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Week 1

K Leahy_A2_EST204_S233006

Learning Area: Mathematics and Literacy Year Level : Class Size: Class and then

1/2 focus group of six students

Addition Concepts and Strategies

Curriculum Connections

Level 1

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,

partitioning and rearranging parts(VCMNA089)

Literacy

Engage in conversations and discussions, using active listening behaviours, showing interest, and

contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly

and using appropriate volume and pace (ACELY1788)

Level 2

Solve simple addition and subtraction problems using a range of efficient mental and written

strategies (VCMNA107)

Literacy

Listen for specific purposes and information, including instructions, and extend students own and

others' ideas in discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement

in an appropriate manner, speaking clearly and varying tone, volume and pace

appropriately (ACELY1789)

Learning Intentions

We are learning to master addition facts where the add ends are one apart

Criteria

K Leahy_A2_EST204_S233006

Assessment The pre assessment worksheet has been completed in the previous

maths lesson.

Students are place in learning level focus groups.

10 minutes Students use class IPads for Mental Maths 10 minutes - Hit the button against the

clock.( each student has individual learning levels arranged by the teacher)

https://www.topmarks.co.uk/maths-games/7-11-years/mental-maths

Procedure

Read out the learning intention

Review double facts. Write and model a doubles fact on the Interactive

Whiteboard using the pens and save the file for tomorrows review.

Have students sit in groups of four and make the doubles using the

counters ( use the smaller tens frames and smaller counters, the small

yellow square unifix as we use larger numbers)

Both addend are the same. Double 6 =12 or 6+6=12. Double 5 =10 or 5+5=10.

Doubles plus 1

2 + 2 is a doubles fact

2 + 3 is 1 more than 2 + 2

It is a doubles-plus -1 fact

When its a doubles- plus- 1 fact, we choose the smaller number to double 6+7=?

We double the 6 and add the one. 6+7 is 6 + 6 and 1 more.

What is 6 + 6? (12) What is 1 more than 12?

K Leahy_A2_EST204_S233006

How do you know that 6 + 7 is a doubles-plus-1 fact? ( The addends are one

number apart)

Ask students to come up and write the answers on the IWB, save the page.

Focus Groups

Students complete the worksheet and use counters if needed. Once completer

students can work in pairs to make and record some doubles-plus -1 addition

facts of their own, roll a dice and turn the number in to a double plus 1 fact.

Students will take a photo of their doubles-plus -1 addition facts and I will add it

onto Seesaw.

Choose a student to read out the success criteria and then I sum up the lesson.

Reflection:

What have you learnt about doubles-plus-1 facts today? What can you tell me?

11-years/mental-maths

Interactive Whiteboard

Counters

Maths work book

Writing pencil

Seesaw, the online student learning portfolio:

https://web.seesaw.me/seesaw-for-schools/

Reflection How will I get students to reflect on their learning?

Evaluation

What worked well? What would I modify? What would I do differently next

time?

K Leahy_A2_EST204_S233006

K Leahy_A2_EST204_S233006

Doubles Facts

Near Doubles Facts

Write the answer. Cut and paste onto the correct column

K Leahy_A2_EST204_S233006

Learning Area: Mathematics and Literacy Year Level : Class Size: Class and then

1/2 focus group of six students

Addition Concepts and Strategies

Curriculum Connections

Level 1

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,

partitioning and rearranging parts(VCMNA089)

Literacy

Engage in conversations and discussions, using active listening behaviours, showing interest, and

contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly

and using appropriate volume and pace (ACELY1788)

Level 2

Solve simple addition and subtraction problems using a range of efficient mental and written

strategies (VCMNA107)

Literacy

Listen for specific purposes and information, including instructions, and extend students own and

others' ideas in discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement

in an appropriate manner, speaking clearly and varying tone, volume and pace

appropriately (ACELY1789)

Learning Intentions

K Leahy_A2_EST204_S233006

Success I can use double facts to make near doubles facts

Criteria

Assessment How will I know that my intended learning outcomes have been achieved?

10 Minutes Students use class IPads for Mental Maths 10 minutes Addition, Repair the

slide.( each student has individual learning levels arranged by the teacher)

Procedure

Choose a student to read out the learning intention.

You have learnt about doubles-plus-1 facts. These can also be called near

doubles facts. Today you will practise more near doubles facts by finding the

double in an addition sum and then adding one more.

Students sit in pairs and take turns to ask each other a doubles fact from 1-10.

One student says 4, other says 8.

Students make doubles facts with unifix ( Use all the same colour) 3+3= 6, 5+5=

10, 8+8=16

Now make near double facts by adding 1 more (different colour) 3+4=7, 5+6=11,

8+9=17

Near doubles are two numbers that differ by one, such as 2 and 3 or 8 and 9.

Focus Group

Play the Candy Land near doubles board game in pairs and record your near

doubles on the sheet provided.

At the end of the lesson each pair will stand up and read out a near doubles

equation and the answer to their peers.

Reflection:

At the end of the lesson each pair will stand up and read out a near doubles

equation and the answer to their peers.

Ask a student to read out the success criteria, sum up the lesson.

