Format of Lesson Plan adapted from UK formats AREA(S) OF LEARNING: Math Date & time: Length of Session: 05/11/13,

9:20-10:20 Class/Group: Whole Class Number of pupils: 31 students

PUPIL INFORMATION: (EG. NUMBERS OF SEN; EAL) This is the whole group instruction this ranges from students in the Support group, to students in the Core group to students in the Extension group. There are 9, 14, and 9 students in each group respectively for the two year four classes. There are 4 EAL students. There are 5 SEN students. LESSON SUMMARY: STUDENTS WILL BEGIN WORKING WITH NUMBERS TOGETHER. Learning Objectives (s) (EYFS/NC/PNS/QCA reference) Students will be able to use addition on a number line and mental methods to solve problems.
NUMBERLINES OR PARTITIONING TO ADD TWO

Success Criteria Students will be given some different addition problems and will be asked to remember to: Show their workings Show the correct methods. Check their work over.

Continuity and Progression of Learning ( including assessments from previous lessons) This is a continuation lesson because the students have been doing addition for some time now and they have had some introduction to word problems, so this keeps these methods in play. This is a new method of adding, but will continue to be used as we introduce the vertical method in the future. Key Vocabulary word problems, partitioning, number line, fact family. ICT Opportunities N/A Classroom Organization (including riskResources: assessment and behavior management plan) Whiteboards, markers, math books, pencils, The whole group will be facing the smartboard Cambridge math worksheet 3 p.18 part B1, and some are sitting at the desks and others will be Abacus4 2 p.58 #1-6. situated on the carpet because there are two classes in this one room. The students will face the board and the teacher will do the input lesson. Then students and classes will break off into their core, support, and extension groups to do their activities at their pods. The management should be hectic during the input but afterwards they will be working at their tables as per usual.

Timings (9:209:35)

Activity Introduction This is a whole group activity where the class will review first, their 7 times tables. Then they will look at the relationship of numbers 7, 8 and 15. This will hopefully prompt the students to realize the fact family triangle. What do you notice about these three numbers? What are some subtraction and addition number sentences we can make with these numbers? Then show a problem on the board- Which method would you use to work this one out? Would this be done in your head (mental math) or written? Try to get the students to realize that mental math can sometimes be easier. Using number bonds elicit the idea that students can solve problems such as 14 pounds and 36 pounds because they know that 4 + 6=10.

Teacher Role and Role of Other Adults Whole group instruction

(9:3510:10)

Main Activity (Including differentiation/details of groupings/work for early finishers) Have students then look at a number line. How would you use a numberline to help calculate this: 3.60 pounds and 1.47 pounds? Model using the number bond to ten knowledge.* Note: Make sure students know that 100 pence is 1 pound. Then give the children another example to practice on their whiteboards: 3.28 pounds and 5.02 pounds. (8.30taking us first up to 30 pence and then adding the pounds or vice versa). Students break off into their groups, Support, Core, and Extension. The students all work on differentiated versions of the same lesson where they will be focusing on differentiated multiplication word problems. Challenge students by making sure they not only know the basic facts, but how to show their work. Discuss with students some different methods of solving the same problem. Teach students how to record what it is they are thinking.

First whole group and then Broken into small groups with designated teachers

SUPER SUPPORT-In computer suite with TA play the came on ictgames.com where they can write number sentences for each other to solve adding 10 to a two and three digit number. Use 200 grids for support. SUPPORT Cambridge math calculations 3 p. 18 B1 (using number lines or partitioning) CORE Abacus4 2 p.58 #1-6 (using number lines or partitioning). EXTENSION Guided group: (with Ms. Strick)- work with extension to move on to vertical algorithm but not crossing 10s barrier yet e.g. 146+311= 457 (but vertically).

(10:1010:20)

Plenary (including key questions) To close off the lesson students will come back the whole group and the teacher will go over what was learned. The teacher will ask What have we learnt about written and mental addition? Hopefully this elicits a conversation about using number bonds and how this is helpful. When might you use mental maths? When might you use other written methods? Assessment (focus and methods) Students will be given some different addition problems and will be asked to solve these while showing their work and how they arrived at their answer. Students success will be based on if they included their workings, the correct answer, and if they used the correct methods.

Large group

Brief Evaluation (to be completed on back of this plan)