LOS PODERES Y APARA ARA ARA ARATOS DEL EST ARA TOS DEL EST TOS DEL EST TOS DEL EST TOS DEL ESTADO ADO ADO ADO ADO
E. Los partidos de Izquierda Los partidos de Izquierda
Point to 5. Repeat with different 1-digit numbers and ensure all children are joining in.
What’s one less than six? You say Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in.
What’s one less than six? You say Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with Point to 5. Repeat with different 1-digit numbers and ensure all children are joining in.
What’s one less than six? You say What’s one less than six? You say What’s one less than six? You say What’s one less than six? You say What’s one less than six? You say What’s one less than six? You say What’s one less than six? You say
End-of-block objectives
End-of-block objectives
Copy addition and subtraction Maths Stories with 1-digit whole
End-of-block objectives
Copy addition and subtraction Maths Stories with 1-digit whole
End-of-block objectives
different 1-digit numbers and ensure all children are joining in.
End-of-block objectives
different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in.
End-of-block objectives
What’s six take away one?
different 1-digit numbers and ensure all children are joining in.
End-of-block objectives
different 1-digit numbers and ensure all children are joining in. What’s six take away one?
different 1-digit numbers and ensure all children are joining in. What’s six take away one?
different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in. different 1-digit numbers and ensure all children are joining in.
What’s one less than six? You say What’s six take away one?
different 1-digit numbers and ensure all children are joining in. What’s one less than six? You say What’s six take away one?
Children continue to practise their skills during the
Individual assessment lesson. Provide the support they need and record the level.
CD
i
?
DVD C PB PCMCopy addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + — 1
2 + — 21 = 3
Give PCM 9 to each child and display a copy.
Say: Look at the first Maths Story. You’re going to copy it accurately. Indicate on the PCM where it should be copied.
Say: When you have finished question one, carry on with copying the
rest of the questions. Remember to copy each one accurately. Stop the class as some children finish question 8, even though some children may not have finished. Collect in the PCMs for marking after the lesson.
For children who can complete at least three quarters of the
questions correctly, record I (Independent). For children who need your support, record M (Moderate level of assistance) or H (High level of assistance). See section xx for guidance.
Act the Real Story using addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter,
e.g. 2 + — 1
2 + — 21 = 3
Look at a Maths Story and read what it says, e.g. two, add a
half, add a half, equals three. Look at a Maths Story and read
what it means, e.g. two cups, add a half cup, add a half cup, equals three cups.
Say: Partner As, I will write the Maths Story. You act the Real Story. Reveal Activity 14, question 1 (2 − 0 + — 1
2 + — 12 − 0 = 3) symbol by symbol.
Monitor closely as Partner As act the Real Story and Partner Bs watch.
When ‘=’ is revealed, wait for Partner As to wiggle their fingers at the Maths Table and count the cups before revealing the answer and asking: How much is there here?
Say: Partner As, look at the Maths Story. Read what it says. Look at
the Maths Story. Read what it means. Monitor closely as Partner As respond chorally.
Continue with partners in the same roles for question 2 (2 + — 1
4 + — 12 + — 41 + 1 = 4).
Say: Partner Bs, I will write the Maths Story. You act the Real Story. Reveal question 3 (3 − 0 + 4 + 2 = 9) symbol by symbol. Monitor closely as Partner Bs act the Real Story and Partner As watch. When ‘=’ is revealed, wait for Partner Bs to wiggle their fingers at the Maths Table and count the cups before revealing the answer and asking: How much is there here?
Say: Partner Bs, look at the Maths Story. Read what it says. Look at
the Maths Story. Read what it means. Monitor closely as Partner Bs respond chorally.
Continue with partners in these roles for question 4 (2 − 1 + — 1
2 + 1 + — 12 = 3).
Monitor children’s work closely and judge whether to record I: Independent, M: Moderate level of assistance or H: High level of assistance. See section xx for guidance.
This is a daily lesson plan from Maths Makes Sense Teacher’s Guide 1.
. Look at a Maths Story and read
two cups, add a half cup, add a half cup, equals three cups.
Partner As, I will write the Maths Story. You act the Real Story. Reveal Activity 14, question 1 (2
Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs When ‘=’ is revealed, wait for Partner As to wiggle their fingers at the Maths Table and count the cups before revealing the answer and asking:
When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at the Maths Table and count the cups before revealing the answer and asking:
two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup, two cups, add a half cup, add a half cup,
When ‘=’ is revealed, wait for Partner As to wiggle their fingers at the Maths Table and count the cups before revealing the answer and
two cups, add a half cup, add a half cup,
Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at When ‘=’ is revealed, wait for Partner As to wiggle their fingers at Partner As, I will write the Maths Story. You act the Real Story.
