This lesson (stand-alone or could be returned to once or twice) is ideal for gathering evidence to support your teacher assessment for inverse of addition and subtraction related statements on the 2016 KS1 Interim Assessment Framework for Maths.
Including:
A brief 'skeleton' lesson plan, Learning Objective and Success Criteria Assessment slips and 63 colour coded questions.
15 Green questions for the 'Working Towards' statement - "Pupils can use number bonds and related subtraction facts within 20."
24 Orange questions for the 'Expected Standard' statement - "Pupils can recognise the inverse relationships between addition and subtraction..." This task asks them to solve a calculation, write the inverse and check that both calculations 'work'
14 Red questions for the 'Expected Standard' statement - "Pupils can recognise the inverse relationships between addition and subtraction..." this task asks them to solve a calculation then write all the related calculations they know.
With my class I put a selection of question slips on the table appropriate for those particular children. They stick the Learning Objective slip at the top of the page then choose a question, stick in in their book and write their workings and answer next to it.
There are enough questions to ensure you never hear a child saying "I'm finished"
Including:
A brief 'skeleton' lesson plan, Learning Objective and Success Criteria Assessment slips and 63 colour coded questions.
15 Green questions for the 'Working Towards' statement - "Pupils can use number bonds and related subtraction facts within 20."
24 Orange questions for the 'Expected Standard' statement - "Pupils can recognise the inverse relationships between addition and subtraction..." This task asks them to solve a calculation, write the inverse and check that both calculations 'work'
14 Red questions for the 'Expected Standard' statement - "Pupils can recognise the inverse relationships between addition and subtraction..." this task asks them to solve a calculation then write all the related calculations they know.
With my class I put a selection of question slips on the table appropriate for those particular children. They stick the Learning Objective slip at the top of the page then choose a question, stick in in their book and write their workings and answer next to it.
There are enough questions to ensure you never hear a child saying "I'm finished"
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