PP FORM PL SUBJECT: Numeracy Learning objective:

LESSON PLAN DATE: 21.11.13

UNIVERSITY OF MANCHESTER PRIMARY PGCE CLASS: Year

NOR: 29

Inclusion (SEN, IEPs, EAL, G&T): What resources, support, additional adults or approaches are you using to support these identified pupils?

To use partitioning to double and halve 2 and 3 digit numbers.

Prior knowledge: What do pupils already know? What can pupils already do?

There are no SEN children or children with IEPs in this lesson. G&T: If the G&T children finish page 67, they can start the top of page 68.

- This will be the childrens first lesson on doubling and halving.

Steps to Success:

Success Criteria
LA (Circles) MA (Rectangles) HA (Triangles)

- Double/halve tens - Double/halve units - Double/halve tenths - Add them together.

- To know how to double by partitioning.

- To know how to double by partitioning and to know near doubles of 2 digit numbers.

- To know how to double numbers and decimals by partitioning and to work out near doubles of decimals.

Sharing vocabulary and definitions. How?

Doubling, halving, 2-digit numbers, 3-digit numbers, partitioning, near doubles, tens, units, tenths. The vocabulary will be shared during and throughout the lesson. Harder words such as partitioning will be explained as the technique is shown.
Time/resources/adult support/behaviour mgt Lesson = 1hr 15mins Teaching input/input: share LO and SCs, differentiated questions, modelling, explanations, resources ICT, AFL OR Learning challenges/guided/independent/collaborative Differentiation, resources, pitch/challenge, AFL, all expectations e.g. quality, quantity, noise level, behaviour Assessment opportunities: product, observation, discussion, question, exemplification, plenary/mini plenary, sharing good practice lead learning/WAGOLL, AFL, reflection on SC (self/per assess), next steps to improve their work, links to national expectations

10mins - One TA in classroom. - Children should respond to the maraca or 3,2,1. - Children should be using their whiteboards and pens. - Children should sit on the carpet as soon as they have finished their date and L.O.

STARTER

- The children should come to the classroom quietly and sit down in their numeracy seats. - They will look at the previous lessons work and complete any corrections they have. The children will then write the date and learning objective. Circle group will draw lines down the middle of their page, underneath the paper that is stuck in. Rectangle and Triangle groups will both draw lines down the middle of their page. - Tell the children that I looked yesterday and Izzy Keenan went in the gold book with her work. - Children should bring a whiteboard and pen to the carpet with them. We will play Thumbs Up, Thumbs Down. Numbers will appear on the screen and I will point to them and ask the children if they are in different times tables (eg. 66, is this numbers in the 2 times table?, Thumbs Up or Thumbs Down).

- This is a good opportunity to see how the children double a number. Do they use the partitioning method or another? - Questioning the children will help them to understand how they work it out as well as informing me on their techniques before the lesson. - Observe which children are understanding their multiples (times tables), look out for the children who either get it wrong, or the ones who do not answer some questions.

MAIN

30mins - TA to support the circles (LAs). - Tell children they should go back to their seats quietly and sensibly. - Children should respond to a maraca or 5,4,3,2,1. - The interactive whiteboard will be used, demonstrating the work the children will be completing. - The visualiser will be used to show the children the textbook pages. - Children will be working from the textbooks. - Circles will be using number cards 0-9. 10mins - Transition from their seats to the carpet will be staggered they will sit on the carpet when they have finished their AFL.

- Show the children the doubling machine, ask them to see if they can work out what number will come out of the doubling machine. If they get this right ask them how they worked it out, then put the number in the doubling machine and check it. - Look at slides 4 and 5, and model how the children could use the partitioning method to first double and then halve numbers. Make sure they understand the decimals well. LA (Circles) Working with Mrs Slater (AT). The children will need tens and units place-value cards, but they should only use the even cards for the units. Each child takes one card from each set to create a 2-digit number. One child halves the tens. The other should halve the units. They add their answers together to find half of the whole number. If they do enough of these, they can do the same but double the number. MA (Rectangles) - Working on page 66 of the Textbook. Remind them that they need to put the km after the numbers. Tell them they have to complete the owl. Show this on the visualiser. HA (Triangles) Working on page 67 of the Textbook. Tell them I want to see their working out. Show them on the visualiser the second half of page 67 and ask them how they could work out how much a child ticket costs. Remind them to put the km and before the numbers.

- Check to see if the children understand the easier doubling and halving questions. Make sure they also understand how to partition decimals. They should be reminded that in the number 56, the first number is not a 5 it is 50. This is the same with a decimal eg. 6.8, the first number is a 6 but the second is 0.8. - When the children have been set off working, the only group working with a TA will be the circles. I will walk around the room, checking the other children are getting on well with their work, correcting any misconceptions and answering questions. - Look to see which children are finding it easy and which children are struggling or taking a little longer answering the questions out.

