Lesson Plans


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Here you will find a selection of Exemplar Numeracy Lesson Plans.  These have all been devised by practicing teachers and used in the classroom.  The Lesson Plans are defined by the year group with whom they were used.  To go to the relevant section click on the year group below and the bookmark will take you directly there.
Reception  Year 1 Year 2  Year 3 Year 4 Year 5 Year 6 Year 7

                             

Numeracy Lesson Plan – Reception

Learning Objectives:

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To know how to order numbers 0 to 10.

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To be able to count objects and events.

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To know how to read and write numbers.

Oral / Mental Starter:

bulletPopping up fingers and counting 0 to 10.
bulletOrdering numbers on the number line.
bulletFlip-flap number bonds to 10 with face cards.
bullet1 2 3 4 5 once I caught a fish alive.

Introduction:

bulletShowing number 5 card and asking a child to pass me 5 bears.
bulletRepeat for other number cards 0 to 10.
bulletDemonstrating how to write and place bears above the numbers.
bulletAsk children to point out the card with the smallest number of bears… and then the next…etc. This is called ordering.

Group work:

  1. Teacher focus – ordering number cards, picking up a card and matching the correct number of objects, sorting them in order and then drawing them.
  2. LSA – Bingo game, matching the numeral to the correct number of dots or picture.
  3. Independent - number jigsaw puzzles, magnetic numbers and number tiles to order.

Plenary:

bulletHow did you order? (starting with the lowest number or by starting with the highest)
bulletListening to the sound of cubes dropping into a cup and then saying the next number.
bullet5 little monkeys jumping on the bed.
bullet10 green bottles.

Romilla Talwar, Elmwood Infants School, Croydon                                               

Numeracy Lesson Plan – Year 1

Learning Objectives:

bulletTo understand the operation of subtraction as difference and how many more make and the related vocabulary.

Oral / Mental Starter (8 mins):

bulletCounting forwards and backwards in 2s, 5s and 10s.
bulletAddition and subtraction of 1 using a number line.
bulletAddition by holding number in head and counting on.
bulletDifference between, more and less using cubes.

Introduction (7 mins):

bulletFinding the difference between two numbers on a 100 square.
bulletRepeat with range of different numbers to suit all abilities.

Group work (20 mins):

  1. Teacher focus – Rolling a dice and choosing a numeral card, what needs to be added to the dice number to get the card number. Linking the operation of addition and subtraction.
  2. Choosing two cards and finding the difference between by counting on a number line. Working with numbers to 20.
  3. Finding the difference between two numbers on a 100 square by placing Blu Tac on numbers and counting on.

Plenary (10 mins):

bulletFeedback and explain methods used when calculating difference between.
bulletChoose two cards, one shown and one hidden. Tell the children the total, what number is on the hidden card? How did you work it out?

Gaenor McBlane, Oval Primary School, Croydon                                                   

Numeracy Lesson Plan – Year 2

Learning Objectives:

bulletTo be able to read the times o'clock, half past, quarter past, quarter to on an analogue clock.
bulletTo know that there are 60 minutes in an hour.

Oral / Mental Starter:

bulletDoubles to 20, by showing fingers, working with partner.
bulletHalves of even number to 20, by showing fingers, on own.

Introduction:

bulletHow many minutes in an hour?
bulletHow many minutes in half an hour (between 12 and 6 on clock)?
bulletHow many minutes in quarter of an hour (between 12 and 3 on clock)?
bulletHow many minutes between 12 and 1 on clock? How do you know?
bulletCount around the clock in 5s.
bulletMake your little clocks say 5 o'clock and show me, working with a partner.
bulletWhat time will it be one hour later?
bulletMake your little clock say half past 5.
bulletHow many minutes has your minute hand moved? How did you work it out? Count with class in 5s to 30.
bulletRepeat with other times, including quarter past and quarter to.

Group work:

  1. Teacher focus – draw your own clocks, using clock stamp, to show the time on your card (o'clock, half past, quarter past and quarter to).
  2. Draw your own clocks, using clock stamp, to show the time on your card (o'clock and half past).
  3. LSA – draw your own clocks, using clock stamp, to show the time on your card (o'clock).