IPad

Repair the slide

https://www.topmarks.co.uk/Flash.aspx?b=maths/addition

K Leahy_A2_EST204_S233006

Dice

Unifix

Maths book

Writing pencil

Reflection How will I get students to reflect on their learning?

Evaluation What worked well? What would I modify? What would I do differently next

time?

K Leahy_A2_EST204_S233006

Learning Area: Mathematics Year Level : Class Size: Class and then

1/2 focus group of six students

Addition Concepts and Strategies

Topic: Revision

Curriculum Connections

Level 1

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,

partitioning and rearranging parts(VCMNA089)

Literacy

Engage in conversations and discussions, using active listening behaviours, showing interest, and

contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly

and using appropriate volume and pace (ACELY1788)

Level 2

Solve simple addition and subtraction problems using a range of efficient mental and written

strategies (VCMNA107)

Literacy

Listen for specific purposes and information, including instructions, and extend students own and

others' ideas in discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement

in an appropriate manner, speaking clearly and varying tone, volume and pace

appropriately (ACELY1789)

Learning Intentions

We are learning to master addition facts where the add ends are one apart

Criteria

K Leahy_A2_EST204_S233006

Assessment Class discussion on yesterdays lesson, revision

10 Minutes Students use class IPads for Mental Maths 10 minutes Loop Cards.( Each

student has individual learning levels arranged by the teacher)

Procedure

Choose a student to read out the learning intention

Using counters on the carpet show me the following: Use a small white

board to write equation for students to look at.

6+6=? (12) Thumbs up if its a doubles fact, thumbs down if its a doubles-plus -1

fact.

6+7=? (13) Thumbs up if its a doubles fact, thumbs down if its a doubles-plus -1

fact.

3+4=? (7) Thumbs up if its a doubles fact, thumbs down if its a doubles-plus -1

fact.

4+4=? (8) Thumbs up if its a doubles fact, thumbs down if its a doubles-plus -1

fact.

Create a poster called Addition Strategies. Students can come up and write their

own equation.

Turn and talk to a partner about your equation, then write it in your maths book

first, when its your turn come up and show me then write it on the poster.

Take photo of the Addition Facts Poster and load onto Seesaw.

Focus Groups

Additional Shuffle

In pairs students have a set of number cards (0-10) each. Shuffle the cards and

hold them in their hands. Both students turn over the top card at the same time,

students use their addition strategies to add the two numbers on the cards

K Leahy_A2_EST204_S233006

together. The first student to say the correct answer gets a point or a counter.

The first to 10 points wins.

Reflection:

What is something thing you could tell me about todays addition strategies?

Choose a student to read out the success criteria written on the board.Sum up

the lesson.

IPad

Loop Cards https://www.topmarks.co.uk/maths-games/7-11-years/mental-maths

Writing pencil

Maths workbook

1x small whiteboard

Set of number cards (1-10)

Reflection How will I get students to reflect on their learning?

Students can share their addition strategy equation with their parents on Seesaw

and discuss what they were learning.

Evaluation What worked well? What would I modify? What would I do differently next

time?

K Leahy_A2_EST204_S233006

Learning Area: Mathematics and Literacy Year Level : Class Size: Class then

1/2 focus group of six students

Addition Concepts and Strategies

Curriculum Connections

Level 1

partitioning and rearranging parts(VCMNA089)

Literacy

contributing ideas, information and questions (ACELY1656)

and using appropriate volume and pace (ACELY1788)

Level 2

strategies (VCMNA107)

Literacy

K Leahy_A2_EST204_S233006

Listen for specific purposes and information, including instructions, and extend students own and

others' ideas in discussions (ACELY1666)

in an appropriate manner, speaking clearly and varying tone, volume and pace

appropriately (ACELY1789)

Learning Intentions

Criteria

Assessment How will I know that my intended learning outcomes have been achieved?

10 Minutes Students use class IPads for Mental Maths 10 minutes Speed Challenge,

Addition and Subtraction, You will write your answers in your Maths books.( Each

student has individual learning levels arranged by the teacher)

Procedure Choose a student to read out the learning intention written up on the board.

Ask 3 girls and 2 boys to stand up. Write the addition equation 3+2=5. Have the

girls and boys swap the order.

We can add numbers in any order and the total will be the same

Use two 10 frames, put 4 counters on one and 5 on the other, 4+5 =? (9) Now

reverse your ten frames around, is the answer the same?

Do another one, 6 + 4=? (10) Reverse the ten frames around, has the answer

changed?

Focus groups

3 Dice Roll-off

Working in pairs, students roll one dice each and they then use their addition

strategies to add up the total shown.

K Leahy_A2_EST204_S233006

Students can use the white boards and markers to write their answers, write 4

equations, choose one equation to explain the addition strategy that you used to

get your answer. Your partner will film this explanation using the IPad and then we

will load it onto Seesaw.

IPad

Seesaw program

Writers pencil

counters

Students will reflect on their choice of addition strategies during their video

presentation

Evaluation What worked well? What would I modify? What would I do differently next

time?

K Leahy_A2_EST204_S233006

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