Suggested ortnightl Plan 1 Topics 1 2 ... - Planet Mathsplanetmaths.folensonline.ie/teachers/1st/7923_PM2012TRB_1st... · Suggested ortnightl Plan 1 Topics 1 2 15 Planet Maths Teacher

Suggested Fortnightly Plan 1 - Topics 1 & 2

13 Planet Maths Teacher Resources • 1st Class

Fortnight 1

ResourcesStrand• Number

Strand units• PlaceValue

• Addition

Skills and concepts• Reason,investigateandhypothesisewithpatternsandrelationshipsinmathematics.

• Applymathematicalconceptsandprocesses,andplanandimplementsolutionstoproblemsinavarietyofcontexts.

• Makemathematicalconnectionswithinmathematicsitself,throughoutothersubjectsandinapplicationsofmathematicsinpracticaleverydaycontexts.

• Recallandunderstandmathematicalterminology,facts,definitionsandformulae.

Estimation/Problem solving• Roundingtoestimateaddition/problem-solvingskills:addition.

Concrete activities• Notationboardsrequirethechildtoplacemarksorcountersinthecorrectposition.Ifusingcounterseachchildwillneedupto36counters.

• Thisunit’scalculatorsectionisthechild’sfirstformalintroductiontothecalculator.Itiseasybutincorrecttoassumethatallchildrenwillunderstandintuitivelyhowtooperateacalculator.Oneofthemostcommonmistakesisenteringincorrectnumbersonthekeypad.

Objectives Tick Date• Exploreandidentifyplacevalueinwholenumbers,0–9,999.

• Read,writeandorder4-digitnumbersandsolvesimpleproblems.

• Roundwholenumberstothenearestthousand.

• Knowandrecalladditionfacts.

• Addwithoutandwithrenaming,within9,999.

• Solvewordproblemsinvolvingaddition.

• Useacalculatortocheckestimates.

Use of the environment• Roundingandestimatingstrategies:Abouthowmuchwilltheshoppingcost?HowmanylitresoffuelshouldIbuyforthecar?HowfarisfromheretoAuntyMary’shouse?Theemphasisshouldbeon‘sensible’answers.

Mathematical language, and talk and discussion• Numeral,value,round,ordinalnumber

• Estimate,increase

Suggested Fortnightly Plan 1 (Pages 10–15) Fortnight 1

Strand• Number

Strand units• Operations–Addition

• ComparingandOrdering

Skills and concepts• Applyingandproblemsolving• Communicatingandexpressing• Integratingandconnecting• Reasoning• Implementing• Understandingandrecalling

Concrete activities• Commutativeproperty:Usearangeofconcretematerials,includingthechildrenthemselves,topractisethecommutativeproperty.Theteachershoulddemonstratefirst,andthenthechildrenshouldbeencouragedtodemonstrate.

• Matchinggame:Theteacherdistributes10cardswithordinalnumberslisted1stto10thwrittenonthem.Thechildrenaregivenanothersetwithordinalnumbersinwords,‘first’to‘tenth’.Childrenplaceall20cardsfacedownonatable.Eachchildtakesaturntoturnover2cards.Iftheyareamatch(2nd/second),thechildkeepsthemandhasanotherturn.Iftheydonotmatch,theyareturnedback,inthesameplaceastheywereoriginally.Thechildwiththemostpairswins.

• Beattheclock:Givethechildren10easycomputationstodo.Timethem.

Objectives Tick Date• Explore,developandapplythecommutativepropertiesofaddition.

• Explore,developandapplythezeropropertiesofaddition.

• Usethelanguageofordinalnumber,1stto10th.

• Developanunderstandingofadditionbycombiningorpartitioningsets,useconcretematerials,0–20.

• Addnumberswithoutrenaming,within0–20.

Mathematical language, and talk and discussion• Make,count,altogether,add,plus,equals,more,sign,sum,total,commutative,more,less,Howmany?,zero

• First,second,third,fourth,fifth,sixth,seventh,eighth,ninth,tenth,last,secondlast,behind,after,infrontof

• Combine,partition,make,count,altogether,add,plus,equals,sign,sum,jump,split,total,more,less,Howmany?

