A new series of lesson PowerPoints for Year 1 to Year 5 to support effective teaching of reading and writing numbers.

Search

A new series of lesson PowerPoints for Year 1 to Year 5 to support effective teaching of reading and writing numbers.

This is an example of a Year 3 counting lesson. The lesson focuses on counting forwards in 4s.

Whole Class Choral Response (WCCR) work initially focuses on children counting in multiples of 4 to 48. Two representations are used: base 10 blocks and a number line. Partner Practice, Tell Yourself and Amaze Me work follows.

WCCR work then moves on to counting to 80. One representation is a number grid. The other is a pictorial representation which seeks to highlight that 2 × 40 = 80. The children then count to 120. The representation this time is of squares. The slide shows that 3 × 40 = 120. Highlight the link between the number of sides of the square and the number being chanted.

The children also practise counting using a bar chart to represent the numbers. Partner Practice, Tell Yourself and Amaze Me work follows. Finally there is some Extended Partner Practice.

WCCR work then moves on to counting from 120 to 200. Two representations are used: bar chart and base 10 blocks. Partner Practice, Tell Yourself and Amaze Me work follows.

The last two sections of the planning focus on counting from 204-300 and 304 to 400. As earlier, WCCR comes first and is followed by Partner Practice, Tell Yourself and Amaze Me work.

- Aug 10, 2015

Effective Maths is producing a range of new planning to support Block 1 (Autumn Term) work on place value. Place value is taught three times across the year, once per term, with an emphasis on broadening the __range of number__.

This Year 1 lesson is largely about rote counting in 2s going backwards. The children start off counting in 2s to and from 12 using a number line as a resource. They then count to and from 22, using a number grid. Finally they count in 2s to and from 30 using a different number grid.

The lesson moves on with more counting backwards in 2s, using pictorial and concrete representations to support understanding.

The ‘Amaze Me’ task towards the end of the lesson seeks provides depth and challenge by encouraging children to identify a wide range of patterns that occur in the number sequences they have previously practised.

The lesson includes partner practice, ‘Tell Yourself’ work, ‘True or False’ work and some extended partner practice. The teacher devises the independent work.

The lesson deliberately mirrors the counting forwards in 2s lesson.

**Teachers should use counting sticks and number grids as well as the PowerPoint slides.**