A COMPLETE NUMERACY PROGRAMME FOR PRIMARY ... - Planet...

2nd

A COMPLETE NUMERACY PROGRAMME FOR PR IMARY SCHOOLS

Author: Michelle Hande and Veronica WardEditor: Claire Rourke Design: Marian PurcellLayout: Mark McKennaIllustrators: Brian Fitzgerald, Mark McKenna

ISBN: 978-1-84741-793-0

© Michelle Hande and Veronica Ward, 2011Reprinted in 2012First published in 2011 by: Folens Publishers, Hibernian Industrial Estate, Greenhills Road, Tallaght, Dublin 24.

The paper used in this book is sourced from managed forests.

Folens books are protected by international copyright laws. All rights reserved. The copyright of all materials in this book, except where otherwise stated, remains the property of the author(s). No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means (stencilling, photocopying, etc.) for whatever purpose, even purely educational, without the prior written permission of the publisher. The publisher reserves the right to change, without notice, at any time the specification of this product. The publisher has made every effort to contact copyright holders but if any have been overlooked we will be pleased to make any necessary arrangements. To the best of the publisher’s knowledge, information in this book was correct at the time of going to press. No responsibility can be accepted for any errors.

ContentsIntroduction 4

How to Use Planet Maths Digital 7

Introduction to Oral and Mental Maths 10

Curriculum Strands Breakdown 12

Fortnightly Plans 13

Topics

Revision 30

Addition 31

Subtraction 35

Addition 38

Subtraction 41

Place Value 44

Algebra 47

2D Shapes 50

Corners 53

Compare and Order 56

Time 59

Estimate and Count 63

Addition 66

Subtraction 70

Place Value 73

Symmetry 76

Fractions 79

Compare and Order 82

Money 85

Counting and 100 Square 89

Addition 92

Subtraction 95

Place Value 98

Weight 101

Time 104

Spatial Awareness 108

3D Shapes 111

Estimate and Count 114

Addition 117

Subtraction 120

Place Value 123

Area 126

Length 129

Algebra 132

Capacity 135

Addition 138

Area 141

Data 143

Money 146Photocopiables 149

Snakes and Ladders Questions 205

Seasonal Assessments and Pupil Record Sheets 207

Answers 219

Target Boards and Activity Sheets 236

Notes and Appendices 247

4 Planet Maths Teacher Resources • 2nd Class

Planet Maths is a creative new maths series that aims to provide children with challenging activities and enjoyable mathematical experiences to help them become confident mathematicians. It has been developed by a team of experienced primary teachers and maths consultants in accordance with the aims and objectives of the revised primary school curriculum. Curriculum strands, strand units and objectives are detailed throughout.

The series underpins the key areas of:

• development and correct use of mathematical language

• real-life problem solving

• oral and mental maths

• estimation

• written computation

• integration with other subjects

Mathematical LanguagePlanet Maths lays emphasis on the child’s understanding of the mathematical terminology and vocabulary associated with each topic covered. This is achieved through encouraging talk and discussion, a methodology which teachers can use to enhance children’s mathematical language. The benefits from the use of this approach are many:

• stimulates interest in a new topic (see vocabulary and Pre-Page Ideas for each topic)

• allows children who may have reading difficulties to participate fully

• develops children’s ability to express their thinking clearly

• promotes the skill of questioning

• facilitates different learning styles

• reinforces mathematical concepts

• helps the teacher to assess the level of the children’s understanding

Children’s failure to understand mathematical vocabulary may manifest itself by:

• not answering questions

• not being able to carry out a task they are set

• not doing well in tests/assessments

Oral and Mental MathsOral and mental maths activities can support many features of children’s mathematical learning. It should be a snappy, fun, daily activity and should last no more than ten minutes.

• It will help to practise and consolidate mental calculation skills, mathematical vocabulary and language of number.

• It will help children to build up speed and accuracy with number facts.

