Page 31 - 新思维数学教师用书2 试读样张

1 nuMbers to 100

enhancement. Give each pair of learners a set of place column. Focus on keeping the same ones number but
value cards. Explain how to set out the cards to make it changing the tens number.
easier to take a card from each column to make a 2-digit • Revisit this session. You may need to focus on
number. batches of 20 to 30 numbers to clarify the value of the
digits.
9 0 9
After this activity, learners could try Learner’s Book
8 0 8 Exercise 1.1 questions 1, 2 and 3, Workbook Exercise 1.1
questions 1, 2, 3, 6 and 7.
7 0 7 Differentiation ideas: To support learners who find this
difficult, slow the count or repeat with a small group.
6 0 6 To challenge confident learners, ask them to look for
patterns. Challenge them to explain the pattern they have
5 0 5
noticed.
4 0 4 Plenary idea

3 0 3 Missing numbers (10 minutes)
Resources: Large 100 square; card squares to cover a
2 0 2
selection of numbers.
1 0 1 1 0 0 Description: Cover single numbers, L shapes, diagonals
and other interesting shapes within the 100 square.
Include crosses after working through 1 fewer, 1 more;
• Ask learners to count along the tens cards as one ten, 10 fewer, 10 more in the Additional teaching ideas for
two tens, three tens and so on to ten tens, 100. Repeat Section 1.1. Learners work in pairs, choosing a shape to
the count as 10, 20, 30, …, 100 to practise the number complete. Share ideas and check. Revisit this activity in
names thirty, forty, …, one hundred. future plenaries to consolidate understanding, moving on
• Ask one learner in each pair to pick up the 10 card. to separate jigsaw pieces of the 100 square in a range of
They then make 11 by picking up the 1 card and shapes instead of covering numbers on the 100 square.
placing it with the 10. The learner replaces the 1 and Use the differentiated worksheets to give learners
picks up the 2 to make 12, all the way up to 19 as the further practice.
class counts aloud at a matching pace. Assessment ideas: Listen to learners’ reasons for their
• Explain that when we count on from 20, we say the answers. Do they talk about the tens and ones digits?
whole numbers by saying the parts shown on the Ask questions such as, ‘What makes you think that?’
cards: twenty-one, twenty-two and so on. At each or ‘Is that always true?’ to prompt learners to explain
new tens number, we repeat the pattern. Ask the further. Carefully target your questions and requests
second learner to pick up the 20 and make 21, then for explanations to ensure you have detailed formative
22, all the way up to 29 as the class counts. Learners assessment to use to support planning the next steps.
swap roles at each new tens number. Count to 100
together in this way. More teaching ideas are available to download from
the platform (as part of this Teacher’s Resource).
• Display a 100 square and give learners 5 to 10
minutes to talk to their partner about what they Guidance on selected Thinking and
notice. Share ideas. Working Mathematically questions
• Ask learners to use their place value cards to make
a number such as 34. Then discuss which card they Learner’s Book Section 1.1, Let’s investigate after
would change to make the other numbers in that question 3
row on the 100 square. Focus on keeping the same The questions prompt learners to look for similarities and
tens number but changing the ones number. Make a differences in the rows of a 100 square. Ask learners to
different number and ask learners which card they make an initial conjecture (TWM.03) and then check
would change to make the other numbers in that whether or not their conjecture is true by looking at

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