MATHS OVERVIEW, TERM 1 - The Curriculum Web viewmake appropriate word selections and decode and...

Prep Term 1 Australian Curriculum Planning Model

MATHS OVERVIEW, TERM 1BONNETS, BASKETS and BUNNIES

YEAR LEVEL CONTENT DESCRIPTORS ASSESSMENTPREP Number & Algebra Investigation:

DURATION ACMNA001 Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point

ACMNA002 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond

ACMNA003 Subitise small collections of objects ACMNA004 Represent practical situations to model addition and sharing ACMNA289 Compare, order and make correspondences between collections, initially to 20 and

explain reasoning ACMNA005 Sort and classify familiar objects and explain the basis for these classifications. Copy,

continue and create patterns with objects and drawings

Investigations are performed across the term to check for understanding of the concepts as they are developed. Throughout the unit evidence will be gathered about children’s learning:•anecdotal notes and observations about individual children’s progress•objects or artefacts the children develop or make•annotated digital photo•checklists

9 WeeksOverview

During this term children will be taught to: make connections with

prior learning explore numbers to 20 identify attributes of

objects, including length, mass, capacity and time, and sort and classify objects based on their attributes

sort, describe and name familiar 2-D and 3-D shapes and objects, and describe position and movement of these objects

connect days of the week to familiar events and actions

answer yes/no questions to collect data.

Measurement & GeometryACMMG006 Use direct and indirect comparisons to decide which is no longer, heavier or holds more, and explain reasoning in everyday languageACMMG007 Compare and order the duration of events using the everyday language of timeACMMG008 Connect days of the week to familiar events and actions

ACMMG009 Sort, describe and name familiar two-dimensional objects in the environment ACMMG010 Describe position and movement

DEVELOPING INQUIRING & REFLECTIVE LEARNERS

COMMUNITY CONTRIBURORLEADER AND COLLABORATOREFFECTIVE COMMUNICATORACTIVE INVESTIGATOR

Statistics & Probability DESIGNER AND CREATOR ACMSP011 Answer yes/no questions to collect information QUALITY PRODUCER

Diocese of Cairns, Catholic Education Services1


CROSS CURRICULAR PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

natural, built and social environment2. current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.



GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions assess the feasibility, possible risks and

benefits in the implementation of their ideas

transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to Students develop personal and social competence as they Students develop intercultural understanding as they


Prep Term 1 Australian Curriculum Planning Modelunderstand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as:o What is the meaning of right and wrong and can I be

sure that I am right?o Why should I act morally?o Is it ever morally justifiable to lie?o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


Prep Term 1 Australian Curriculum Planning ModelWeek: 1 2 3 4 5 6 7 8 9 10

Strand: CONTENT DESCRIPTORSNumber & Algebra ACMNA001 ACMNA002 ACMNA003 ACMNA004 ACMNA289 ACMNA005Measurement & Geometry ACMMG006 ACMMG007 ACMMG008 ACMMG009 ACMMG010Statistics & Probability ACMSP011

CE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIES~make connections with prior learning~understanding of the language~process of counting~sorting based on attribute

Teacher Instruction Shared/Independent Practice Assessment Teacher talks about how the day is

organised Naming numbers in sequences to and

from-class size number. E.g. 25 ch’n/10 boys/15girls.

Simple number rhymes/songs. Strategy – Acting out. Model the red fish (FISH) ‘What do I

need to know’ Model indigenous fish kit-working out

how many children are at school today. Sorting by colour, shape and size using

interactive whiteboard, whole class circle on carpet.

Count out the number of children who are at school each day, counting girls and boys and adding them together to get the total (use laminated cardboard people cut outs to represent children at school/away).

Movement, music, singing, finger puppets to explore number.

Storybooks based on counting and counting songs and poems.

Fish of the day activity.-Teacher models how to solve problems

Strategy – ‘thinking aloud’, describing the clues that help to identify an appropriate strategy to solve the problem

See Maths Rotations.

