Maths - Tens and Ones Scheme

8/9/2019 Maths - Tens and Ones Scheme

1/6

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


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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


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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


4/6

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


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Documents

Maths - Tens and Ones Scheme