Plenary:

bulletHow many minutes is quarter past? Where is the minute hand pointing? 3 lots of what makes 15? Counting in 5s.
bulletHow many minutes is it when the minute hand points to 4? 4 lots of 5. Repeat for other numbers, using the minute hand and counting in 5s to check.

Rosemary Harvey, Ashburton Infants School, Croydon                                       

Numeracy Lesson Plan – Year 3

Learning Objectives:

bulletTo be able to use a blank number line for + / -.
bulletTo be able to use known facts to work out unknown.
bulletTo be able to count in steps of different sizes.
bulletTo know appropriate vocabulary for multiplication.

Oral / Mental Starter:

bulletCount in 10s, 50s, 100s, 1000s forwards and backwards, starting from different numbers.
bulletUsing flash cards – what do I need to +, -, x, ' to make 20, 50, 100, etc.
bulletUse a counting stick to work on 7x facts.

Introduction:

bulletHow can we use a blank number line to solve + / - problems to 100?
bulletHow can we use a 100 square to solve + / - problems to 100?
bulletWhat mental strategies can we use to solve + / - problems to 100?
bulletHow could we check any of these methods? (known facts, other method, inverse, repeated addition….)

Group work:

  1. As a group, use a 100 square to cover numbers that are in 2x, 3x, and 5x. Set a problem for your partner, which involves known x facts. Solve the problem that your partner gives you, by using a blank number line.
  2. Write out 15 multiplication problems for your partner, involving 1-digit x 2-digit numbers. Solve the problems that your partner gives you by using known facts, show your working. Swap back and check using a different method, to the one your partner used, show your working.
  3. As above but only 10 problems using 2-digit x 2-digit.

Plenary:

bulletIf a number is in the 2x, do we need to check for the 4x? Why?
bulletShare some methods that have been used for using known facts to find unknown.
bulletShare different methods of checking.
bulletWhen should we use calculators?

Richard Evans, The Hayes Primary School, Croydon                                           

Numeracy Lesson Plan – Year 4

Learning Objectives:

bulletTo understand the effect of multiplying a 2-digit number by 10.
bulletTo know suitable units and equipment to estimate and measure length.
bulletTo be able to measure and calculate perimeters of rectangles and simple shapes in cm.

Oral / Mental Starter:

bulletWhat happens when we multiply a single digit number by 10? Why?
bulletWhat happens when we multiply a decimal by 10? Use calculators to check. Why?
bulletWhat happens when we multiply a 2-digit number by 10?
bulletQuick response using individual white boards, to x by 10 problems, involving 1-digit, 2-digit and decimals.

Introduction:

bulletWhat equipment could we use to measure around the edge of various classroom objects? (book, whiteboard, window, school hall….)
bullet'Is this true' statements (ie Is it true that the perimeter of the window is 100cm? Why?)
bulletEnsure children understand the term perimeter.
bulletChildren share strategies for estimating if it is true.

Group work:

  1. Find the perimeters of a set of given shapes on worksheet, using cm rulers.
  2. Draw rectangles, triangles and quadrilaterals for their partner. partners estimate the perimeters. Pass back for checking with a cm ruler.
  3. Draw as many shapes as you can with a perimeter of 20cm or 16 cm, using cm squared paper.

Plenary:

bulletWhat is the perimeter of a 4cm x 7cm rectangle? How do you know?
bulletWhat is the perimeter of a square, with one side 5cm? Why?
bulletIs there a rule that we could use for finding the perimeter of any rectangle or square?
bulletWhat is one side of a square that has a perimeter of 30cm? Why?

Amanda Buckland, formally at Heaver's Farm Primary School, Croydon                       

Numeracy Lesson Plan – Year 5

Learning Objectives:

bulletTo be able to order a set of numbers or measurements, with the same number of decimal places.
bulletTo know decimal number bonds to 1.

Oral / Mental Starter:

bulletCounting, as a class, from 3 to 4, in steps of 0.1.
bulletCounting, as a class, from 3.5 to 3.6 in steps of 0.01.
bulletUsing digit cards, show me the decimal that I would have to add to this to get 1 (flash cards showing 0.3, 0.35, etc).

