Maths Book Year 3 PDF

Maths success for As seen on
every child – for life! Channel 4
Maths Makes
Makeeess Sense
Mak
Developed by Richard Dunne
”Maths Makes Sense is a powerful

but simple learning system that
enables children to grasp, with complete
clarity, the underlying sense of maths.”
Ian Laite, Maths Coordinator and Deputy Head
See clips of
Maths Makes Sense
on our website at
www.oxfordprimary.co.uk
2
What is Maths Makes Sense?
Maths Makes Sense is a new way What is the M

of teaching maths that transforms Sense learnin aths Makes
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enthusiasm for maths. It does this Ten big ideas
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“We have seen increased enthusiasm from pupils for
the subject and it has had a huge impact on children’s
2
confidence in maths. The children seem to have a much
deeper understanding of important concepts. It has also Maths Mak
Make
Makes
eess Sense
2
increased teacher’s enthusiasm for teaching maths. Pupils,

after a short time of Maths Makes Sense, have shown
confidence and pride in their work. They have been able
to say ‘I am good at Maths - I love Maths’ and mean it.
Maths Ma
kkeeess Sense
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2
William Curtis, Maths Coordinator, Bryn Primary
Contents Maths Makes
Makeeess Sense
Mak
Maths Makes Sense Foundation Maths Makes Sense 3

Daily lesson plan - Counting . . . . . . . . . . . . . . 4-7 Planning charts from Teacher’s Guide - please
see Maths Makes Sense 1 for the style of the
Photocopiable master . . . . . . . . . . . . . . . . . . . . . 8
planning charts . . . . . . . . . . . . . . . . . . . . . . . . 9-11
Maths Makes Sense 1 Daily Lesson Plan – Arithmetic 1. . . . . . . . . 39-40
Planning chart from Teacher’s Guide . . . . . . . . . 9 Screenshot - Question Time! . . . . . . . . . . . . . . 41
Planning charts from Teacher’s Guide . . . . . 10-11 Daily Lesson Plan - Geometry . . . . . . . . . . 42-43
Daily lesson plan – Arithmetic 1 . . . . . . . . . . 12-13 Screenshot – Question Time! . . . . . . . . . . . . . . 44
Screenshot – Oval . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Screenshot – Coordinates . . . . . . . . . . . . . . . . 45
Photocopiable master . . . . . . . . . . . . . . . . . . . . . . 15 Photocopiable master . . . . . . . . . . . . . . . . . . . 46
Screenshot – Adding and Taking Away . . . . . . . 16 Daily Lesson Plan - Data and Measure . . 47-48
Photocopiable master . . . . . . . . . . . . . . . . . . . . . . 17 Screenshot – Question Time! . . . . . . . . . . . . . . 49
Daily lesson plan – Geometry. . . . . . . . . . . . 18-19 Screenshot – Drawing a Circle . . . . . . . . . . . . 50
Screenshot – Calendar. . . . . . . . . . . . . . . . . . . . . 20 Photocopiable master . . . . . . . . . . . . . . . . . . . 51
Screenshot – Clock Face . . . . . . . . . . . . . . . . . . . . 21 Daily Lesson Plan – Arithmetic 2 . . . . . . . . 52-53
Screenshot – Open and Closed Shapes. . . . . . 22 Activities from Progress Book 3A . . . . . . . . . . . 54
Photocopiable master . . . . . . . . . . . . . . . . . . . . . 23 Photocopiable master . . . . . . . . . . . . . . . . . . . 55
Daily lesson plan – Data and Measure . . . 24-25 Screenshot – Fractions and Word Problems . . 56
Screenshot – 2D Shapes . . . . . . . . . . . . . . . . . . . 26 Daily Lesson Plan - Reasoning. . . . . . . . . . 57-58
Screenshot – Making Open and Screenshot – Question Time! . . . . . . . . . . . . . . 59

Closed Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Screenshot – Real-life Stories for Division. . . . . 60
Daily lesson plan – Arithmetic 2 . . . . . . . . . 28-29 Activities from Progress Book 3A . . . . . . . . . . . 61
Screenshot – Adding and Taking Away . . . . . . 30
Screenshot – Adding and Taking Away . . . . . . . 31 Maths Makes Sense Component Chart . . . . . 62
Activities from Progress Book 1A. . . . . . . . . . 32-33 Maths Makes Sense Testimonials . . . . . . . . . . 63
Daily lesson plan – Arithmetic 1 . . . . . . . . . 34-35
Screenshot – 0-99 Grid . . . . . . . . . . . . . . . . . . . . 36
Screenshot – Adding and Taking Away . . . . . . .37
Photocopiable master . . . . . . . . . . . . . . . . . . . . . 38
This is a daily lesson plan from Maths Makes Sense Teacher’s Guide Foundation.
Block 1 Counting Week 4

Resources End-of-week objectives
Clear pot of 30 real pennies, Count and match arrangements of up to six items, e.g. dots on
large domino floor set dominoes
Count beyond ten in everyday contexts, e.g. footsteps and
pennies.
Clear pot of 10–30 pennies Daily warm-up

Count footsteps
Count footsteps each day, e.g. in from the playground, from the
hall, down the corridor.
Count forwards and backwards making sure each step matches the
counting.
Praise counting at every opportunity.
CD Count pennies (0–30)

DVD Show children a clear pot of ten real pennies.
Say: This is Baby Bear’s money. He wants us to count the pennies
for him.
PCM
C
Pour the pennies into your hand and count each penny back into
PB
the pot.
Make sure all children are counting with you.
Use individuals who are uncertain about counting to come to the
i ? front and help you count the pennies into the pot.
Script Teacher How many pennies did we count?

Children Ten.
Teacher How much is there here? Encircle the pot.
My turn, your turn: ten pennies.
Children Ten pennies.
Continue counting pennies during the rest of the week.

Increase the number to 15, 20, 25, and 30.
By the end of the week, the number of pennies could be increased
to match the number of children, so that 1p could be counted out to
each child and back again.
Large floor domino set Main teaching

Direct instruction
Sit children in a large circle. Introduce the large floor dominoes.
Show children that a domino has two sides, then the dots on the
tiles. Start with the two–one tile.
4
Please note this is an uncorrected preview sample and not actual size.
PCM
C
PB
i ?
Script Teacher How many dots can you see on this side of the
domino? Point to each dot.
CD
DVD Children Two.
Teacher How many dots can you see on this side of the
PCM
C
domino? Point to the dot.
PB
Children One.
Repeat for other domino tiles, including doubles.
i If there
? are more than 28 Teacher To start our game of dominoes I’m going to give you
one domino each.
children, ask them to share Give each child a domino tile. Keep back the double six.
dominoes for this game.
Teacher Put your domino on the floor in front of you so we can
all see it and wait for me to start the game.
Does anyone have a six on one side and a six on the
other? Look carefully and count the dots.
CD
Children You do!
DVD Teacher Oh yes! Count with me: One, two, three, four, five, six
on this side. One, two, three, four, five, six on this
PCM
C
side! We always start the game with a double six – the
PB domino with six dots on each side.
Place the six-six domino tile in the middle of the circle.
Does anyone have a domino with six dots on one side?
i Six children
? should have a As children are checking, walk around the circle and
six.
check for domino tiles with a six
domino tile with a six. You’ve got a six, you’ve got a six.
Teacher Choose a child to pick up their domino and place it end
to end with the double six.
What we are going to do now is make a long train of
matching dominoes.
Does anyone have a 6 or a [number]?
Say the number at the other end of the train.
Continue to match tiles to either end of the train.

Complete the train for as many tiles as possible.
If there are dominoes left over, count all the dots on the left-over
dominoes and say how many there are.
Play the game once more.
Throughout the week, continue to play the domino game. As
children become more confident with the rules of the game and
counting dots, expect them to start the game without your help and
identify which tiles could be placed at either end.
Review
Together, tidy up the domino train. Ask a child to fetch a particular
domino and add it to a pile, e.g. Would you fetch me the three-one
domino? It’s next to the one-five domino.
5
CD Group work
DVD
Resources Getting started

PCM
C
PCM 6 Area 1: outdoor Tell children the three bears want to build an
extension for Baby Bear’s new bedroom. Say there are lots of
Construction
PB brick sets
(large and small), pot of real different sorts of bricks outside to help them do this.
pennies, dominoes (include Area 2: role play Make sure children see you place Baby Bear’s
i ?
floor and shape dominoes), pot of pennies into the bears’ cottage and suggest they count his
plastic counters, real pennies, pennies.
pots and purses, coloured
pencils, table domino set Area 3: floor Show children the floor and shape domino sets. Also
show them the pots and purses for counting counters and real
pennies in and out of.
Area 4: table Show PCM 6. Show children how they need to count
the number of objects, count the number of dots on each domino,
and then add dots to match.
Area 5: guided practice Say that they will be playing another game
of dominoes.
Look, listen and note:
reactions to new activities, understanding that for some
children such experiences can be both exciting and worrying
Personal, Social and Emotional Development
ways in which children use language in their pretend and
imaginary play. Communication, Language and Literacy
Construction brick sets

Area 1: outdoor
Independent Children build and position a house extension for Baby
Bear’s bedroom.
Guided Help children decide where to build Baby Bear’s new
bedroom. Talk about how high and wide the room will be. Say, for
example: We mustn’t forget to have a window. Where shall we put it?
Where will the bed go? Count out loud the number of bricks used.
It may be possible for children to work with the role-play group to
move all of Baby Bear’s furniture to the new bedroom.
Steps for assessment Note the level of assistance needed to:
use positional language when deciding where to put the
construction pieces
count how many bricks they use.
Pot of real pennies

