Maths Weekly Plan Year 1/2 D. Orr Autumn 1 week 4: Measurement length and mass w/c

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1 M Take away a single-digit number from a 2-digit number. Play mesarena.com/play /Subtraction- Activity-2991 Children work in pairs with a 0-50 number line. length. use m/cms? Tell the children that this week they will be thinking about s. What do you think is meant by s? Tell me any words that indicate what is being d? Ask class what they think is meant by length (how long/short/wide/ narrow something is), mass (how heavy something is), capacity (how much a container holds) and volume (how much liquid is in a container). Explain that for the rest of this lesson they will be estimating and measuring length. In what units do we length? (m/cms) Hold up a metre stick. What in this room do you think is about 1 metre long? For each of the children s suggestions, invite them to take the metre stick and check by holding it alongside the items. Repeat this for a 30cm ruler. Whiteboards (1 between 2) Metre sticks for HA (1 between 2) 30cm rulers Caterpillars for LA AfL: What was the longest item you found? Were you surprised? I can choose and use appropriate standard units to estimate and length in any direction (m/cm) to the nearest appropriate unit using rulers Year 2 Children find six things in the classroom that they estimate to be longer than a metre. They then find six things in the classroom that they estimate to be shorter than a metre. They then make a list with objects more than a metre in one column side and objects less than a metre in the other column. Then they the items and write down their actual length. How good was your estimating? MAs (Amazing Table w/t Entering Year 1) I can compare and describe lengths (for example, long/short, longer/shorter, double/half) Year 1 Children use 30cm rulers to items in classroom class dictionary, maths book, reading record, Mr Men book, I can begin to compare and describe lengths (for example, long/short, longer/shorter, double/half) Year 1 Children have caterpillars of lengths. They have to choose have to put them in order from shortest to longest. Children need to describe lengths using vocabulary such as longer/shorter.

2 T To know our 4x tables Percy parker 5x. Sing the song with IWB then I will ask the children some spot questions. height. talk about units of? Discuss height with children. What do we mean when we talk about height? How tall do you think you might be? Explain to children that we height in ways. Sometimes it is d in feet and inches, and sometimes in metres and cms. Today we will be using metres and cms. Chose six volunteers and ask rest of class to put them in order, from shortest to tallest. How do you know which one is tallest? Metre rules AfL: I can choose and use appropriate standard units to estimate and height in any direction (m/cm) to the nearest appropriate unit using rulers Year 2 Children predict who is the tallest and who is the shortest. They make estimate and then each other as accurately as possible using the metre rule. MAs (Amazing Table w/t Entering Year 1) I can compare and describe heights (for example, tall/short, double/half) Year 1 Children have to put each other in order from tallest to shortest. Can you put each other in order? Can you estimate how tall you are? I can begin to compare and describe heights (for example, tall/short, double/half) Year 1 Children have cuddly toys from classroom. They have to line them up and compare and describe their heights. Which is tall? Which is short? How do you know?

3 W Recognise place value of numbers Play mes.com/arrowcar ds_revised_v5.ht ml record lengths and heights accurately and double check? Children may be confused by the difference greater than and less than.. Show children the greater than, less than & equal signs on board. Does anybody know what these symbols mean? Show greater than and less than alligators and explain that the alligators love eating the bigger numbers. Watch which explains concept using Allie the Alligator. I can compare and order lengths and record the results using >, < and =. - Year 2 Children have six pairs of objects. They need to each item in the pair and then decide which is greater in length. They then need to put the < or > crocodile between the pair to indicate their relationship. Two of the pairs will be equal, so they will use the = symbol for them. < > crocodiles = signs Objects to Multilink cubes AfL: I can and begin to record lengths and heights, using non-standard and then manageable standard units (m and cm) - Year 1 MA (Amazing Table w/t Entering Year 1): Children items (pencil, book, water bottle, pencil pot) on their desk using Lego bricks. Note down how many Lego bricks tall the item is. Once they have done this, they then need to them using 30cms ruler, and write down ment. I can begin to lengths and heights - Year 1 Children use multilink cubes, things from around the classroom carefully, and draw their item and write number of cubes for that item in the box next to the drawing.

4 Th Partition numbers in ways Play partitioning game with tens and units rks.co.uk/placevalue/place-valuecharts mass. use the term mass rather than weight? Children may confuse units of. Tell the children that today they will focus on estimating and measuring weight or mass. Pass the kilogram weights around the class so that everyone can feel how heavy 1kg is. Put one weight in a bucket on the balance and invite children to choose objects and estimate whether they are going to be heavier or lighter than 1kg. They check by placing each in the other bucket. What is your estimate? How can you check by looking at the balance? Explain that the kilogram weight is too heavy to the weight of lighter items accurately, so grams are used. Repeat the above activity with a 100g weight. I choose and use appropriate standard units to estimate and mass (kg/g) to the nearest appropriate unit using scales Year 2 Children have to find objects which are heavier and lighter than 1kg. They can use groups of the same object, but not lots of things in one go. In a table, they write the object, their estimate (heavier or lighter) then write result (heavier or lighter). I can and begin to record mass/weight, using non-standard and then standard units (kg and g) Year 1 MA (Amazing Table w/t Entering Year 1): Show children 5 boxes of and the question Is the biggest box the heaviest? Why? Ask children to predict an order and record this. Allow children time to explore the question without any apparatus before introducing a weighing scales. Children will need to record answer. I can begin to mass/weight Year 1 Children have a set of objects which they have to sort into two categories heavy and light. When they have finished sorting, they can weigh the items on scales. Weighing scales for each group 5 boxes of sizes (including long & tall box & a very small box). Boxes to be labelled A-E. Each box to contain a bag of sand weighing amounts that the children will be able to read on a scale. Smallest box weight the most. Include the weight of the box and bad of sand when creating weights. Weights and measuring scales. AfL: How accurate were your estimates? F Identify 2-D shapes in orientations and begins to describe them Play 2-D shape game on IWB maths/shapes/pla y/popup.shtml practise mental maths use your number knowledge?. Explain that each Friday we will be practising our mental maths. What does mental maths mean? Discuss any questions and concerns children might have. Explain how the mental maths challenges will work and give example questions to ensure children understand process. Year 1 and Year 2 mental maths test. AfL: How did you work out your answers? What have you learnt?

5 Comments / Notes: Place value / counting backwards I can practise my Year 2 mental maths skills Children carry out Year 2 mental maths test. I can practise my Year 1 mental maths skills MA (Amazing Table w/t Entering Year 1):Children carry out Year 1 mental maths test. I can practise using numbers Children work on counting skills, practising counting objects in the outdoor area and attempting to count beyond 20.