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Year 1 ­ Numeracy Weekly Plan & Worksheets

D a y M o n

Mental/Oral Objective/acti vity

Counting in 2's and 10's from any given number.

Learning objective

Sorting To begin to sort objects using Venn diagrams for two distinct categories.

Shared teaching and learning

LAG

Differentiation

MAG HAG

Success criteria

Must / should / could

Plenary

Resources I.C.T. / I.W.B.

T u e

Quick fire addition of 1 and 2 digit numbers.

Sorting: To begin to sort data by listing it in a table. To begin to interpret simple tables.

Have the rectangle laid out on the floor. Choose 5 ch to each hold an instrument card. Tell them to stand inside the rectangle but not in the circles so that the other ch can see their cards clearly. Ask the ch what instruments are on each card. Ask the 5 ch `stand in the first circle only if you have to blow your instrument'. Add the label `blow' to the circle. Stand in the second circle if you have to pluck, label the circle. (Use a w/b so the labels are easily changed). Discuss what we have done ­ sorted our instruments into blowing and plucking. Repeat with more cards and different ch. e.g. strings + brass, hitting and blowing etc Remind the ch that each instrument belongs to a family. Can they remember the names? Tell the ch we need to sort the instruments into their families. Show the ch four post it notes saying, Strings, Woodwind, Brass and Percussion. Stick them horizontally to the w/b. Draw vertical lines in between to make a `table'. Shuffle a pack of instrument cards. Turn a card over and get ch

T Have 2 sets of Venn diagram laid out. Ch into 2 `teams'. Give each team a small set of the same cards, (4 or 5 cards). Explain the criteria e.g. big instruments and small instruments. First team to sort them correctly is the winner. Repeat with more cards and different criteria. E.g. strings + percussion. High + low etc

TA Have 1 Venn diagram laid out. As a group, repeat shared teaching activity with the instrument picture cards. Both TA and Ch to suggest different sorting criteria. See LAG for ideas.

I Worksheet: In pairs cut and stick the instruments into the Venn diagram with the given criteria. On the back choose another set of criteria and sort more instruments, drawing them into the correct circles. Remember to label the circles!

Must With support be able to sort a small group of objects into two categories. Should Be able to sort a given group of objects with limited support. Could Be able to sort a given group of objects independently. Be able to offer different criteria for sorting.

This time tell the ch that have wooden instruments to stand in circle 1 and brass (metal) in circle 2. Show the ch a clarinet card. Discuss what might happen if an instrument has both wood and metal. Discuss intersecting the circles. EXT: What if it had neither wood nor metal? Where would it go?

6 hoops. string /skipping rope for a rectangle border. small w/bs for the labels. 2 sets of instrument cards for shared teaching.

LAG + MAG TA to circulate. In mixed ability groups of 4-5ch. Each group to have a blank table and post it notes with the four families written on. Each group to have a smaller pack of instrument cards, (each pack can be different). Ch to put the post it notes in the correct places on the grid and blu tack the instrument cards into the correct columns. Each group to add up the totals in each family.

HAG T Tell the ch we need to find out which is the largest family in the orchestra. Tell the ch we will use one line mark for every instrument. Use the poster of the orchestra to count each instrument. Decide which family it belongs to and add the marks to the correct column. Count up the

Must Be able to add data to a given table. Should Be able to add criteria to a table. Could Be able to answer a question by

Ask the question, which is the largest family in the orchestra? How do you know? HAG to show their findings to the class. Volunteers to suggest how they used the information on the poster to complete the table.

Key words sort inside outside circle rectangle label both Poster of the orchestra.

(might want to use a photocopy)

A3 size blank table. 4 Post it notes per group.

Year 1 ­ Numeracy Weekly Plan & Worksheets

Turn a card over and get ch to blu-tack it under the correct column. Repeat until all cards are gone. Explain that this is a table. Explain rows go across and columns go down. Ask questions. How many instruments in the string family, etc. Tell ch `We need to find out which instrument is the most popular in our class.' Tell ch they each get 1 vote. Talk to partner and choose your favourite instrument. Ask some of the ch to tell you which they chose. Try to remember all the answers agh! Tell the ch you can't remember them all so you are going to have to record the information. Show the ch a blank pictograph. Write the title `Our favourite instruments'. Ask several ch what their choice was. Begin to mark the divisions vertically with the different instrument names (or use instrument cards). Remind the ch they can only vote for 1 instrument. Discuss what picture we could use to represent our vote, e.g. a smiley face. Add a key to the Pictogram, e.g. = 1vote. Draw one smiley face next to the correct instrument for each choice. Repeat until all the class have answered. Discuss the graph. Which was the most popular instrument etc. each family. column. Count up the marks and see which family has the most. EXT: introduce tally to make the recording easier. question by interpreting data on a table. (Which is the largest family in the orchestra?). the table. Ch to explain how they answered the question by using the information on the table. Key Words table column row more less

W e d

1 more/less 10 more/less Possible use of IWB

Pictograph. To begin to construct a pictograph (one picture per item). To interpret a pictograph.