PLENARY

- Tell the children to AFL their work. Ask them to write 1,2,3,4,5, and then answer the question: Where can you use these maths skills? (eg. when items are half price in a shop). - The children should sit on the floor with a whiteboard and pen after they have done their AFL. I will split the children into 2 teams, the Tigers and the Lions. I will reveal 3 numbers one by one and then hide them again. They have to double the number, the first person to hold their board up with the correct number, wins a point for their team.

- The plenary should show how quickly the children can work out the doubles of numbers. It will be a good chance to see how the children work the double out after the lesson and then compare this to their technique before the lesson. If a child gets the answer right very quickly, ask them how they worked this out.

SAFETY

Curriculum Ref:

Children should take care when moving from their seats to the carpet and back again. Whilst they are on the carpet children should be careful with their chairs making sure they dont trap any fingers. After the lesson, children should put everything away s ensibly and either go back to their own classrooms or stand in their team places ready to say a prayer before lunch. The scheme of work used is the Abacus Evolve Framework. The Year 4 maths set are completing Year 5 units as they are the highest ability set.

Reflection and evaluation of pupils learning

Were objectives achieved by pupils? Indicate pupils who exceeded expectation and those who did not meet objectives. What do pupils know/understand; what is your evidence? During the lesson, the Circle (LA) group were working with the teaching assistant. The group overall did well. All but one child achieved the objectives. Tilly G could not halve numbers such as 50, 70 and 90. Harry B exceeded the expectation and started to halve bigger numbers into the 100s. This meant he was completing halve of the Rectangle (MA) groups objective. All of the LA children started the extra task of doubling the numbers. The entire rectangle (MA) group achieved their objective. They also remembered that they needed to add km onto the numbers. They needed clarification of the owl question. The Triangle (HA) group all achieved their objective. They needed to be reminded how to set out the questions and also the details of the bottom of page 67. This was explained to them on the carpet, but they needed it explained again. None of the children finished this.

Future action
What strategies will you try to improve/extend learning? Will you need to modify your existing plans? How? In the next lesson, Tilly G in the Circle group who could not halve numbers such as 50, 70 and 90, will be working for the first 10 minutes of the lesson with the teaching assistant. I will make sure she understands the work and practice some of the numbers that she couldnt halve. Harry B will do the same work as the rest of the group, but if he finished this, he can start the rectangle (MA) groups, work to see how he finds that. In the next lesson the childrens owl tasks will be explained in detail on the visualiser. I will need to make sure that the children are listening properly and explain to them that it is important that they listen. With the Triangle group, the lesson will be similar with them working from Textbook so I think I will explain the Circle (LA) and Rectangle (MA) groups tasks first and then send them to their seats. This will ensure I have the full attention of the triangle so I can explain to them exactly how I would like them to set out their work and explain in detail the questions they will be answering. This will take 5 minutes.

Reflection evaluation of teaching competence

What are your professional strengths? What could you improve? I think in the lesson my understanding of the area of maths we were looking at was good. During the lesson I was so worried about ensuring the children had a good understanding of doubling decimals, that when I went to double the tenths I forgot to double it and then the final answer was therefore wrong. The children did notice this but didnt tell me. The teaching assistant had to point this out to me so I could correct this. It gave me an opportunity to show the children how easy it was to make mistakes when doubling decimals and therefore served as a reminder to them. I understand that all areas of my maths knowledge need refreshing and I think that I need to work on the way that I use mathematic terminology.

Future action
What will you try to improve you teaching next time? I would like to improve on the way I use mathematic terminology during the lesson, ensuring I use the same words to describe or explain things. I want to start to encourage the children to use the same mathematic terminology as well so when I teach the next lesson, I will question the children in a way which will allow them to use either the topic vocabulary or mathematical terminology.

SUBJECT: Numeracy Learning objective:

DATE: 25.11.13

CLASS: Year

NOR: 29

Inclusion (SEN, IEPs, EAL, G&T): What resources, support, additional adults or approaches are you using to support these identified pupils?

To derive doubles of multiples of 10 to 1000, and the corresponding halves.

Prior knowledge: What do pupils already know? What can pupils already do?

There are no SEN children or children with IEPs in this lesson. G&T: The Triangles or Triangle Challenges can go onto page 24 of the Challenge Textbook, but if they get onto this, they will need assistance from the teacher or teaching assistant.

- This will be the childrens 2nd lesson on doubling and halving. They have completed work on decimals but have not yet concentrated on doubling/halving multiples of 101000.
Steps to Success:

Success Criteria
LA (Circles) MA (Rectangles) HA (Triangles)

- Double/halve hundreds - Double/halve tens - Add them together.

- To know doubles and halves of multiples of 10, 100 and 1000.

- To work out doubles and halves of numbers by partitioning.

- To work out doubles and halves of numbers by partitioning. Double and halve money amounts.

Sharing vocabulary and definitions. How?