+ —
2
Monitor closely as Partner As act the Real Story and Partner Bs +
Partner As, I will write the Maths Story. You act the Real Story. Partner As, I will write the Maths Story. You act the Real Story. Monitor closely as Partner As act the Real Story and Partner Bs
Partner As, I will write the Maths Story. You act the Real Story. Partner As, I will write the Maths Story. You act the Real Story. Partner As, I will write the Maths Story. You act the Real Story. Partner As, I will write the Maths Story. You act the Real Story. Partner As, I will write the Maths Story. You act the Real Story. Partner As, I will write the Maths Story. You act the Real Story. Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs
+ 2
Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs
Partner As, I will write the Maths Story. You act the Real Story. Partner As, I will write the Maths Story. You act the Real Story. Partner As, I will write the Maths Story. You act the Real Story. Partner As, I will write the Maths Story. You act the Real Story.
— 2
Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs watch.
When ‘=’ is revealed, wait for Partner As to wiggle their fingers at the Maths Table and count the cups before revealing the answer and Monitor closely as Partner As act the Real Story and Partner Bs When ‘=’ is revealed, wait for Partner As to wiggle their fingers at Reveal Activity 14, question 1 (2
Monitor closely as Partner As act the Real Story and Partner Bs watch.
When ‘=’ is revealed, wait for Partner As to wiggle their fingers at Reveal Activity 14, question 1 (2
Reveal Activity 14, question 1 (2
Monitor closely as Partner As act the Real Story and Partner Bs When ‘=’ is revealed, wait for Partner As to wiggle their fingers at
Partner As, I will write the Maths Story. You act the Real Story. Reveal Activity 14, question 1 (2
Monitor closely as Partner As act the Real Story and Partner Bs Reveal Activity 14, question 1 (2
Partner As, I will write the Maths Story. You act the Real Story. Reveal Activity 14, question 1 (2
Monitor closely as Partner As act the Real Story and Partner Bs Partner As, I will write the Maths Story. You act the Real Story. Reveal Activity 14, question 1 (2
Reveal Activity 14, question 1 (2 Reveal Activity 14, question 1 (2
Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs Monitor closely as Partner As act the Real Story and Partner Bs
Partner As, I will write the Maths Story. You act the Real Story. Reveal Activity 14, question 1 (2 − 0 +
Monitor closely as Partner As act the Real Story and Partner Bs Partner As, I will write the Maths Story. You act the Real Story.
This is a screenshot from Maths Makes Sense Software 1. Use on the interactive whiteboard with the whole class.
This is a screenshot from Maths Makes Sense Software 1. Use on the interactive whiteboard with the whole class.
PCM
Name
Date
Maths Makes Sense 1 • Block 1 • Lesson 5 • Arithmetic 1
© Oxford University Press 2010. This page can be copied for use in the purchasing school.
9
Copy addition and subtraction Maths Stories accurately symbol by symbol, including fractions
1. 2 + 2 + 2 = 6
1. 2 + 2 + 2 = 6
2.
2 − 0 +
— 1 2+
— 21− 0 = 3
3. 2 +
— 1 4+
— 21+
— 41+ 1 = 4
4. 3 − 0 + 4 + 2 = 9
5. 2 − 1 +
— 1 2+ 1 +
— 12= 3
6. 0 +
— 1 2+
— 12+
— 21+
— 21= 2
7. 4 − 1 +
— 1 2+
— 21+
— 21+
— 41+
— 41= 5
8. 2 + 0 − 1 +
— 1 2+
— 41+
— 41= 2
Copy.
Take care!
+ 1 = 4
+ 1 = 4
4. 3 − 0 + 4 + 2 = 9
4. 3 − 0 + 4 + 2 = 9
5. 2 − 1 +
4. 3 − 0 + 4 + 2 = 9
4. 3 − 0 + 4 + 2 = 9
4. 3 − 0 + 4 + 2 = 9
5. 2 − 1 +
5. 2 − 1 +
5. 2 − 1 +
+ 1 = 4
+ 1 = 4
+ 1 = 4
+ 1 = 4
4. 3 − 0 + 4 + 2 = 9
4. 3 − 0 + 4 + 2 = 9
4. 3 − 0 + 4 + 2 = 9
4. 3 − 0 + 4 + 2 = 9
4. 3 − 0 + 4 + 2 = 9
4. 3 − 0 + 4 + 2 = 9
4. 3 − 0 + 4 + 2 = 9
4. 3 − 0 + 4 + 2 = 9
This is a photocopiable master from Maths Makes Sense Teacher’s Guide 1, for children to complete.