• It will draw on and revisit previous learning, to assess, review and strengthen children’s previously acquired knowledge and skills.

Introduction

5Planet Maths Teacher Resources • 2nd Class

• It will help them to interpret images, diagrams and symbols correctly.

• It will help the children to apply acquired knowledge, skills and understanding, to make informed choices and decisions, to predict and hypothesise, and to use deductive reasoning to eliminate or conclude.

• It will also serve as a very good form of assessment for the teacher in regards to facts about the four operations.

Recommendation: Start every maths lessons with five/ten minutes of oral and mental activity. Vary the strategies provided in the book and differentiate for the different academic abilities within the class. All classes from Junior Infants to 6th class will benefit and the children’s minds will become mathematically sharper.

Problem SolvingProblem solving is an integral part of all mathematics learning. It should not be an isolated part of the curriculum but should involve all the strands.

Good problems give students the chance to solidify and extend their knowledge and to stimulate new learning. The problems students encounter in Planet Maths are based on familiar experiences coming from students’ lives. Planet Maths encourages students to develop a range of strategies for solving problems, such as using diagrams, looking for patterns, or making organised lists.

DifferentiationThis programme is designed so that as children work their way down the page of their textbook or satellite book, the activities become progressively harder. In the 3rd to 6th class books, a red line is drawn parallel to any mathematical question that would be regarded as particularly challenging to the mainstream of the class. In addition, this manual provides the teacher with photocopiables that may be used for differentiation. The pages headed Alternative Questions are practice worksheets for the weaker pupil and those requiring more practice, while Early Finishers worksheets are designed to challenge the more able pupil.

Traffic LightsPlanet Maths has included a small traffic light at the end of each page of the pupil’s book. This enables the children to reflect on their work and their understanding of the topic. The students colour in the traffic lights depending on whether or not they understand the topic. This is an easy way for the teacher to see how the children feel they are doing and can assist those who may have difficulties.

There is also a class set of traffic lights being supplied with the series so that each child can have their own set and, when used, you’ll be able to see at a glance how your class is doing.


Planet Maths Components The Planet Maths programme for each level includes:

A student book

A student satellite activity book (for infants this is a numbers book)

A teacher’s resource folder

Target boards and number fans for each level

Digital resources – to support the textbook content

The teacher’s resource folder includes term assessments and fortnightly planners

The fortnightly planners are a useful aid for teachers when filling in their Cuntáis Miosuil. It is a detailed plan that consists of:

• strands• strand units• objectives• the skills being developed• resources needed• mathematical language being developed• differentiation• methods of assessment• linkages in maths and integration within the curriculum

Each maths topic in the teacher’s manual includes the following:• lesson suggestions• suggestions for using concrete materials and manipulatives• warm-up activities• oral and mental starters• suggestions for differentiation• Ideas for parental involvement and maths at home – this section enables teachers to gives

advice on how parents can become involved in helping their child with maths topic• linkage to other areas of maths and integration within other areas of the curriculum

At the back of the manual, there is a selection of ready-made templates ranging from blank clock faces to notation boards, assessment sheets for Hallowe’en, Christmas, Easter and summer, and photocopiables for differentiation.


How to Use Planet Maths Digital

Planet Maths DigitalPlanet Maths is the only Irish series to have a truly integrated digital element that supports and reinforces the student books. The Planet Maths digital resources are mapped to the textbook and designed for teacher-led, classroom use on an interactive whiteboard. Using a planet theme, they integrate bright graphics and a range of presentation styles, from animations to interactive games, to create an engaging digital experience.

Using Planet Maths DigitalPlanet Maths digital resources can be accessed through the Planet Maths home page on Folens Online: http://primary.folensonline.ie/The Planet Maths home page provides access to online menus for each class in the Planet Maths series. There are three menu themes:• Space house for Infants• Space town for 1st and 2nd class• Solar system for 3rd to 6th class

Each theme also uses an alien character that is used both on the menu and in the digital content: Winnie, Desmond and Mick.