Doubling, halving, 2-digit numbers, 3-digit numbers, partitioning, near doubles, tens, units, tenths. The vocabulary will be shared during and throughout the lesson. Harder words such as partitioning will be explained as the technique is shown.
Time/resources/adult support/behaviour mgt Lesson = 1hr 15mins Teaching input/input: share LO and SCs, differentiated questions, modelling, explanations, resources ICT, AFL OR Learning challenges/guided/independent/collaborative Differentiation, resources, pitch/challenge, AFL, all expectations e.g. quality, quantity, noise level, behaviour Assessment opportunities: product, observation, discussion, question, exemplification, plenary/mini plenary, sharing good practice lead learning/WAGOLL, AFL, reflection on SC (self/per assess), next steps to improve their work, links to national expectations

10mins - One TA in classroom. - Children should respond to the maraca or 3,2,1. - Children should be using their whiteboards and pens. - Children should sit on the carpet as soon as they have finished their date and L.O.

STARTER

- The children should come to the classroom quietly and sit down in their numeracy seats. - They will look at the previous lessons work and complete any corrections they have. The children will then write the date and learning objective. Circle and Triangle group will draw lines down the middle of their page. Rectangle group will draw lines down the middle of their page, underneath the paper. - Children should bring a whiteboard and pen to the carpet with them. - Show the first slide and go through each question. Ask the children to complete the questions as it does on the slide (eg. 985+??=1004, add how many to 1000 then how many to 1004 and add together).

- This is a good opportunity to see how the children double a number. Do they use the partitioning method or another? - Questioning the children will help them to understand how they work it out as well as informing me on their techniques before the lesson.

MAIN

30mins - TA to support the circles (LAs). - Tell children they should go back to their seats quietly and sensibly. - Children should respond to a maraca or 5,4,3,2,1. - The interactive whiteboard will be used, demonstrating the work the children will be completing. - The visualiser will be used to show the children the textbook pages. - Children will be working from the textbooks. - Rectangles will be using place value cards.

- On slide 3 ask the children what each number is doubled. On slide 4 ask a child to pick a number that can be made out of the number cards on the board. Ask the class what the answer would be if the number was doubled. Separate the 2 cards and ask them to double the tens and then the units. Check to see if their answer was right. On slide 5, tell the children that you want to buy 2 of the ice creams, ask them to split the number into pounds and pence, double them both and then add together. LA (Circles) Working on Page 69 of the Textbook. Show the circles the textbook on the visualiser. Remind them to complete the owl and explain this using the visualiser, make sure they are all listening carefully and explain why they should be. Ask them to look carefully at the questions. Tilly G will be working with the teaching assistant for the first 10mins of the lesson, she will go over the halves of 50, 70 and 90 with Tilly G to ensure that she now understands how to halve these numbers. Harry B will be told that if he finishes the work he can go onto page 70 of the textbook, as last lesson he finished early. MA (Rectangles) - Working on their own for the first 10mins and then with Mrs Slater (AT). They will have tens and hundreds place value cards. In pairs they will select two of each type of card make two 3-digit numbers. They find double the difference between the numbers in two ways, one child following the first way, the other child the second way. They try this many times and then they should see what they notice. (1) Find the difference between the two numbers, and then double it. (2) Double each number, and then find the difference. After they have completed this, they should do the same but this time double the total HA (Triangles) Working on page 71 of the Textbook. After the other groups have been sent to their seats ensuring that I have the triangles full attention, show them the textbook on the visualiser. Tell them exactly how to set out their work and show them the owl question. I will explain the owl question in detail and answer any questions about this. Ask them to look carefully at the questions. This should only take 5 mins.
PLENARY

- Check to see if the children understand the easier doubling and halving questions. Make sure they also understand how to partition decimals. Again they should be reminded that in the number 56, the first number is not a 5 it is 50. This is the same with a decimal eg. 6.8, the first number is a 6 but the second is 0.8 (this is the same for money). - When the children have been set off working, the only group working with a TA will be the rectangles. I will walk around the room, checking the other children are getting on well with their work, correcting any misconceptions and answering questions. - Look to see which children are finding it easy and which children are struggling or taking a little longer answering the questions out.

10mins - Transition from their seats to the carpet will be staggered they will sit on the carpet when they have finished their AFL. - Tell the children to AFL their work. Ask them to write 1,2,3,4,5, and then answer the question: What strategies did you use to work out the answers? - The children should sit on the floor with a whiteboard and pen after they have done their AFL. The children will write on their whiteboards the sequence of doubles on the slide. After they have completed this, tap the boxes below to reveal the answer. Then complete one of your own.

- The plenary should show how quickly the children can work out the doubles of numbers. It will be a good chance to see how the children work the double out after the lesson and then compare this to their technique before the lesson.

SAFETY

Curriculum Ref:

Children should take care when moving from their seats to the carpet and back again. Whilst they are on the carpet children should be careful with their chairs making sure they dont trap any fingers. After the lesson, children should put everything away s ensibly and either go back to their own classrooms or stand in their team places ready to say a prayer before lunch. The scheme of work used is the Abacus Evolve Framework. The Year 4 maths set are completing Year 5 units as they are the highest ability set.