13Planet Maths Teacher Resources • 1st Class

Use of the environment• Numbersaroundus(athomeandoutandabout)

Resources• Numberfans,cubes,counters,lollipopsticks,commutativetemplatenumbers

• Beads,buttons,shells,dice,unifixcubes,flashcardsofordinalnumbers1stto10th,flashcardsofordinalwords‘first’to‘tenth’

• 100squares,numberlines,whiteboards,markers,paper,pencils,numberfans,beanbags,hulahoops

• FolensPlanetMathsonlineactivities

Assessment• Observation

• Recordofwork

Integration • PE

• Art

DifferentiationHigher attainers:Separateactivitysheets.


Resources• Numberfans,100squares,whiteboards,markers,paper,pencils,3hulahoops,beanbags,balls,cardboardnumbersthatequateto14,cardboard‘+’sign,cardboard‘=’sign

• Sequencingpictures,calendars,visualtimetables



• Recordofwork

Integration• PE

• Art

• Music

• English

DifferentiationLower attainers:Separateactivitysheets.Higher attainers:Separateactivitysheets.

Strands• Number

• Measures


• Time


Concrete activities• Beattheclock:Givethechildrenanumbertoworkwith,e.g.13.Seehowmanywordfactstheycancomeupwithinaminute.

• Pairs:Thechildrenplaythisgameusing10cards(5pairs)withnumberbondsshownascommutativesumsoneachcard.Thechildrenturnover2cardsatatime.Ifthecardsmatch,thechildkeepsthem.

• Televisionschedule:Thechildrencanlookatatelevisionscheduleandanswerquestionsthatrelatetotheprogrammes.

• Childrencreatesetsof15usingconcretematerials.

Objectives Tick Date• Developanunderstandingofadditionbycombiningorpartitioningsets,useconcretematerials,0–20.

• Addnumberswithoutrenaming,within0–20.

• Usethevocabularyoftimetosequenceevents.


• Questioningabouttimeaspects

Mathematical language, and talk and discussion• Combine,partition,make,count,altogether,add,plus,equals,sign,sum,jump,split,total,more,less,Howmany?,zero

• Daysofweek,calendar,after,before,early,earlier,late,later,next,tomorrow,yesterday,weekend,fortnight,morning,dawn,afternoon,evening,night,springsummer,autumn,winter




Fortnight 1



• Addition



















Resources• 100squares,whiteboards,markers,paper,pencils,numberfans

• Circles,squares,rectangles,triangles,semi-circles(largeandsmall)


Assessment• Mentalmaths1

• Observation

• Recordofwork

Integration• PE

• Art

• Visualarts


Strands• Number

• ShapeandSpace


• 2DShapes


Concrete activities• Jeopardy:Theteacherandchildrenstandinalineonebehindtheother.Theteacherbeginsbygivingananswer,e.g.‘16’,andpassingtheballoverhis/herheadtothechildstandingbehind,whothensaysanappropriatequestion,e.g.‘Whatis10+6?’Thechildthengivesarandomanswerandpassestheballunderhis/herlegs.

• 2Dshapetreasurehunt:Askchildrentofindexamplesof2Dshapesintheclassroom(lunch-boxlid,clock,window,book),aroundtheschool(basketballhoop,gate,chimney),andinthelocality(roadsigns,shopfronts).Takephotosoraskchildrentodrawashapemontage.

Objectives Tick Date• Developanunderstandingofadditionbycombiningorpartitioningsets,useconcretematerials0–20.

• Addnumberswithoutrenamingwithin0–20.

• Sort,describe,compareandname2Dshapes:square,rectangle,triangle,circleandsemi-circle.

• Constructanddraw2Dshapes.

• Combineandpartition2Dshapes.

• Identifyanddiscusstheuseof2Dshapesintheenvironment.


• Photographwalkordiary

• 2Dshapesaroundusandathome Mathematical language, and talk and discussion• Altogether,add,count,commutative,equals,make,more,less,plus,sign,sum,total,zero,Howmany?