Area 2: role play
Independent Children count Baby Bear’s pot of money.
Guided Count out loud the pennies as you take them out/put them
back into the pot. Make sure children keep to the correct sequence
of counting. Say that, as Baby Bear has a new bedroom, you need
to count the things he needs to put into his new room, e.g. one bed,
three toys. Help children write a list, if appropriate.
6 count each penny as it is put back into the pot
Dominoes, real pennies, pots say the total amount of pennies (up to 30) correctly.
and purses
Area 3: floor
Independent Children play dominoes or count pennies or counters
into a pot or a purse.
Guided Organise a game of dominoes; play with the whole group
or individuals. Repeat the game rules. Play a number of games and
encourage children to play independently. Help children count the
counters and pennies accurately (out loud and in sequence).
CD match dots on dominoes to make trains
DVD
recognise the order they need to complete steps to play a game
successfully
PCM PCM 6 count pennies and counters (up to 30) accurately.
C
Coloured
PB pencils
Area 4: table
Independent Children complete PCM 6.
i ? Guided For each question, count out loud the number of objects and
then the number of dots on the domino. Say, for example: There are
six apples but only five dots. We need to draw some more dots. If I
draw one more, do I have enough dots? Count the dots after you
have drawn one to help children answer the question.
count the dots (1–6) accurately on each domino
count the number of objects (1–6) and draw more dots to
CD
Table domino set match the number.
Area 5: guided practice

DVD
PCM
C Explain that they are going to play dominoes again, but these
PB dominoes are smaller.
Give out the dominoes as before, including yourself. This time each
i Make?sure children keep child will have more than one. Make sure dominoes are face up.
Begin and continue the game in the same way as the class game.
checking their dominoes as the
game develops.
Count all the dots on any remaining dominoes together. Say with
children: This time we’ve got [number] dots left! Repeat the game.
count the dots (0-6) accurately on each domino
match dots on other dominoes to make a train.
Review
Ask each group who have made a bedroom for Baby Bear to show
the rest of the class and talk about their model, e.g. where the
door and window are, where Baby Bear’s bed will be.
7
This is a photocopiable master from Maths Makes Sense Teacher’s Foundation, for children to complete.
PCM Name Date

6
Count and draw.
1.
2.
3.
4.
5.
6.
Maths Makes Sense F • Block 1 • Week 4 • Counting Count the objects and dots. Draw dots to
© Oxford University Press 2010. This page can be copied for use in the purchasing school. make the number of objects and dots match
8
This is a planning chart from Maths Makes Sense Teacher’s Guide 1.
Maths Makes Sense 1 Arithmetic 1
Medium-term Planning: End-of-Block Objectives Arithmetic 1

Block 1 Arithmetic 1 | End-of-block objectives
• Copy addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + —12 + —12 = 3
• Act the Real Story for addition and subtraction Maths Stories with 1-digit whole numbers, zero, a half and a quarter, e.g. 2 + —12 + —12 = 3
• Look at a Maths Story and read what it says, e.g. two, add a half, add a half, equals three. Look at a Maths Story and read what it means,
e.g. two cups, add a half cup, add a half cup, equals three cups.
Lesson 1 | Steps for assessment Lesson 2 | Steps for assessment Lesson 3 | Steps for assessment Lesson 4 | Steps for assessment Lesson 5
• point to the Resources • count the cups, gather • copy addition and • copy addition and Individual Assessment
Table and the Maths them together and slide subtraction Maths Stories subtraction Maths Stories
Table when asked and use them from the pupil with 1-digit whole numbers, with 1-digit whole numbers,
the add action when asked Resources Table to the including 0, as the Real zero, a half and a quarter,
and to Get ready to get pupil Maths Table Story is acted. e.g. 2 + —12 + —12 = 3
some more • clear the pupil Maths Table • act the Real Story with
• count the cups out loud by sliding the cups to the addition and subtraction
when asked to Look at the pupil Resources Table Maths Stories with 1-digit
Maths Table and count • read the written whole numbers, zero,
• say [number] cups instructions, e.g. 3 + 2 = 5 a half and a quarter,
when asked How much to act the Real Story with e.g. 2 + —12 + —12 = 3
is there here? pupil cups. • look at a Maths Story and
read what it says, e.g. two,
add a half, add a half,
equals three. Look at a
Maths Story and read what
it means, e.g. two cups,
add a half cup, add a half
cup, equals three cups.
Lesson 1 | Daily practice Lesson 2 | Daily practice Lesson 3 | Daily practice Lesson 4 | Daily practice Lesson 5 | Daily practice
• Practise writing numbers • Count on and back in ones • Count on and back in ones • Practise writing numbers • Count on and back in ones
9 mm tall. on a 0–99 grid on a 0–99 grid 6 mm tall on a 0–99 grid
• Find one more than and • Find one more than and • Practise writing —12 and —14 • Find one more than and
add one on the 0–99 grid add one on the 0–99 grid 9 mm tall. add one on a 0–99 grid
• Find one less than and • Find one less than and take • Find one less than and take
taking away one on the away one on the 0–99 grid. away one on a 0–99 grid.
0–99 grid.
Block 2 Arithmetic 1 | End-of-block objectives

• Copy a written addition Maths Story with multiples of ten, a hundred or a thousand, e.g. 200 + 500 = 700
• Look at an addition Maths Story with multiples of ten, a hundred or a thousand and read what it says, e.g two (pause) hundred,
add five (pause) hundred, equals seven (pause) hundred.
Lesson 1 | Steps for assessment Lesson 2 | Steps for assessment Lesson 3 | Steps for assessment Lesson 4 | Steps for assessment Lesson 5
• look at an addition Maths • read an addition Maths • look at an addition Maths • copy written addition Maths Individual Assessment
Story with 1-digit whole Story with multiples of a Story with 1-digit whole Stories using multiples
numbers to say related thousand or a hundred, numbers and say the of ten, a hundred or a
Maths Stories using e.g. four (pause) hundred, related Maths Stories using thousand, e.g. 40 + 20 = 60
multiples of a thousand add two (pause) hundred, a multiple of ten • read addition Maths Stories
• look at an addition Maths equals six (pause) hundred • look at an addition Maths using multiples of ten, a
Story with 1-digit whole • copy an addition Maths Story with 1-digit whole hundred or a thousand,
numbers to say related Story with a multiple of a numbers and copy the e.g. four (pause) ty, (pause)
Maths Stories using hundred or a thousand, related Maths Stories using add (pause) two (pause) ty,
multiples of a hundred. e.g. 400 + 200 = 600. a multiple of ten. (pause) equals (pause) six
(pause) ty.
Lesson 1 | Daily practice Lesson 2 | Daily practice Lesson 3 | Daily practice Lesson 4 | Daily practice Lesson 5 | Daily practice
• Count on and back in ones • Find one more than and • Count on and back in ones • Count on in ones from • Count back in ones for
on a 0–99 grid add one on a 0–99 grid on a 0–99 grid 3-digit whole numbers 3-digit whole numbers
• Find one more than and • Find one more than and • Find one less than and take • Find one more than and • Find one less than and take
add one on a 0–99 grid. add one with 3-digit whole away one on a 0–99 grid add one for 3-digit whole away one for 3-digit whole
numbers. • Find one less than and numbers. numbers.
take away one for 3-digit
numbers.
Maths Makes Sense Year 1 • planning 9

This is how Maths Makes Sense maps to the renewed Framework
Maths Makes Sense and the Renewed

Arithmetic 1 Geometry Data and Measure Arithmetic 2 Reasoning
S1 Using and applying mathematics L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5
S1.1. Solve problems involving

counting, adding, subtracting,
doubling or halving in the context of
numbers, measures or money, for
Note: This objective is covered in later blocks.
example to ‘pay’ and ‘give change’
S1.2. Describe a puzzle or problem

using numbers, practical materials
and diagrams; use these to solve the Note: This objective is covered in later blocks.
problem and set the solution in the
original context
S1.3. Answer a question by selecting

and using suitable equipment,
and sorting information, shapes or Note: This objective is covered in later blocks.
objects; display results using tables
and pictures
S1.4. Describe simple patterns and

relationships involving numbers or
shapes; decide whether examples
satisfy given conditions
S1.5. Describe ways of solving

puzzles and problems, explaining
choices and decisions orally or
using pictures
S2 Counting and understanding number L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5
S2.1. Count reliably at least 20 objects,

recognising that when rearranged the
number of objects stays the same;
estimate a number of objects that can
be checked by counting
S2.2. Compare and order

numbers, using the related
vocabulary; use the equals
(=) sign
S2.3. *Read and write numerals from
0 to 20, then beyond; use knowledge
of place value to position these
numbers on a number track and
number line
S2.4. Say the number that is 1 more

or less than any given number, and
10 more or less for multiples of 10
S2.5. Use the vocabulary of halves

and quarters in context
S3 Knowing and using number facts L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5

S3.1. * Derive and recall all pairs
of numbers with a total of 10 and
addition facts for totals to at least Note: This objective is covered in later blocks.
5; work out the corresponding
subtraction facts
S3.2. Count on or back in ones,

twos, fives and tens and use this
knowledge to derive the multiples of Note: This objective is covered in later blocks.
2, 5 and 10 to the tenth multiple
S3.3. Recall the doubles of all

numbers to at least 10 Note: This objective is covered in later blocks.
Key to symbols:
= Objective covered = Objective covered
in Daily practice in Main teaching
10 Maths Makes Sense Year 1 • planning
This is how Maths Makes Sense maps to the renewed Framework
Framework for Mathematics Block 1

Arithmetic 1 Geometry Data and Measure Arithmetic 2 Reasoning
S4 Calculating - Year 1 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5
S4.1. Relate addition to counting
on; recognise that addition can be
done in any order; use practical and
informal written methods to support
the addition of a one-digit number
or a multiple of 10 to a one-digit or
two-digit number
S4.2. Understand subtraction as
'take away' and find a 'difference'
by counting up; use practical and
informal written methods to support the
subtraction of a one-digit number from
a one digit or two-digit number and a
multiple of 10 from a two-digit number
S4.3. * Use the vocabulary

related to addition and subtraction
and symbols to describe and
record addition and subtraction
number sentences
S4.4. Solve practical problems

that involve combining groups
of 2, 5 or 10, or sharing into
equal groups
S5 Understanding shape L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5
S5.1. *Visualise and name common

2-D shapes and 3-D solids and
describe their features; use them to
make patterns, pictures and models
S5.2. Identify objects that turn about

a point (e.g. scissors) or about a line
(e.g. a door ); recognise and make Note: This objective is covered in later blocks.
whole, half and quarter turns
S5.3. Visualise and use everyday

language to describe the position of
objects and direction and distance
when moving them, for example
when placing or moving objects on a
game board
S6 Measuring L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5
S6.1. *Estimate, measure, weigh
and compare objects, choosing and
using suitable uniform non-standard
or standard units and measuring
instruments (e.g. a lever balance,
metre stick or measuring jug)
S6.2. Use vocabulary related to

time; order days of the week and
months; read the time to the hour
and half hour
S7 Handling data L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5
S7.1. *Answer a question by
recording information in lists and
tables; present outcomes using Note: This objective is covered in later blocks.
practical resources, pictures, block
graphs or pictograms
S7.2. Use diagrams to sort objects

into groups according to a given
criterion; suggest a different criterion
for grouping the same objects
Maths Makes Sense Year 1 • planning 11

This is a daily lesson plan from Maths Makes Sense Teacher’s Guide 1.
Block 1 Arithmetic 1 Lesson 4

Resources
CD
Daily practice
Daily
DVD practice Practise writing numbers 6 mm tall
CD Display: Oval Template Give one copy of PCM 6 to each child. Display Oval Template and
DVD
model with children writing numbers 0–9 on PCM 6. Support
CD PCM 6
PCM
C individuals with their number formation, particularly number 8.
DVD
Main teaching
PB
Continually praise children for their accurately formed numbers.
CD
PCM Activity 9
C
DVD PCM 7
i End-of-block objectives
PB
PCM
?
C
PB Whole cups, half cups,

quarter cups, pupil Copy addition and subtraction Maths Stories with 1-digit whole
i
PCM
tables, pupil whole cups,
?
C
numbers, zero, a half and a quarter, e.g. 2 + 21 + 21 = 3 — —
pupil half cups, pupil

i
PB
?
quarter cups
Resources Table, Maths Table
Act the Real Story for addition and subtraction Maths Stories
with 1-digit whole numbers, zero, a half and a quarter,
i
e.g. 2 + 21 + 21 = 3
— —
? Look at a Maths Story and read what it says, e.g. two, add a
half, add a half, equals three. Look at a Maths Story and read
what it means, e.g. two cups, add a half cup, add a half cup,
equals three cups.
Steps for assessment

Note the level of assistance needed to:
copy addition and subtraction Maths Stories with 1-digit whole
act the Real Story with addition and subtraction Maths Stories
e.g. 2 + 21 + 21 = 3
— —
look at a Maths Story and read what it says, for example two,
add a half, add a half, equals three. Look at a Maths Story and
read what it means, e.g. two cups, add a half cup, add a half
cup, equals three cups.
Monitor the children and check these steps for assessment at every
stage of the lesson.
Don’t forget! A half and a quarter are deliberately used as names,
or nouns, at this stage.
Main teaching
Guided practice
Give PCM 7 to each child, together with pupil tables, pupil whole
cups, half cups and quarter cups. Display Activity 9, question 1
(2 + 1 + 2 =). Say: Look at question one. We are going to copy it very
carefully while I act the Real Story. Tell children to watch you
carefully as you act the Real Story and reveal each symbol in
the Maths Story. Ask children to copy each number and symbol
on their PCM.
12
.
Ask children to Look at the Maths Table and count. Agree the answer
is 5. Ask: How much is there here? Make sure children say: five cups.
CD Reveal the answer to check.
DVD
When the Maths Story is fully displayed, say: Look at the Maths
Story. Read what it says. Use My turn, your turn. Say: Two, add one,
PCM
C add two, equals five. Say: Look at the Maths Story. Read what it
PB means. Use My turn, your turn. Say: Two cups, add one cup, add two
cups, equals five cups. Make sure all children join in.
i ? Direct instruction
‘A half’, and 21 , is the name
—
of an object. There should Repeat the modelling with Activity 9, question 2 (2 − 1 + 21 + 21 − 0 =).— —
be no mention at this stage Reveal ‘ 21 ’. Pick up a half cup from the Resources Table. Ask: How
—
of ‘cutting’ or ‘dividing’ or much is there here? Use My turn, your turn. Say: A half cup.
‘halving’. Ask: What are you going to write? Use My turn, your turn. Say: A half.
Say: Look carefully at how we write it. Write on the board as you
say: Start at the top (write 1) and go down (write horizontal line for
fraction) and go down (write 2).
Continue to the end of the Maths Story. Reveal ‘=’, raise your finger
and count. When you reach the first half cup, stop in surprise. Say:
CD Ooo! (Point to each half cup in turn.) But this is not a cup and this is
DVD not a cup! Pick up the two half cups. We need the mathematical
Pretending to glue cups glue.. Pretend to glue the two halves together to make a whole cup.
PCM
C
Glue… glue… glue… stick! That’s a cup. Same Value, Different
PB
Appearance.
Appearance
Finish counting and reveal the answer. Make sure children have
copied the Maths Story. Say: Look at the Maths Story. Read what it
i The?imaginary gluing really says. Look at the Maths Story. Read what it means. Use My turn, your
turn for all children to join in with the responses.
helps understanding. Children
especially like Ooo ... the glue Repeat with Activity 9, question 3 (3 + 2 + 41 + 41 + 41 + 41 ).
— — — —
as a reminder. Demonstrate writing 41 in the same way as 21 . Pretend to glue the

— —
four quarter cups together to make a whole cup. Let the cup fall
apart and say: One cup. Same Value: Different Appearance.
Repeat the modelling with question 4 (2 − 1 + 21 + 41 + 41 ), pretending
— — —
to glue the two quarter cups together first to make a half cup and
then glue to the half cup to make a whole cup.
Partner teaching
Say: Let’s see if you can teach this to your partner. I’m looking for
accurate teaching today! Model how you want Partner As to act the
Real Story for question 2. Then observe closely as you ask all Partner
As to act the Real Story to teach Partner Bs. Then Partner Bs act the
same Real Story. Continue for questions 3 and 4, with partners
swapping roles after each question.
Check the steps for assessment as you monitor the teaching
partners. If Partner Bs need more support, go back to Partner As
teaching. If Partner As need more support, repeat the Direct
instruction above.
Review
Hold up a half cup or quarter cup and ask: How much is there here?
Ensure all children say a half cup or a quarter cup. Speed up and
alternate between half and quarter cups to quicken responses.
13
This is a screenshot from Maths Makes Sense Software 1. Use on the interactive whiteboard with the whole class.
14
This is a photocopiable master from Maths Makes Sense Teacher’s Guide Foundation, for children to complete.
PCM
Name Date
6
Copy.
Take care!
Maths Makes Sense 1 • Block 1 • Lesson 4 • Daily practice Write 6 mm numbers
15
© Oxford University Press 2010. This page can be copied for use in the purchasing school.
16
This is a photocopiable master from Maths Makes Sense Teacher’s Guide 1, for children to complete.
PCM
Name Date
7
Copy. Take care!
1. 2 + 1 + 2 = 5
1. 2 + 1 + 2 = 5
2. 2 − 1 + —21 + —21 – 0 = 2
3. 3 + 2 + —41 + —41 + —41 + —41 = 6
4. 2 − 1 + —21 + —41 + —41 = 2
Maths Makes Sense 1 • Block 1 • Lesson 4 • Arithmetic 1 Copy addition and subtraction Maths Stories
17
© Oxford University Press 2010. This page can be copied for use in the purchasing school. accurately, including fractions
Block 1 Geometry Lesson 4

Resources Daily practice
Daily practice Count days and dates on a calendar
CD Display: Calendar 1 Display Calendar 1 and model with the class counting on a calendar.
DVD
Say: Let’s count from one to thirty together. Point to each number in
CD Display: Clock Face
CD
turn as you count. Say: Let’s count the dates - first of April; second of
DVD
Main teaching April… Point to each number and the word ‘April’ as you count.
CD
PCM
C
Activity 10 Say: Now, let’s count the days and dates – Thursday, first of April;
DVD
PB
PCM
PCM PCM 8 Friday, second of April... Point to each day and date as you count.
C
Use different start dates and stop dates. Play a game of pointing to
Metre
PB ruler, 15 cm ruler per
a day at random for the class to say the complete day and date.
child
i ?
PCM
C
Count hours on a clock face
i ?
PB
Display Clock Face. Say: Let’s count from one to twelve together.
Point to each number in turn and count together. Now say: Let’s
i ?
count the o’clocks, (point to each number) one o’clock, two o’clock…
Play a game of pointing to numbers at random for the class to say
the o’clock number.
End-of-block objectives
Draw straight lines by joining named dots using a ruler,
e.g. draw line AB
Use a ruler to draw open or closed shapes by joining named
dots, e.g. draw closed shape ABCD.

draw straight lines between named dots to form open or closed
shapes, e.g. ABCD.
Monitor the children and check this step for assessment at every
Don’t forget! Work on ruler skills will now become more complex.
This lesson focuses on drawing shapes.
Main teaching
Guided practice
A B Display Activity 10, question 1 (open shape ABCD). Give PCM 8 and a
ruler to each child.
Say: Question one says draw open shape ABCD. Let’s draw each line
D C
with a finger first to make the open shape ABCD.
An open shape
Use My turn, your turn with the class.
Say: Draw open shape ABCD. Children copy the speech.
18
CD
DVD
PCM
C
PB
Say: AB. Run a finger from A to B on the board. Children copy the
i Open? shape ABCD starts at A

speech and the action on their PCM. Click ‘next’ to reveal line AB.
Say: BC. Run a finger from B to C. Children copy the speech and the
action on their PCM. Reveal line BC.
and finishes at D. Do not join
Say: CD. Run a finger from C to D. Children copy the speech and the
D to A as this would make it a
closed shape. action on their PCM. Reveal line CD.
Say: Oh no! There is no more drawing because it has to be an open
shape.
Repeat the script above for question 2 but, this time, say: We must
draw DA because it has to be a closed shape.
Return to questions 1 and 2. Run your finger along AB and say: Draw
straight line AB. Remind children how to use their rulers and model
for them if necessary. Reveal each line in turn and give the class
enough time to draw each line accurately.
Partner teaching
accurate teaching today! Display questions 3 and 4 and model
drawing the lines with a ruler to make open and closed shapes XYZ.
Model how you want Partner As to run a finger from X to Y on their
PCM and say: Draw straight line XY to teach Partner Bs where to
draw the line. Ask Partner Bs to draw straight line XY with a ruler to
teach Partner As.
CD
Now ask Partner As to complete teaching question 3. Partners swap
DVD
roles. Ask Partner Bs to teach question 4.
If Partner Bs need support, go back to Partner As teaching. If
PCM
C
Partner As need more support, repeat the Guided practice. Check
PB
the steps for assessment as you monitor the teaching partners.
Review
i ? Display Activity 10, screen 5.
Only use My turn, your turn if necessary.
Script
Teacher Is shape one an open or closed shape? Turn to your
partner and tell me.
Children Open.
Teacher Is question two an open or closed shape? Turn to your
partner and tell me.
Children Closed.
Repeat for the shapes on Activity 10, screen 6.
19
20
21
22
PCM
Name Date
8
1. Draw open shape ABCD.
A B
2. Draw closed shape ABCD.

A
C
3. Draw open shape XYZ.
X
Z
Keep the
ruler still!
4. Draw closed shape XYZ.
Y
Maths Makes Sense 1 • Block 1 • Lesson 4 • Geometry Draw open and closed shapes
23
© Oxford University Press 2010. This page can be copied for use in the purchasing school. by joining dots with a ruler
Block 1 Data and Measure Lesson 4

Daily practice Identify and name 2D shapes
CD Display: 2D Shapes 3 Display 2D Shapes 3. Also show children 2D models of triangles,
DVDshapes (triangles,
quadrilaterals, pentagons and hexagons. Say: This grid shows the
2D
quadrilaterals, pentagons and
number of sides each of the shapes has. Model with the 2D shapes
hexagons) how to count the sides of each shape by running a finger along each
PCM side (rather than pointing to each side).
C
Main
CD teaching
PB Point to the cells in the grid and read the name of shape and
DVD
CD Activity 6
number of sides together. Repeat a number of times so that all
DVD Pupil Tables, dm sticks shapes are discussed.
i ?
PCM
C
PB
PCM
C
PB
Make shapes with dm sticks from written instructions specifying
i ? the number of sides, number of sticks and whether the shape

should be open or closed
i ? Find the length of a shape by counting dm sticks
Find the perimeter, in decimetres, of a closed shape made with
dm sticks. Say that open shapes do not have a perimeter.

make shapes with dm sticks from written instructions specifying
the number of sides, number of sticks and whether the shape
should be open or closed
find the length of a shape by counting dm sticks
find the perimeter in decimetres for closed shapes
recognise that open shapes do not have a perimeter.
Don’t forget! Vocabulary makes further learning accessible. We use
the vocabulary long, far, distance and total length persistently.
Main teaching
Guided practice
Give a pupil table to each pair with eight dm sticks placed on the
Resources Table side. Secure eight sticks to a pupil Resources Table
with modelling clay to model at the front of the class.
Say: Partners work together. Display Activity 6, question 1 (3 sticks, 3
sides, open). Use My turn, your turn to make this shape with both
partners working together each time.
Say: I need three sticks. Move three sticks from the pupil Resources
24
Table to the pupil Maths Table. Children copy speech and slide
three sticks.
Say: I must make three sides. Place the sticks end to end to make an
open shape. Children copy speech and action.
Say: It has got to be open. It is! Children copy speech.
Run a finger along each of the three sides in turn and say: This side
is one decimetre long. Children copy action and speech.
Run a finger from one end of the shape to the other. Say: This shape
is three decimetres long. Children copy action and speech.
An open shape Ask each of the following questions one by one: How long is this
shape? How far is it from one end to the other? What is the distance
from one end to the other? What is the total length of the sticks?
What is the total length of the sides? Children answer each time:
three decimetres.
Repeat the modelling with Activity 6, question 2 (3 sticks, 3 sides,
closed). Run a finger all round the closed shape and repeat the
questions above for all children to reply: three decimetres. Now run
your finger around the shape again and ask: What is the perimeter
of this shape? Children respond chorally: three decimetres.
Remake the (open) shape for question 1. Say: This is an open shape.
If I say ‘What is the perimeter of this shape?’ you have to say ‘It
hasn’t got one’. It is only the closed shapes which have a perimeter.
A closed shape
In all subsequent questions, whether the shape is open or closed,
make sure partners include the question What is the perimeter of
this shape? so that children get used to saying It hasn’t got one
when the shape is open, and giving the perimeter when it is closed.
Partner teaching
accurate teaching today! Model how you want Partner As to slide the
correct number of sticks onto the Maths Table, and make the correct
shape to teach Partner Bs.
Say: When you have made the shape, Partner A asks Partner B ‘What
is the perimeter of this shape?’ Observe closely as Partner As do the
teaching for Activity 6, questions 3–5. Partners swap roles for
Activity 6, questions 6–8.
Keep all pairs working at the same rate to ensure accuracy. Monitor
especially for the answer It hasn’t got one (to the question What is
the perimeter of this shape?) when the shape is open.
If Partner As need more support, repeat the Guided practice
above. If Partner Bs need more support, go back to Partner As
teaching. Check the steps for assessment as you monitor the
teaching partners.
25
26
27

CD
Daily practice
DVD
Resources
Daily
PCMpractice Copy addition and subtraction Maths Stories with fractions
C
accurately
PB Progress Book 1A, pages
8-9 Give out the Progress Books to each child and ask children to open
Main
CD teaching
at page 8 and write the date.
i ?
CD
DVD
DVD
Activity 12
Pupil tables, pupil whole

Ask children to complete page 8 by copying the Maths Stories
accurately. Remind children how to copy Maths Stories symbol by
symbol. Help them to copy the fractions if necessary.
PCM
cups, pupil half cups,
C pupil quarter cups Draw open and closed shapes and name 2D shapes
PCM
PB
C
Resources Table, Maths Table, Ask children to complete page 9 by following the instructions to
PB
lined exercise books draw open and closed shapes. Remind children how to use a ruler to
draw a straight line between the named dots. Support individuals
i ? where necessary. Praise children for their neatness and accuracy.
i ? Ask children to TTYP and check each other’s work.
Look at a Maths Story with 1-digit whole numbers, zero, a half
and a quarter and read what it says, e.g. three, add a half, add
a half, add zero, equals four
Look at a Maths Story with 1-digit whole numbers, zero, a half
and a quarter and read what it means, e.g. three cups, add a
half cup, add a half cup, add zero cups, equals four cups
Act the Real Story using addition and subtraction Maths Stories
e.g. 3 + 21 + 21 + 0 = 4.
— —

act the Real Story at pupil tables in response to I will write the
Maths Story. You act the Real Story for addition and subtraction
Maths Stories with 1-digit whole numbers including zero, a half
and a quarter, e.g. 2 + 21 + 41 + 41 − 0 = 3
— — —
copy addition and subtraction Maths Stories with 1-digit whole

numbers, zero, a half and a quarter, e.g. 2 + 21 + 41 + 41 − 0 = 3.
— — —
Don’t forget! Half cups and quarter cups were introduced in Block 1,
Arithmetic 1, Lesson 4.
28
Main teaching
Guided practice
Use Activity 12, question 1 (2 + 1 + 2 = 5). Give a pupil table, whole
cups, half cups and quarter cups to each pair. Give each child a
lined exercise book.
Partner As will act as the teacher and write the Maths Story for
Partner Bs to act the Real Story. Then they will swap roles.
Say: Partner As. You will be the teacher, like me. I will write the
CD
Maths Story. You copy it in your exercise books.
DVD
Reveal ‘2’. Monitor Partner As for accurate copying. Say: Partner Bs.
PCM
You act the Real Story. Monitor Partner Bs for accurate sliding of
C
PB
two cups. Reveal ‘+’. Monitor Partner As for accurate copying.
Say: Partner Bs. You act the Real Story. Monitor Partner Bs for
accurate raising of hands.
i Monitor
? children carefully for Continue to reveal the symbols and monitor the children for
accurate writing and acting. When you reveal the equals sign and
accurate writing and acting. Partner As write it, make sure Partner Bs briefly act counting by
wiggling a finger at the Maths Table before they actually count:
One, two, three, four, five. Then show them how to use two hands to
encircle all the cups on the Maths Table and say: five cups. Reveal ‘5’
for Partner As to copy.
Partner Bs clear the Maths Table. Partners swap roles. Reset
question 1 and reveal it again symbol by symbol, for Partner Bs to
copy the Maths Story and Partner As to act the Real Story. Monitor
the writing and acting closely as before.
Continue in exactly the same way so that both partners write the
Maths Story and act the Real Story for Activity 12, questions 2–4.
Partner teaching
For Activity 12, questions 5–8, explain that the partner who is
writing is teaching the partner who is acting. Say: Let’s see if you
can teach this to your partner. I’m looking for accurate teaching!
Ask all Partner As to be the teacher and write the Maths Story for
question 5. Tell Partner B that they must look at the writing that
Partner A is doing to act the Real Story. Only Partner A should look
at the board.
Reveal Activity 12, question 5 (3 − 0 + 2 + 2 = 7) symbol by symbol
and observe closely as children write the Maths Story and act the
Real Story. Take care that when a partner writes a symbol, the
other partner acts the Real Story while looking at their partner’s
writing, not the question on the board. Partners swap roles to
repeat question 5.
Continue for questions 6–8, swapping roles so that both partners
write the Maths Story and act the Real Story each question.
If Partner As need more support, repeat the Guided practice
above. If Partner Bs need more support, go back to Partner As
teaching. Check the steps for assessment as you monitor the
teaching partners.
29
30
31
These are activities from Maths Makes Sense Progress Book 1A, for children to complete.
Take care!
1
— 1
—
2 2
1
— 1
—
2 2
1
— 1
—
2 2
1
— 1
—
4 4
1
— 1
—
2 2
1
— 1
—
2 2
1
— 1
— 1
—
4 2 4
32
D C
Remember
B to draw a
closed shape!
D C
33

Daily practice Count on back in ones on a 0–99 grid
CD Display: 0-99 Grid Display 0–99 Grid. Model counting forwards from zero in ones with
the class, stopping at 28. Repeat with different finishing points but
Individual
DVD assessment
always start at 0.
CD Activity 14
Point to the number 28 and model with the class how to count
DVD
PCM PCM 9
C backwards, stopping at 0. Count with the children. Repeat with
PB Whole cups different starting points but always stop at 0. Praise children for
Resources
PCM Table, Maths Table counting clearly and accurately.
C
Find one more than and add one on a 0–99 grid
i ?
PB
Point to 6 on the 0–99 Grid. Ask: What’s one more than six? You say
seven. Point to 7. What’s six add one? You say seven. Point to 7.
i ? Repeat with different 1-digit numbers and ensure all children are
joining in.
Find one less than and take away 1 on a 0–99 grid
Point to 5 on the 0–99 Grid. Ask: What’s one less than six? You say
five. Point to 5. What’s six take away one? Point to 5. Repeat with
different 1-digit numbers and ensure all children are joining in.
Copy addition and subtraction Maths Stories with 1-digit whole
Act the Real Story for addition and subtraction Maths Stories
e.g. 2 + 21 + 21 = 3
— —
Look at a Maths Story and read what it says, e.g. two, add a
half, add a half, equals three. Look at a Maths Story and read
equals three cups.
Individual assessment
Assessment notes
In this lesson, each child will be individually assessed using the
end-of-block objectives.
Don’t forget! These objectives summarise the learning that has
taken place during this block – and this learning builds up over the
year.
Tell the children that we are going to celebrate how clever we are
at copying the Maths Story, acting the Real Story and reading what
a Maths Story says and means.
Make sure the few children who need support are sitting near you,
so you can help them throughout the assessment.
34
DVD
PCM
C This is a daily lesson plan from Maths Makes Sense Teacher’s Guide 1.
PB
i Children
? continue to practise Copy addition and subtraction Maths Stories with 1-digit whole
numbers, zero, a half and a quarter, e.g. 2 + 21 + 21 = 3
— —
their skills during the Give PCM 9 to each child and display a copy.
Individual assessment lesson.
Provide the support they need Say: Look at the first Maths Story. You’re going to copy it accurately.
and record the level. Indicate on the PCM where it should be copied.
Say: When you have finished question one, carry on with copying the
rest of the questions. Remember to copy each one accurately. Stop
the class as some children finish question 8, even though some
children may not have finished. Collect in the PCMs for marking
after the lesson.
For children who can complete at least three quarters of the
questions correctly, record I (Independent). For children who need
your support, record M (Moderate level of assistance) or H (High
level of assistance). See section xx for guidance.
Act the Real Story using addition and subtraction Maths Stories
e.g. 2 + 21 + 21 = 3
— —
Look at a Maths Story and read what it says, e.g. two, add a
half, add a half, equals three.. Look at a Maths Story and read
equals three cups.
Say: Partner As, I will write the Maths Story. You act the Real Story.
Reveal Activity 14, question 1 (2 − 0 + 21 + 21 − 0 = 3) symbol by symbol.
— —
Monitor closely as Partner As act the Real Story and Partner Bs

watch.
When ‘=’ is revealed, wait for Partner As to wiggle their fingers at
the Maths Table and count the cups before revealing the answer and
asking: How much is there here?
Say: Partner As, look at the Maths Story. Read what it says. Look at
the Maths Story. Read what it means. Monitor closely as Partner As
respond chorally.
Continue with partners in the same roles for question 2
(2 + 41 + 21 + 41 + 1 = 4).
— — —
Say: Partner Bs, I will write the Maths Story. You act the Real Story.
Reveal question 3 (3 − 0 + 4 + 2 = 9) symbol by symbol. Monitor
closely as Partner Bs act the Real Story and Partner As watch.
When ‘=’ is revealed, wait for Partner Bs to wiggle their fingers at
the Maths Table and count the cups before revealing the answer and
asking: How much is there here?
Say: Partner Bs, look at the Maths Story. Read what it says. Look at
the Maths Story. Read what it means. Monitor closely as Partner Bs
respond chorally.
Continue with partners in these roles for question 4
(2 − 1 + 21 + 1 + 21 = 3).
— —
Monitor children’s work closely and judge whether to record

I: Independent, M: Moderate level of assistance or H: High level of
assistance. See section xx for guidance.
35
36
37
PCM
Name Date
9
Copy. Take care!
1. 2 + 2 + 2 = 6
1. 2 + 2 + 2 = 6
2. 2 − 0 + —21 + —21 − 0 = 3
3. 2 + —41 + —21 + —41 + 1 = 4
4. 3 − 0 + 4 + 2 = 9
5. 2 − 1 + —21 + 1 + —21 = 3
6. 0 + —21 + —21 + —21 + —21 = 2
7. 4 − 1 + —21 + —21 + —21 + —41 + —41 = 5
8. 2 + 0 − 1 + —21 + —41 + —41 = 2
Maths Makes Sense 1 • Block 1 • Lesson 5 • Arithmetic 1 Copy addition and subtraction Maths Stories
accurately symbol by symbol, including fractions
38

Daily practice Add and take away pairs of numbers up to and from a total of
19 and check answers with a calculator (Grade 2)
Activity 22
Give a calculator and an exercise book to each child. Ask children
Calculators, lined exercise
to draw a margin and write the question numbers down the
books
page.
Main teaching
Display Activity 22. Say: Partner As – you’re going to say and write
_1
5 cards, wooden stand, down the answer as quickly as you can. Partner Bs – you’re going to
pupil tables work out the answer on the calculator. Then Partner Bs – I want you
Pupil _51 cards, lined exercise to show Partner As the answer so they can check if they’re right.
books Ask Partner As to say ‘Question One’ so that both partners look at
the same question and are ready to start. Partners swap roles after
each question. Continue to complete all questions, all partners
working at their own pace.
Chant times tables
Throughout the day, chant a selection of times tables (up to 10)
forwards and backwards with children. Then ask children random
question from the times tables, for example, What is ten times six?
Eight times nine is…?
Write Maths Stories for all four operations (+, −, ×, ÷) using fifths
Write Maths Stories as vertical additions and subtractions and
calculate with tricky tens columns, using number pairs for
reference if necessary.