TA Repeat activity as in shared teaching. Talk through the blank pictograph as you write the title: `Our favourite instruments.' Get the children to choose an instrument again and write the names on the divisions of the vertical axis. Discuss why we do not need to write any twice! Each ch to add a smiley face in the correct position for their choice. Ch to find out which was the most popular instrument in their group?

T Repeat the activity as in the shared teaching with ch working in pairs on a blank pictograph. As a group discuss the title and the divisions. Ch to offer suggestions for a symbol to represent each vote and then complete a Key. Go around the group and let the ch add each choice in turn to their own pictograph. Use the graphs to ask questions to interpret the information. (See EXT questions in Plenary).

I Worksheet. Work on the given pictograph by cutting and sticking a title and division labels to the correct positions and complete the key. Answer the questions below

Must With support, be able transfer information onto a labelled pictograph. Should Be able to label a given pictograph and transfer information on to it. Could Be able to use the pictograph to interpret information. How many more? The total that liked violin and trumpet? etc.

Return to shared work pictograph. Ask questions e.g. What information does this graph show? What was the most popular instrument in our class? Which instrument did 5 ch like? etc. Ask a question that can not be answered using the pictograph; discuss why you can't answer it. EXT: How many more ch chose... than...? How many more ch would have to choose violin to make it the most popular? Can we tell how many ch there are in class altogether?

Blank pictograph s Instrument cards. HAG Worksheet Scissors. Glue. Key Words information title key graph most least

Year 1 ­ Numeracy Weekly Plan & Worksheets

T h u

Time quiz On white boards ask differentiated questions, seconds in a minute, minutes in an hour days in a week etc.

Block Graph To begin to construct a block graph. To interpret a block graph.

Tell the ch `we are going to make our own orchestra. I have the instruments in this bag'. Get ch to pull out a card one by one. Say `we need to find out how many of each instrument there is.' Show the ch a blank block graph. Write the title `Instruments in our orchestra' Get ch to say the names of the instruments they have pulled out. Label the horizontal axis `instruments'. Write in the instruments as the ch name them. Ask, `put your hand up if you have a violin card? Can you stick it on the graph?' Repeat until all the cards are dealt with. Ask questions. How many violinists do we have in our orchestra? How many Double Bassists? Which is the largest group of instruments? Which is the smallest?

T As a group, complete the given block graph by entering the instruments shown by the instrument cards. Discuss the title and point out the labels on each axis. T to turn the cards one at a time and get ch to `enter the data' on the block graph by colouring the correct block.

I Worksheet Work on the given block graph by cutting and sticking a title and division labels to the correct positions. Answer the questions below

TA Repeat the activity as in the shared teaching with ch working in pairs on a blank block graph. As a group discuss the title, name the axis and the divisions. Go around the group and let the ch turn over a card to add to the orchestra. Ch to input the data on their own graph. Use the graphs to ask questions to interpret the information. (See EXT questions in Plenary).

Must Be able to add data to a given block graph. Should Be able to label a block graph and enter data. Could Be able to interpret the information and answer questions correctly.

Return to Shared work graph. Ask questions e.g. How many instrumentalists will we have in our orchestra? etc. Why did we need to make a graph? What can it show? EXT: What are the differences between the block graph and the pictogram?

Blank block graph. Instrument picture cards, (and for LAG and HAG Gps). Block graph for LAG. MAG worksheet. Scissors. Glue. Feely bag.

Key Words block graph title label smallest largest

F r i

Number bonds to 10/20. Times table test. Mental maths test on w/bs.

Problem solving

Short shared session to recap weeks teaching. Have examples of the 4 different ways of sorting data covered this week. Venn, table, pictograph, block graph. Recap their names, features and any vocabulary.

Ch to rotate the 4 different activities either in ability or mixed ability groups. T and TA to circulate. Have a written problem at each activity that the children have to solve. (Could be in an envelope to add to the excitement?!) Table Venn Pictograph Block Are any How many Which How many instruments more brass instrument of each made of wood instruments is the most instrument are there and metal? popular in is there in here than your this The ch will need percussion? group? orchestra?

Must To know that you can record information in different ways. Should Be able to name the different ways and explain some of

Can the ch name the four different ways of recording information? Which did they enjoy working with most and why?

See individual activities.

Year 1 ­ Numeracy Weekly Plan & Worksheets

w/bs for labels, hoops for circles, a skipping rope for the rectangle and selected instrument cards. percussion? The ch will need a blank table, 4 postit notes for labels and a selection of instrument cards. group? The ch will need a large grid, a selection of instrument cards and marker pens. orchestra? The ch will need a blank block graph with space for the title and labels. (might be better to add the instrument names). They will need a selection of instrument cards. explain some of the features, e.g. title, labels, key. Could Be able to use various graphs to problem solve. Key Words All the vocabulary from this week.

Year 1 ­ Numeracy Weekly Plan & Worksheets

Name .................................................... Date .................................................... LO To begin to sort objects using Venn diagrams for two distinct categories

Brass instruments

Percussion instruments

Year 1 ­ Numeracy Weekly Plan & Worksheets

Add your own title and labels to this Venn diagram Draw pictures of some instruments in the right circles LO To begin to sort objects using Venn diagrams for two distinct categories

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Microsoft Word - Year 1.doc