Primary Maths - Odds and Evens

View Segments Segment :

  • Citations
  • Add to My List
  • Embed
  • Link
  • Help
  • Citations
  • Add to My List
  • Embed
  • Link
  • Help
Successfully saved clip
Find all your clips in My Lists
Failed to save clip
  • Transcript
  • Transcript

    Auto-Scroll: ONOFF 
    • 00:05

      BRENDA BIGLAND: Lesson planning isa tool to achieve an end result. [Brenda Bigland, Headteacher,Lent Rise Primary] If it becomes overly onerous,it is actually no longer a tool, it'sjust something that exhausts the poor teacher.[MUSIC PLAYING]

    • 00:21

      NARRATOR: At Lent Rise School in Slough, today's early yearspupils are tackling odds and evens in numeracy.

    • 00:28

      JILL WATSON: So, I got my sunflower here.And I think I'm going to start with an odd number.For this numeracy session, I reallywanted to try and get to grips with the odd and even numbers,linking to counting in twos, whichwe've been doing in class. [Jill Watson, Deputy Head, Lent RisePrimary]And my odd number is a white odd number,and I'm going to start with number 1.And then really trying to get the children to

    • 00:51

      JILL WATSON [continued]: notice that there's a pattern between the odd and evennumbers, when we write them in order.

    • 00:55

      STUDENT: One's white, and two's yellow.I'm afraid it's while.

    • 00:60

      JILL WATSON: Wowee.That is brilliant!

    • 01:05

      NARRATOR: Lent Rise tries plans meticulouslyfor differentiation.But how is this achieved in numeracy,compared to other subjects?

    • 01:12

      JILL WATSON: When I'm planning for a whole class numeracysession, I am thinking about the differentiations of groups.I actually find it easier to thinkabout my groups, and the structure,and how I can challenge the more able.And how I can support the less able,because it is very clearly defined.

    • 01:28

      NARRATOR: Numeracy and literacy planningtakes place online, and focuses on six different abilitylevels.

    • 01:35

      BRENDA BIGLAND: We would differentiatesix different ways in any particular lesson,because we set and we have three sets, whichlook at these children's needs.And three sets-- which perhaps look at challenging the ablechildren.So we are differentiating, six different ways.

    • 01:53

      JILL WATSON: Now who can put their hand up and guesswhat we might be doing today?

    • 01:57

      STUDENT: Counting to two.

    • 01:58

      JILL WATSON: Good girl.I plan to have the whole class of the carpet,for the beginning of the session,and I plan to use a program whereyou can color a number the squares on the screen.One-- Two, three, four, five, six.

    • 02:10

      JILL WATSON: And move the number around in sequence very easily,and the children are used to this.So to try and order, and notice patterns in the numbers,counting in twos.See if we can remember our odd and even numbers.Oh, now we're starting at number 1.And number one is an--

    • 02:26

      STUDENT: Odd number.

    • 02:27

      JILL WATSON: Odd number, good.So we've got number one is an alternate number.Oh, the next odd number is number--

    • 02:33

      STUDENT: Three.

    • 02:34

      JILL WATSON: Three.I plan to move the children to their tables,to do a practical sorting and arrangingthe odd and even numbers around their sunflower plates.

    • 02:47

      STUDENT: Now, It has to have it down there.

    • 02:50

      STUDENT: No, it doesn't.

    • 02:51

      JILL WATSON: And then a group aregoing to have a go on interactive table, where wecan write odd and even numbers.Purple.G, g, g, g.

    • 02:60

      STUDENT: Green.

    • 03:01

      JILL WATSON: Trying to choose colors,so that they can find the pattern for themself.

    • 03:05

      STUDENT: Gray.Good.So can we have an even number there, please?

    • 03:13

      JILL WATSON: And I hope to bring them back to the carpet,and play a bit of a fun game with the children,and their bodies up and down, and the numbers to time.Now people over there, your special jobnow is to tell us whether we've got a number or an even numberready.Zach is an--

    • 03:29

      STUDENT: Even.

    • 03:30

      JILL WATSON: Even.So just these people.Odd?

    • 03:33

      STUDENT: Even.Odd.

    • 03:35

      NARRATOR: So, was the lesson a success?

    • 03:37

      JILL WATSON: The lesson went well.I think if I was going to change anythingabout the lesson it is I would tryto make it a little bit more practicalin the lesson starter.The children and perhaps needed to havea little bit similar to my plenary in the beginningsession to get them bit more actively involved in that.

    • 03:55

      SARA BUBB: Teachers normally spendlonger on things than they planned to,or that they think that they have,especially when you've got children sitting on a carpet.That is a long time, so I to really keep it snappy.Have everything ready, when planningfor a numeracy session.Have the counters out, if you're using counters Cutout numbers,

    • 04:15

      SARA BUBB [continued]: if those number's going to be used.So they've not got scissors, and they've notgot paper everywhere.[MUSIC PLAYING]

Primary Maths - Odds and Evens

View Segments Segment :

Abstract

A demonstration of lesson planning and assessment for early primary school math.

Primary Maths - Odds and Evens

A demonstration of lesson planning and assessment for early primary school math.

Copy and paste the following HTML into your website

Back to Top