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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. |
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Reception
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Year
1
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Year 2
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Year
3
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Year 4
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Year
5
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Year 6
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Year
7
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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:
| Popping up fingers and counting 0 to
10. |
| Ordering numbers on the number line. |
| Flip-flap number bonds to 10 with face
cards. |
| 1 2 3 4 5 once I caught a fish alive. |
Introduction:
| Showing number 5 card and asking a
child to pass me 5 bears. |
| Repeat for other number cards 0 to 10. |
| Demonstrating how to write and place
bears above the numbers. |
| Ask children to point out the card
with the smallest number of bears… and then the next…etc. This is called
ordering. |
Group work:
- Teacher focus – ordering number
cards, picking up a card and matching the correct number of objects, sorting
them in order and then drawing them.
- LSA – Bingo game, matching the
numeral to the correct number of dots or picture.
- Independent - number jigsaw puzzles,
magnetic numbers and number tiles to order.
Plenary:
| How did you order? (starting with the
lowest number or by starting with the highest) |
| Listening to the sound of cubes
dropping into a cup and then saying the next number. |
| 5 little monkeys jumping on the bed. |
| 10 green bottles. |
Romilla Talwar, Elmwood Infants School,
Croydon
Numeracy
Lesson Plan – Year 1
Learning Objectives:
| To understand the operation of
subtraction as difference and how many more make and the related vocabulary. |
Oral / Mental Starter (8 mins):
| Counting forwards and backwards in 2s,
5s and 10s. |
| Addition and subtraction of 1 using a
number line. |
| Addition by holding number in head and
counting on. |
| Difference between, more and less
using cubes. |
Introduction (7 mins):
| Finding the difference between two
numbers on a 100 square. |
| Repeat with range of different numbers
to suit all abilities. |
Group work (20 mins):
- 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.
- Choosing two cards and finding the
difference between by counting on a number line. Working with numbers to 20.
- Finding the difference between two
numbers on a 100 square by placing Blu Tac on numbers and counting on.
Plenary (10 mins):
| Feedback and explain methods used when
calculating difference between. |
| Choose 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:
| To be able to read the times o'clock, half past, quarter
past, quarter to on an analogue clock. |
| To know that there are 60 minutes in an hour. |
Oral / Mental Starter:
| Doubles to 20, by showing fingers, working with partner. |
| Halves of even number to 20, by showing fingers, on own. |
Introduction:
| How many minutes in an hour? |
| How many minutes in half an hour (between 12 and 6 on
clock)? |
| How many minutes in quarter of an hour (between 12 and 3 on
clock)? |
| How many minutes between 12 and 1 on clock? How do you
know? |
| Count around the clock in 5s. |
| Make your little clocks say 5 o'clock and show me, working
with a partner. |
| What time will it be one hour later? |
| Make your little clock say half past 5. |
| How many minutes has your minute hand moved? How did you
work it out? Count with class in 5s to 30. |
| Repeat with other times, including quarter past and quarter
to. |
Group work:
- 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).
- Draw your own clocks, using clock stamp, to show the time
on your card (o'clock and half past).
- LSA – draw your own clocks, using clock stamp, to show
the time on your card (o'clock).
Plenary:
| How many minutes is quarter past? Where is the minute hand
pointing? 3 lots of what makes 15? Counting in 5s. |
| How 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:
| To be able to use a blank number line for + / -. |
| To be able to use known facts to work out unknown. |
| To be able to count in steps of different sizes. |
| To know appropriate vocabulary for multiplication. |
Oral / Mental Starter:
| Count in 10s, 50s, 100s, 1000s forwards and backwards, starting from
different numbers. |
| Using flash cards – what do I need to +, -, x, '
to make 20, 50, 100, etc. |
| Use a counting stick to work on 7x facts. |
Introduction:
| How can we use a blank number line to solve + / - problems to 100? |
| How can we use a 100 square to solve + / - problems to 100? |
| What mental strategies can we use to solve + / - problems to 100? |
| How could we check any of these methods? (known facts, other method,
inverse, repeated addition….) |
Group work:
- 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.
- 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.
- As above but only 10 problems using 2-digit x 2-digit.
