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8/9/2019 Maths - Tens and Ones Scheme
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Scheme of workSubject
and
Topic
Class
No. of pupils
Mathematics and Numeracy Tens and Ones
P3
27
Aims of Scheme
Concepts(The general ideas and areas to be introduced)
Two digit numbers are made up of tens and ones.
Cuisenaire can be used to represent numbers
Addition and subtraction with tens and ones
Knowledge(What the children will know by the end of the teaching period)
A 2 digit number is made up of tens and units
10 one rods are equal to 1 ten rod.
When to exchange rods with addition
Skills(What the children will be able to do by the end of the teaching period)
Break a two digit number into tens and units.
Add using cuisenaire rods.
Add without cuisenaire rods.
Exchange cuisenaire rods appropriately
Attitudes
(How children's feeling and emotions may have been affected by the end ofthe teaching period)
Children will feel confident using Cuisenaire rods to perform addition
sums. They will feel independent working out answers on their own.
Cross-curricular links
8/9/2019 Maths - Tens and Ones Scheme
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Week: Date:
earning
utcomesWhat will the
hildren learn?)
Content: Main teaching activity(What will the teacher teach? Lesson
description)
Lesson phase 1 and 2
Tasks: Main learning activity(What will the children do?)
Lesson phase 3
Plenary
How will the lesson
conclude?
Lesson phase 4
Assessment(What will be assessed
and how will it be
assessed? Relate to
learning outcomes and
tasks set.)
Res
Wh
mat
equ
will
use
esson 1
o use
uisenaire rods
o represent
umbers 1-20.
esson 2
Understand the
rinciple ofrouping into
ens.
esson 3
hildren
nderstand and
an do
xchange using
The cuisenaire rods can be used to
represent numbers. Each rod can be given
a value from 110. If we want numbers
higher than 10 we need to join rods
together. Demonstrate on the blackboard a
few numbers more than 10. Use coloured
chalk to draw the rods.
Use only one rods. Have a large amount.
Count out the rods. Takes ages and we can
get mixed up.
We know how to count in tens. Well
group into tens and this will help us.
Demonstrate exchange. Use large
cuisenaire. Get a child to lay out ten onerods along a ten rod. Show that they are
the same. An easier way to count the ten
one rods would be to have a ten rod. We
Children have to show the numbers 1
20 with the cuisenaire rods.
Children perform some grouping
activities at their tables. Group into
tens and then count. Draw around
groups of ten objects and count in tens.
Children use notation cards to group
and exchange for several numbers.
Ask some children
what rods you would
use to get number ??
and draw it on the
blackboard.
Counting in tens as a
class. Recap of what
we did today.
Grouped objects into
groups of ten.
Children talk the
teacher through theprocess of exchange
for a few numbers.
Use the large rods to
That children can use
cuisenaire rods to
represent numbers 1-
20.
Children can group
objects into sets of ten
and can count the
overall amount
without counting each
individual rod.
Children can identify
that ten one rods arethe same as one ten
rod. Children can
group and exchange
Cu
e ro
Cu
e ro
Cu
e ronot
car
8/9/2019 Maths - Tens and Ones Scheme
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en rods and
ne rods
esson 4
hildren begin
o partition a
umber intoheir correct
umber of tens
nd ones
esson 5
Use the
umber trainlace value
rogram to
dentify tens
nd ones digits
n a two digit
umber
esson 6
Reinforce
artitioning of
two digit
can exchange the ten one rods for a ten rod.
We can use notation cards and only ten
rods can go in the tens house and one rods
can go in the ones house.
Demonstrate using large rods. Place an
amount of ten rods and one rods on the
board. How many ten rods? How many
one rods? How many altogether.Take a number. How many tens are in the
number? How many ones are in the
number?
Set up the number train program on the
laptop and data projector for the children to
see. Demonstrate the different levels in theplace value program.
Work in pairs. Teacher selects a pair.
Using number cards. One person selects a
number card. Use large cuisenaire to make
the number on the number card. Draw the
Children have tens and ones
representations. They have to count the
number of tens and the number of ones
and write the total.
Children tell which answer is correct or
incorrect and some children use the
program to select the appropriateanswers.
Children work in pairs. Each pair has a
set of number cards. Children repeat
what was done on the blackboard.
Children make the amount, draw it and
do this.
Children given a
number and have to
tell another child how
to make that numberusing large cuisenaire.
Count it out together
to see if we are
correct.
A recap of the
program. What we
can do in the program.Level 1 recognising
the different numbers.
Level 2 Identifying
the tens digit or ones
digit. Level 3
Problem solving.
Use number fans to
make amounts of tens
and ones.
the rods using
notation cars.
Children can partition
an umber into tens
and ones. Observe the
children during theactivity and correct
their activity sheets.
Children know what
program to use to
work on tens and oneson the computers.
Observing the
children throughout
the lesson. What do
they do/say?
Children can identify
the tens digit and the
ones digit in a two
digit number.
Ac
she
Cu
e ro
Lap
Nu
trai
proDa
pro
Nu
car
Cu
e.
Nu
8/9/2019 Maths - Tens and Ones Scheme
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umber and
dentify the
ens and ones
igits in a two
igit number.
esson 7
olve tens and
nes problems.
Visualiseuisenaire to
o this.
esson 8
hildren willecall what
hey have
earned so far
nd answer
ome tens and
nes problems.
cuisenaire. Write how many tens and how
many ones. Write down the total.
Demonstrate on the board. I have a
number. I want to know how many tens
are in the number and how many ones are
in the number. If I were using cuisenairewhat rods would I have out? Draw the
rods if it helps.
I have a different number and I only want
to know how many tens are in the number.
Think about how many ten rods I would
have out if I was to make the number.
Demonstrate on the board using large rods
where necessary. Grouping what do Ido? How many do I group. Get the
children to tell.
Exchange When do I exchange? How
does this help me?
Partitioning How do I make a number.
How many tens are in it and how many
ones are in it?
Demonstrate some problems and get
children to solve them
write it down.
Children will have to solve some tens
and ones problems like the ones
demonstrated. The will have to
visualise the cuisenaire to do this.
Children have an activity sheet with all
areas covered so far. Children work ontheir own to answer the questions.
A number fans
plenary. Teacher asks
some problems and
children have to usethe number fans to
show the answer.
Children correct each
others work Gothrough the answers
on the board and see
how to get the
answers.
Children can visualise
cuisenaire to answer
some tens and ones
problems.
Children can recall
what they havelearned so far on tens
and ones.
fan
Ac
she
Nu
fan
Ac
she
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esson 9
hildren can
egin to add
umbers using
uisenaire.
If I have number 12 and I want to add
number 13 to it. I will use a ten and two 1
rods for twelve. Place in correct area of
notation card. Thirteen is 1 ten and 3 ones.
To add them I just place them in the correct
places of the notation cards. Now I have 2
tens and 5 ones. Overall I have 25. 12 add
13 is 25.
Children have notation cards and
cuisenare and are given some sums to
add. They use the cards and rods to
carry out the addition sums.
Children talk teacher
through some addition
on the board using
large cuisenaire.
Children can begin to
add using cuisenaire
8/9/2019 Maths - Tens and Ones Scheme
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