OneSchool Unit Plan

OneSchoolUnit Plan

Unit 1 - Mathematics Years P-1-2 (V1.0)Name: Duration: 5 Weeks

Class:

Year Level/s: 1, 2, PY Type: Master

Applicable Learning Areas:

MATHEMATICS Teachers: Corporate

Unit Outline

In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.Students have opportunities to develop mathematical understandings through the sub-strands Number and place value, Patterns and algebra, Using units of measurement and Location and transformation.

Throughout this unit, students will require access to ICT at group and individual levels.

Proficiency strandsThe proficiency strands relevant to this unit are:

Prep Understanding includes connecting names, numerals and quantities. Fluency includes counting numbers in sequences readily, and continuing patterns.Problem solving includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer. Reasoning includes explaining comparisons of quantities, visualising arrangements of quantities, creating patterns, and sequencing events in time order.

Year 1Understanding includes connecting names, numerals and quantities, and partitioning numbers in various ways.Fluency includes counting numbers in sequences readily forward and backwards, locating numbers on a number line, and naming the days of the week.Problem solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, and using familiar counting sequences to solve unfamiliar problems. Reasoning includes explaining patterns that have been created.

Year 2

Sunday, November 18, 2012 8:22:00 AMRef-CurriculumUnitPlanDetails-VR2.1.1-1558-115225

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Understanding includes connecting number calculations with counting sequences, partitioning numbers flexibly, and identifying and describing the relationship between addition and subtraction.Fluency includes counting numbers in sequences readily, and describing and comparing time durations.Problem solving includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and planning routes on maps.Reasoning includes using known facts to derive strategies for unfamiliar calculations.

Document Table of Contents ** Section not selected for printing

Curriculum Priorities• Australian Curriculum

• Dimensions of teaching and learning

• Student ICT Expectations

Curriculum Summary• Curriculum Tracking

Teaching SequenceTeaching Sequence Summary

• Number and place value

• Time

• Number and place value

• Location and transformation

• Patterns and algebra

Resources• Attachments

• Plan Resource Bank

AssessmentAssessment Summary

• Monitoring - Interviews (Yr PY)

• Monitoring - Observation and consultation (Yr 01, 02)

• Monitoring - Observation and consultation (Yr PY)

• Monitoring - Student work samples (Yr 01, 02)

• Monitoring - Student work samples (Yr PY)


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Jimbour State School

Unit Plan Plan Name: Unit 1 - Mathematics Years P-1-2 (V1.0)

Status: Duration: 5 WeeksYear: 1, 2, PY

Learning Areas: MATHEMATICS

Master

Australian CurriculumMathematics- Foundation Year

Year Level Description

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.

At this year level:

Understanding includes connecting names, numerals and quantities

Fluency includes counting numbers in sequences readily, continuing patterns, and comparing the lengths of objects directly

Problem Solving includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems, and discussing the reasonableness of the answer

Reasoning includes explaining comparisons of quantities, creating patterns, and explaining processes for indirect comparison of length

Content Descriptions

Measurement and Geometry

Location and transformation

• Describe position and movement (ACMMG010)

Using units of measurement

• Compare and order the duration of events using the everyday language of time (ACMMG007)

• Connect days of the week to familiar events and actions (ACMMG008)

Number and Algebra

Number and place value

• Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

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

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

Patterns and algebra

• Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)


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https://oslp.eq.edu.au/oslp/CurriculumPlanning/CurriculumPlan/ViewElaboration.aspx?CurriculumItemId=358&CorporateDocumentVersionId=14














Foundation achievement standard

By the end of the Foundation Year, students make the connections between number names, numerals and quantities up to 10. Students are able to compare and sort shapes and objects. They make connections between events and the days of the week.

ACARA Work Samples

* Sorting shapes – My 2-D shapes* Number – Comparing collections

* These work samples are generic samples provided by ACARA in relation to the Year Level Achievement Standard. They are not related to the specific Assessment Tasks contained in this unit.


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http://www.australiancurriculum.edu.au/File/72299253-dc60-462c-8ad1-aead44301590





http://www.australiancurriculum.edu.au/File/69bc8f71-d0f0-402d-ab6a-2a1a106c0c93



Australian CurriculumMathematics- Year 1



At this year level: Understanding includes connecting names, numerals and quantities, and partitioning numbers in various ways

Fluency includes counting number in sequences readily forward and backwards, locating numbers on a line, and naming the days of the week

Problem Solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, and using familiar counting sequences to solve unfamiliar problems and discusing the reasonableness of the answer

Reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of data, and explaining patterns that have been created




• Give and follow directions to familiar locations (ACMMG023)


• Describe duration using months, weeks, days and hours (ACMMG021)

• Tell time to the half-hour (ACMMG020)

Number and Algebra


• Count collections to 100 by partitioning numbers using place value (ACMNA014)

• Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

• Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)

• Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)


• Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)


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Year 1 achievement standard

By the end of Year 1, students recognise and communicate number sequences. They solve simple addition and subtraction problems, and are familiar with Australian coins. They describe a representation of a half. Students collect data from questions to draw and describe simple data displays. Students compare lengths and describe two-dimensional shapes and three-dimensional objects. They communicate time duration and can follow simple directions.

ACARA Work Samples

* Addition and subtraction* 2-D shapes and 3-D objects – What am I?



