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Teacher Notes:

Walt: Subtract numbers under 20

Moros group lesson on Monday. First time to sit down and figure out where they are at with their number knowledge.
Will work on add/sub under 20 as a quick assessment of where they’re at. Eg: 4 + 5? Make a point of breaking the ten to see how they go with this. Eg: 8 + 5

Main focus:

Counting backwards and subtracting numbers under 20. Use number lines/hundreds board.

Activities:

Family of facts: This group needs to work on number knowledge up to 20. We will work on family of facts under 20 and learn that 1 + 5 is the same as 5 +1.
‘What is my number’ activity.

Lesson Name: Week 3

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Teacher Notes:

Walt: Understand times tables with arrays

Walt: Make a tidy ten when adding numbers

Monday: Begin by completing times table activity from week 3
Making a tidy ten slideshow w/ video on moros website
Check that arrays are finished

See Moros first on Friday, Crunchies 2nd

Friday:

Snapshots
WALT: Make a tidy ten when adding over 10 and over 20. What kinds of hands on materials can I use for this?

Strand: Release teacher to teach time and measurement this term

Strand: Whole class lesson Friday afternoon:

Bar graphs - a large, visual presentation of it. Use the large roll of paper on wall. Survey the class: what are your fave fruits out of: strawberry, watermelon, orange, mango. Cut out large bits of paper - stack it up on the bar graph - explain the x and y axes. Keep it basic. STICK ON WALL.
Next: Students get to make their own bar graphs. Set up slides write graphs for them to complete. Teach students how to fill in a tally chart when they do their own surveying. Put data on bar graphs!

Lesson Name: Week 4

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Teacher Notes:

Walt: Make a tidy ten when adding numbers

Tuesday: Check their bar graph work - needs to be completed
Making a tidy ten slideshow w/ video on moros website

WEDNESDAY: Continue tally/bar graph presentation from week 4 and 20 mins Maths Whizz while I Gloss

Gloss: Weds afternoon - 2 or 3 at a time
WALT: Make a tidy ten when adding over 10 and over 20. What kinds of hands on materials can I use for this?

Strand: Release teacher to teach time and measurement this term

Strand: With me: Bar graphs and tally charts part continued. �Moros found bar graphs tricky last week, so this time we will only focus on tally charts. Introduce a basic bar graph once they are confident with tally charts.

Pictographs?

Lesson Name: Week 5

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Teacher Notes:

Walt: Solve 2, 3 and 5 times tables using repeated addition and skip counting

Example:�4 x 2 = ? (4 groups of 2)�2 + 2 + 2 + 2�or 2, 4, 6, 8

Walt: Solve multiplication problems by flipping the equation around

Eg: 4x2 is the same as 2x4

Begin by using counters to show what ‘groupings’ look like. Eg: 2 groups of 4 is 2x4. Get students to use the counters themselves to show me groupings.
Use the counters the whole time
Draw simple arrays too and use counters to make arrays
End lesson with a fun game: Quickfire skip counting in 3s and 5s around the circle followed by around the world. Make sure it’s fun- times tables are fun!

Strand: Release teacher to teach time and measurement this term

Taulagi on Monday: Time: 24 hours and 60 minutes.

Lesson Name: Week 7

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Teacher Notes:

Walt: Solve multiplication problems using skip counting and repeated addition.

Walt: Understand how to share numbers into even groups

Use counters for equal groupings - Moros to use counters for their follow up activity.
4 x 3 is the same as 3 x 4
4x3 is 3 groups of 4
4 + 4 + 4
4 x 2 = 8 plus the remaining 4 = 12

Use counters and split them up into even groups. Eg: 12 counters on the table. Now split them up into 3 groups. How many are in each group? That is 12 divided by 3.
Discuss how groups must always be even
Bring in fractions - ½ or ‘half’ the counters means split them in half. ⅓ or third of counters is splitting into 3 even groups, ¼ or ‘quarter’ and so on.

Materials: Counters, animal strips, milk cartons - move onto large items that they can all move together

Strand: Release teacher Taulagi is teaching time and measurement this term

Monday- Measurement: Length (activity linked on red bar at top of maths page)

Lesson Name: Week 9

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Teacher Notes:

Walt: Make tidy numbers to solve addition problems

Walt: Count backwards and forward in tens

Part-whole addition/making tidy numbers:

Example: 8 + 4 = 8 + 2 = 10 and then 10 + 2 = 12. Making the 10 first.
Work through questions like 7 + 4, 6 + 5, 9 + 2 etc, do not go up to 20 yet.
Materials: Use tens frames. Abacus for I and L.
Once we have a clear understanding within 10, we can move up to the 20. Eg: 17 + 4 = 21 (20 is the tidy number in this case).

We will meet together the 2nd time to work through the presentation together.

Counting back and forth in tens:

Example: 10, 20, 30, 40, 50….. 40, 30, 20, 10 etc.
Materials: Tens and ones blocks and then the large hundreds board.
Work through equations like 10 + 10, 20 + 10, 30 + 20.
MUST look at place value- tens and ones. Tens change but not ones

Lesson Name: Week 10

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Teacher Notes: I was away last week, so continue last week’s.

Walt: Make tidy numbers to solve addition problems

Walt: Count backwards and forward in tens

Part-whole addition/making tidy numbers:

Example: 8 + 4 = 8 + 2 = 10 and then 10 + 2 = 12. Making the 10 first.
Work through questions like 7 + 4, 6 + 5, 9 + 2 etc, do not go up to 20 yet.
Materials: Use tens frames. Abacus for I and L.
Once we have a clear understanding within 10, we can move up to the 20. Eg: 17 + 4 = 21 (20 is the tidy number in this case).

We will meet together the 2nd time to work through the presentation together.

Counting back and forth in tens:

Example: 10, 20, 30, 40, 50….. 40, 30, 20, 10 etc.
Materials: Tens and ones blocks and then the large hundreds board.
Work through equations like 10 + 10, 20 + 10, 30 + 20.
MUST look at place value- tens and ones. Tens change but not ones

Lesson Name: Week 11 - continued from last week.

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