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| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
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At the shop, all packets of crisps cost the same. Hannah buys two packets. She pays 40 pence. How much does one packet cost? In how many different ways can you make 30p using only silver coins? Put this box on one side of the balance (scales). Find two other boxes that together balance this one. [Point to the box on the balance.] Tell me when both sides balance. Use the balance (scales) to find out which of these three boxes is heaviest, which is the lightest, and which is in between. [Use statements like:
Do you agree? Can you find an example that shows that the statement is wrong? |
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What if the badges cost 5p? How many could you buy £1? Tell me how you worked it out. Tell me some addition questions that have 80p as an answer. Make up a question that uses the word total and tell me how to do it. |
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How will you check your change? Build me two towers that have a difference of four cubes in their heights. Tell me some subtraction questions that have 50p as an answer. Make up a question that uses the words difference between and tell me how to do it. |
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How did you decide which way the robot should turn? How did you decide how many steps the robot needed to move to reach ...?
Look at this map. Start at the bottom. Point to the second house on the left. |
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What did know that helped you to estimate? Before you measure, what are the important things to remember about measuring?
Five children used cubes to balance one of their shoes. This table shows the number of cubes they needed. Whose shoe is heaviest? Whose shoe is two cubes lighter than Gareth's shoe? |
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Starting at 12, which number is halfway around the clock face? What month is your birthday? Is it in the summer? Which month comes after March? At what time of the year do the leaves fall off the trees?
Sam's school starts at 9 o'clock. Sam went to the dentist and got to
school half an hour late. Draw the time Sam got to school on the clock. Imagine a clock with hands on the wall in front of you. The long hand is pointing to the 6. The small hand is pointing between 8 and 9. What time is it? |
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The big hand of the clock is pointing to the 3. What number will it point to when it has made half a turn? If you face the door and make half a turn, what can you then see?
Look at the map. Go to Start. Follow this route from there. |
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The pictures on the cards tell the story that you heard on the tape. Put the cards in time order. |
Children continue to solve problems involving measurements. They begin to understand the relationship between the size of the unit and the number of units needed for the measurement. They predict whether they will need more counters or more matchboxes to measure the length of a book. They fill a container such as a watering can with jugs of water and then beakers of water. They discover, say, that the watering can holds 4 jugs but 20 beakers, so fewer are needed of the larger unit and more are needed of the smaller unit.
Children begin to use standard units such as a metre stick to estimate, measure and compare how far they can throw a bean bag, recording distances to the nearest metre. They use a litre jug to fill three different large bowls or buckets, estimating first. They use their calculation skills to respond to questions such as:
The telegraph pole is 7 metres tall. The tree is 11 metres tall. How much taller is the tree?
Tom bought 18 litres of lemonade for a party. Children at the party drank 15 litres of lemonade. How many litres were left?
Children continue to work with money and understand the value of all coins. They exchange 20p and 50p coins for smaller coins in different ways. They count up 'how much altogether' there is in a purse containing several 2p coins, or several 5p coins or several 10p coins, linking the counting to counting in twos, fives and tens. They then count up how much there is in a purse with a few mixed coins. They learn that when they are counting up coins it is usually easier to start with the largest coin or coins, and finish with the smallest. They link this to putting the larger number first when adding.
Children extend their activities in the classroom shop, paying exactly for items costing less than 50p using 10p, 5p, 2p and 1p coins. They then pay for an item costing, say, 17p by rounding up to 20p and paying that amount. They work out the change that they expect to get from the shopkeeper. They use coins to help them to respond to questions such as:
Fatima paid 57p for a yogurt. What coins could she use?
Carole has 30p. She spends 25p. How much does she have left?
Robert had a 50p coin. He spent 3p. How much change did he get?
How much altogether is 5p and 10p and 10p?
Ahmed spent 14p and 9p on apples. What did he pay altogether?
Lollipops cost 5p each. How much do six lollipops cost?
An orange costs 17p. Which three coins would pay for it?
Which three coins make 32p? How else could you make 32p?
Children continue to develop the concept of time. They order the months of the year and make a 12-page classroom 'calendar' with pictures of each month, writing significant events underneath, such as Divali, Pancake Day or Midsummer's Day, or the dates of their birthdays. They read time to the hour and half hour on a clock with hands and recognise half past the hour in day-to-day routines. They use time lines or clocks to help them to respond to questions such as:
It's half past seven. What time will it be in four hours' time? What time was it two hours ago?
John went to the park at 9 o'clock. He left at half past eleven. How long was he at the park?
Children continue to use everyday language to describe position, direction and movement. For example, they follow and give instructions to make whole, half and quarter turns to the left or right. They describe the route through a simple maze. They program a simple floor robot to follow a route that is marked on the floor, using previous moves and 'trial and improvement' to estimate how many 'robot steps' are needed.
| Activities | PDF 645KB |
| Activity 16 - Monster |
| 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 2 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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Does not relate finding the difference and complementary addition to the operation of subtraction |
4 Y2 +/- |
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