Whitchurch Primary School Maths Weekly Plan

Year Group/Class : 1/2 Theme : Money and Time Week Beginning: 26/09/2016

Learning Outcome:

/ Differentiation (hard, harder and hardest) /

Focus Children

Notes from Cold Maths assessment?
Monday – LO:
Y1: To know how much each coin to 10p is worth.
Y2: To know how much each coin to £1 is worth. / Year 1
Hard: I know how much each coin to 10p is worth.
Harder: I can place coins into the correct order.
Hardest: I can begin to find the total of two coins.
Year 2
Hard: I can recognise all coins.
Harder: I can add the values of 2 coins.
Hardest: I can add the values of 3 coins. /
Tuesday – LO:
Y1: To add 1p and 2p to coins up to 10p.
Y2: To investigate amounts to be made using coins; use a system, make an ordered list. / Year 1
Hard: I can add 1p and 2p to coins up to 10p.
Harder: I can add 1p and 2p to coins up to 10p.
Hardest: I can write the additions for this.
Year 2
Hard: I can recognise all the coins.
Harder: I can separate the coins according to the material/
Hardest: I can use ordered lists to find all possibilities.
Wednesday – LO:
Y1: To find ways to pay amounts to 10p.
Y2: To use coins to buy objects up to 20p and find change. / Year 1
Hard: I can add two coins to pay amounts to 10p.
Harder: I can add more than two coins to pay amounts to 10p.
Hardest: I can find all the ways to pay amounts to 10p.
Year 2
Hard: I can find the total of 2 amounts (less than 20p).
Harder: I can find the total of more than 2 amounts (less than 20p).
Hardest: I can find change from 20p.
Thursday – LO:
Y1: To tell the time to the hour.
Y2: To read time on digital/analogue clocks to nearest half hour. / Year 1
Hard: I can tell the time to the hour.
Harder: I can show o’clock times on small clocks.
Hardest: I can begin to show half past times.
Year 2
Hard: I can tell the time to the hour on digital and analogue clocks.
Harder: I can read the time to the half hour on analogue clocks.
Harder: I can read the time to the half hour on digital clocks.
Friday – LO:
Y1: To tell the time to the half hour.
Y2: To read time on digital/analogue clocks to nearest quarter hour. / Year 1
Hard: I can tell the time to the hour.
Harder: I can tell time to the half hour.
Hardest: I can discuss the times that I do things.
Year 2
Hard: I can tell the time to the hour.
Harder: I can read the time to the 1/4 hour on analogue clocks.
Hardest I can begin to identify time intervals.
Success criteria to be shared with children on their toolkits : To be discussed with children – What do THEY need to do to be successful?
Starting Activity / Main /

