27_maths_Y1

Supporting the effective use of ICT across the primary curriculum

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Mathematics Year 1: Teddy’s see-saw Introduction: This lesson is about number bonds and writing equivalence statements. It is an open-ended, teacher-led activity to support the exploration and investigation of number properties. It makes use of Number Balance, a program available from the Teacher Resource Exchange http://tre.ngfl.gov.uk/uploads/materials/17914/nbKS1.swf Resources • One PC and a data projector for whole class work • The Number Balance program from: http://tre.ngfl.gov.uk/uploads/materials/17914/nbKS1.swf Previous learning • To be able to recognise numbers up to 10 and the + and = symbols • To be able to add numbers to a maximum of 20 • The ability to use a mouse to drag and drop.

Learning Objectives • To be able to develop number bonds up to 20 • To be able to recognise the relative ‘size’ of different numbers.

What to do This is a whole class lesson presented through an interactive whiteboard or other large display. The Number Balance program will need to be downloaded in advance from the site given above.

Explain that each bear can select two numbers that will be added together. The aim is for the see saw to balance; not for one bear to be higher in the air than the other bear.

If the seesaw is not balanced, which total is the biggest – the bear resting on the ground or the bear up in the air?

What numbers can we change to make it balance? The program allows the children to remove a number, replace it with a different one and then to click on the ‘balance’ button again.

The program can be used to practise addition, to demonstrate the commutative rule (ie. 5+3=3+5), to develop simple number sentences etc.

As an extension, create a balancing equation and then hide one of the numbers (by clicking on the matching flower) so that the children have to work out the missing number – thus introducing the idea of subtraction.

There is a worksheet that the children can use to create number sentences for themselves. This can be downloaded from: http://tre.ngfl.gov.uk/uploads/materials/17807/Recording Sheet.pdf

Differentiation Less able children may need to use counters to help make the equivalence statements, whilst more able pupils may be challenged to work with other operations. For example, on the left hand side of the see-saw ensure that an addition sign is displayed, whilst on the right hand side position a subtraction sign. Then continue as before.

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lessons2go

Maths Y1: Teddy’s see-saw April 2008

The role of ICT ICT offers a very visual interpretation of whether two sums are equal in total or whether one is larger or smaller than the other. It provides immediate feedback and the children can easily see whether or not they have been successful. Motivation is increased and the teacher is in control of the pace of the lesson.

Follow-up suggestions There are a number of ways of extending the use of this program. a) As mentioned above, an equation could be created by the teacher where one of the numbers is hidden and the children have to work out the missing number. Alternatively, all the numbers might be visible but one of the operations is missing. b) If the bears don’t balance the teacher can also introduce the ideas of ‘less than’ and ‘more than’ (i.e. < and > respectively) c) The difficulty level of the lesson can be raised by clicking on either of the two ‘operation’ buttons, which toggle through addition, subtraction, multiplication and division. This opens up a number of different possibilities and can generate ideas more applicable to years 2 and 3.

Assessment Some children may need structural apparatus to help them whilst others may possess sufficient mental strategies.

Children should be encouraged to explain how they arrived at a particular answer. How confident are they? They also need to be aware that in many cases there is more than one correct answer. There is sufficient scope in this program to challenge all children; the teacher’s task will be to ensure that all the children are progressing at a rate commensurate with their ability. The worksheet can also be modified by writing in numbers or operations in particular cells. For example: 4+?=?+4 demonstrates commutative rule 3+?=?+7 limits the choice of numbers for the left hand question mark 9?6=1+? introduces ideas of subtraction Weblinks The Number Balance program from: http://tre.ngfl.gov.uk/uploads/materials/17914/nbKS1.swf Recording sheet http://tre.ngfl.gov.uk/uploads/materials/17807/Recording Sheet.pdf There is also a Key Stage 2 version of the program at: http://tre.ngfl.gov.uk/uploads/materials/17913/nbKS2.swf This lesson idea was first published as part of the Becta Direct2U subscription service for teachers, (c) Becta, 2005-2006

© ictopus ltd

lessons2go

Maths Y1: Teddy’s see-saw April 2008