• Circle,square,rectangle,triangle,semi-circle,sides,corner,inside,equal,beside,straight,curved



Resources• Numberfans,cubes,counters,lollipopsticks,commutativetemplatenumbers

• Beads,buttons,shells,dice,unifixcubes



• Observation

• Recordofwork

Integration• PE

• Art

• SPHE

• SESEScience


Strand• Number


• ComparingandOrdering


Concrete activities• Beanbaggame:Arrangethechildreninacirclewith1childsittinginthemiddle,holdingabeanbag.Thischildstartsbysayinganumberandfollowingitwith‘isgreaterthan/lessthan/equalto’.Theythenthrowthebeanbagtosomeoneinthecircle.Thechildwhoreceivesthebeanbaggivesanumberasananswerandfollowsitwith‘isgreaterthan/lessthan/equalto’andthrowsitbacktothepersoninthemiddle.

• Post-itgame:Childrenareputintosmallgroups.Eachgrouparegivenabundleofcardslabelled11–18andsomecubes.Thechildrentaketurnstoshufflethecards,take1andmakeastickofcubes,10inonecolour,andtherestinadifferentcolour.TheylabelthestickwithaPost-it.

• Hideandseekwiththenumber18:Theteacherdistributesminiwhiteboardsandmarkerstothechildren,thencallsoutanadditionproblem,wheretheansweris18.Thechildrenwritetheiranswersonthewhiteboards.Then,theteacherwillasktheclasstoshowtheiranswersandeachchildholdsuptheirwhiteboardtobecheckedbytheteacher.

Objectives Tick Date• Developanunderstandingofadditionbycombiningorpartitioningsets,useconcretematerials0–20.


• Compareequivalentandnon-equivalentsets.

• Ordersetsofobjectsbynumber.


Mathematical language, and talk and discussion• Altogether,add,count,equals,jump,split,make,more,less,plus,sign,sum,total,zero,Howmany?

• Morethan,lessthan,moreXthanY,sameamount,difference,equal,bigger,smaller,notasmanyas




Fortnight 1



• Addition


















Suggested Fortnightly Plan 5 (Page 45–53) Fortnight 5

Resources• Unifixcubes,counters,colouringpencils,gummedshapes,chartpaper

• Calendars

• Numberfans,cubes,counters,lollipopsticks,commutativetemplatenumbers



• Recordofwork

Integration• SESEGeography

• SPHE

• Music

• Gaeilge

• PE

• Art


Strands• Data

• Measures

• Number

Strand units• RepresentingandInterpretingData

• Time

• Operations–Addition


Concrete activities• Horizontalandverticalgraphs:Practisemakingahorizontalgraphandaverticalgraph,ensuringthatallobjectsstartatacommonbaseline.

• Sequencingcards:Askthechildrentoorderpicturesordrawatimelineofevents.Haveabalancebetweensequencesthatcover1day(breakfast,school,dinner,bed)andeventsthatoccuroveralongerperiodoftime.

• Hotpotato:Askthechildrentostandinacircle.Explainthattheywillthrowabeanbagaroundthecircleasifitwereahotpotato.Asthebeanbaggoesfrompersontopersontheymustcountupto20andbackto0.

• Switch:Askthechildrentostandinacircle.Onechildstartsat1and,inturn,thechildrencountto20.Anychildcansayswitchonhis/herturn.Thenextpersoninthecirclemustthenstarttocountbackwardsfromthenumberreachedbeforethechildsaidswitch.

Objectives Tick Date• Sortandclassifyobjectsby2and3criteria.

• Representandinterpretdatain2,3or4rowsorcolumnsusingrealobjects,modelsandpictures.

• Readday,dateandmonthusingcalendar.

• Developanunderstandingofadditionbycombiningorpartitioningsets,useconcretematerials0–20.



• Eventsthatoccur

Mathematical language, and talk and discussion• Baseline,row,column,represent,draw,pictogram,graph,across,down,horizontal,vertical

• Daysofweek,monthsofyear,calendar,after,before,early,earlier,late,later,next,tomorrow,yesterday,weekend,fortnight

• Altogether,add,count,equals,jump,split,make,more,less,plus,sign,sum,total,zero,Howmany?



