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| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
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Which of these:
How do you know? How could you check? Look at the five paper strips. Put all your five strips in order, from longest to shortest. Now put your longest strip on its own on the table. Find two strips which, put together, are the same length as your longest strip. Show me how to find half of this strip of paper. How do you know it is exactly half? |
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How did you work out how much they cost altogether? Does it cost more if I buy them in a different order? Make up a question using the words 'sum of' and tell me how to do it. Tell me some addition questions that have 20p as an answer. |
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How did you work out how much you had left? Make up a 'take away' question and show me how to do it. Tell me some subtraction questions that have 10p as an answer. |
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Turn the hands of this clock so that it shows 4 o'clock. Who took the shortest time to ...? |
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Is this stick longer or shorter than this straw? How do you know? Is the red parcel heavier than this other one? How do you know? Does this container hold more than this other one? How do you know? Which of these three containers holds the most water? How do you know? How could you check? Which of these objects are sensible to use for measuring? Why? What sort of measuring could you use them for? Would it be fair to measure with ...? Why or why not? Estimate how many art-straws will fit across this table. How many of the long paintbrushes will fit across the table? Why do you think that there will be fewer paintbrushes? |
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Turn the hands of this clock so that it shows 4 o'clock. Who took the shortest time to ...? |
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Which of these shapes will roll in a straight line? Which will roll in a curved line? Follow my instructions to get through the maze. Move forwards, turn left, go straight on, turn the corner, ... |
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Michelle and Solomon are going to take the register to the school office. Give them instructions to tell them how to get there. Use words like forwards, left, right, ... |
Children continue use and apply their calculation skills to solve problems involving measures. For example, they solve problems such as:
One bottle of water will fill 10 cups. How many cups will two bottles fill?
Which is heavier: the large roll of cotton wool or the small tin of tomatoes?
Estimate how many art-straws will fit across this table. How many of the long paintbrushes will fit across the table?
They order small sets of objects according to their weight, capacity, length, height or width. At first they use direct comparisons to order the objects. They then use uniform non-standard units to match each object and count the number of units. They record each count in a table and work out which of the set of objects is longest or shortest, heaviest or lightest, and so on. These activities involve children in making decisions about the accuracy of the measure; for example: The shelf is 6 and a bit exercise books long. Is it nearer to 6 or 7 exercise books? They discuss questions such as: If the book is 24 cubes long, will it also be 24 counters long?
Children continue to work with money. They distinguish coins by sorting them and start to understand their value. They begin to recognise that some coins have a greater value than others, and will buy more: for example, 2p is worth more than 1p; 5p is worth more than 2p; £2 is worth more than £1. They play money games and collect 1p or 2p coins to the value of 10p and begin to count up 'how much this is altogether'. They extend their activities in the classroom shop, paying for items that cost 1p, 3p, 5p, 7p or 9p using only 2p coins, and receiving the appropriate amount of change in 1p coins. They use coins to help them to respond to questions such as:
Michael had £5. He spent £3. How much did he have left?
Rosie had a 10p coin. She spent 3p. How much change did she get?
How much altogether is 1p and 2p and 5p?
Sunita spent 5p and 6p on toffees. What did she pay altogether?
Chews cost 2p each. How much do three chews cost?
An apple costs 12p. Which two coins would pay for it?
Which three coins make 11p? How else could you make 11p?
James paid 13p for chews. What coins could he use? What if he paid 17p?
This unit continues to develop the concept of time. Children use the language of clock time in rhymes such as Hickory Dickory Dock or stories such as Mr Wolf's Week by Colin Hawkins. They being to know key times of the day such as assembly at 9 o'clock, going home at 3 o'clock and bed time at 8 o'clock. They read and record the time to the hour on a clock with hands and use the clock hands to respond to questions such as:
It's 5 o'clock. What time will it be in two hours' time? What time was it three hours ago?
Mum cooked a cake. She put it in the oven at 8 o'clock. She took it out at 10 o'clock. How long was the cake in the oven?
Children continue to develop the use of everyday language to describe position, direction and movement, capitalising on opportunities in classroom games and in PE, for example, playing 'Simon says ...' or 'Follow my leader'. They describe where objects are in a picture or on a playing board, or how things are stored on shelves or in a cupboard.
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Activities |
PDF 645KB |
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Activity 8 - Ride at the fair |
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Activity 15 - Jack and the beanstalk |
| Springboard unit |
| None currently available |
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Diagnostic focus |
Resource |
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Has difficulty identifying doubles and adding a small number to itself |
2 YR ×/÷ |
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When halving makes two unequal groups or splits a single object unequally |
6 YR ×/÷ |
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Does not relate combining groups of objects to addition |
3 YR +/- |
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Is not confident about when to stop counting when taking away |
4 YR +/- |
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Counts up unreliably, still counting the smaller number to get one too many in the answer |
3 Y2 +/- |
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