Anacdotal observationsLearners see and recognise numerals

displayed in their learning spaces and in the environment, particularly where used for a purpose, for example, to show how many children can work on the computers at any one time

Start a collection of images of numbers they experience

Learners have frequent hands-on opportunities to manipulate and build shapes and to talk about their size and properties with peers and adults

Check for understanding of the notation of an attribute

Start a collection of attributes we recognize and negotiate labels

MENTAL COMPUTATION☐Rehearse ☐Recall ☐Refresh ☐Refine☐Read ☐Reason

MATHEMATICAL LANGUAGENames 0-20Count on from……..?What is the next number……?How many?What is the number before?Count back from…..big, bigger, small, smaller, square, round, circle, curved, triangle, rectangle, straight, flat, wide, narrow, colour

COUNTING - GROUP ONE GROUP TWO GROUP THREE GROUP FOURCount back clock displayed to indicate a sense of time-when the red area disappears the activity changes

Focus: Counting and sortingUsing tongs and tweezers children select and count items after being shown a number card (word and symbol extension).

Focus: CountingMusical statues, play music and when music stops, teacher holds up number on card, children form groups of that number. Action rhymes, songs, chants etc.Counting – Listening – listen to how many

Focus: NumberExploring and focusing on number formation and what does it mean eg. number formation,

Focus: CountingPut out a variety of resources for children to count, interact, enjoy, explore. This is an opportunity for the teacher to gather data about individual student’s abilities and interests.


Prep Term 1 Australian Curriculum Planning Modelkeys teacher drops into a saucepan.

SORTING – GROUP ONE GROUP TWO GROUP THREE GROUP FOURCount back clock displayed to indicate a sense of time-when the red area disappears the activity changes

Children sort a group of shapes according to their properties (eg. Circle, triange etc.) and explain groupings.

Go for a walk outside and take photos or draw pictures of shapes in the environment. Sort and create a display in classroom.

Mystery Box – students feel shapes in box and think about how to describe shape. Children guess what shape it is.

Game: Shape match bingo game – four basic shapes (circle, square, rectangle, triangle).

RESOURCES-Week 1P1.1, FISH Kit (Red), Indigenous fishing kit, Variety of CD’s, IWB, picture books – Mr McGee Goes to the Sea, Ten little Fingers and Ten Little Toes, websites, Origo big books. In these early weeks it is essential to gather data about children’s interests and abilities. Observe the child developing mathematically in all activities and areas – sand, water, blocks, make-believe play, outdoors, woodwork, collage, cooking, drawing and painting

REFLECTION What worked well in this week? What was a stumbling block? How could it be refined? What trends and gaps in learning have been identified?

Week: 1 2 3 4 5 6 7 8 9 10


CE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESTeacher Instruction Shared/Independent Practice Assessment

Starting with no’s 0-5 model one to one correspondence using variety of strategies e.g. five little monkeys/ducks, puppets counters, manipulatives. Children need to know that the last name you say is the

With children same activities as modelled are explored further. This can be done as a whole class, small groups or in pairs or as transitional activities.

Home corner setting the table, blocks needed for a particular construction, collecting the correct amount of items so that each child has one in shared play. (Checklist, anecdotal records, see


MATHEMATICAL LANGUAGE


Prep Term 1 Australian Curriculum Planning Modelnumber in the collection.Model the red fish (PS FISH kit – Diocesan) by working out how many children are at school today.

Appendix A).Names 0-5 Count on from, What is the next number, How many, What is the number before, Count back from

GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus: Students connect numerals to the quantities they represent Using a variety of materials children arrange small groups of objects 0-5 in the correct sequence

Focus: Children practise one-to-one correspondenceCounting groups of objects eg. Shells, spoons, placing items on plates, in buckets etc.

Focus: Counting gamesFishing a set number of fish out of a pond. E.g. Indigenous fishing game, Japanese/Italian multicultural counting.

Focus: Numbers before & after

RESOURCES-Week 2Scootle Number Train 1-10 TLF ID L2318, Proble Solving FISH kit

REFLECTION What worked well in this week? What was a stumbling block? How could it be refined?What trends and gaps in learning have been identified?

