there should be a pretty big space in the middle) Week 5: Counting and counting patterns Targeted teaching: Count in 1s, 2s 5s and 10s. Consolidate counting and counting patterns Make sure that kids understand: Counting does not always need to start at 1 Counting can go forwards or backwards Counting is about the QUANTITY, not about saying numbers in order Resources: Back to Front Maths: JP.4 Counting Patterns Other: Regular tasks or indirect learning: Homework suggestions: Weeks 6-9: Addition and Subtraction as partitioning to 20, mental strategies for addition and subtraction Targeted teaching: Partitioning of teen numbers and metal strategies for addition and subtraction using number lines. Focus on getting lots of different combinations to make a number first before using formal recording of the addition and subtraction sign. Follow up with lots and lots of practice partitioning of numbers to 20. Partitioning is one of the most important concepts to understand in early primary. Make sure that kids understand: Doubles do not make all numbers (e.g. just because 3 and 3 makes 6, 4 and 4 doesn’t also make 6) Tens facts do not make all numbers Focus on gap questions (e.g. if I start with 6 objects on the floor and pick up some so that there are 2 left, how many did I pick up?) Make numbers to 10 in different ways with your fingers (e.g. 5 can be made with 2 fingers on one hand and 3 on the other) Resources: Back to Front Maths: Problem 10: Calculate addition and subtraction Problem 11: Partitioning numbers Problem 12: Mental strategies (number lines) Problem 13: Mental strategies (compensate) Other: Regular tasks or indirect learning: Homework suggestions: Week 10: 2D shapes
Make sure that kids understand: Arrays (multiplication expressed as rows and columns so that it is arranged into a grid) Other: Weeks 5-6: Formal operations and inverse operations Targeted teaching: The relationship between addition and subtraction. Formal use of written operations for addition and subtraction. Make sure that kids understand: Numbers have a constant value in operations and do not require a link to real world objects (e.g. 3 + 4 will always give you 7 and the numbers can be rearranged or counted in different ways but still give you 7). Facts can be related (e.g. 3 + 3 = 6 so 3 + 4 would equal 7). The inverse relationship between addition and subtraction can help solve problems and calculate answers. Partitioning numbers helps with difficult calculations (e.g. 6 + 5 is the same as 6 + 4 +1 or 10 + 1). Resources: Back to Front Maths: JP 14 Related facts JP 15 Addition and Subtraction Other: Regular tasks or indirect learning: Homework suggestions: Weeks 7-8: Chance and Data Targeted teaching: Some events are more likely than others and can be described using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’. Information can be gathered, counted and grouped. We can use that information to answer questions. Make sure that kids understand: All events have some kind of likelihood but very few things are absolutely certain. Some things are more likely than others. Having two options doesn’t make them both the same (e.g. It could rain or not rain, but that doesn’t make them both 50/50 – the chance of rain depends on the season) Data can be collected or found for the purpose of answering Resources: Back to Front Maths: JP.28 Chance JP.29 Grouping Data JP.30 Using Data if time – if no time, put this in term 4 Other: Regular tasks or indirect learning: Homework suggestions: