Week 5 planning

Marvellous Mathematicians Planning Week Five        Term 3 2014               S Dunkley
		Learning Intentions and Activities			Teacher Reflection
M	Memory Activity/Game	WALHT practise remembering things. Ø  Memory Game on activboard   WALHT order numbers to 1000. Ø  Cards to order. Work in buddies. WALHT remember our doubles to 20. Ø  Puzzle game.  WALHT remember our doubles to 20. Ø  Ladybird matching game.
O	Ordering and Patterns	WALHT count forward and backwards in 10’s and 100’s to 1000. (10 more 10 less) Ø  Random numbers 460, 265 …. Ø  Need to use 100’s board to support this. WALHT see a pattern. (subitise) Ø  Use 10’s frames flash cards. Ø  Teach subitising game with double sided counters. WALHT skip count forwards and backwards in 3’s. (check 5’s and 10’s solid.). Ø  Use 100’s boards as support.
V	Values and Facts	WALHT practise addition and subtraction facts.   Ø  Quick fire facts. Addition and Subtraction. 1 minute to go as fast as you can. Each day. Ø  Addition Flash Cards (NZ Maths material master) WALHT explain the meaning of a three digit number. Ø  Roll three dice and make the number with place value blocks or money. WALHT know how many 10’s are in a number to 1000. Ø  Example: If an ipod costs $430 how many $10 notes will I need. Pose as a problem work together.
E RRRAW productive talk – Revoice Repeat Reason Add on Wait time	Expand and revise strategy   Use developing thinking in Mathematics with effective questioning.	Use “math talk” prompts for children on the wall. WALHT to solve problems by making 10. . Ø  In modelling book. 9+4= (Reiterate NO counting) Ø  Model with tens frames. Move up to 19+4= Ø  39+4=   WALHT to solve problems by using place value.  Ø  In modelling book. 23+15= Ø  Practise breaking numbers up into 20+3=   and 10+5= Ø  Then recombining tens and ones Ø  Build with money and PV blocks
Game and Reflection	Reflection wall questions. Today I learnt… It was tricky when… I am pleased about… I enjoyed… I still need to practise…			Game Ten Pin Bowling (write in books so ALL are participating)
Identified problems for moving from Stage 4 to 5 are: Addressed in this week’s planning (highlighted)
Ø  Trouble estimating (visualising on a number line) Ø  Limited recall of addition and subtraction basic facts Ø  Limited knowledge of groupings within ten and decades			Ø  Poor estimating skills Ø  Limited part whole thinking Ø  Difficulty visualising place value groupings Ø  Limited understanding of place value