Maths planning – Term 2B Week
Day Whole class learning
Year Group: 2 Term: 2 Subject: Maths Unit/week Objective:
Use mathematical vocabulary to describe position, direction and
Class: w/b: 4th March Unit: Position and
movement including movement in a straight line. Recognise a rotation
Archimedes direction
as a turn and make quarter turns, half turn, three quarter turns and
whole turns. Recognise clockwise and anti-clockwise.
Day Whole class learning
(review, teach, practise, apply, review and evaluate)
RESOURCES: Individual clocks, Large clock faces drawn
outside, Bee Bots, Bee Bot maps, Set of starting points and
L1 destinations, Whiteboards/ pens
VOCAB: Direction, whole turn, half turn, quarter turn,
clockwise, anticlockwise, map, bee bot, program, starting
point, destination
HOTS: Can you give me as many words as you can that are
relevant to giving and following directions? Can you explain
why they are important?
Lo – To use the terms ‘clockwise’, ‘anti-clockwise’, ‘whole
turn’, ‘half turn’ and ‘quarter turn’ when giving directions.
Start with clock on FC – call out times focussing on quarter
past and quarter to and ask chn to show times on little
clocks.
Oustide
Chalk out 4 clocks on the ground. Invite different chn inside
the clock – give different directions using all the language in
the LO.
In class
Mirror the Beebot app on the IWB or use a real Beebot.
Show start and end destination. On whiteboards in
teams chn write step by step instructions. Choose a
team to give the directions – all teams peer assess.
SC- I recognise, make and describe turns including
whole, half and quarter turns
• I can describe the direction I am turning using
clockwise and anti-clockwise
• I can combine two or more instructions for turns and
work out where I will end up and
record this in my own way
• I can plan, create and record several-step instructions
for journeys involving turns and direction
Mini plenary/plenary: (review, consolidate,
demonstrate, address mis-conceptions)
Follow the instructions squared paper
Give all the children a sheet of squared paper. Establish
the same starting point for all children. Tell them to
draw a line that matches your instructions. Move
forwards three steps, turn right, go left two steps. As you
give the instructions, record the moves on a matching
sheet of squared paper. Ask children to compare
their path with that of their neighbour and your drawing.
Differentiated learning
Differentiated learning
Challenge:
Working in pairs
Hexagons
Using squared paper or back of 100 square,
chn create their own map of a dinosaur
land with some features (eg volcano,
swamp etc) then write a program using to
get from one spot on the map to another.
Partner uses a small plastic dinosaur to
follow the instructions. Encourage them to
use clockwise, anticlockwise and quarter
turns in their instructions and to be specific
about the number of moves forwards or
backwards.
Core: Supported by T in groups of 4, children will
be given a starting point and destination for
Squares and
a Bee Bot dinosaur map. They will write a
triangles set of instructions including terminology
onto wb and test their directions.
Adjustments can then be made.
Support: **Assuming we have enough beebots to go
around, otherwise TLA can supervise chn
Circles
using iPad beebot app (see L2 core task)
Working in pairs using beebots.
Children mark two points, A and B, on the
floor or map and use clockwise and anti-
clockwise turns to devise a six-stage
route from A to B. They program the
Roamer to follow the route. Then they
describe the route from B to A, and
program the Roamer to follow
this route.
Individual:
(review, teach, practise, apply, review
and evaluate)
RESOURCES:gameboard, whiteboards, Challenge: Whole group or in 3s TLA
iPads, objects for grid in playground Hexagons Gameboard 54, mini-whiteboards One child
chooses a place to start on Gameboard 54
L2 VOCAB: Direction, whole turn, half
and tells the other children. The first child
turn, quarter turn, clockwise,
anticlockwise, map, bee bot,
secretly works out a finishing place and gives
the others step-by-step instructions to reach
program, starting point, destination it. The other players follow the instructions
HOTS: Show me what anti-clockwise
but do not say anything out loud. Once they
means. Show me a quarter turn. How do you
have heard the last instruction, they write
pair know when to stop?
where they travelled to on their whiteboard.
s Explain why four quarter turns in the same
direction is the same as a whole turn. How do They all reveal their answers at the same time
we get from here to the library? and the child who gave the directions
Lo To follow and give directions. confirms if they are correct. They repeat until
each child has had at least one turn to give
the directions for the others to follow.
Display a map on the IWB. In teams, the Core: Children to use iPads to program the Bee Bots Ind
children have to use the terminology Squares and and progress through the levels, allow them
triangles time to think before setting the program and
from the previous lesson on mini wb to
ask them to talk through every one orally to a
reach the beach from their ship. Take
partner, for each level they achieve they
feedback from the children ensuring
T collect a House point.
that they have used clockwise,
anticlockwise, half turn, quarter turn and
Support: Create a grid outside in the big playground
whole turn correctly. T
Circles and place some obstacles around. Have a
start and finish. Chn take turns being a
‘human beetbot’ and giving instructions to
SC:- I recognise, make and describe
guide them round to the finish.
turns including whole, half and
quarter turns
TLA
• I can describe the direction I am
turning using clockwise and anti-
clockwise Individual:
• I can combine two or more
instructions for turns and work out
where I will end up and
record this in my own way
• I can plan, create and record
several-step instructions for journeys
involving turns and direction
Mini plenary/plenary: (review,
consolidate, demonstrate, address
mis-conceptions)
Clockwise/anti-clockwise jumps hoop,
letters (on cards or cut out), toy figure Place
a hoop on the floor and mark eight points
evenly around the outside with random
letters (cards or cut-outs). Put a toy figure
on a starting letter. Make a statement and
ask children to predict the letter the toy
figure will land on. The toy figure
will take three steps around the hoop
anticlockwise. Which letter will they land
on? Check children’s predictions by moving
the figure.