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Maths planning – Term 2B Week

Day Whole class learning Differentiated learning

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