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Teacher Notes:

For both Kit Kats and Maltesers:

Walt: Understand part-whole subtraction with 2 and 3 digit numbers

On website: A short video that shows how to subtract double digit numbers. Students can watch this as often as they need as a reminder of the best strategies.
The activity supports the video - double digit and triple digit subtraction problems. Work on these problems in pairs or alone and then we will work through them as a group.
Provide maths books this week and show students how to best use a maths book.

Group session:

Need: My whiteboard and marker. Students need maths books, pencils to do working out with me.
Start with only double digits eg: 84 - 42.

Place value chat - tens and ones.
Start by identifying how much is in the tens and ones columns (40 and 2)
Do not touch the 84 - many students are mistaken by that.
84 - 2 = 82. 82 - 40 = 42.

If it’s clear that this is easy, move on to 3 digit sub. Break the 1000 if they are confident to.
Check that students are confident to count up and down in tens and hundreds
Check that they can count up/down in tens past the hundreds or thousands point.
Write a set of new problems on the board for them to work through together: see another group and come back to see how they went

Second group session: Use materials: Ones, tens, hundreds blocks and place value houses.

Lesson Name: Week 3

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Teacher Notes:

For both Kit Kats and Maltesers:

Walt: Count backwards and forwards in tens, hundreds and ones confidently

Check that every student has their own maths book and keeps it in tray.

Main goals:

We are able to answer questions quickly like: 90-10, 80-10, 90-30
We are able to break the 100 when adding and subtracting in tens eg: 120-30, 110-20, 80 + 40
We are able to add and subtract tens and ones eg: 82-20, 92-30, 42-10, 52-20

Kit Kats are working on all 3 whereas Maltesers are mostly focussing on breaking the hundred or thousand - what comes next?

See Maltesers first thing on Monday

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:

For both Kit Kats and Maltesers:

WALT: Work out multiplication questions using our knowledge of 2, 5 and 10 times tables

PRACTICE

Splitting to add and sub eg: 29 + 7 : 30 + 6 (making a tidy ten)
Continue to practice counting back and forth in tens and hundreds. Eg: 90-10, 80-10, 90-30 and 93-10, 56-20, 47-30….
We are able to break the 100 when adding and subtracting in tens eg: 120-30, 110-20, 80 + 40

Example for the WALT:

3 x 8 is the same as:

2x8: 16 + 1 x 8: 8.

So, 16 + 8: 24

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

Strand: Release teacher to teach time and measurement this term

Strand: Bar graphs and tally charts

Whole class lesson: Tues and Weds. The follow ups can be completed week 5 afternoons during Glossing:

This week: Focus on creating bar graphs and understanding how to line up with the y axes numbers, labelling, how to read and answer questions for other people’s bar graphs.

Lesson Name: Week 5

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Teacher Notes:

For both Kit Kats and Maltesers:

WALT: Work out multiplication questions using our knowledge of 2, 5 and 10 times tables

WALT: Use the bloglog and the new ‘practice work’ sheet.

New Bloglog and practice work sheet:

Teach class how to access bloglog, new practice work sheet and the weekly presentation
Teach whole class step by step how to enter URL into bloglog.
Teach class how to create a maths photos folder on drive and how to link these photos to the bloglog.

PRACTICE

Splitting to add and sub eg: 29 + 7 : 30 + 6 (making a tidy ten)

Example for the WALT:

3 x 8 is the same as:

2x8: 16 + 1 x 8: 8.

So, 16 + 8: 24

Use materials to show grouping eg: 3 groups of 4 is 3x4

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:

For both Kit Kats and Maltesers:

WALT: Solve multiplication problems by using our knowledge of other times tables

WALT: Solve division problems by sharing equally

Practice work, bloglog and commenting on a buddy’s presentation:

Show them the new weekly tabs on practice worksheet - don’t do week 7’s, do week 8!
Reminders on how to put work up on bloglog
Show class how to write a quality blog comment on a buddy’s maths presentation: 1: Something good 2: critique 3: tell them how to fix it

Example for the multiplication:

3 x 8 is the same as:

2x8: 16 + 1 x 8: 8.

So, 16 + 8: 24. Materials: Use animal strips to show grouping

Example for the division:

Use COUNTERS so that they understand the concept of splitting numbers equally into groups.

After they have a clear understanding with materials, show them how you flip the division backwards - “what times 3 equals 12? 4.”

Strand: Release teacher to teach time and measurement this term

Taulagi on Monday: Time - activity is linked on the red bar on top of maths page

Lesson Name: Week 8

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Teacher Notes:

For both Kit Kats and Maltesers:

WALT: Solve division problems by sharing equally

WALT: solve multiplication problems using a repeated addition strategy

Practice work, bloglog and commenting on a buddy’s presentation:

Buddy comments on maths presentation: More discussion around how to write a quality comment and what’s needed. Show good student’s examples.
More chat around how to link URL on bloglog.
Make sure you click onto week 9 practice sheet tab this week!

Example for the multiplication:

3 x 8 is the same as:

2x8: 16 + 1 x 8: 8.

So, 16 + 8: 24. Materials: Use animal strips to show grouping

Example for the division:

Use COUNTERS so that they understand the concept of splitting numbers equally into groups.

After they have a clear understanding with materials, show them how you flip the division backwards - “what times 3 equals 12? 4.”

Bring in fractions - ½ the counters means split them in half. ⅓ of counters is splitting into equal thirds, ¼ or ‘quarters’ and so on.

Strand: Release teacher to teach time and measurement this term

Taulagi on Monday: MEASUREMENT - LENGTH

Lesson Name: Week 9

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Teacher Notes:

For both Kit Kats and Maltesers:

WALT: Make tidy numbers to solve addition problems

WALT: Add and subtract decimals

Part whole addition:

This is more of a revision - seeing if they remember to use this strategy when solving all addition problems. Eg: 8 + 3 = 11 (make a tidy ten first then add 1), 17 + 4 ...17 + 3= 20, 20+1= 21.
Materials: Use tens and ones blocks.

Decimals!!!

Understand that: a ‘whole’ is 1.
Ten 0.1’s make a whole which is 1. So 0.1 + 0.1 + 0.1 + 0.1 = 0.4
0.9 + 0.1 = not 0.10 it is 1!
0.1 is the same as 1/10. 0.2 is 2/10.
Materials: Use lego blocks and pizza fraction as example. Also use one and tens blocks and coins $$$$
0.1 - the 0 is in the ones place and the 1 is in the TENTHS. Then hundredths.
1 is actually 1.0

Next step in week 11: Learning that 0.9 + 0.2 = 1.1

Lesson Name: Week 10

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Teacher Notes:

For both Kit Kats and Maltesers: I was away last week, so continue.

WALT: Make tidy numbers to solve addition problems

WALT: Add and subtract decimals

Part whole addition:

This is more of a revision - seeing if they remember to use this strategy when solving all addition problems. Eg: 8 + 3 = 11 (make a tidy ten first then add 1), 17 + 4 ...17 + 3= 20, 20+1= 21.
Materials: Use tens and ones blocks.

Decimals!!!

Understand that: a ‘whole’ is 1.
Ten 0.1’s make a whole which is 1. So 0.1 + 0.1 + 0.1 + 0.1 = 0.4
0.9 + 0.1 = not 0.10 it is 1!
0.1 is the same as 1/10. 0.2 is 2/10.
Materials: Use lego blocks and pizza fraction as example. Also use one and tens blocks and coins $$$$
0.1 - the 0 is in the ones place and the 1 is in the TENTHS. Then hundredths.
1 is actually 1.0

Next step in week 11: Learning that 0.9 + 0.2 = 1.1

Lesson Name: Week 11 - CONTINUED FROM LAST WEEK

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