Introduction:

bulletWhat possible numbers with 2-decimal places, can we make from 3 6 8 and . ? (3.68, 3.86….)
bulletHow could we order these numbers in ascending order? What about descending order?

Group work (30 mins):

  1. LSA – arrange 8 numbers with 1dp in ascending order. Encourage the use or correct vocabulary.
  2. Teacher – Make as many different numbers with 2dp, as possible, using 6 3 1 and . Then arrange the numbers in ascending order. Repeat with other numbers if time.
  3. Make as many different numbers with 2dp, as possible, using 8 0 7 and . Arrange the numbers in ascending order. Now make up some more numbers with 3dp or 2dp and order.

Plenary (10 mins):

bulletWhat have we learnt today? What can you do now that you couldn't do before?
bulletWhat does ascending order mean? What does this word remind you of? What about descending?
bulletHow can we order a set of numbers with different numbers of decimal places? 3.4 4.01 3.04 3.014 4.1

Vivian Onwubalili, Wolsey Junior School, Croydon                                               

Numeracy Lesson Plan – Year 6

Learning Objectives:

bulletTo know that turns are measured in and that 360 is a complete turn.
bulletTo understand the difference between an internal and an external angle.
bulletTo be able to describe a 2-D shape with straight sides, using measurements in mm and angles.
bulletTo be able to visualise right turns or left turns in a variety of different orientations.

Oral / Mental Starter (5 mins):

bulletCount in steps of , related to turns and eight angles.
bulletCount in steps of 1/8, related to turns.
bulletCount in steps of 90.
bulletShow me, with digit cards, in , half a turn, a right angle…

Introduction (5-10 mins):

bulletDoes anyone know how to load LOGO?
bulletThe robot moves in steps of about 1mm. How far do you think it is to get to the top of the screen? Or the side of the screen?
bulletDoes anyone know how to clear the screen?
bulletWhat commands does the robot understand? List on board.

Group work (30-40 mins):

  1. Plan on mm squared paper, how to draw a square or a rectangle that has one corner in the middle of the screen. Write a list of instructions. Ask your partner to check the instructions. Then work with a partner and test the set of instructions by using the computer.
  2. Same as above but plan how to write your initial.
  3. Same as above but plan how to write both your initials, lifting and dropping the pen, starting towards the bottom left of the screen.

Plenary (10 mins):

bulletWhat alterations did you have to make following your partner trialling your instructions? Or following testing the instructions on the computer?
bulletWhat mistakes are easy to make when giving instructions, how can we avoid making these errors?

Rosemary Hafeez, Mathematics Adviser, Croydon                                               

Numeracy Lesson Plan – Year 7

Learning Objectives:

bulletTo be able to recognise square, cube, prime numbers, etc.
bulletTo understand how to use letters or symbols to represent unknown numbers or variables.
bulletTo be able to describe the general term of a simple sequence in words, then using letters as symbols.
bulletTo be able to plot a graph of a linear function arising from a real life problem.

Oral / Mental Starter (5 mins):

bulletIf you double me and add 3 the answer is 17, who am I? Two or three of these with the class and then in pairs.
bulletMake me say 21 (rule: square it and add 5). Two or three of these with the class and then in pairs.

Introduction (5-10 mins):

bulletRun through process for a line of fence panels and fence posts.
bulletOne fence panel needs 2 posts, two panels need 3 posts….
bulletRecord as a table.
bulletWhat is the general rule? How did you work it out?
bulletConvert results to co-ordinates and plot on a graph.

Group work (30-40 mins):

  1. The square pond is surrounded by a row of paving slabs. How many slabs will be needed for a variety of sized ponds?
  2. Same as 1. but the pond is a rectangle, twice as long as it is wide.
  3. Same as 1. but the pond is surrounded by two rows of paving slabs.

Plenary (10 mins):

bulletWhat is the link between the number pattern, the generalised rule and the graphs?

Rosemary Hafeez, Mathematics Adviser, Croydon