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Year 2 maths lesson (45 mins)

10 mins- Mental and OralTables work on two times table using a number stick counting in twos then pointing to end number one before end asking what it would be asking lots of children even if correct answer given. Counting backwards in twos. Then count upline missing out 2, 6 and only saying 4, 8 etcExplain this was the 4 times table, if cant recall 4 times table one way is to double a number and double it again eg 3x4 double 3=6 double 6=12

the ITP number dials would work well here by having 2 dials up side by side ~ Barley343

10 mins Direct teachingLearning Objective :

To be able to find halves and quarters of objects and numbers

Would have a very large circle on floor made of brown paper would then put another red one on top explaining it’s the sauce. Then we would choose two children and ask them to choose a favourite topping each from topping box. Take one childs choice and sprinkle it over most of pizza and put other childs on smaller part. Ask if this is fair? Why not what should we do? Leading children to talk about making the two parts equal, words want to come out are two parts, equal and half.

Then try again with four children to get to four parts equal and quarte.

Show the children how these fractions are written in words and numbers leave up on display with a ¼ pizza picture and half pizza picture for reference

(use pizza and toppings http://kidscrafts.suite101.com/article.cfm/pizza_math_mats

For some of these resources though might need more to laminate eg pepper pictures etc)

This is confusing me a little and therefore I am concerned it might confuse the children, particularly if it is an introductory lesson. Where it says 'take one childs choice and sprinkle it over most of pizza and put other childs on smaller part. Ask if this is fair?' are you taking the same amount of topping and just changing the area that it is spread over? Or are you putting on less topping for the second child? sorry if I'm being really thick!

~squiggle7What i was thinking of was would have same amount of topping but one child would have theirs over lot more than half the pizza thinking about it now would probably put less of second childs topping on too. Idea being they only get the part of pizza with there topping on- Do you think thats still confusing? I was trying to get them to see that half the pizza should be an equal part not just cut in two anyway. Maybe so as not to confuse the topping issue for later in lesson where they actually share out amounds of food should say child A loves cheese and get him to get handful of shredded paper and child B hates it so doesnt want any on his pizza. Then sprinkle cheese over most of Pizza leaving a bare bit with just tomato does that improve it in clarity? Bluerosesquiggle**Yes, I think I understand now. Sounds like a good activity to elicit the concept of not being fair, and seeing what the children already know, rather than accurately making halves and quarters.

Could you use real food? You could use just the actual pizza base and get the children to cut halves. Put them on top of each other. Are they the same? Do they have half each? Why? Why not? Try again with quarters. Children can take turns to be the 'chef' and do the cutting. Sniggle

I like the idea of the big pizza but i think i wouldnt use it as an introductory lesson as the whole toppings thing is confusing me a little. I think you want to get the idea that each half has to be the same size? What about using a bar of chocolate like dairy milk that is divided into the blocks? Or if you are a health promoting school and cant use chocolate what about an orange or an apple? Once it has been established that each half or quarter has to be the same size, I would then move onto the pizza idea and get the children to spread the toppings to see if they have carried that with them? Does that make sense? Shetland-Kat sounds good to me, would use real pizza possibly too Bluerose

20 mins Independent activity with10 mins in do a mini plenarySC- for A and MA group would be

LA group

http://www.tes.co.uk/resources/Resource.aspx?resourceId=4863<span style="mso-spacerun: yes"> would use this resource although in this lesson not all of it

Think for this lesson though would use pizza ¼ and would give children dice with add and plus 1//4 on they take turns to add or subtract ¼ of pizza and see who gets full pizza first. This game would enable them lots of practical experience of building up 1/4s so would know how many 1/4s in whole by end.

Would also give them set of snap cards using ½, ¼, 2/4, ¾ pictures (http://www.tes.co.uk/resources/Resource.aspx?resourceId=4852) for them to play a few games of too

Teacher with middle group and Able group doing same activity unsupported

Series of word problems on cards for pupils to solve in pairs all along scenario of

Two people want to share this pizza, it must have 10 mushrooms, 14 pieces of pineapple etc can you make this pizza so that each person gets a fair share(equal amount of each topping) work it out using your pizzas and toppings then write number of each topping one person would get eg ½ of 10 =

Some pizzas will have four people to share amongst.

Part way through would introduce harder card where there are odd number of toppings to see how pupils attempt this. If needed would point out can halve a topping.

10 mins plenaryhttp://www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/fractions/simplifyingfractions/activity.shtml

Would use this using pizza example to get children to show me ½ ¼ pizza, then ¾ and finally would show ½ and 2/4 are the same

Give everyone a rich tea biscuit, imagine it’s a pizza base who can eat ¼ of their biscuit, show a few discuss whose done it well pass out a few stickers now eat another ¼ . Repeat with praise and examples. How much is left- get ½ and 2/4 answers

Who feels they are able to find ½ and ¼ of objects and numbers ? (biscuit activity will have given some idea for teacher too)

I'm not sure the biscuit idea would work because the children would not be able to see accurately when they put the biscuit in their mouth, or if they tried to break the biscuit first, it might not 'snap' where they want it to. Perhaps use something that could show that they know what a quarter is, but they can also show you how it is a quarter by showing 4 equal parts? sniggle

Put biscuit bit in because ive seen it work many years ago, not totally accurate but youd be amazed how they nibble away and because they have food they are really focused Bluerose

OK. I just thought the children might get a little frustrated if they know they have to have equal parts and the biscuit doesn't break evenly. I thought having something like a fairy cake that they could halve and quarter more accurately might be better. Sniggle Youre probably right with that - with the biscuits they were nibbling away rather than breaking to eat about 1/4 not as exact as if they had knife and cake maybe something to try both in different lessons and see which works best Bluerose

Or you could take it away from food altogether to see if they can transfer their knowledge to other things; make a tower using 20 bricks. 1/2 of those bricks have to be red. 1/4 has to be blue and the rest can be your choice. Question the children on the proportion of bricks that are the colour of their choice. Look at how the children made their towers - did they put all the red ones on first, then the blue then their choice or did they mix them completely up? I would imagine most kept them all the colours together so discuss - 'is it still a quarter if they are all mixed up?' 'Do they have to all be next to one another?' 'How do we know its a half if we cant clearly see that?' - 'Well a half of 20 is 10, and there are 10 red cubes so half of the tower is red' etc. ???? what do you think? Shetland-Kat

Like this idea but think id take this as an intro to next lesson as couldnt really do one lesson alone on this Bluerose