Resources• Cubes,smallboxes,tensandunits,recordtemplates,large100square,mini100squares,beads,lollipopsticks(oranythingyouhavealargenumberof),elasticbands

• Realorplasticcoins,plasticcups,sortingbowls,pots,clothingandprops(maybeplasticfood)alargenumberofcoins(childrentobringinasmallbagofcoinsatthestartoflearningaboutmoney),whiteboards,markers,paper,pencils,rubbers,pricelabels



• Observation

• Recordofwork

Integration• PE

• SESEGeography

• Gaeilge

DifferentiationLower attainers:Separateactivitysheet.Higher attainers:Separateactivitysheets.

Strands• Number

• Measures


• Money


Concrete activities• Placevaluehats:2childrenstandwearinghats–onelabelled‘T’andonelabelled‘U’.Theystandinoppositecornersoftheclassroom.Everyotherchildgetsanumbercardwith1digithighlighted,e.g.highlightthedigit3.Inthisexample,thechildwiththiscardwouldgoandstandbesidethechildwearingtheunit’shat,becausethevalueoftheirdigitis3units.

• Dicegame:Dividetheclassintogroupsof4or5.Giveeachgroupadiceandseveral1ccoins.Thechildrentaketurnstorollthedice.Thenumberrolledonthediceindicatesthenumberof1ccoinstobetakenbythechild.Thewinneristhefirstplayerwhocollects50coins.

Objectives Tick Date• Explore,identifyandrecordplacevalueto20.

• Recognise,exchangeandusecoinsuptothevalueof50c.

Use of the environmentShopping:addingupitemstothevalueof50c

Mathematical language, and talk and discussion• Ten,unit,digit,placevalue,100square,sets,groups,before,after,ontopof,underneath,more,less,bigger,smaller,locate

• Money,coins,value,currency,cent,euro,change,buy,same,different,most,least,cost,Howmuch?,more,less,combinations,waystomake




Fortnight 1



• Addition


















,Suggested Fortnightly Plan 7 (Pages 66–74) Fortnight 7

Resources• Numberlines0–20,100squares,beads,buttons,shells,counters,itemsthatcomeinpairs

• Ropes,pegs,drawingpins,smallbags,smallboxes,lollipopsticks,elasticbands

• Abacus



• Observation

• Recordofwork

Integration• Visualarts

• PE

• Music


Strands• Algebra

• Number

Strand units• ExtendingandUsingPatterns

• PlaceValue


Concrete activities• Buzz:Allthechildrenstandinalongline.Theteacherdecidesonanumber,e.g.5.Inturn,everychildcountsanumber,startingfrom1.Foranumberinthe5pattern,(e.g.5,10,15)thechildsubstitutestheword‘buzz’.

• Loopcardsgame:Theteacherdistributesasetofcardswitha2-digitnumberononesideandaquestionontheother,e.g.‘Whohas1tenand3units?’Thechildwhohasthenumber13thencallsout,‘Ihave1tenand3units,that’s13.Whohas…?’

Objectives Tick Date• Recognisepattern,includingoddandevennumbers.

• Exploreandusepatternsinadditionfacts.

• Understandtheuseofaframetoshowthepresenceofanunknownnumber.

• Explore,identifyandrecordplacevalue0–20.


Use of the environment• Patternsinfloortiles,wallpaper,wrappingpaper,clothes,etc.

• Classroom:1door,3windows(odd);6chairs(even)

Mathematical language, and talk and discussion• Pattern,after,next,follow,continue,triangle,square,circle,rectangle,semi-circle,odd,even,odd-one-out,countin

• Ten,unit,digit,placevalue,100square,sets,groups,before,after,ontopof,underneath,more,less,bigger,smaller,locate



Resources• Milkcartonmeasure,heightcharts,metresticks,measuringtapes,objectstomeasure

• 2cardboardboxes,toycars,blindfold,maskingtape,templateforwristbands,variousclassroomobjects

• Loopcards,string,holepunchers,laminatingsheets,laminator,cubes,counters,lollipopsticks,numberfans,numberstorytemplates



• Recordofwork

Integration• PE

• Music

• SESEScience

• English

• Visualarts

• Gaeilge

• SPHE


Strands• Measures• ShapeandSpace• Number

Strand units• Length• SpatialAwareness• Operations–Addition


Objectives Tick Date• Estimate,compare,measureandrecordlengthusingnon-standardunits.