StrandsWithin each class menu, digital resources are grouped by strand, using the same colour coding applied in the textbook and visual graphics to blend with the menu theme. For example, the 3rd class Number strand uses a blue planet.Each strand is assigned a unique online menu that contains a range of digital resources designed for each strand unit and topic. Digital content in the strand menu is categorised by resource type.


Digital Resource TypesPlanet Maths uses five digital resource types:• Activity As• eManipulatives• Video clips• Interactivities• Web links

Activity AsActivity As are warm-up activities designed to gain attention and to support the introduction of a new mathematical topic. They use animation, audio and interaction to engage children and develop their understanding of each topic.Activity As can be accessed through both the Planet Maths website and the eBook on Folens Online.

eManipulativesEach Planet Maths menu contains a toolkit of eManipulatives. These resources are reusable

content designed to support mathematical learning. Each strand has a specific set of tools or eManipulatives, for example:

• The Early mathematical activities toolkit includes shapes and counters • The Shape and Space toolkit includes tangrams, 2D and 3D shapes• The Number toolkit includes number lines, place value blocks and fraction walls• The Data toolkit includes dice and spinners• The Measures toolkit includes clock faces and rulers• The Algebra toolkit includes pattern blocks


Video ClipsPlanet Maths provides a library of video clips on mathematical topics. Video content has been researched for appropriate curriculum mapping to class, strand and strand unit. The video clips also include support material, such as transcripts and teachers notes.

WeblinksPlanet Maths weblinks are a series of suggested websites and online mathematical resources that teachers can use in the classroom. Weblinks have been researched for appropriate curriculum mapping to class, strand and strand unit.

InteractivitiesInteractivities are a series of digital activities that can be used in the classroom or by individual children. They are simple activities mapped to specific topics in the book, using a range of interaction methods – from drag and drop and matching, to multiple-choice and fill-the-blank questions. Each interactivity includes an information panel providing curriculum details.


Oral and Mental Maths

The following oral and mental maths strategies will help develop and sharpen the mathematical thinking of the children in 1st class. Various strategies should be used on a daily basis for 5–7 minutes before the start of a maths lesson.

The counting stickRevision of the numbers 1–100, 1st class.• Startcountinginonesfromavarietyofnumbers• Countbackwardstoarriveatthesamestartingnumber.• Placeyourhandatanygivenspacewithinthenumbersjustcountedandaskthechildrenwhat

number is your hand on? What strategy are they using? Counting forwards or backwards. • Placingyourhandonanynumberagainaskwhatnumberitis,whatnumbercomesbeforethat

number, what number comes after that number?• Repeatingthepreviousstep,askwhatnumberis2/3/4beforethatnumberandwhatnumberis,

2/3/4, etc. after that number?• Thenprogressingintothe2ndclassobjectives,countforwardsandbackwardsthrougheachset

of 10, e.g. start at 19/28/39/47. Taking the children through the ten, count along the stick what number will you land on?

• Countin2sstartingat2,butthenstartfromdifferentevennumbers,thendifferentoddnumbers.Always count backwards

• Countin5sforwardsandbackwardsstartingat5,thenatvariousmultiplesof5.• Countingin10sforwardsandbackwards.Startatdifferentmultiplesof10,thenpickanynumber

and add 10, e.g 14, 24, 34, 44 54, etc. then backwards 54, 44, 34, 24, 14, 4.• Skipcountingforwardsandbackwardsin3s.• Stopinthemiddleofthecountandchangedirection.• Placeyourhandon14.Whatis10morethanthis,10less,20more20less.• Countin10sfrom99,to199.• Countinfivesfromhighernumbers85,95,105,etc.thencountbackwards.• Repeatwithothermultiples,ifthechildrenhavemasteredthe2s,5s,10s.

Number fansThis is a silent strategy which allows the teacher to assess the children in tables, number facts and oral problems.How to use them: Tell the children to hide the number 9, by dropping all the fingers of the fan except 9, then lock it in by putting it towards your chest where no one can see it. The teacher assesses who is able and who is not. Then the teacher says “show me” and all the children show the number 9 to the teacher.• Hidethenumber14,showteacher.Then15,16,17,18,19,20,etc.Practicethistaskthroughall

the tens, 30s, 40s, 50, etc.• Hideanumberthatis1morethan,1lessthan,2morethan,2lessthan,5morethan,5lessthan,

10 more than, 10 less than. • Hidethenumberthatis20morethan,20lessthan,30,40,50,etc.• Hidethenumberthatis2/3/4/5/10lessthan.


• Createoralproblemsaroundadditionandsubtraction,wherethechildrenshowtheansweronthefan.

• Increaseanumberby1,2,3,4,5,10,20,100.• Hidethenumberofsidesonasquare,atriangle,ahexagonarectangle.• Hidethenumberofvertices,edgesandfacesonthe3Dshapes.• Developanunderstandingofsubtractionasdeducting,ascomplementingandasdifference0–20:

(a) Deducting: I had 10 sweets, I ate 3. Show on the fan how many have I left? (b) Complementing: There are 10 stickers in a set. I have 4. Show on a fan how many more do I

need to make a full set? (c) Difference: I have 12 crayons. Mary has 6 crayons. Show on fan how many more have I?

Show on fan how many fewer has Mary?• Showthedoubleofnumbers,i.edouble7,8,9,10,20,50,45,35,etc.• Showhalfofnumbers,i.e.halfof12,14,16,22,30,70,etc.• Openendedquestions:Showtwonumbersthatmake10,11,12,etc.• Showthreenumbersthatmakeanynumberto20.• Hidethevalueof2bundlesof2,3pilesof2,4lotsoftwo(varythelanguageinpreparationfor

multiplication.)• Repeatwithbundlesof5,10,etc.

The sound of numberRequirements: A small tin and some Dienes blocks units or money.• Thechildrenclosetheireyesandlistentothedrops.• Countingthenumberofdropswhereadropisequivalentto1,2,5,10.• Howmanydropsweremade,whatisthevalueinthetin?• Makeacertainnumberofdrops,askthechildrentorememberthenumberofdrops,then

continue with more drops, how many in the tin now?• Aftermakingsomedropstoanyvalueaskhowmany?Thenwhentheireyesareclosedremove

some blocks. Ask the children what did you do? I subtracted some, took out some, (use different language for minus) How many are in the tin now? This can also be used for money, e.g if each drop is worth 2c/5c/10c/50c how many drops do I make and what is the value in the tin?

The choir of numberDivide the class in half, one half being units and the other tens. The teacher is the conductor. • Theunitscountinonesstartingfromanynumber.• Theconductorstopsthemandthenthetenscountintensfromthelastnumber,e.g.1,2,3,45,

6, 7, 8, then 18, 28, 39, etc. Bring the children to any number up to 99 and then count backwards in units or tens until you arrive back at 0.

Repeat this by dividing the class into three groups, units tens and hundreds. • Startathighernumbersandbringthechildrenthroughthe100. E.g. units: 56, 57, 58, 59, Tens: 69, 79, 89. Hundreds: 106, 107, 108, 109. Tens: 119, 129, 139

then units: 140, 141, 142, 143. Stop the count and go backwards. Keep changing from units, tens and hundreds.

Target boardsRefer to the target board section.


Curriculum Strands Breakdown

Strand Strand UnitsNumber Counting and numeration

Comparing and ordering

Place value

Operations

Addition

Subtraction

Fractions

Algebra Exploring and using patterns

Shape and space Spatial awareness

2D shapes

3D shapes

Symmetry

Angles

Measures Length

Area

Weight

Capacity

Time

Money

Data Representing and interpreting data

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