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L<VVVVV$q~((VV4=VVV`S0H((8 X: Week 1MondayTuesdayWednesdayThursdayFridayOn the rugStarter: Cover all multiples of 10 on a 1-100 grid with Post-it notes. Use grid to support counting to 100 with chn using their fingers to match the units. Emphasise nos. ending in 0 and 5.
Teaching: Show chn a 100 bead bar (each group of 10 beads in alternate colours). Count 1st group of beads (from left as chn see them) and hang the number 10 tag after the 10th bead. How many beads do you think are in the next colour? (10) Count beads from the beginning, and hang a tag 20 after the 10th bead. Carry on counting hanging number tags after 30th, 40th 100th beads. There is a really quick way to count beads when they are in groups of 10 like this! Show how to count in 10s, moving 10 beads as you do so. 10, 20, 30100! Rpt lots, asking chn to join in.Starter: Pass a bear round the chn as you count in ones from 1, round & round the class all the way to 100!
Teaching: Ask 10 chn each to make a tower of 10 cubes, and hold them at the front of the class. Count along the line of chn in 10s, 10, 20, 30100.
Ask different chn to point to each of the 10s numbers on the 1-100 grid, agree that they are at the end of each line. Chn count in 10s using the grid for support, flashing 10 fingers each time they say a number. Rpt, can chn count in 10s with their eyes shut?Starter: Use a 20 bead bar to support counting to 20 then back to zero.
Teaching: Ask 10 chn to stand at the front and hold up their hands. Together count in 10s along the row of hands. They put their hands behind their backs.
Shuffle a set of 10 to 100 cards, and give one to a child. Ask them to ask the correct number of chn to show their hands so that rest of the class can see the correct number of hands. Count in 10s along the line to check. Rpt with other chn. Starter: Use the 1-100 grid to support counting back from 30.
Teaching: Show chn a see-through bag of at least 15 apples. How many apples do you think might be in this bag? 3? More than 3? More than 10? Take a few guesses. Tip out the apples and ask chn how we can make it easier to count them, e.g. put them in a line. Count the apples together, emphasising the 5s. Rpt this time with a bag of jigsaw pieces (between 50 and 100). Wow, what a lot of pieces! Show how we can group them into piles of 10, and then count in 10s to find how many pieces there are.Starter: Choose random numbers on the 1-100 grid and ask chn to start counting from there.
Teaching: Place 10, 20, and 100 objects, e.g. Lego bricks, counters, pieces of pasta on 5 plates and cover each with a cloth. Give each pair of chn three number cards: 10, 20 and 100. Uncover the first plate for a few seconds and ask chn to guess whether there are 10, 20 or 100 items. Chn agree an answer in pairs and hold up the corresponding card. Rpt with each plate.Guided task with teacherEasy Chn work together to makes 10 sticks of 10. Shuffle a pack of 10, 20, 30 100 cards, give one to a child. They count in 10s to find that no. of cubes. Count together in 10s to check. Rpt with all the other cards.Medium/Hard Shuffle a pack of 10 to 100 tens cards, give three face down in a pile to each of 3 chn. The spare card is the starter and is put in the middle of the table. The first child turns over their top card and puts it before or after the card on the table only if it is the next or previous 10s number, e.g. starter card is 60, so the 1st child can only put down 50 or 70. If they cant go, they put that card to the bottom of their pack, and the 2nd child tries. Continue until all cards are in order. Count along the line to check.Guided task with Teaching AssistantEasy/Medium/Hard Give each child a see-through money bag of 10, 20 or 100 pennies. Ask them to guess whether they think there are 10, 20 or 100 in their bag. They then take them out and count them. Show chn how to put them in piles of 10p to help. Swap bags and rpt. Chn collect other small objects, e.g. counters, pieces of dried pasta and put 10, 20 or 100 into a clear food bag. Use these to make a display, with covered numbers so other chn can guess how many are in the bag.
Easy: Give bags of 5, 10, 20. Hard: Give bags of 10, 20 50 or 100.Associated play contextsSticking
Give a selection of old magazines for chn to cut up & make a collage of 10 faces and 5 of each of three more items, e.g. shoes, food items, etc.Cooking
Chn each make a bowl of fresh fruit salad containing one piece of apple, 2 of pear, 3 strawberries, 4 segments of orange, 5 grapes. How many fruit pieces altogether?Outside
Chn use large wooden beads to make a long necklace. They ask others to guess how many beads they used and say who is closest.Role-play
Chn carry out a stock take in the caf area, selecting the correct Post-its of nos. to stick to cupboards, boxes, trays, etc. of plates, cups, forks, knives etc.Construction
Chn choose a no. up to 100, and make a model using that no. of bricks. Can other chn guess how many bricks they used?Resources1-100 grid, Post-it notes, interconnecting cubes, bear, 20 bead bar, 5 plates, 5 cloths and 10, 20, and 100 objects e.g. Lego bricks, counters, multiples of 10 cards (10 to 100), clear money bags, clear food bags, small objects e.g. counters, pieces of dried pasta
Mathematics Plan Reception Summer Week 1: Count in 1s and 10s to 100; Count at least 20 objects
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Reception Maths Summer, week 1
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