• Selectanduseappropriatenon-standardmeasuringunitsandinstruments.

• Estimate,measureandrecordlengthusingstandardunit(themetre).

• Explore,discuss,developandusethevocabularyofspatialawareness.

• Giveandfollowsimpledirectionswithinclassroomandschoolsettings.

• Explore,developandapplytheassociativepropertyofaddition.

• Developand/orrecallmentalstrategiesforadditionfactswithin20.

• Constructnumbersentencesandnumberstories.

• Solveproblemsinvolvingadditionwithin20.

Use of the environment• Findthingsinclassroomlonger/shorterthanapencil,etc.Schoolgrounds,thingstallerthanteacher,longerthanthisscarf,etc.

• Directions:HowdoIgototheprincipal’soffice,etc.

• Numbersaroundus:Spotdoubles

Mathematical language, and talk and discussion• Length,width,height,long,longer,longest,short,shorter,shortest,thick,thin,compare,estimate,measure,thesameas,metrestick,about,longerthan,shorterthan,tall,tallerthan,high,low,wide,narrow,far,near,close,metre

• Between,underneath,ontopof,around,through,right,left,inside,outside,opposite,where,in,out• Neardouble,doubles,combine,partition,make,count,altogether,add,plus,equals,more,less,sign,sum,jump,split,total,Howmany?

Concrete activities• Shadowfun:Intheyard,putthechildreninpairsandgetthemtomakeeachother’sshadowoutlineonthegroundusingchalk.Gooutatdifferenttimesofday.Istheshadowthesamelength?Isitlongerorshorter?Why?

• Modelmaking:Thechildrencanbuildamodelvillageorschoolbasedonapicture.Duringthisexerciseemphasisetheappropriatevocabularyfordiscussingspatialrelations.

• Highest/Lowestnumberpossible:Usingnumbercardsgetthechildrentomakethehighestorlowestnumberpossiblewith3numberscalledoutbytheteacherorpartner.




Fortnight 1



• Addition



















Resources• Beads,counters,buttons,pegs,shells,teddybears,unifixcubes,100squares,numberlines,abacuses,notationboards

• Balance,kilogramweight,buttons(differentsizes)beads,cubes,blocks,marbles,counters,plasticine,‘heavy’objects,‘light’objects



• Observation

• Recordofwork

Integration• PE

• SESEScience

• SESEGeography

• Visualarts


Strands• Number

• Measures

Strand units• Operations–Subtraction

• Weight

Objectives Tick Date• Developanunderstandingofsubtractionasdeducting.

• Recordsubtractionpictorially.

• Estimate,compare,measureandrecordweightusingnon-standardunits.


• Estimate,measureandrecordweightusingstandardunit(thekilogram).

• Solvesimpleproblems.



Concrete activities• Subtractionbasketball:Playagameofbasketballwhereeachteamstartswithascoreof20points.Everytimeateamscorespointsarededucted.Theaimistohavethelowestscore.Theteachercandecidethateachbasketisworth2,3,4,or5points.

• Makeweight:Giveeachchildanobjectandaballofplasticine.Askthemtousetheballofplasticinetomakeaballthatweighsthesameastheobject,byhand-weighingonly.Alternatively,childrencouldbeaskedtomake2differentsizeballsofplasticinethatweighthesame.Elicittheneedforastandardmeasure.