Differentiated Group Activities / Resources / ICT

/

Plenary/Mini

Key Questions
M / Count on 1 or 2
Put 5 pennies in a tin as chn silently count. Add 1 more. How many now? Add 2, one at a time. How many now? Repeat adding 1 or 2 pennies at a time until 20p is in the tin, keeping a brisk pace so chn count on. / Show chn 1p, 2p, 5p and 10p on Money tool. If someone gave you 1 of these coins, which would you rather have? Why? Why not this coin? Point to the 2p. It looks bigger! The numbers on the coins tell us how much they are worth. ‘Silver’ coins are worth more than brown ones. Give each pair of chn a pot of coins, one each of 1p, 2p, 5p and 10p (preferably real). Show a coin on the tool. Chn hold up the same coin from their pot. Show the 2p coin. This is worth the same as 2 pennies. Show 5 pennies. Show me a coin that is worth the same as 5 pennies. Repeat with 10 pennies. Show a 5p coin and 1p coin.
Send Y1 away now to work with TA.
Draw out that the numbers on the coins tell us how much they are worth but that the 1 on the pound coin refers to 1 pound, not 1 penny. How many pennies is this coin worth? How many 10p coins are worth the same as a pound coin? How do you know? Count on in 10s up to 100, holding up 1 finger for each 10p coin to confirm that ten 10p coins have a total of 100p, and that this is the same as £1. Hold up two coins. Chn write the total amount of money on their whiteboards. Repeat. Remind chn how to count on 20 when adding 50p and 20p. / Y1 Easier (AC to support)
Give each pair of chn a pot of 10 pennies, and one each of 2p, 5p and 10p coins. They draw each coin and by the side write how many pennies they could swap it for. Chn ring the number of pennies to match each coin on Resource sheet 1600 and write the total.
Abacus Y1 WB1 p44
Y1 Harder
Provide pairs of chn with Resource sheet 1601. Chn ring the number of pennies for each coin and write the total.
GUIDED Y2 Easier
Give each pair a pot of one of each coin: 50p, 20p, 10p, 5p, 2p and 1p. Choose a child to put a hand over the pot and shake it. Choose another child to take 2 coins with eyes closed. Discuss the two coins. Write an addition number sentence; together count on to add the two coin amounts together. Chn now do the same in pairs, but when they take two coins out they sketch the coins and record the total. Support chn when adding. Repeat, taking turns.
Abacus Y2 WB1 p62
Y2 Harder
Ask children to investigate which amounts from 20p to 30p can be made with only two coins. Give each pair a pot of coins: 20p, 10p, 5p, 2p and 1p. They should write a list of amounts from 20p to 30p and record the pair of coins at the side of each where possible. / Show children a variety of items with prices (Resource sheet 327) 3p, 5p, 6p, 10p 15p, 21p, 25p, 60p, 52p, 30p, 70p. Which 2 coins could you use to buy this orange? Repeat for some cheaper and more expensive items.
T / Compare numbers
Count along a washing line of numbers 1 to 20 (Resource sheet 752, Resource sheet 753, Resource sheet 754, Resource sheet 755, Resource sheet 756 and Resource sheet 757). Hold up cards 3 and 8 (Resource sheet 562). Which is more? Chn answer using fingers. Repeat with other pairs of cards asking which is less as well. / Show chn a 20p coin, a 10p coin, a 5p coin, a 2p coin and a 1p coin on Money tool. Recap their values. Ask chn what’s the greatest amount of money we could make if we choose 2 of them? (Y1s find the largest value coin.) And the least? What other amounts could we make? I wonder how many different amounts we could make all together. Point out that we need a system so that we are sure we have found ALL the possible amounts. We can start with the greatest amount or the smallest amount; which shall we do? Say that this doesn’t matter, but creating an ordered list is the important thing. Work together to begin an ordered list, e.g. 20p + 10p = 30p; 20p + 5p = 25p; 20p + 2p = 22p; 20p + 1p = 21p; 10p + 5p = 15p. (Y1 focusing on writing the coins rather than working out the totals.) What shall we write next? Discuss how making an ordered list helped you to keep track and to make sure no possibilities were missed out.
Send Y2 away now to work with TA.
Show the coins on Money tool again. I need 3 pence, but there isn’t a 3p coin. What could I do? Talk to your partner. Agree you could use a 2p coin and a 1p coin. Record 2p + 1p = 3p. Repeat for finding 4p, 6p, 7p, 11p and 12p. Model counting on in pennies from the larger coin (e.g. tapping the 2p twice to count on 2). / GUIDED Y1 Easier
Show chn a 5p coin and a 2p coin. How much money do I have? Point to the 5p coin saying 5 and tap the 2p coin twice saying 6, 7. Rpt adding 2p to other amounts, showing chn how to count on 2p by tapping it twice as they do so. Find the totals of other combinations of coins. Record some of the additions together.
Y1 Harder
Give pairs Resource sheet 1602 with coins 1p, 2p, 5p and 10p drawn in one set, and 1p and 2p in the other. Chn choose one from each set to add together and write the addition. Rpt.
Y2 Easier (AC to support)
Sophie has two coins in her pocket. One is silver and one is copper. What amount of money might she have? What’s the most she could have? And the least? Work together to create an ordered list, e.g.
50p + 2p
50p + 1p
20p + 2p etc.
Y2 Harder
Challenge children to find as many different ways of making 10p as they can, using no more than five coins. Encourage them to work systematically beginning with the 5p coin first. / Write an ordered list of totals of 2 coins less than 10p, e.g. 5 + 5p, 5p + 2p, 5p + 1p, 2p + 2p, 2p + 1p, 1p + 1p. Have I found all the pairs? Discuss how an ordered list makes it easier to see if any pair is missing.
W / Pairs to 10
Children put hands behind their backs. Shuffle a pack of 0–10 cards (Resource sheet 562); show one. Chn show number of fingers to go with the number to make 10. Repeat, trying to build up speed. / Show chn items from a class shop with price tags: 4p, 7p, 9p and 10p (Resource sheet 327). Discuss what coins could be used to pay for each. Use counting on from the 1st coin to check totals. Show chn that you could use a 5p coin and 2 pennies to pay 7p. Is there another way I could pay? Explain that now you want to buy a pencil for 10p but you haven’t got a 10p coin. How else could I pay? Ask chn if you could pay with 2 coins rather than using all the pennies.
Send Y1 away now to work with TA.
Show children the class shop items again but with prices: 4p, 5p, 6p, 7p, 9p, 10p, 11p, 13p and 15p (Resource sheet 327). Tell children that they can spend 20p. What could you buy? If you buy the 10p pencil, how much more can you spend? If children decide to buy 2 things but not to spend all of their 20p, which pair of items can they buy? Choose two items and model how to add these. How do we find out how much we have left? Discuss how we can use pairs to 20 to help, e.g. spend 17p, we would get 3p change because 17 + 3 = 20. On Bead string tool show 17 beads and the next 3 beads to make 20. Record: 20p – 17p = 3p. / Y1 Easier
Challenge chn to find ways of making 3p, 4p and 6p by drawing around the coins.
Y1 Harder (AC to support)
Investigate different ways of making 6p, recording ways by sticking coins (cut from Resource sheet 72) to a piece of card. After chn find a few ways, introduce being more systematic, e.g. What’s the biggest value coin I could use? Let’s find ways using that. And the next biggest value? Let’s find as many different ways using just 2p, and then 2p and 1p coins. What’s the smallest number of coins we could use? And the largest?
Y2 Easier
Provide chn with 20-bead strings. Chn choose 2 items from priced objects on Resource sheet 1603 with a total of less than 20p, find the total, and then find the change from 20p. They record number sentences. Repeat.
GUIDED Y2 Harder
Children choose 2 items from priced objects on Resource sheet 1603 with a total of less than 20p, find the total, and then find the change from 20p. They record number sentences. Repeat, then chn progress to choosing 3 items totalling less than 20p and find the change. / Write 6p, 9p and 4p. We’re going to find the total; how could we do that? Look for the easiest way to add the prices up! Write the prices in order to match chn’s responses, e.g. 6p + 4p + 9p, spotting a pair to 10, and then adding on 9.
T / Days of the week
Sing the days of the week song to ‘The Addams Family’ tune (Resource sheet 1518). / Show 8 o’clock on an analogue clock on Clock tool. Point out that this is an o’clock time because the big hand is pointing to 12, the little hand is pointing to 8: it’s exactly 8 o’clock. You might have breakfast at this time. Move the minute hand. Show how the big hand goes round the clock once every hour. What time is it now? This is the time we start school. Continue moving the hands forward 1 hour at a time, passing midday, discussing daily routines. Stop at 8 o’clock. Tell chn that it is bedtime but you read for half an hour. What time will it be when you fall asleep? Chn show on small clocks. Explain that the minute hand has gone half way around the clock and is now pointing to the 6. This shows us it is half past 8. Show other half past times. Call out some o’clock and half past times. Chn show these on their clocks.
Send Y1 away now to work with TA.
Display both analogue and digital clocks showing 9 o’clock on Clock tool. This is a digital clock; where have you seen clocks like this? Select a step size of 30 minutes and click. Point out what’s happened to the digital clock. Remind chn that there are 30 minutes in an hour. So 9:30 is half past because half an hour has gone past. Change the step size to 15 minutes. This time the minute hand has travelled a quarter of the way around the clock. We call this quarter past. Start back on o‘clock. Show minute hand moving around clock and stop on quarter past, half past and stop on the 9. Explain that the minute hand has travelled 3/4 way around clock and there is only a quarter left until it returns to being o’clock. We call this quarter to… Stress that it tells us it is quarter to the next hour. / Y1 Easier
Chn take turns to roll a dice, move forward that number of spaces on a board (Resource sheet 1604) and show the time on their clocks. If their partner thinks this is right, they stay where they are, if not they go back a space. First child to reach the end wins.
Abacus Y1 WB2 p36
Y1 Harder (AC to support)
Play a game of ‘What’s the time, Mr Wolf?’ with the group using a blank game board (Resource sheet 1605). Be the wolf to start with. Chn call out ‘What’s the time, Mr Wolf?’ Answer with an o’clock or half past time e.g. 3 o’clock. Chn show the time on their small clocks. If they get it right they move their counter that number of spaces, e.g. 3. When you shout ‘Dinner time!’ they have to start from the beginning again! Continue until there is a winner or winners.