Week: 1 2 3 4 5 6 7 8 9 10


CE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIES•Say and fluently use number names in order or in response to random display 10•Use informal and formal language to distinguish shapes

Teacher Instruction Shared/Independent Practice Assessment Introduce number ladder, number lines

to reinforce counting sequencing to 10.Students draw simple shapes eg square to

represent objects in a space using X to Ongoing — driven by the developmental

sequence of the unit


http://www.scootle.edu.au/ec/viewMetadata.action?id=L2318&q='L2318'&topic=&start=0&sort=relevance&contentsource=&contentprovider=&resourcetype=&v=text&field=title&field=keyword.text&field=description&field=id&field=topics.all.text&contenttype=all&contenttype=%22Interactive%20resource%22&contenttype=%22Collection%22&contenttype=%22Image%22&contenttype=%22Moving%20image%22&contenttype=%22Sound%22&contenttype=%22Assessment%20resource%22&contenttype=%22Teacher%20guide%22&contenttype=%22Dataset%22&userlevel=all&userlevel=(0%20OR%201%20OR%202)&userlevel=(3%20OR%204)&userlevel=(5%20OR%206)&userlevel=(7%20OR%208)&userlevel=(9%20OR%2010)&userlevel=(11%20OR%2012)&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&suggestedResources=&fromSearch=true

Prep Term 1 Australian Curriculum Planning Model•Pattern as a repeated element Introduce circle counting games P.1.1

MAG see appendix-eg. Counting how many in a group, repeating the counting pattern, clocks e.g Buzz (1-5).

Modelling drawing a simple mud-map based on a nursery rhyme eg the cat and the fiddle-Strategy-visualising

Model threading beads and talking about the names of the shapes.

See Activity Appendix 3

mark where a nominated shape isSee Activity Appendix 1 for example

using a simple set of shapes students are asked to either

draw what they see from above orpaste shapes onto paper to represent

the position of shapes on the set model from above

See rotational groups.MENTAL COMPUTATION

☐Rehearse ☐Recall ☐Refresh ☐Refine☐Read ☐Reason

MATHEMATICAL LANGUAGEAbove, bird’s eye view, see, how many , count, right, left, mud-map, forward, backwards, up, down across, near the…, by the …., over, under

GROUP ONE GROUP TWO GROUP THREE GROUP FOURCount back clock displayed to indicate a sense of time-when the red area disappears the activity changes

Focus: Number ladder - counting activities, sequencing, introduce number words alongside numeral as well as symbols. Practice counting hands poster, egg cartons – counting acitivities reinforcing one-to-one correspondence.

Focus: Naming shapes, -using string, cube beads and spherical beads make a string of beads with a repeating pattern on their strings. Describe the pattern to a peer member of the group

Focus: Clock – placing numbers around clockface, counting, sequencing, discussing clock language eg. Clockwise, around to the right, anticlockwise, around to the left.

Focus: Fluency with random numbers game – Swat the number one, memory games, bingo.

RESOURCES-Week 3


Week: 1 2 3 4 5 6 7 8 9 10

Strand: CONTENT DESCRIPTORSNumber & Algebra ACMNA001 ACMNA002 ACMNA003 ACMNA004 ACMNA289 ACMNA005Measurement & Geometry ACMMG006 ACMMG007 ACMMG008 ACMMG009 ACMMG010


Prep Term 1 Australian Curriculum Planning ModelStatistics & Probability ACMSP011

CE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESSorting on the basis of identified attributesDeveloping awareness of similarity in shapesModel comparing two groups of objects

Teacher Instruction Shared/Independent Practice AssessmentRead ‘We All Went on Safari” with class

focus on the patterning/rhyme of the text Discuss the meaning of safari

Introduce a simple world map and show where Africa is located

Model comparing two- Put 3 cubes in 1 container and 5 in the other. Show the container and ask which has more bricks-see activity 6

Barrier game – place different coloured socks on one side and explain to partner how to place theirs in order. Check sequence and discuss.

Shared/independent viewing of book We All Went on Safari

Discuss one attribute to sort children in groups e.g. length or hair, eye colour, age.

See group rotations.

Ongoing — driven by the developmental sequence of the unit

Students photograph one of their collections in group 4 and record an audio track about what makes the collection the same or different


MATHEMATICAL LANGUAGEThe same as, same, different, different from, belongs, does not belong, group, matching, sort. Guess and check, like unlike, same, different


Focus: Sorting/classifying items in groups starting with one attribute. Eg. Fruit, dinosaurs, teddy bears, transport vehicles. Why do these things belong together? What is the same about these things? Progress to two attributes. Record your findings for class display.

