Lesson Plan Template 1 Primary & Secondary Unit-Topic: Place .

alue /Rearran in addition parts *le0i1ly 2ate: Time: 3ey Learnin ,rea: 4ear Le5el: 12 Lesson: ( and 6 77777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777 Curriculum outcomes *or the unit: Num1er and ,l e1ra -ra$tions and de$imals . /e$ognise and des$ribe one0half as one of two e1ual parts of a whole. '23M425# + 4umber and pla$e *alue . 3ount $olle$tions to #55 by partitioning numbers using pla$e *alue '23M425#"+ . &e*elop $onfiden$e with number se1uen$es to and from #55 by ones from any starting point. )kip $ount by twos, fi*es and tens starting from 6ero '23M425#7+ . /e$ognise, model, read, write and order numbers to at least #55. %o$ate these numbers on a number line '23M425#!+ . /epresent and sol*e simple addition and subtra$tion problems using a range of strategies in$luding $ounting on, partitioning and rearranging parts '23M425#8+ Statistics and Pro1a1ility 3han$e . Identify out$omes of familiar e*ents in*ol*ing $han$e and des$ribe them using e*eryday language su$h as will happen, wont happen or might happen '23M)P57"+ &ata representation and interpretation . 3hoose simple 1uestions and gather responses '23M)P7 7+ +aths

LESSON OUTCOME:
'(ey (nowledge and )kills students should a$hie*e in the lesson taken from rele*ant $urri$ulum do$uments.+

)tudents will: rearrange the parts to make $omputation simpler ',use ten strategy,+ formally re$ord the addition number senten$e..

LESSON STRUCTURE: Time Metalanguage: Partition numbers: break numbers up into parts Introduce the lesson In this lesson, you will learn about using ten to add the parts of addition number problems. You will also write addition number problems. Experiencing the known and the new (authentic pedagogy learning is situated, contextual and grounded in the real world and connects school learning with practical application in a real life context) Applying appropriately and creatively (functional pedagogy) Analysing functionally(critical pedagogy human purposes) Conceptualising by naming(didactic teaching metalanguage) earning by !esign "#nowledge processes$ #alant%is & Cope, '()') Teachin ,pproaches

Rearran e parts to lin! to "use ten#

Write the numbers , !, " and #! on sti$ky notes and atta$h them to $lan! part%part%part%&hole 'sheet () model, from %esson ".

&isplay green $ounters, ! red $ounters and " blue $ounters on the T&enty *rame, from the +aths Pac!, as shown.

9:plain to students: ;he parts of this addition problem are , ! and ". ;he whole is #!. ;o write the addition number senten$e, you use the addition and e1uals symbols. You write < ! < " = #! 'write this e1uation in the Maths e:er$ise book+.

2sk students to: make Part%part%part%&hole cards, in the ,cti5ity 1oo!, for e:ample:

identify the parts 'e.g. >, " and 7+ represent the parts using three0different0$oloured $ounters on the T&enty *rame write the mat$hing addition number senten$e in their Maths e:er$ise book.

8ocus 9uestions ?. *hat can you tell me about your part+part+part+whole representation, 2. e.g. I ha*e > green $ounters, " blue $ounters and 7 red $ounters. When you add them together you get #8. ;here are #8 $ounters altogether on the twenty frame ?. *hat are the parts, what is the whole, 2. e.g. the parts are >, " and 7, and the whole is #8.

4ow, I will make another part0part0part0whole representation but this time, I will rearrange the parts to make it easier to add them.

Write the numbers @, A, 7 and #A on sti$ky notes and atta$h them to the blank part0part0part0whole model 'on Sheet (+. ;hen, display @ green $ounters, A red $ounters and 7 blue $ounters on the T&enty *rame, as shown.

9:plain to students: ;he parts are @, A and 7. ;he whole is #A. I $an rearrange the parts to make it easier to add them. When we use ten, we use what we know about the $ombinations that make ten, to help us sol*e number problems. We know that @ and 7 makes #5, so we $an rearrange the parts so that the @ and the 7 are together 'rearrange the sti$ky notes to show @, 7 and A as shown+

When we rearrange the $ounters to show @, 7 and A, we $an easily see that the @ and 7 $ounters $o*er the whole ten frame, so we know there are #5, without ha*ing to $ount them 'rearrange the $ounters to show @, 7 and A as shown+. ;o find the whole, we use ten first, then add on the remaining part, A. #5 and A makes #A. /earranging the parts to $reate ten makes the addition easier, and it does not $hange the *alue of the whole.

Rearran e parts *or easier computation

2sk students to: sele$t another part0part0part0whole $ard. ;hen represent the parts and the whole using three0different0$oloured $ounters on the T&enty *rame

8ocus 9uestions ?. *hat parts can you see, 2. e.g. , 7 and " ?. -ow might you rearrange the parts, 2. e.g. make ten with the first two parts ' and "+, and then add on the other part '7+ ?. *hy would you rearrange parts, 2. e.g. to make adding easier ?. *hat does rearranging the parts in an addition sentence do to the value of the whole, 2. e.g. nothing, the *alue does not $hange 2sk students to: rearrange the sti$ky notes so that the first two parts make #5. ;hen, show the new arrangement with $ounters on the T&enty *rame Write the mat$hing addition number senten$e in their Maths e:er$ise book

. 2sk students to repeat the acti5ity usin t&o other part%part%part%&hole cards:

8ocus 9uestions ?. -ow did you rearrange the parts, 2. e.g. I made ten with the first two parts ?. -ow does rearranging the parts to make ten help you, 2. e.g. If you know that two of the parts make

ten, all you need to do is to add on the other part

RESOURCES Maths work book )ti$ky notes 3on$rete materials0 $ounters in three $olours Blank part0part0part0whole model laminated ')heet 8 form %esson "+ ;wenty frame laminated

Post Re*lection: