Year+1+Numeracy

MATHEMATICS Year 1 || =Adding pairs=

Information ||

Objectives
• To know by heart all pairs of numbers with a total of 10 • To recognise that addition can be done in any order

Prior learning
To benefit from this lesson, children should: • relate addition to combining two groups of objects; • be able to partition a number of objects into two groups; • be able to count how many more are needed to make a larger number; • recognise that addition can be done in any order; • use + and = to record number sentences.

Vocabulary
total, add, more, make, plus

Resources
• interactive whiteboard and/or data projector linked to a laptop • ICT suite or set of laptops • maths software that provides a visual model for adding pairs of numbers (in this Example, //Adding pairs SMART file//) //•// 10 marbles and a tin • sets of red and green counters • mini-whiteboards

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use and adapt the appropriate software, e.g. drag, drop, group and order.

Preparation for this lesson
You need to have loaded or created a resource that enables you to drag, drop, group and order items.

Lesson extract ||

Starter
Ask the children to make their hands into fists, put them behind their back and then to hold up three fingers. Q How many are not standing up? Establish that it is 7, and that 3 and 7 make 10. Repeat for other numbers. Tell children a number story such as: Q I have 6 sweets in my pocket. I eat 3. How many are left? Ask the children to show you the answer by holding up the correct number of fingers. Repeat with other examples. Ask the children to close their eyes. Say that you have 10 marbles and you will drop 4 into a tin. Q How many did you hear being dropped into the tin? Q How many am I still holding in my hand? Collect answers and emphasise that 4 and 6 make 10. Repeat.

Main activity
Open the //Adding pairs SMART file//. Explain to the children that there are green counters and red counters that will fit into the box. Q How many counters do you think will fit side-by-side into the box? Collect answers and, with the class, count out the 10 green counters as you drag them into the box. Explain that you are going to replace some green counters with red counters. Drag 4 of the green counters out of the box and replace them with 4 red counters. Q How many green counters are in the box? Q How many red counters are in the box? Q How many counters are there altogether? Record the number sentence 6 + 4 = 10 and get the children to read it aloud. Explain to the children that you are now going to replace another green counter with a red counter. Q How many green counters will be in the box? Q How many red counters will be in the box? Q How many counters are there altogether? Collect answers and confirm using the counters on the screen. Record the number sentence. Continue to replace red or green counters. Each time record the number sentence and have the children read it aloud. Give out 10 red and 10 green counters to pairs of children. Ask the children to make a line of 10 green counters. They are to replace some green counters with red counters, and count how many there are of each. They are then to record the number sentence on their mini-whiteboards. Collect and discuss answers. Record examples of the number sentences the children have made. Explain to the children that they are now to start with a row of 9 green counters and replace green counters with red counters as before, recording the number sentence each time. They are to work in pairs and make as many different number sentences as they can. If the children complete the task quickly ask them to find as many pairs with a total of 8 counters as they can and record the corresponding number sentences.

Plenary
Explain to the children that you want to list all the number sentences they have made and check to see if there are some that are missing from the list. We will do this by rearranging the list. Refer to the examples and number sentences that were recorded earlier. Emphasise that all these number sentences give a total of 10, the number of counters altogether. Say that we are going to represent these and the children are to give you their number sentences that total 10. Display the second page of the notebook. Ask the children for a number sentence for 10 and drag in red counters over the green counters to represent the sentence. Record the number sentence alongside the strip. Group together the strip with its number sentence. Continue to collect the children’s number sentences and display them on the screen. Q Have we listed all of the possible number sentences that make a total of 10? How can we check? Encourage the children to describe and compare the patterns in the strips of 10. With the children rearrange the strips and the number sentences to highlight the change in the number of green and red counters. Use this pattern to identify any missing strips and add these to the list, together with the corresponding number sentence, until all the number sentences for 10 are recorded. Display the third page of the notebook with the number sentences recorded and represented by strips. With the class, read aloud each number sentence. Tell the children to close their eyes. Remove one of the number sentences together with the strip. Q Which number sentence have I removed? Continue until all of the number sentences have been removed. Have the children give you number sentences with the total 10 and record these on the board. Encourage the children to give these to you in the same order that they appeared on the board. Collect the number sentences with the total of 9 and without representing them with strips of counters. With the children rearrange them in a way that helps to check whether any are missing.

Notes ||

Links to the Framework for teaching mathematics
The lesson links to units on addition and subtraction.

Context of this lesson
This lesson could be used in Units 2–4 of the autumn term from the sample medium-term plans. This could also form part of work on finding all possibilities by listing them in a systematic way.

Why use ICT?
The advantages of using ICT are as follows. • The teacher can manipulate and rearrange images and records to help children to identify patterns and to check that all possibilities have been collected. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion, and record information for later use. • The interactivity of the software is motivating and stimulating.

MATHEMATICS Year 1 || =Calculation patterns=

Information ||

Objective
• To identify and use patterns in similar calculations, involving numbers to 10

Prior learning
To benefit from this lesson, children should know how to add and subtract numbers within numbers to 5.

Vocabulary
left, right, turn, half turn, number sentence, subtract, subtraction, take away, equals

Resources
• interactive whiteboard and/or data projector linked to a laptop • maths software that provides a visual model for addition and subtraction calculations (in this Example, //Number facts// interactive teaching program (ITP)) • counters for each pair of children

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use an interactive whiteboard or data projector; • use //Number facts// ITP.

Preparation for this lesson
Ensure that the //Number facts// ITP is loaded.

Lesson extract ||

Starter
Ask the children to stand up straight with their hands by their sides. Make sure all the children face the same way and call this the front of the class. Give them the instruction to make one whole turn. Q Which way are you facing now? Did you all turn the same way? Confirm that everyone is facing the front again. Decide whether everyone turned the same way or not. Q What instruction could we use to be sure everyone turns the same way this time? Establish the use of the vocabulary ‘turn left’ and ‘turn right’. Ask children to put up their left hand to make sure they all know which way is left and which is right. Give the instruction to make one whole turn to the right and confirm with the children that everyone made the same turn this time. Give the instruction to make half a turn to the left. Q Are we all facing the same way? Ensure that children recognise the term ‘half turn’ and that everyone is facing the same way. Q Where will you be facing if you make another half turn to the left? Collect children’s predictions and then have them make the half turn to the left to confirm their answer. Ask the children to make half a turn to the right. Q What instruction should we give to undo this turn? Collect answers and establish that a half turn to the left will undo the half turn to the right. Repeat giving different instructions. Include one and a half turns to the left, etc. Each time ask the children for the instruction that undoes the turn or the instruction that completes the turn so everyone is facing the front. Give the children a pair of instructions, e.g. one whole turn to the right and half a turn to the left. Before they carry out the turns ask: Q Can you predict the way you will face, the front or the back of the class? Collect and discuss the children’s responses and have them turn to confirm the answer. Ask them for the turn that ensures they face the front again. Repeat with other sets of instructions.

Main activity
Launch the //Number facts// ITP. Set the number of contents to 8 and select the subtraction sign by clicking on the + sign. Discuss the number sentence displayed and agree that it means there are 8 counters and none has been removed. Count the counters to confirm this. Have children read the number sentence aloud. Hide the number sentence. Move the end counter into the bin. Q How many counters have we put into this bin? Q How many are left? Collect and discuss answers. Q What number sentence can we write? Establish that as we have taken away 1 counter and there are 7 left, the subtraction number sentence is 8 – 1 = 7. Reveal the number sentence on the screen to confirm this. Hide the sentence again and remove a second counter, putting it in the bin alongside the first counter. Repeat the questioning to establish that this time the calculation being modelled is 8 – 2 = 6. Reveal the number sentence and continue until all the counters are in the bin, lined up in pairs. Increase the number of counters to 10, keeping the number sentence hidden. Count the 10 counters with the children. Q What subtraction number sentence would we write this time? Collect answers and reveal the number sentence. Have children read it aloud. Hide the sentence and move a counter into the bin. Ask children to identify the associated number sentence and reveal and confirm, asking the children to read the number sentence aloud. Continue the process of hide, remove, predict, reveal and read until all counters are in the bin. Return to the 10 counters on the screen with the number sentence hidden. Record the calculation 10 – 4. Q How can we work out 10 subtract 4 using what we have just done? Agree that this means we put 4 counters in the bin. Q What number sentence did we start with? Establish it is 10 – 0 = 10 and have the children say this aloud. Record this under the calculation 10 – 4. Remove a counter and place this in the bin. Q What is the number sentence now? Agree it is 10 – 1 = 9, record under 10 – 0 = 10 and repeat until you arrive at 10 – 4 = 6. Display the number sentence to confirm the answer. Discuss the pattern that was generated by removing the counters one at a time. Explain that recording the number sentences each time helped us to work out the calculation. Display 6 counters. Count them and record the calculation 6 – 4. Agree that this means we put 4 counters in the bin. Encourage children to develop the pattern and say the number sentences aloud as you place the counters in the bin, one at a time, until there are 4 in the bin. Establish that 6 – 4 = 2, and reveal to confirm. Display 9 counters and the number sentence 9 – 0 = 9. Say that the children are now to work in pairs and start with the number sentence 9 – 0 = 9. They are to take away one counter at a time and record the subtraction number sentence each time to make a list of all the subtraction number sentences that start with 9. They have counters on the tables to use if it helps them.

Plenary
Record the calculation 9 – 5. Q Can you complete this subtraction number sentence? Collect answers and agree that this number sentence is 9 – 5 = 4. With the class read the number sentence 9 – 0 = 9.Hide the sentence and place a counter in the bin. Have the children read out the number sentence that corresponds to this. Keep removing the counters one at a time, to confirm that 9 – 5 = 4. Reveal and hide this sentence and continue the pattern to 9 – 9 = 0. Record the calculation 7 – 3. Q What do we do to work this out? Have the children explain the steps to generate the pattern and use the //Number facts// ITP to work through the process from 7 – 0 = 7 to 7 – 3 = 4.

Notes ||

Links to the Framework for teaching mathematics
The lesson links to units on addition and subtraction.

Context of this lesson
This lesson could be used in Units 9 to 11 of the autumn term from the sample medium-term plans. This could also form part of work on finding all possibilities by listing them in a systematic way.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows the teacher to partition counters and hide and reveal one or more, in order to support children’s recognition of patterns that help them to add and subtract. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • The interactivity of the Number facts ITP allows children to recognise how the image created after moving counters relates to the number sentence.