for an acted Real Story, say the addition, subtraction,
multiplication and division Maths Story, including fifths
copy an addition, subtraction, multiplication or division Maths
Story
act the Real Story using fifths fraction cards for an addition,
subtraction, multiplication or division Maths Story
say the answer for an addition, subtraction, multiplication or
division Maths Story, including fifths, that has been acted using
fractions cards.
Monitor children and check these steps for assessment at every
Don’t forget! We are not teaching that _65 is ‘six cups cut into five’.
Teaching at this stage must focus on ‘six of those previously made
things called fifths’ – and we can make as many of those things as
we like!
39
Main teaching
Direct instruction
Give a lined exercise book to each child.
Script Teacher Today we will be using fifths. Remember these are

small pieces of a cup. How many fifths of a cup can
we cut from one cup?
Children Five.
Teacher We are pretending that these cards with the name of
the teeny pieces (show a _51 card) are small pieces of a
cup. I will act the Real Story using these cards, you
say the Maths Story. Take three _51 cards, from the
Resources Table. Hold them up in a fan and place them
side-by-side in the stand on the Maths Table. My turn,
your turn. Three fifths.
Children Three fifths.
Teacher Return to the Resources Table. Use the appropriate action.
My turn, your turn. Get ready to get some more.
Children Get ready to get some more.
Teacher Take a _51 card from the Resources Table. Hold it up and
place it beside, but separate from, the cards in the stand
on the Maths Table.
Table. My turn, your turn. One fifth.
Children One fifth.
Teacher Use the finger-wiggling action for ‘equals’. Encircle the
batches of cards in the stand.
Children Four fifths.
Teacher My turn, your turn. Three fifths add one fifth equals
four fifths.
Children Three fifths add one fifth equals four fifths.
Return the cards to the Resources Table. Say: I’ll act a Real Story
Example questions again using these cards, you write the Maths Story. Act the Real
1. _45 – _52 = _52 Story for _35 + _51 = _45 . Give children time to write each symbol in their
2. _52 × 3 = _65 books as you act it out. After each symbol say: Read what it says. Ask
3. _65 ÷ _52 = 3 individuals or the whole class to reply, for example, Three fifths. Write
their answer on the board to make the Maths Story for children to
check they have written the correct symbols. Address any
misconceptions as you go along. Repeat for questions 1–3 in the margin.
Remember to use the actions
for multiplication and division.
Guided practice
Give out pupil tables and at least six _51 cards to each pair. Ask
children to spread out the cards on their Resources Tables. Say: I’ll
Example questions
write the Maths Story. Partner As copy the Maths Story into your
1. _3 − _1 + _2 = _4
5 5 5 5 books. Partner Bs act the Real Story.
2. _4 − _2 + _1 = _3
5 5 5 5
_1 × 4 = _4
Write out question 1 (see margin) on the board, symbol by symbol.
3. 5 5 Partner As copy _35 for Partner Bs to act. Continue until the equals
4. _3 × 2 = _6
5 5 sign is acted, when Partner Bs encircle the cards with both hands
5. _4 ÷ _1 = 4
5 5 and both partners say: Four fifths. Write _45 for Partner As to copy.
6. _6 ÷ _3 = 2
5 5 Partners swap roles alternately for questions 2–6.
40
This is a screenshot from Maths Makes Sense Software 3. Use on an interactive whiteboard with the whole class.
41
Block 2 Geometry Lesson 2

Daily practice Add and take away pairs up to and from a total of to 99, with
pence, and check answers with a calculator (Grade 2)
Activity 23
Give a calculator and an exercise book to each child. Ask children to
Calculators, lined exercise draw a margin and write the question numbers down the page.
books
Display Activity 23. Say: Partner As – you’re going to say and write
Main teaching down the answer as quickly as you can. Partner Bs – you’re going to
Activity 24 work out the answer on the calculator. Then Partner Bs – I want you
PCM 13 to show Partner As the answer so they can check if they’re right.
dm stick Ask Partner As to say ‘Question One’ so that both partners look at
the same question and are ready to start. Partners swap roles after
15-cm rulers, flipchart
each question. Continue to complete all questions, all partners
working at their own pace.
Chant times tables
Draw a pair of axes (one quadrant) and label the axes ‘‘x axis’
and ‘‘y axis’
Plot points specified by their names and their coordinates,
e.g. A (3,5)
Plot and label specified points, to draw polygons and measure
sides and diagonals.

recognise that named points and their coordinates, e.g. A (3,4),
‘speak to us’, telling us the name of a point and where it is
place a named point (A, B, etc.) on a prepared axis, which is a
specified distance in the x direction and a specified distance in
the y direction, and label the point (A, B etc.).
Don’t forget! The idea of the coordinates ‘speaking to you’ is one
aspect of the Maths Makes Sense Big Idea, ‘the symbols speak to you’.
Main teaching
Guided practice
Give each child a copy of PCM 13. Display Activity 24, screen 1. Say:
Look at the x-axis. Look at the y-axis. How many axes have we got?
2D action
42
Two. We have a pair of axes. Look at your PCM. You have a pair of
axes. One axis here. One axis here. A pair of axes. Two directions. 2D.
Use the 2D hand motion. A pair of axes.
Use hand movements to
remind children of the ‘space’ Use My turn, your turn for children to reply chorally as you say: Look
they are working in. This at point M. Point to ‘M’ on the screen. How far in the x direction is it?
is particularly important My turn, your turn. Six. Look at point M. How far in the y direction is
when working with a 2D it? My turn, your turn. One. I am going to ask you the same questions
representation of 3D space. again – in a different way. Look at point M. What is the x number?
Six. What is the y number? One. Repeat for points P (x number 3, y
number 5) and W (x number 2, y number 2).
Write ‘A (6,1)’ on a flipchart. Say: My turn, your turn. The symbols
are speaking to us. Say: I’ll show you what they mean. It tells us the
name of the point we have to plot (point to ‘A’), that we have to use a
pair of axes (point to the brackets) and where to plot the point
(point to ‘6’ and ‘1’). Six is the x number. One is the y number.
Say: I’m going to teach you another way of saying this. Point to ‘6’
and say: My turn, your turn. Six is the x coordinate. Point to ‘1’ and
say: My turn, your turn. One is the x coordinate. Run a pointer from
left to right under (6,1) and say: These are the coordinates of A.
Using PCM 13, ask children to draw and label the axes and number
the axes 0–6. (Note: ‘0’ needs to be written only once.)
Display Activity 24, screen 2.
Script Teacher How many points have we got to plot? Ensure that
children can see that the names A, B, C, D tell us there
are four points to plot. Tell me the names of the four
points.
Children A, B, C, D.
Teacher Think about the point called A. What is the x
distance?
Children Six.
Teacher What is the y distance?
Children One.
Teacher Start with your finger on the zero. What is the x
distance?
Children Six.
Teacher In which direction must I go? Children indicate a
movement to the right. Count along to the 6 on the
x-axis.
Teacher What is the y distance?
Children One.
Teacher In which direction must I go? Children indicate a
movement upwards. Count one unit upwards.
Teacher This is where point A must be. Click ‘next’ to reveal the
point A marked with a cross.
Use My turn, your turn for children to repeat this, plot the point A on
their PCM and write the letter next to it.
Repeat the procedure in the same detail for points B, C, and D.
43
44
45
PCM
13 Name Date
Draw and label the x axis and y axis.

Draw these points:
A (6,1)
B (2,3)
C (3,2)
D (4,4)
y axis
1
0 1 x axis
Draw and label

carefully!
Maths Makes Sense 3 • Block 2 • Lesson 2 • Geometry Draw a pair of axes and mark the
46 points A, B, C and D
Block 2 Data and Measure Lesson 2

Recall multiplication facts from the two, three, four and five
Daily practice
times tables (Grade 2)
Activity 25
Give a calculator and an exercise book to each child. Ask children to
Calculators, lined exercise draw a margin and write the question numbers down the page.
books Display Activity 25. Say: Partner As – you’re going to say and write
Main teaching down the answer as quickly as you can. Partner Bs – you’re going to
work out the answer on the calculator. Then Partner Bs – I want you
Activity 26 to show Partner As the answer so they can check if they’re right.
PCM 14 Ask Partner As to say ‘Question One’ so that both partners look at
Board compasses, flipchart, the same question and are ready to start. Partners swap roles after
compasses (1-per child), each question. Continue to complete all questions, all partners
15-cm rulers working at their own pace.
Chant times tables
Draw and label points and measure accurately to draw line
segments from written instructions, e.g. Draw line segment
AB = 3 cm; Draw point C
Use a pair of compasses and pencil to accurately measure and
draw a circle specified in writing, e.g. Draw a circle with centre
C and a radius of 3 cm
Accurately measure and draw a regular hexagon using a pair of
compasses and a ruler.

open the compasses to a specified amount using a prepared line
segment
draw a circle by placing the compass pin in a prepared labelled
point.
Don’t forget! Children have been introduced to line segments in
Maths Makes Sense 3, Block 1, Geometry, Lesson 1.
Main teaching
Guided practice
Give a ruler, compasses and PCM 14 to each child. Display Activity
26, screen 1.
Say: Look at question 1. Look at the line that goes through A and B.
47
Say: Here is a point called A, where two lines cross (point to the point
A, not the letter). Here is a point called B, where two lines cross
(point to the point B, not the letter). This is the line segment AB (run
a finger from A to B). Remind children that the line goes on forever
that way (point into the distance to the left) and it goes on forever
that way (point into the distance to the right).
Say: Find the line segment AB on your PCM. Use your ruler to measure
AB. Agree that AB is 3 cm or 30 mm. Say: Write three centimetres
under line segment AB. Children write ‘3 cm’ on their PCMs.
Say: I will draw the line segment and the point C on the flipchart.
Pretend it is the same size as on your PCM. Draw the line segment AB
and the centre C on the flipchart, write ‘3 cm’ under the line segment.
Say: Now we are going to open the compasses to three centimetres.
Use board compasses to show how to open the compasses to
(pretend) three centimetres, by using the line segment AB you have
drawn on the flipchart. Children copy actions on their PCM. Use the
board compasses to use C as the centre and draw a circle.
Say: You’ve opened your compasses to three centimetres. Hold your
compasses at the top so you don’t change the measurement. Now
place the compass pin in C and draw a smooth circle. Children draw
the circle on their PCM.
Use the line segment AB drawn on the flipchart. Run a pointer from
A to B and say: How far is it from A to B (pretend)? Children say
chorally: Three centimetres. Place the board compasses with the pin
B. Run a pointer from the pin to the ‘pencil’
at A and the ‘pencil’ at B
and say: How far is it from here to here (pretend)? Children say
chorally: Three centimetres.
Place the board compasses so that the pin is at C and the ‘pencil’ is
centre circumference. Run a pointer from the pin to the ‘pencil’ and
on the circumference
say: How far is it from here to here (pretend)? Children say chorally:
Three centimetres.
Run a pointer from the centre C to the circumference and say: How
far is it from here to here (pretend)? Children say chorally: Three
radius centimetres. Repeat the movement from the centre to several
different points on the circumference and each time repeat the script.
circumference
Say: We say the circle has centre C and a radius of three centimetres,
Labelled parts of a circle
we could have said it had a radius of thirty millimetres but in this
case we’ll say three centimetres. Same Value, Different Appearance.
Say: Radius means how far it is from the centre of the circle to the
edge or circumference. We drew a circle with centre C and radius
three centimetres. Next to the circle write ‘Circle centre: C. Radius:
30 mm’.
Ask children to look at question 2 on their PCMs and measure line
segment PQ. Agree that it is 2.5 cm long. Say: Now I want you to
draw a circle with centre R and a radius of twenty-five millimetres.
How can you do that? Agree that they can use line segment PQ to
open their compass to 25 mm and draw a circle with the compass pin
in point R. Children draw the circle.
Display Activity 26, screen 2. Point to the circle and say: My turn,
your turn. Circle centre: R. Radius: twenty-five millimetres.
Review
Display Activity 26, screen 3. Click through to review how to use a
line segment to draw a circle.
48
49
50
PCM
14 Name Date
1. Use line segment AB and your compasses to draw