Focus: Introduce sorting and classifying by separating pairs of socks (include odd socks) and place in two separate piles. Children select one sock and find matching pair. Discuss why numbers are different, attributes, left over socks etc..

Focus: Sorting leaves – collection of leaves for children to sort. Children find their own classification categories. Use shells, pebbles etc. Extend by playing eye spy games eg. Find me something that is red and round.

Focus: Allow students to make up their own collections of things that belong together. Remind children that they will need to tell the group why these items belong together. What makes them the same? What make them different?

RESOURCES-Week 4Two see through containers, eight coloured blocks and a number line 1-10, 10 frames

REFLECTION What worked well in this week? What was a stumbling block?


Prep Term 1 Australian Curriculum Planning Model How could it be refined? What trends and gaps in learning have been identified?

Week: 1 2 3 4 5 6 7 8 9 10


CE IE


Model the meanings of positional language through real life experiences eg. moving through obstacle course, “I will go between two mats and thn go around the back of the climbing frame. Then I will ride home along the side of the fence to the sliding back door” or organising personal items eg. Lunch, hat, water bottle.

Locating items needed during the day and tidying up eg. Where do the pens belong etc..

Go for ‘walk around’ school playground, talk about and link to words ‘walkabout’ and ‘safari’, classroom and photograph children. Display in classroom adding captions of positional language.

Giving directions when completing gross motor activities eg. Obstacle course

Perceptual Motor Programs.Phonological awareness program – A Sound Way (following directions)


MATHEMATICAL LANGUAGEIn, out, over, under, through, up, down, top, middle, bottom, beside, behind, above, left, right, first, second, last., route, forward, backward, turn, turn around


Focus Play games eg. Simon Says, Doggy doggy where’s your bone, to reinforce positional concepts

Focus: Giving directions in Barrier games and simple classroom instructions

Focus: Going on a journey game. Children to respond to a route pre-recorded on ipod

Focus: Mystery destination. Children accompanied by an adult go on a short mystery journey to a place in the school following posted instructions which are read to them eg open classroom door and turn right. Walk forward…….

RESOURCES-Week 5



REFLECTION What worked well in this week? What was a stumbling block? How could it be refined?What trends and gaps in learning have been identified?

Week: 1 2 3 4 5 6 7 8 9 10


CE IE


Model simple ABAB patterns moving towards more complicated patterns ABB etc.

Patterning – Discuss and talk about what a pattern is. Go on a pattern hunt- find, photograph and display patterns in children’s environment.

Make necklaces etc. in play Children describe the patterns they have used based on Maasai colours.


MATHEMATICAL LANGUAGENames of colours

GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus Scootle colour patterns L3516 Focus: Children explore patterns using a

variety of itemsFocus: Scootle musical patterns Focus: Children create own musical or

movement patterns.

RESOURCES-Week 6Provide materials for children to explore patterns. Scootle colour patterns L3516. Scootle musical patterns

REFLECTION What worked well in this week? What was a stumbling block? How could it be refined?


Prep Term 1 Australian Curriculum Planning Model What trends and gaps in learning have been identified?

Week: 1 2 3 4 5 6 7 8 9 10


CE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESPattern as a repeated element Teacher Instruction Shared/Independent Practice Assessment

Read ‘Hooray for Fish!’ picture booksUsing a blue grid mat on the reverse side to represent

the ocean ask children with red fish to randomly place them in the ocean-repeat with blue and yellow fish. Discuss how we can sort them into groups by colour

Develop shape patterns based on their properties-using IWB flip chart of shapes ‘I am drawing a shape with four straight sides. Look it has four corners. Each side is the same length. This shape is called a square’ Repeat for triangle, rectangle and circle. Ask children to draw shape in the air or on the carpet with their finger as it is modelled.

Present children with fish shape cards. Identify the patterns, eg striped, spotty, lines, with and without…….

Using a ladder mat turned horizontally ask children to place fish by repeating pattern and by extending and completing the pattern in both directions.

Using a number line mat turned horizontally ask children rearrange fish into a pattern

Ongoing — driven by the developmental sequence of the unit

Photograph and record activities using software eg photobabble ask children to record what they know about shapes or patterns


MATHEMATICAL LANGUAGERepeat, pattern, number names, straight, curved, long short, same different, side, length

GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus Explore the patterns in sound using instruments or software

Focus: Explore pattern making using a variety of prints e.g hand held objects, leaf printing, vegetable prints.

Focus: Provide other patterns e.g. shapes, colours, objects, numbers for pattern explorations.

Focus: Ask children to draw shapes from a cloth bag and choose a shape to take out and keep hidden. Ask group to guess the shape by asking questions using modeled language

RESOURCES-Week 7iPods-beatwave app, photobabble, cloth bag, 2D shapes and flip chart, patterned fish,




Week: 1 2 3 4 5 6 7 8 9 10


CE IE

KEY CONCEPTS LEARNING AND TEACHING ACTIVITIESPattern is a repeating process Teacher Instruction Shared/Independent Practice Assessment

Explain Easter Hat (see criteria sheet).Brainstorm appropriate patterns and materials to be used on bonnets.Select six materials outlined in criteria sheet to be used by all children.

See rotations Children make their own bonnet with a patterned surface

Analyse their pattern through a drawn representation

Record number of different items used and same as groups of.


MATHEMATICAL LANGUAGE0-20 Number, word, symbol, repeated, pattern, copy, continue, over and over again.

GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus Making patterns in a variety of

ways eg. Sandpit, painting, collage, construction, playdough, home corner, music and movement etc.

Focus: Children informally measure their heads for size, with paper stripsBuild/create a bonnet from a basic strip/shape template

Focus: Children design a pattern to be used on their bonnet.

Focus: Children apply pattern to surface of bonnet

RESOURCES-Week 8

REFLECTION


Prep Term 1 Australian Curriculum Planning Model What worked well in this week? What was a stumbling block? How could it be refined? What trends and gaps in learning have been identified?

Week: 1 2 3 4 5 6 7 8 9 10


CE IE


Explain the concept of becoming an Egg Detective.Negotiate with learners:•equipment to be used eg something round, something square, something triangular•design an obstacle course (using a 5X5 grid for reference)•location of items to be found, using a key eg X to mark spot on map•create a simple drawing for a mapModel the use of positional language to locate eggs.

In pairs/groups collect necessary equipment and design obstacle course (with adult supervision).

Hide eggs and practise use of giving clear instructions including descriptive positional language to locate eggs.

Each child to draw their own obstacle course and conference directions with adult


MATHEMATICAL LANGUAGEIn, out, outside, under, over, top, bottom, inside, in front of, behind, behind, between.

GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus Egg Hunt Focus: Egg Hunt Focus: Egg Hunt Focus: Egg Hunt

RESOURCES-Week 9

REFLECTION


Prep Term 1 Australian Curriculum Planning Model What worked well in this week? What was a stumbling block? How could it be refined? What trends and gaps in learning have been identified?



CLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written, dictated, word processed)

Diocese of Cairns, Catholic Education Services


ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials



Assessment Task Sheet Logo

Date commenced: Date due:

Learning Area/s: Mathematics

Student Name: Year Level:

Name of Task: Teacher:

Type of Task: ☐ Oral ☐ Written ☐ Other

Task Conditions: ☐ Individual ☐ Pair ☐ Group Work

☐ In Class ☐ Homework ☐ OtherOpportunity to access: ☐ Books ☐ Notes ☐ Library ☐TechnologyAssessed by: ☐ Self ☐ Peer ☐ Teacher

Task Description: Egg Extravaganza

Find eggs by following verbal directions to hidden locations. Develop an egg hunt for another person with no more than five spoken instructions using positional descriptions. Create an Easter bonnet decorated with patterns and explain your choice to your classmates. Draw a map of the spots where eggs are hidden using a simple x to mark the spots for eggs.

