without regrouping

Learning experiences :

● Introduce the WALT and go through place value of up to tens.


● Write an example question in the modelling book and explain to children how to add them using
place value.
o 12 + 13 > How many tens are there in each number? How many ones are there in each
number? Add the tens and then add the ones.
PROCESS
- Instead of just writing numbers on a whiteboard, get students to use snap cubes to represent the
numbers given. For example, 23 + 14. Get students to tell me which are the tens and which are
ones. Get them to add all the tens and then all the ones.
- Provide them with a few more practice questions and make sure they use snap cubes to show their
thinking.
- Slowly ease children off the materials and get them to focus on the numbers. Model an example.
o 12 + 13 > How many tens are there in each number? How many ones are there in each
number? Add the tens and then add the ones.
o They can use materials to help if they really need to.

● Continue with a few more examples and let the children try it on their own.
● Send the children off with a follow-up activity.

Assessment procedures :
Observe how students as they are using the materials to solve the sums. The follow-up worksheet will also
be a way for me to assess their understanding.

Session 3

Learning intentions : WALT add and subtract 2-digit numbers using place value without regrouping

Learning experiences :

● Recap what was learnt in the previous session.


● Show example question and ask children for ideas on how to solve it, using their knowledge on
adding 2 digit numbers.
● Go through how to subtract using place value.
o 25 - 11 > How many tens are there in each number? How many ones are there in each
number? We’re going to take the bigger number to minus the smaller number.
● Give them a few questions to practice on. Check answers as a group.
● Give them a follow-up activity to complete.

PRODUCT
- Each student will be given a tic tac toe menu to complete.
- They will have to choose 3 activities to do so that they form straight line.

LEARNING ENVIRONMENT
- Group students using flexible grouping in small groups of 3-4 to work on their tic tac toe menus.
- Teacher will make self available for students who may need some help with the activities

ASSESSMENT
Assessment will be based on the product and it will be peer assessed (rubric is attached). Students will have
to ensure that their buddy has completed all the 3 activities and check that their partner has used pictures,
words or diagrams to show their mathematical thinking. If not, they will have to leave a comment on 1 thing
their friend can improve on.
tic tac toe!
Choose 3 activities to complete. The activities you choose must
be in a row - across, down or diagonally. Circle your 3 choices.
You may do more if you have finished the 3 activities.

Complete the following:


Solve the word
a) Rearrange the
numbers from the
problem.
Write a word story
largest to the smallest.
that uses both Tom had 35
b) Write the place value of the
numbers and solve it. bolded numbers.
balloons. He popped
20, 15  12 balloons. How
348   75    502  198 many balloons did
661   510   722   732 he have left?

Complete the sums


Using a popular song
Design a poster to and use a picture to
(twinkle twinkle, or Row,
teach a friend how to show your thinking.
row, row your boat),
add using place value. 13 + 56 write a song to help you
Include at least 2 83 - 41 learn number bonds to
examples. 23 + 25 20.
55 - 21

Roll 2 dice. Write the Record a video


Create a word story
2-digit number in explaining what
that will have 45
number form and subtraction is. Use
cookies as the
expanded form. pictures and examples
answer. Solve the
Do this 5 times. to help you.
problem.
Peer Assessment Checklist
Check your friend's completed choice board activities and assess them using the
smiley faces. 3 smiley faces if you think they did an excellet job! If you gave your
friend less than 3 smiley faces, write 1 thing for them to improve on. 

3 activities have been


completed and they form a
straight line. 
Something you can improve on...

They have used words and


pictures to show their
thinking.
Something you can improve on...

The work is neatly done.


Numbers and words are
correctly and neatly written.
Something you can improve on...

Vous aimerez peut-être aussi