a circle with centre C and radius AB.
A B C
2. Use line segment PQ and your compasses to draw

a circle with centre R and radius PQ.
P Q R
Draw carefully!
Maths Makes Sense 3 • Block 2 • Lesson 2 • Data and Measure Use a line segment and compasses
© Oxford University Press 2010. This page can be copied for use in the purchasing school. to draw a circle
51

Daily practice Measure a line segment in millimetres and draw a circle with
the same radius
Progress Book 3A,
Give Progress Book 3A to each child. Ask children to open it to
pages 14–15
page 14 and write the date.
15-cm rulers, compasses
Ask them to complete page 14 by measuring the line segments in
Main teaching millimetres with their rulers and recording the measurement, and
then copying the line segment below. Then remind children how to
Activity 27
open their compasses to the distance AB and draw a circle with that
PCM 15 radius, using point C as the centre.
Metre ruler, flipchart, lined Embellish a Real-Life Story about everyday objects by giving it a
exercise books context
Ask children to complete page 15. Ask children to read out the basic
Real-Life Story and then remind them that in order to embellish it,
they need to give it a context. Assist children to choose a context
and embellish the Real-Life Story where necessary. Ask children to
TTYP and check each other’s work.
End-of-block objective
Solve word problems involving fractions of quantities.

identify a question or instruction
distinguish between the basic Real-Life Story and the Real
Story, e.g. Two to three of six metres equals four metres and
Two to three of six cups equals four cups
distinguish between explicit information e.g. Beryl bought six
metres of wood, and implicit information e.g. she bought more
than she needed.
Don’t forget! This work with fractions of quantities is related to
multiplication and division, but this is not made explicit during this
work with word problems.
Main teaching
Guided practice
Say: We’re going to look at word problems today and we’re going to
use the Think About the Word Problem! steps to help us. Give out
copies of PCM 15 and display it on the board. Read through each of
the steps, one by one, expanding on the points as necessary.
Display Activity 27, screen 1, Say: Let’s read this word problem together.
Read chorally: Beryl bought a piece of wood six metres long to make a
shelf. She only used two-thirds of it. How long is Beryl’s shelf?
52
Direct children back to PCM 15 and say: Now, we’re going to ‘Think
about the word problem!’ to solve it. We’ve read the word problem.
Let’s find the question or instruction. Agree it is: How long is Beryl’s
shelf?
Say: When we see this we know that we’ve got to think about length.
In this case, metres. Let’s get a feel for it now. Look for explicit
information. Use My turn, your turn. Say: Beryl bought some wood;
she bought six metres of wood; she needed the wood to make a shelf;
she used two-thirds of the wood.
Now, let’s look for implicit information. Take suggestions to make a
list. Use My turn, you turn to say examples, e.g. Beryl bought more
wood than she needed. She didn’t use all the wood. Beryl’s shelf is
less than six metres long. Two-thirds in numbers is _23 . This is two to
three: smaller!
Say: Now, step two: say what the basic Real-Life Story is about. Talk
to your partner about what the basic Real-Life Story is about and
Drawing of the Real-Life Story
what the context is. Agree that it is about metres and the context is
making a shelf.
Say: We can start thinking about putting six metres on the Maths
0 1 2 3 4 5 6 7 8 Table and replacing with smaller. We can act out the Real-Life Story
Diagram of the Real-Life Story or draw it to help us do this. Shall we draw it?
2 2 Work together to draw a 6 m long piece of wood on a flipchart and
explain how to use it to find the answer. Repeat with a number line.
3 3
Next, draw another number line diagram (see margin). Draw two
arcs (0–3 and 3–6) and label them ‘3’ and ‘3’. Draw a second set of
0 1 2 3 4 5 6 arcs (0–2 and 2– 4) to represent ‘zonking’ every three to make two.
Diagram to show ‘zonking’
Say: Now, step three, let’s write the Maths Story
Story. Refer back to the
diagram to remind children how you zonked every ‘three’ to make
‘two’. Write ‘_32 of 6 =’ on the flipchart, saying each symbol aloud as
‘Zonk’ is a light-hearted Maths you write.
Makes Sense term. It’s used Display Activity 27, screen 1. Click to reveal the completed Maths
to name each group that is Story below the word problem. Read the Maths Story aloud
made in preparation for a together.
‘replacement’. A replacement
is necessary when calculating Say: Now, let’s say the Real Story together (point to the Maths Story
a fraction of a quantity. For as you say it together) Two thirds of six cups equal four cups. And
example, for _21 of 6, children now, step four, let’s speak the basic Real-Life Story together. Two
need to ‘zonk’ the six cups thirds of six metres equals four metres. The answer is (click to reveal
into groups of 2 cups ready text), let’s read it together, Beryl’s shelf is four metres long.
to replace each group with 1
cup. Read through the ‘Think About the Word Problem!’ steps again and
discuss in relation to the word problem.
53
54
Date Date
3. Embellish
3. Embellish
the basic
the basic
Real-life
Real-life
Story.Story.
22 Make the
Makebasic
the basic
3 Real-Life
Real-Life
Story Story
a) –of 68=6
4 a)8 4–3=of
Remember
Remember more interesting.
more interesting.
1. Measure
1. Measure
line segment
line segment
AB in ABmm.in mm. to adjust The basic
The basic
Real-Life
Real-Life
Story Story
to adjust
WriteWrite
the length.
the length.
AB AB mm mm and check. and check. aboutabout
cakes cakes
is three
is three
to four
toof
four
eight
of eight
cakes cakes
equalsequals
six cakes.
six cakes.
Copy Copy
the line
thesegment
line segment
beneathbeneath
AB. AB.
Open Open
your compass
your compass
to thistodistance
this distance
and draw
and draw
a circle
a circle
with centre
with centre
C. C.
A A B B
C C
2
b) – of
3 b)12–32 =of8 12 = 8
2. Measure
2. Measure
line segment
line segment
XY in mm.
XY in mm. The basic
The basic
Real-Life
Real-Life
Story Story
aboutabout
sheepsheep
is is
WriteWrite
the length.
the length.
XY XY mm mm two totwo threeto three
of twelve
of twelve
sheepsheep
equalsequals
eight eight
sheep.sheep.
Copy Copy
the line
thesegment
line segment
beneathbeneath
XY. XY.
Open Open
your compass
your compass
to thistodistance
this distance
and draw
and draw
a circle
a circle
with centre
with centre
Z. Z.
X X Y Y
Z Z
14 14 Measure
Focus Focus Measure
the linethe
segment
line segment
in mm.in
Draw
mm.aDraw
circleawith
circle
the
with
same
theradius.
same radius. Embellish
Focus Focus Embellish
a basicaReal-Life
basic Real-Life
story about
story everyday
about everyday
objectsobjects
using ausing
context.
a context.15 15
PCM
15 Think About the Word Problem!
Step 1
Read the word problem.

• Find the question or instruction.
• Look for the explicit information.
• Look for implicit information.
Step 2
Say what the basic Real-Life Story is about.

• Describe the context.
• Draw or act out the Real-Life Story.
Step 3
Write the Maths Story.