Plenary:
| If a number is in the 2x, do we need to check for the 4x? Why? |
| Share some methods that have been used for using known facts to find
unknown. |
| Share different methods of checking. |
| When should we use calculators? |
Richard Evans, The Hayes Primary School, Croydon
Numeracy
Lesson Plan – Year 4
Learning Objectives:
| To understand the effect of multiplying a 2-digit number by 10. |
| To know suitable units and equipment to estimate and measure length. |
| To be able to measure and calculate perimeters of rectangles and simple
shapes in cm. |
Oral / Mental Starter:
| What happens when we multiply a single digit number by 10? Why? |
| What happens when we multiply a decimal by 10? Use calculators to check.
Why? |
| What happens when we multiply a 2-digit number by 10? |
| Quick response using individual white boards, to x by 10 problems,
involving 1-digit, 2-digit and decimals. |
Introduction:
| What equipment could we use to measure around the edge of various
classroom objects? (book, whiteboard, window, school hall….) |
| 'Is this true' statements (ie Is it true that the perimeter of the window is
100cm? Why?) |
| Ensure children understand the term perimeter. |
| Children share strategies for estimating if it is true. |
Group work:
- Find the perimeters of a set of given shapes on worksheet, using cm
rulers.
- Draw rectangles, triangles and quadrilaterals for their partner. partners
estimate the perimeters. Pass back for checking with a cm ruler.
- Draw as many shapes as you can with a perimeter of 20cm or 16 cm, using cm
squared paper.
Plenary:
| What is the perimeter of a 4cm x 7cm rectangle? How do you know? |
| What is the perimeter of a square, with one side 5cm? Why? |
| Is there a rule that we could use for finding the perimeter of any
rectangle or square? |
| What 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:
| To be able to order a set of numbers or measurements,
with the same number of decimal places. |
| To know decimal number bonds to 1. |
Oral / Mental Starter:
| Counting, as a class, from 3 to 4, in steps of 0.1. |
| Counting, as a class, from 3.5 to 3.6 in steps of 0.01. |
| Using 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:
| What possible numbers with 2-decimal places, can we make
from 3 6 8 and . ? (3.68, 3.86….) |
| How could we order these numbers in ascending order? What
about descending order? |
Group work (30 mins):
- LSA – arrange 8 numbers with 1dp in ascending order.
Encourage the use or correct vocabulary.
- 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.
- 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):
| What have we learnt today? What can you do now that you
couldn't do before? |
| What does ascending order mean? What does this word
remind you of? What about descending? |
| How 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:
| To know that turns are measured in º and that 360º is a complete turn. |
| To understand the difference between an internal and an external angle. |
| To be able to describe a 2-D shape with straight sides, using measurements
in mm and angles. |
| To be able to visualise right turns or left turns in a variety of
different orientations. |
Oral / Mental Starter (5 mins):
| Count in steps of ¼, related to turns and eight angles. |
| Count in steps of 1/8, related to turns. |
| Count in steps of 90º. |
| Show me, with digit cards, in º, half a turn, a right angle… |
Introduction (5-10 mins):
| Does anyone know how to load LOGO? |
| The 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? |
| Does anyone know how to clear the screen? |
| What commands does the robot understand? List on board. |
Group work (30-40 mins):
- 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.
- Same as above but plan how to write your initial.
- 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):
| What alterations did you have to make following your partner trialling
your instructions? Or following testing the instructions on the computer? |
| What 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:
| To be able to recognise square, cube,
prime numbers, etc. |
| To understand how to use letters or
symbols to represent unknown numbers or variables. |
| To be able to describe the general
term of a simple sequence in words, then using letters as symbols. |
| To be able to plot a graph of a linear
function arising from a real life problem. |
Oral / Mental Starter (5 mins):
| If 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. |
| Make 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):
| Run through process for a line of
fence panels and fence posts. |
| One fence panel needs 2 posts, two
panels need 3 posts…. |
| Record as a table. |
| What is the general rule? How did you
work it out? |
| Convert results to co-ordinates and
plot on a graph. |
Group work (30-40 mins):
- The square pond is surrounded by a row
of paving slabs. How many slabs will be needed for a variety of sized ponds?
- Same as 1. but the pond is a
rectangle, twice as long as it is wide.
- Same as 1. but the pond is surrounded
by two rows of paving slabs.
Plenary (10 mins):
| What is the link between the number
pattern, the generalised rule and the graphs? |
Rosemary Hafeez, Mathematics Adviser,
Croydon
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