Task Procedure:Part OneYou are to create an Easter bonnet and once placed on head you become an “Egg Detective”. Your bonnet creation must have a pattern on it using supplied materials (buttons, pom poms, matchsticks, bottle tops, feathers, foam shapes). Optional materials – coloured photocopiable eggs, stickers, felts, stamps, painting. You need to explain your creation to the class by describing your pattern and its arrangement. You will also need to record how many of each item you used on the provided worksheetPart Two

You will need to design an obstacle course using the equipment from your school from start to finish. You will hide your eggs (no more than ten) for an invited guest to find (peer, parent, principal, Adopt-a-Cop etc). You will give your guest five instructions using positional descriptions to locate the eggs The oral discussion will be practised with an adult before inviting their guest to find the eggs. More than one egg can be placed together. You will draw a map of your obstacle course and mark an x where you are going to hide your eggs..



OBSERVATION CHECKLISTCRITERIA CHECKLIST

Checklist Semester 1 & 2


Insert logo

Logo

Criteria Demonstrated Not Demonstrated Date Comment

The student work demonstrates evidence of:I can count one item at a timeI am able to recognise and count small collections.I am able to count to and from 10 in familiar contexts in sequence.I can give instructions using everyday words of position to locate an objectI can respond to the language of position and orientation to find an objectI can attempt to draw a simple map of a familiar locationI can make a pattern that grows in both directions.

FEEDBACK

Signed Dated


Assessment checklist – reading, writing and ordering numbers‘I can’ statements Assessment Examples D ND Date CommentI can count forwards and backwards to and from 20

Count up from zero as far as you can, saying each number clearly.Carry this on backwards; count until you get to zero: 17, 16, 15…Numbers in this count are mixed up. Can you put them in order? 18, 16, 17, 15, 13, 14, 12, 10, 11.

I can read and write numbers to 20 Look read write numbers displayed.I can use numbers to label and find objects Find the 10c coin in this purse. What coins could I use to pay

15c for an item?I can put numbers in order Look at these number cards.

Which card shows the smallest number

I can say the number that is one more or one less than a number to 20

What numbers are missing from this number track?Explain how you know.What number is one more than 11, one less than nine?

I can see the words first, second, and third Here is a row of four coloured counters.Which coloured counter is the first, third etc.



‘I can’ statements Assessment examples D ND Date CommentI can count how many objects are in a group Count these shapes carefully.

How could you make sure that you have counted them correctly?

I know that the number of objects in a group does not change if they are moved around but does change if any are added or taken away

Pick up a handful of large counters and put them down on the table. Count them to see how many you picked up.Put all your counters into a container. How many counters are in the container?Put another counter in the container. How many counters are in the container altogether?

I can match objects to find which group contains more or less objects

Look at the toys. Are there more cars or trains? How can you find out?Count the wheels on the trains.Write the numbers down.Are there the same number of wheels on the cars?

I can find which group of objects contains most or least by counting

Which ladybird has fewer spots? How do you know? Do the ladybirds have the same number of legs?

I can count sounds, actions and objects that I cannot touch

I am going to drop some coins into a tin one at a time. Count how many coins I drop in. Look around the room. How many lights can you see?



Assessment checklist – describing shape, position and movement

‘I can’ statements Assessment examples D ND Date Comment

I can sort shapes and explain how I sorted them

Look at these solid shapes.Put all the shapes that have triangular faces into a hoop.What shapes are left? Why?Sort the shapes in your own way and then tell me how you chose to sort them

I can name and describe common shapes Find a rectangle and a triangle in this set of shapes.Tell me one thing that is the same about them.Tell me one thing that is different.Look at these two identical shapes.What shape are they?Show me how you can put them together to make a square.

I can follow instructions and position myself or objects

Go and stand: under a light; in front of a window; beside the door.Place these shapes on the table so that:the square is above the trianglethe circle is to the right of the squarethe rectangle is between the square and the oval

I can describe the position of objects I am going to place toys in different positions around the room. Go and find one toy at a time and bring each one backDescribe exactly where you found it.Tell me how I should arrange this plate, knife, fork, spoon and cup to lay the table properly.




6 Model comparing two groups of objects

MATHS OVERVIEW, TERM 1 - The Curriculum Web viewmake appropriate word selections and decode and...

Documents

Transcript of MATHS OVERVIEW, TERM 1 - The Curriculum Web viewmake appropriate word selections and decode and...