• Act the Real Story with cups.
Step 4
Speak the basic Real-Life Story.
Step 5
Write the answer.
Maths Makes Sense 3 • Block 2 • Lesson 2 • Arithmetic 2 Use ‘Think About the Word Problem!’
© Oxford University Press 2010. This page can be copied for use in the purchasing school. to solve word problems
55
56
Block 2 Reasoning Lesson 2

Daily practice Practise adding and taking away up to and from a total of 99
and multiplication facts from the two, three, four and five times
Activity 28 tables (Grade 2)
Lined exercise books Give an exercise book to each child. Ask children to draw a margin in
Main teaching their books and write question numbers down the page.
Activity 29 Display Activity 28. Say: We have been practising adding, taking
away and multiplying. Today, we’re going to practise writing the
Lined exercise books answers to these questions again as quickly as we can. Remember
- we need to make sure we’re accurate too. We might be even quicker
when we practise again next week.
Children write the question and answers in their books. Reveal the
answers for children to write the answer. Collect exercise books for
marking after the lesson.
Chant times tables
question from the times tables, for example, What is ten times five?
Three times four is…?
Calculate answers to word problems using multiplication Maths
Stories
Calculate answers to word problems using division Maths Stories
Solve a word problem using a division Maths Story and state
whether the implied basic Real-Life Story is Type 1 or Type 2.

give a Type 1 basic Real-Life Story for a division Maths Story,
about, for example, metres (e.g. 12 metres of rope is cut into
pieces 3 metres long)
give a Type 2 basic Real-Life Story for a division Maths Story,
about, for example, metres (e.g. 12 metres of rope is cut into 3
equal pieces)
practise embellishing each basic Real-Life Story.
Monitor children and check the steps for assessment at every stage
of the lesson.
57
Main Teaching
Guided Practice
Script Teacher Look at the Maths Story. Point to the Maths Story
(6 ÷ 2 = 3). Read what it says.
Children Six divided by two equals three.
Teacher Now, let’s think about what it means. We have two
types of Real Stories. Type 1 (click ‘next’ to reveal the
text, the diagram and the text). We have three piles
of two cups (point to each pile of two cups in turn).
Let’s say the Real-Story.
Children Six cups divided by two cups equals three.
Teacher And Type 2 (click ‘next’ to reveal the text, the diagram
and the text). We have two piles of three cups (point to
each pile and count the cups). Let’s say the Real Story.
Children Six cups divided by two equals three cups.
Discuss how, for a Type 1 division, we think about and know the size
of each part and, for a Type 2 division, we think about and know
how many parts (all equal size) there are.
Display Activity 29, screen 3 (6 ÷ 2 = 3). Read what the Maths Story
says together and then say the Real Story. Say: Now we’re going to
think about the basic Real-Life Story. We can have two types of
Real-Life Stories, Type 1 and Type 2. Remember, the Real-Life Story
can be about one thing and one thing only. Read the Type 1 Real-Life
Story ((Six books divided by two books equals three) and (go to
screen 4) the Type 2 Real-Life Story (Six books divided by two equals
three books). Ask: What are the basic Real-Life Stories about? Discuss
the two ways of thinking about the basic Real-Life Story.
Display Activity 29, screens 5 and 6. Say: So we’ve looked at the
Maths Story, we’ve read what it says and means and we’ve thought
about Type 1 and Type 2 basic Real-Life Stories. Let’s see what each
one could look like if we embellished them. Reveal and read each of
the embellished Real-Life Stories.
Display Activity 29, screen 7. Say: Here we have three Maths Stories.
For the second and third Maths Story I want you to work with your
partner to follow each of the steps. Let’s look at the first Maths Story
together.
Read through each of the steps. Remind children a basic Real-Life Story
is about one thing and one thing only. To decide what a basic Real-
Life Story is about they should look for two pieces of information
about the same thing. For each step, ask children to work with their
partner to work out the answer, and then ask individual pairs to
share their answers. Use this as an opportunity to identify any pairs
who may need additional support.
Say: Now, for the second and third Maths Story work through the
steps in the same way with your partner. Monitor children as they
work together to find the answers.
Work through each of the steps for the two Maths Stories as a class.
Discuss the stories the partners have made up.
58
59
60
Date Date
I can!
I can!
4. Draw
4. and
Draw
label
andthe
label
x axis
theand
x axis
theand
y axis
thefrom
y axis0 from
to 6. 0 to 6.
1. How1.much
Howismuch
thereishere?
there here?
5137 5137 5137 5137
5137 5137 5137 5137
2. Complete.
2. Complete.
6471 + 2384
6471 =
+ 2384 = 4738 – 1261
4738=– 1261 =
6471 + 2384
6471 =
+ 2384 = 4738 – 1261
4738=– 1261 =
5. Plot5.and
Plot
label
andthe
label
points.
the points.
3. Ali read
3. Ali
6 books
read 6with
books10with
pages10in
pages
eachinbook.
eachHow
book.
many
How many A (2, 1),AB(2,
(5,1),
1),BC(5,
(2,1),
5),CD(2,
(5,5),
5).D (5, 5).
pages did
pages
Ali read?
did Ali read?
points.
6. Join6.theJoin the points.
What isWhat
the basic
is theReal-Life
basic Real-Life
Story about?
Story about?
Name the shape.
Name the shape.
Write the
Write
Maths
the Story.
Maths Story.
Write the
Write
answer.
the answer. I can!I can!
20 20 Focus Monitor
Focus theMonitor
level of the
assistance
level ofgiven:
assistance
Independent,
given: Independent,
Moderate, High
Moderate, High 21 21
These are activities from the I Can pages of Maths Makes Sense Progress Book 3A, for children to complete.
61
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“Suddenly, children who had not previously

engaged with maths were fully involved. They
were laughing and enjoying their learning and could
comprehend by concretizing the abstract concepts
they previously did not understand.“
Ben Davis, Deputy Headteacher,
St Martins Primary School “Maths Makes Sense has ensured teachers’
professional knowledge is secure and appropriate. It has
allowed staff to respond to differentiated needs in the
classroom creatively and immediately. It has ensured high
expectations and understanding of children’s knowledge.
The planning is simple and effective and the pace
of lessons has increased.“
Iain George, Headteacher,
Springfield Primary school
“Progression, using same language and techniques,
means that children are able easily to build on previous classes’
teaching and learning especially in number work. Key aspects of
Maths Makes Sense such as the teaching of negative numbers,
giving change, using a ruler to draw lines, shapes, giving the
visual image of cups using operations, formal layout
of calculations, have increased confidence in maths and children
are more willing to use what they know to tackle problems.“
Maxine Gray, Maths Coordinator,
Wroxall Primary School
“Using Maths Makes Sense means more and more
children are able to access the maths curriculum, especially
the less able. Having the concrete examples (cups) early
on, they are able to visualise and make connections
much more easily than with previous schemes.”
Lyn Parkes, Maths Coordinator, St John Primary School
“Maths Makes Sense has increased teachers’ expectations

of what the National Curriculum perceives children to be able to
do. Our pupils work out fractions of a quantity with ease and
confidence. They are well versed in the equivalence of decimals
and fractions. The levels and expectations of the geometry work in
the pupils’ books reflect more towards the expectations you would
witness in a secondary school, rather than a primary school.“
Heidi McGinty, Victoria College Prep School
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Maths success for As seen on

every child – for life! Channel 4

”Maths Makes Sense is a powerful

Maths Makes Sense is a new way What is the M

increased teacher’s enthusiasm for teaching maths. Pupils,

William Curtis, Maths Coordinator, Bryn Primary

Maths Makes Sense Foundation Maths Makes Sense 3

Planning chart from Teacher’s Guide . . . . . . . . . 9 Screenshot - Question Time! . . . . . . . . . . . . . . 41

Daily lesson plan – Arithmetic 1 . . . . . . . . . . 12-13 Screenshot – Question Time! . . . . . . . . . . . . . . 44

Screenshot – Oval . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Screenshot – Coordinates . . . . . . . . . . . . . . . . 45

Photocopiable master . . . . . . . . . . . . . . . . . . . . . . 15 Photocopiable master . . . . . . . . . . . . . . . . . . . 46

Photocopiable master . . . . . . . . . . . . . . . . . . . . . . 17 Screenshot – Question Time! . . . . . . . . . . . . . . 49

Daily lesson plan – Geometry. . . . . . . . . . . . 18-19 Screenshot – Drawing a Circle . . . . . . . . . . . . 50

Screenshot – Calendar. . . . . . . . . . . . . . . . . . . . . 20 Photocopiable master . . . . . . . . . . . . . . . . . . . 51

Screenshot – Clock Face . . . . . . . . . . . . . . . . . . . . 21 Daily Lesson Plan – Arithmetic 2 . . . . . . . . 52-53

Screenshot – Open and Closed Shapes. . . . . . 22 Activities from Progress Book 3A . . . . . . . . . . . 54

Photocopiable master . . . . . . . . . . . . . . . . . . . . . 23 Photocopiable master . . . . . . . . . . . . . . . . . . . 55

Screenshot – 2D Shapes . . . . . . . . . . . . . . . . . . . 26 Daily Lesson Plan - Reasoning. . . . . . . . . . 57-58

Screenshot – Making Open and Screenshot – Question Time! . . . . . . . . . . . . . . 59

Block 1 Counting Week 4

Clear pot of 10–30 pennies Daily warm-up

CD Count pennies (0–30)

Script Teacher How many pennies did we count?

Continue counting pennies during the rest of the week.

Large floor domino set Main teaching

Continue to match tiles to either end of the train.

Resources Getting started

Construction brick sets

Pot of real pennies

Area 5: guided practice

PCM Name Date

Maths Makes Sense 1 Arithmetic 1

Medium-term Planning: End-of-Block Objectives Arithmetic 1

Block 2 Arithmetic 1 | End-of-block objectives

Maths Makes Sense Year 1 • planning 9

Maths Makes Sense and the Renewed

S1.1. Solve problems involving

S1.2. Describe a puzzle or problem

S1.3. Answer a question by selecting

S1.4. Describe simple patterns and

S1.5. Describe ways of solving

S2 Counting and understanding number L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5

S2.1. Count reliably at least 20 objects,

S2.2. Compare and order

S2.4. Say the number that is 1 more

S2.5. Use the vocabulary of halves

S3 Knowing and using number facts L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5 L1 L2 L3 L4 L5

S3.2. Count on or back in ones,

S3.3. Recall the doubles of all

Framework for Mathematics Block 1

S4.3. * Use the vocabulary

S4.4. Solve practical problems

S5.1. *Visualise and name common

S5.2. Identify objects that turn about

S5.3. Visualise and use everyday

S6.2. Use vocabulary related to

S7.2. Use diagrams to sort objects

Maths Makes Sense Year 1 • planning 11

Block 1 Arithmetic 1 Lesson 4