Use of the environmentFindandlabelthingssoldbyweight

Mathematical language, and talk and discussion• Takeaway,countback,minus,from,left,divide,breakup,sum,total,numbersentence,subtract,crossoff,less,leftover,join,go

back

• Kilogram,kg,heavy,heavier,heaviest,light,lighter,lightest,thesameweight,balance,measure,almost,nearly,weighsmore,weighsless


Resources• Lollipopsticks,elasticbands,ropes,pegs,drawingpins,red/bluedigits,straws

• Beads,counters,buttons,pegs,shells,teddybears,unifixcubes,100squares,numberlines,abacuses,notationboards

• Large100squareforclassroomdisplay,numberlines,cubes,indexcards/Post-its

• Hulahoops



• Recordofwork

Integration• PE

• Music

• English

• Visualarts

• Gaeilge

• SESEGeography


Strands• Number

• ShapeandSpace


• Operations–Subtraction

• NumberSentences

• SpatialAwareness


Concrete activities• Hangitonthewashingline:Theteacherhangsapieceofstringacrosstheroomwhichwillbeusedasawashingline.Eachchildhasalaminatednumber,whichiseithera1-or2-digitnumber(dependingonability).Asaclass,thechildrenhavetoorderthenumbersonthewashinglineinascendinganddescendingorder.

• Countingbackwardson100square.Thiscanbedoneon0–20numberlinesoronthe100square.Demonstrateasimplesubtractionequationusingconcretematerialssuchas10–4=___.Askchildrentousebeadstofindtheanswer.

• Modelmaking:Thechildrencanbuildamodelvillageorschoolbasedonapicture.Duringthisexerciseemphasisetheappropriatevocabularyfordiscussingspatialrelations.

Objectives Tick Date• Explore,identifyandrecordplacevalue0–99.

• Developanunderstandingofsubtractionasdeducting0–20.

• Recordsubtractioninnumbersentences.

• Recordsubtractionpictorially.

• Subtractnumberswithoutrenamingwithin10.


• Explore,discuss,developandusethevocabularyofspatialawareness.

Use of the environment‘Hide’anitemintheclassroom.Childrencanask20questionstofindit.Isitnearthewindow?Under/besidethetable?,etc.

Mathematical language, and talk and discussion• Ten,unit,digit,placevalue,100square,sets,groups,before,after,more,less,bigger,smaller,locate

• Takeaway,countback,minus,from,left,divide,breakup,sum,total,numbersentence,subtract,crossoff,less,leftover,join,goback

• Plus,addon,addition,subtraction,takeaway,minus,equals,answerbox,blank,frame,space,findout,Howmany?

• Between,underneath,ontopof,around,through,right,left,inside,outside,opposite,where,in,out




Fortnight 1



• Addition



















Resources• Variousemptycontainers,largecardboardboxes,bags,blindfold,eggcups,jars,glasses,yoghurtcartons,jugs,cups(varioussizes),bowls,teaspoons,tablespoons,wateringcans,buckets,basin,stopwatch

• Large100squareforclassroomdisplay,Post-its,whiteboards,markers

• Beanbags,100squares



• Observation

• Recordofwork


• Music

• SESEGeography

• SESEScience

• PE


Strands• Measures• Number

Strand units• Capacity• PlaceValue• Operations–Addition


Concrete activities• Mathsdisplay:Childrencangatherarangeofitemsrelatedtothetopicofcapacityandcreateadisplayinthemathsarea.• Beatthat!Childrenareputintogroupsandgiven2dice.Eachchildtakesitinturntorollthediceandusetheir2numberstomakethehighestnumbertheycan.Thechildwritesdownhis/hernumberandchallengesthenextplayertobeatthat.

• Patternaddition:Countin2sonthe100square;coloureachnumberyoustopat.Constructsetsthatincrementin2s,startingwith0andthenstartingwith1.Discussandthenrecordtheanswerspictorially.Extendactivitiestoskipcountingwith5sand10s.Noticeeffectofadding10toanumber.

Objectives Tick Date• Estimate,compare,measureandrecordcapacityusingnon-standardunits.


• Estimate,measureandrecordcapacityusingstandardunit(thelitre).

• Solvesimpleproblems.


• Explore,developandapplytheassociativepropertyofaddition.

• Developand/orrecallmentalstrategiesforadditionfactswithin20.


• Constructnumbersentencesandnumberstories.

Use of the environment• Comparecontainersinclass:whichcup/bottleholdsmore? • Counteyes,ears,fingers,toes,etc.Countanimals’feet(4s).

