Year 1 Count In 10s Reasoning And Problem Solving
Reasoning and Problem SolvingStep 1: Count in 10sNational Curriculum Objectives:Mathematics Year 1: (1N1b) Count in multiples of twos, fives and tensMathematics Year 1: (1C8) Solve one-step problems involving multiplication and division,by calculating the answer using concrete objects, pictorial representations and arrays withthe support of the teacherDifferentiation:Questions 1, 4 and 7 (Reasoning)Developing Explain whether the answer is correct when given a hundred square. Countingforwards in 10s to 50.Expected Explain whether the prediction is correct when given a hundred square.Counting in 10s to and from 100.Greater Depth Explain whether the prediction is correct when given a partially completedhundred square. Counting in 10s to and from 100.Questions 2, 5 and 8 (Problem Solving)Developing Solve a simple word problem by counting in 10s to 50 with pictorialrepresentations to support counting.Expected Solve a simple word problem by counting in 10s to 100 with pictorialrepresentations to support counting.Greater Depth Solve a simple word problem by counting in 10s to 100 with minimalpictorial support.Questions 3, 6 and 9 (Reasoning)Developing Explain if the statement is correct when finding the missing number on amarked number line that is divided into increments of 10 up to 50.Expected Explain if the statement is correct when finding the missing number on a numberline that is divided into increments of 10 to 100 (start and end are marked).Greater Depth Explain if the statement is correct when finding the missing number on anumber line that is divided into increments of 10 to 100. Number line is labelled in wordsand increments other than the start and end of the number line are marked.More Year 1 Multiplication and Division resources.Did you like this resource? Don’t forget to review it on our website.classroomsecrets.co.uk Classroom Secrets Limited 2019Varied Fluency – Count in 10s – Teaching Information
Count in 10sCount in 10s1a. Lee is counting in 10s starting from 10.He shades all the numbers he lands on.1b. Gia is counting in 10s starting from 10.She shades all the numbers she lands 141Is he correct? Explain your 467172737478182838489192939491020304050Is she correct? Explain your answer.DRDR2a. Max is planting seeds.2b. Cam is packing her toys.Each pack of seeds has 10 seeds.Each box will hold 10 teddies.Does he have enough seeds to plant 40flowers?Does she have enough boxes to pack 50teddies?DPSDPS3a. Viv thinks the arrow is pointing to 10.3b. Mo thinks the arrow is pointing to 0.05010304050Is she correct? Explain how you know.D Classroom Secrets Limited 20194030200Is he correct? Explain how you know.RDclassroomsecrets.co.ukReasoning and Problem Solving – Count in 10s – Year 1 DevelopingR
Count in 10sCount in 10s4a. Fi is counting in 10s starting from 10.She thinks she will land on the number 50.4b. Jim is counting in 10s starting from 10.He thinks he will land on the number 31415161718191Is she correct? Explain your 969798999102030405060708090100Is he correct? Explain your answer.ERER5a. Danika has 6 jars of cookies.5b. Miss Buttercup has 7 packs of pens.Each jar has 10 cookies.Each pack has 10 pens.101010Does she have enough to give 1 cookieto 62 children?E10101010Does she have enough to give 1 pen to50 children?PSEPS6a. Mia thinks the arrow is pointing to 70.6b. Min thinks the arrow is pointing to 90.204080Is she correct? Explain how you know.E Classroom Secrets Limited 2019100Is he correct? Explain how you know.REclassroomsecrets.co.ukReasoning and Problem Solving – Count in 10s – Year 1 ExpectedR
Count in 10sCount in 10s7a. Nina is counting backwards in 10sstarting from 90. She thinks she will landon the number 50.7b. Neil is counting forwards in 10s startingfrom 40. He thinks he will land on thenumber 90100Is she correct? Explain your answer.Is he correct? Explain your answer.GDRGDR8a. Marvin has 80 bottles of potions.8b. Nicola has 100 raffle tickets.He puts 10 potions on each shelf.She puts 10 tickets in each pile.Are seven shelves enough to hold all thebottles?Are nine piles enough to hold all of hertickets?GDPS9a. Cara thinks the arrow is pointing to 10.fortysixtyninetyfiftyIs he correct? Explain how you know.R Classroom Secrets Limited 2019PS9b. Tim thinks the arrow is pointing to 60.Is she correct? Explain how you know.GDGDGDclassroomsecrets.co.ukReasoning and Problem Solving – Count in 10s – Year 1 Greater DepthR
Reasoning and Problem SolvingCount in 10sReasoning and Problem SolvingCount in 10sDeveloping1a. Lee is incorrect. He has counted on inones from 10.2a. Yes, he has 40 seeds.3a. She is not correct because the missingnumber is 20.Developing1b. Gia is incorrect. She has started from 1instead of 10.2b. No, she only has space for 40 teddies.3b. He is not correct because the missingnumber is 10.Expected4a. Fi is correct. All multiples of 10 end in 0when starting from 10.5a. No, there are 60 cookies so she doesnot have enough.6a. She is not correct because the missingnumber is 50.Expected4b. Jim is incorrect. He has started at 10and counted on 9 more, instead of 10more.5b.Yes, she has enough because she has70 pens.6b. He is not correct because the missingnumber is 80.Greater Depth7a. Nina is correct. She will shade all thenumbers that end with 0.8a. No, he needs 8 shelves to hold 80bottles.9a. She is incorrect because the missingnumber is 20.Greater Depth7b. Neil is incorrect because he iscounting forwards so the numbers heshades will be multiples of 10 greater than40.8b. No, she needs 10 piles to hold all ofher tickets.9b. He is incorrect because the missingnumber is 70. Classroom Secrets Limited 2019classroomsecrets.co.ukReasoning and Problem Solving – Count in 10s ANSWERS
Counting in 10s to and from 100. Greater Depth Explain whether the prediction is correct when given a partially completed hundred square. Counting in 10s to and from 100. Questions 2, 5 and 8 (Problem Solving) Developing Solve a simple word problem by counting in 10s to 50 with pictor
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Skip Counting Hundreds Chart Skip Counting by 2s, 5s and 10s to 100 Counting to 120 Dot-to-Dot Zoo: Count by 2 #1 Dot-to-Dot Zoo: Tapir Count by 2 Dot-to-Dot Zoo: Antelope Count by 2 Dot-to-Dot Zoo: Count by 2 #2 Dot-to-Dot Zoo: Count by 2 #3 Dot-to-Dot Zoo: Count by 3 Connect the Dots by 5!
334 A. Parra, A. Oliva e I. Sánchez-Quezja das con la madre, mientras que para 10s chicos las establecidas con el padre (Ro- mero, Otero-López y Luengo, 1995). En cualquier caso, 10s estudios .
En la Alameda las reuniones sociales se verificaban en la mafiana, despues de misa, y en la tarde, despub de la novena. Por entre 10s arboles 10s novios bebian 10s libres aires de la Republica y las luces del hogar chileno.
L.M.D-ST Cinématique du point F. MEKIDECHE - CHAFA, A. CHAFA, A. DERBOUZ, A. DIB, M. HACHEMANE, F. KAOUAH - 3 - 2 )- Tracer le diagramme des espaces du mobile entre les instants t 0s et t 10s. Echelle: 1cm 1m; 1cm 1s 3 )- Evaluer la distance parcourue par le mobile entre les instants t 0s et t 10s. 4 )- Décrire le mouvement du mobile dans l'intervalle de temps 0s, 10s .
varias grandes capitales. El . CUADRO . 12.1 muestra 10s principales sitios del centro de Mexico de 10s perio- dos Epiclisico y Posclisico temprano. Durante el periodo Epiclisico (ca. 700-900 d.C.), las capitales de 10s Estados mh importantes heron Teotenango (Estado de Mckico), Xochicalco (Morelos), Cacaxtla (Tlaxcala) y Xochitecatl (Tlaxcala).
Speech Enhancement Speech Recognition Speech UI Dialog 10s of 1000 hr speech 10s of 1,000 hr noise 10s of 1000 RIR NEVER TRAIN ON THE SAME DATA TWICE Massive . Spectral Subtraction: Waveforms. Deep Neural Networks for Speech Enhancement Direct Indirect Conventional Emulation Mirsamadi, Seyedmahdad, and Ivan Tashev. "Causal Speech
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