Mental Oral Starters Y2 Teaching Sequence 6

Activity 1

Objectives: To work out what coins to use to pay an amount up to £2

Resources: Grid with pictures of coins on IWB or similar (see picture below). Whiteboards, collection of ‘nice things’ labelled as £2, £1, 27p, 55p, 32p, 3p, 15p, etc

· Show children the grid with the pictures of coins. Here are some things to buy. I want you to work out on your whiteboards how to pay for them using the least number of coins as possible. For example, this doll costs 55p. Which coins can you use to pay? Remember, as few as possible.

· Then using each ‘nice thing’ children show answers on whiteboards either as a list of the coins or as a number sentence. 20p + 10p + 2p = 32p

· Take feedback on each one with the children saying the number sentence.

Activity 2

Objectives: To find pairs of multiples of ten with a total of 100

Resources: Coat hanger with 5 pegs in one colour and 5 in another colour, cloth, 100 bead bar, whiteboards

· Show children the coat hanger set to (say) 6 + 4. If I know 6 + 4 = 10 then I know 60 + 40 = 100. Demonstrate the 100 bead bar split to 60 and 40.

o I’m going to show you a pair that makes ten, I want you to say the multiples of ten that make 100. So, 7 + 3 equals 10 so 70 add 30 equals 100.

· Continue to practise other examples. Then ask children to do the same thing, but this time recording answers on their whiteboards.

· Then use the cloth to hide (say) 4 pegs.

o Ten subtract how many, leaves 6? Yes 4. So 100 subtract 40 leaves 60.

· Practise examples like this with all children saying the subtraction sentence.

· Then practise examples which children record and show on whiteboards.

· Use 100 bead bar to check answers and to support children having difficulty.

Activity 3

Objective: Recognise all coins

Resources: Give each child a selection of coins

· Ask children to look at their coins

o Can you lay out one of each coin in value order?

o How many different coins have you put out?

o Do we agree?

o Can you quickly show me which coins are worth more than 20p?

o Who can point at and name the coins?

o Who can show coins that are worth less than 50p?

o Hold up the coin that is worth 100p?

o What is it called?

· Continue asking the children to identify coins until you feel that they are confident.

Activity 4

Objective: Find totals up to 20p using two or more coins

Resources: Give each pair of children a selection of coins

· Arrange children in mixed ability pairs.

o Can you show me a way of making 20p using two coins?

o Who can explain which coins they have used?

o Who can make 20p using three coins?

o Who can show me that their coins add up to 20p?

o Do we agree?

o What about four coins?

· Check that the children are working together and that they can count in 5s up to twenty.

Activity 5

Objective: Find totals up to 50p using two or more coins

Resources: Give each pair of children a selection of coins

· Ask children to look at their coins.

o Can you make fifty pence using two coins?

o Has anyone made fifty pence using two coins?

o Why not?

o Can you make fifty pence using three coins?

o Can you show us how your three coins add up to 50p?

o Is there a different way of using three coins to make 50p?

o Why not?

o What about four coins?

o Can you show us how your four coins add up to 50p?

o Is there a different way of using four coins to make 50p?

o Is there another way?

o Why not?

o What about five coins?

o Can you show us how your five coins add up to 50p?

o Is there a different way of using five coins to make 50p?

o Is there another way?

· Continue investigating different ways of making 50p.

Activity 6

Objective: Use pairs to ten to find the complement to the next multiple of ten

Resources: Give each pair of children a whiteboard and pen

· Group children in mixed pairs.

· Write these additions on the board.

? + ? = 10 ? + ? = 10

o Shall we read the first number sentence together?

o Something and something make ten.

o What could the digits in the spaces be?

· Ask for several different answers.

o I’m going to count slowly to twenty and see how many pairs will be getting a house point.

o Ready, get set, GO!

· Write their completed number sentences on the whiteboard

Activity 7

Objective: Use pairs to ten to find the complement to the next multiple of ten

Resources: A whiteboard and pen for each pair of children, a minute timer

· Group children in mixed pairs.

· Write these additions on the board:

6 + ? = 10 36 + ? = 40

16 + ? = 20 46 + ? = 50

26 + ? = 30 56 + ? = 60

o Shall we read the first number sentence together?

o Six and something make ten.

o What could the digit in the space be?

o How do you know?

o Show me ten fingers, bend down six, how many more to make ten again?

o I’m going to set the timer for one minute, I wonder how many pairs will have completed the six number sentences.

o Remember three number sentences then swap pen with your partner.

o Class clap for the pairs that get them all right when the timer goes.

o Ready, get set, GO!

o Were they easy or difficult?

o Why is the missing digit always four?

· Change the units to seven.

o Read the first number sentence with me, seven and something makes ten.

o Use your fingers to show me the answer.

o Yes it’s three.

o What will the other missing numbers be?

o How do you know they will be three?

Activity 8

Objective: Use complements to multiples of ten to find change up to 50p

Resources: 10p and 1p coins for each pair of children

· Pair up the children, one with 10p coins and the other with 1p coins.

· Write 50p - 47p = on the board.

· Read the number sentence together.

o What kind of number sentence is this?

o If I take 50p to the shop and buy a cake that costs 47p I shall have some change, use your coins to show me the change?

· Observe how the pairs solve this, do they use 1p coins?

o How much change?

o How do you know?

· Complete the number sentence.

· Write 50p – 37p = on the board.

o Shall we read the number sentence? 50p – 37p =

o What is the next multiple of ten after 37? (yes 40)

o Show me the coins you use to get to 40 from 37 (3p)

o Show me how many tens to get from 40p to 50p (10p)

o How much change?

o Yes, 13p

· Complete the number sentence.

· Write 50p – 27p on the board.

o What do we do first?

o Yes find how many ones to the next multiple of ten?

o What is the next multiple of ten? (30)

o Show me with your coins.

o What do we do next?

o Yes, find how many tens to fifty pence?

o Show me your answer.

· Complete the number sentence.

o Can you see a pattern?

o What is the pattern?

o Why is the unit digit always three?

Activity 9

Objective: Find pairs of multiples of ten with a total of 100

Resources: Ten demonstration 10p coins held by ten children

· Choose ten children to hold a 10p coin.

o How much money is being held?

o Who can count it for me?

· Ensure children are matching the count with finger movements.

o If we ask one child to sit down, what will the number sentence be?

o Hundred take away ten is ninety.

o If she jumps up again it will be ninety add ten is one hundred.

o What will the next sentence be?

o Yes, hundred take away twenty is eighty.

o Eighty add twenty is 100.

o Shall we see if we can say the number sentence as the children sit down and stand up?

· Keep a lively fast pace and swap children.

Activity 10

Objective: Find pairs of multiples of ten with a total of 100

Resources: ten fingers, whiteboard and pen for the teacher

o Today our fingers are worth 10p each.

o Shall we count our fingers in multiples of ten?

· Check that children are matching the chant to finger movements.

o We are going to do our number pairs for multiples of ten.

o Chant and do the actions together, one hundred and zero make hundred, 100 -10 =90, 90 + 10 = 100; 100 – 20 = 80, 80 + 20 = 100 etc.

o Who can tell me the first number sentence to write on the board? (100 + 0 = 100, 100 + 0 = 100)

· Continue writing and reading the number sentences.

o Can you see a pattern?

o What is the pattern?

o Have you seen a pattern that is similar before? (number pairs for ten)