Mathematical language, and talk and discussion• Capacity,bottles,cartons,containers,pour,fill,full,empty,holdsmore,holdsless,thesameamountas,guess,estimate,compare,liquid,solid,size,different,suitable,most,least,almost,nearly,approximately,litre

• Ten,unit,digit,placevalue,100square,sets,groups,before,after,ontopof,underneath,more,less,bigger,smaller,locate• Make,count,altogether,add,plus,equals,more,less,sign,sum,pattern,total,Howmany?



Resources• Fruitfordemonstration,playdough,plasticknifes,beads,puppets,2Dshapes,pictures,scissors,variouscontainers,bowlsforsorting,smallbags,labels,cubes,counters,lollipopsticks,rollers/rollingpins

• Large100square,100squares,counters

• Beads,counters,buttons,pegs,shells,teddybears,unifixcubes,100squares,numberlines,abacuses,notationboards

• 3Dshapes,3Dshapeposters,card/Post-its,hat,3Dshapelabels,safetypins,stickywhitelabels,bags,blindfold,largecardboardboxes,real3Dobjects



• Recordofwork

Integration• PE• SPHE

• Music

• Visualarts

• SESEScience


Strands• Number

• ShapeandSpace

Strand units• Fractions


• Operations–Subtraction

• 3DShapes

Objectives Tick Date• Establishandidentifyhalfofsetsto20.


• Constructnumbersentencesandstories.

• Solveproblemsinvolvingsubtraction0–20.

• Describe,compareandname3Dshapes,includingcube,cuboid,cylinderandsphere.

• Discusstheuseof3Dshapesintheenvironment.

• Solveandcompletepracticaltasksandproblemsinvolving2Dand3Dshapes

• Exploretherelationshipbetween2Dand3Dshapes.Skills and concepts• Applyingandproblemsolving• Communicatingandexpressing• Integratingandconnecting• Reasoning• Implementing• Understandingandrecalling

Concrete activities• Fractionfruitsalad:Createafruitsaladbycontinuallyhalvingpiecesoffruit.Theteachercanstartbysimplyhalvingeachpieceoffruit.Then,theteachercanaskthechildrenwherehe/sheshouldcutthesmallerpiecesoffruittohalfthem.

• Ontarget:Drawalargedartboardonplasticorpaperandplaceonthefloorandlabeleachsectionwitha2-digitnumber.Childrenplayinpairs.Eachchildthrowsthebeanbagtwiceandaddsthe2numbers.Thechildwhohasthehighestsumearnsapointfortheirteam.

• Subtractionbowling:Makepinsfrom2-litrebottles.Childrentaketurnsbowlingandwritingthesubtractionequation,e.g.10pinsandthechildhits3,theequationis10–3=7.

• Makingshapes.Childrencanmake3Dshapesusingplasticine,playdoughormárla.

Use of the environmentIdentify3Dshapesinclassroom,environment,shops,etc.

Mathematical language, and talk and discussion• Fraction,half,whole,partof,sets,more,less,same,2equalparts,double,2Dshapes,rectangle,square,circle,semi-circle,triangle

• 100square,make,count,altogether,add,plus,equals,sign,sum,jump,forwards,total,Howmany?,more,less,pattern

• Takeaway,countback,minus,from,left,divide,breakup,sum,total,numbersentence,subtract,crossoff,less,leftover,join,goback,numberstory

• 3Dshape,cube,cuboid,sphere,cylinder,face,corners,side,edges,characteristics,length,equal,net




Fortnight 1



• Addition





















Assessment• Mentalmaths7• Observation

• Recordofwork

Integration• PE

DifferentiationLower attainers:Separateactivitysheet.

Strand• Number

Strand unit• Operations–Subtraction


Concrete activitiesSubtractionbingo:Thechildrentofillinablankbingocardwithnumbersbetween0–20.Insteadofcallingoutthenumber,calloutanumbersentence,e.g.20–2=.Thechildrenthenhavetodothecalculationandthosewhohave18ontheircardcanmarkitoff.

Objectives Tick Date• Subtractnumberswithoutrenamingwithin99.

• Focusonsubtractionasthereverseofaddition.

• Developandrecallstrategiesforadditionandsubtraction.

• Lookbackatadditionandsubtractionoperations.

Use of the environmentReallifenumberstories:10childrenatthistable,3areabsent,Ihad10crayons,2arelost.

Mathematical language, and talk and discussionTakeaway,countback,minus,from,left,divide,breakup,sum,total,numbersentence,subtract,crossoff,less,leftover,join,goback,equals,isthesameas



Resources• Smallcardboardanalogueclocks,largeteachingclock,sequencingpictures,calendar,classroomclock,eggtimer,clockface,rubberstamps

• Cubes,counters,templates(Whatisrenaming?),loopcards



• Recordofwork


• SESEScience

• SESEGeography

• English

• Gaeilge

• PE

• Music


Strands• Measures

• Number

Strand units• Time



Concrete activities• Minutegame:Theteacherasksthechildreniftheyknowhowlongaminuteis.Theclassaretheninstructedtostandandtositdownaftertheythinkaminutehaspassed.Thechildthatsitsdownclosesttotheexacttimeisthewinner.Itisworthrepeatingthisexerciseoverafewdaystogivechildrentheexperienceofanexactminute.

• Beattheclock:Givethechildren10easycomputationsontheboard.Askthemhowmanytheythinktheycandoin5minutes.Thenstartthestopwatchandseeiftheyarecorrect.

Objectives Tick Date• Usethevocabularyoftimetosequenceevents.

• Readthetimeinhoursona12-houranalogueclock.

• Readthetimeinhalfhoursona12-hourclock.

• Readday,dateandmonthusingacalendar.

• Readtimein1-hourintervals.

• Addnumberswithoutandwithrenaming99.

Use of the environment• Refertoclassroom(analogue)clock.

• Calendar:Howmanydaysuntiltheholidays/weekend/Mary’sbirthday,etc.

Mathematical language, and talk and discussion• Daysofweek,monthsofyear,calendar,spring,summer,autumn,winter,seasons,after,before,early,earlier,late,later,next,tomorrow,yesterday,weekend,fortnight,morning,dawn,afternoon,evening,night,o’clock,halfpast,soon,notyet

• Ten,unit,placevalue,count,altogether,add,plus,equals,sign,sum,jump,forward,total,Howmany?,more,less,set,group,make,renaming,numberstory,numbersentence




Fortnight 1



• Addition




















• Coins,pots/cups/bowls(forsorting),valuetags(provided),whiteboards,markers,paper,pencils,itemstoincludeintheshop,dress-upclothingandprops


Assessment• Mentalmaths8• Observation

• Recordofwork

Integration• PE

• Gaeilge

• SESEHistory

• SESEGeography


Strands• Number

• Measures

Strand units• Operations–Subtraction

• Money


Concrete activities• Countingback:Childrencanpractisecountingbackfrom100oranynumberbelow100inavarietyofways.Forexample,childrencouldstandinacircleandpassaballaroundastheycountbackwards.Childrencouldbeputintoteamsandtimedtoseewhichteamisthefastestatcountingbackwards.

• Dicegame:Dividetheclassintogroupsof4or5.Giveeachgroupadiceandseveral1ccoins.Thechildrentaketurnstorollthedice.Thenumberonthediceindicatesthenumberof1ccoinsthechildtakes.Thewinneristhefirstplayerwhocollects50coins.

Objectives Tick Date• Subtractnumberswithoutrenamingwithin99.

• Recognise,exchangeandusecoinstothevalueof50c.

• Calculatehowmanyitemscanbeboughtwithagivensum.

Use of the environmentShopping:addingupitemstothevalueof50c

Mathematical language, and talk and discussion• Takeaway,countbackwards,minus,from,left,divide,breakup,sum,total,numbersentence,subtract,crossoff,less,leftover,join,goback

• Money,coins,value,currency,cent,euro,change,buy,same,different,most,least,cost,Howmuch?,more,less,combinations,waystomake,sorting,valuetags


Documents

Suggested ortnightl Plan 1 Topics 1 2 ... - Planet Mathsplanetmaths.folensonline.ie/teachers/1st/7923_PM2012TRB_1st... · Suggested ortnightl Plan 1 Topics 1 2 15 Planet Maths Teacher