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http://www.australiancurriculum.edu.au/File/4b046f34-367b-488e-b6d6-a5cbf3816cbe

http://www.australiancurriculum.edu.au/File/609e7c3b-cd62-4650-b74f-ceeacd94d0c7






Australian CurriculumMathematics- Year 2



At this year level:

Understanding includes connecting number calculations with counting sequences, partitioning and combining numbers flexibly, identifying and describing the relationship between addition and subtraction and between multiplication and division

Fluency includes counting numbers in sequences readily, using units iteratively to compare measurements, listing possible outcomes of chance events, and describing and comparing time durations

Problem Solving includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, planning routes on maps, and matching transformations with their original shape

Reasoning includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations, describing connections between 2-D and 3-D representations, and creating and interpreting simple representations of data




• Identify and describe half and quarter turns (ACMMG046)

• Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)

• Investigate the effect of one-step slides and flips with and without digital technologies (ACMMG045)


• Name and order months and seasons (ACMMG040)

• Use a calendar to identify the date and determine the number of days in each month (ACMMG041)

Number and Algebra


• Explore the connection between addition and subtraction (ACMNA029)

• Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

• Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences. (ACMNA026)

• Recognise, model, represent and order numbers to at least 1000 (ACMNA027)

• Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)


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• Describe patterns with numbers and identify missing elements (ACMNA035)

Year 2 achievement standard

By the end of Year 2, students recognise and communicate number sequences involving twos threes and fives. They are familiar with collections up to 1000 and recognise the connection between addition and subtraction. Students describe patterns with numbers and represent problems involving addition and subtraction by number sentences. They understand the value of collections of Australian coins. Students collect information and create data displays and interpret the information. They describe outcomes for everyday events.Students compare and order different shapes and objects using informal units. They use calendars to identify dates and seasons. They draw two-dimensional shapes and describe one-step transformations.

ACARA Work Samples

* Creating a word problem* Number sentences – Make 100



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http://www.australiancurriculum.edu.au/File/d17b30ae-cb48-480c-a6c4-d8e5141bd4d8

http://www.australiancurriculum.edu.au/File/9f74a318-07f1-4785-8bc0-8c6682c70b13




Curriculum Priorities - PedagogyDimensions of teaching and learning

Curriculum intent

What do my students need to learn?

Curriculum is the planned learning that a school offers and enacts.

Curriculum intent is what we want students to learn from the mandated curriculum.

Teachers decide how best to plan and deliver the curriculum to ensure all students have opportunities to engage in meaningful learning.

Content descriptions

This unit provides opportunities for students to engage in the above Australian Curriculum Content descriptions.

General capabilities

LiteracyStudents will understand and use:

• technical vocabulary and everyday language used in mathematical contexts (e.g. number names, difference, days of the week, months of the year, seasons, date, calendar, clock, half past, between, next to, forwards, backwards, clockwise)

• procedural vocabulary (e.g. count, count on/back, add, subtract, order, describe) • visual representations (e.g. materials and images to show quantity, ten frame, number track, number line,

hundreds board, simple maps) • conventions and symbols (e.g. +, –, =, 3:30).

NumeracyStudents will:

• build flexible approaches to using calendars and clocks to communicate time • initiate and continue conversations about giving and following directions • apply knowledge of counting and quantity to everyday situations • build confidence in their use of counting and quantity to represent and solve problems in everyday situations.

Critical and creative thinkingStudents will:

• use reasoning and thinking skills to produce solutions to problems involving time and location • justify their choice of representation for numbers and quantity.

ICT competenceStudents will have opportunities to demonstrate Student ICT Expectations, including:


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Operating with ICT:Select and use navigation features in interactive stories, learning objects and teacher-selected websites.Locate keys on a keyboard (i.e. number keys) and operate major keyboard functions.

Student ICT Expectations — by the end of Year 3www.education.qld.gov.au/smartclassrooms

[accessed on 21 September 2011]Personal and social competenceStudents will work collaboratively with others, share ideas and interact confidently and respectfully.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and culturesStudents will investigate Aboriginal peoples’ and Torres Strait Islander peoples’ activities and knowledges about the seasons and compare them to those activities and knowledges used in Western society; and recognise and identify the connection to weather patterns.

Relevant prior curriculum

In Prep, this unit acknowledges a diversity of prior school learning, capabilities, knowledge and interests amongst students.

In Year 1 students require prior experience with:• identifying number sequences to and from 20 • connecting number names, numerals and quantities to 10 • subitising small collections • describing collections using the terms ‘more’ and ‘less’ • describing events using the names of the days of the week • using everyday language related to location and direction.

In Year 2 students require prior experience with: • identifying number sequences to and from 100


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• representing numbers to at least 100 • describing and using place value of 2-digit numbers • solving simple addition and subtraction problems • describing one-half as one of two equal parts • describing events using the names of the months of the year • giving and following directions to familiar locations.

Curriculum working towards

This unit works towards the following:• identifying and partitioning numbers to 10 000 • relating the operations of addition and subtraction • telling time to the minute • creating and interpreting simple grid maps.

Feedback

What do my students already know? What do my students need to learn?

How do I teach it?

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone's performance. The aim of feedback is to improve learning and is used to plan what to teach next and how to teach it.

Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.

Supportive learning environment

DifferentiationWhat do your students already know and what do your students need to learn? Consider the individual needs of your students — including ESL, gifted and talented and special needs.

Start where students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.

The learning experiences within this unit can be differentiated by increasing:• the frequency of exposure for some students• the intensity of teaching by adjusting the group size• the duration needed to complete tasks and assessment.

For guided and/or independent practice tasks:• student groupings will offer tasks with a range of complexities to cater for individual learning needs• rotational groupings allow for more or less scaffolding of student learning.


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Feedback to students

Establish active feedback partnerships between students, teachers and parents/carers to find out:• what each student already knows and can do• how each student is going• where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.

Feedback may relate to misunderstandings and common misconceptions. In this unit this may include:

Prep and Year 1Number

• Subitising — students may not recognise the size of small collections without the need to count. Making students count all small collections can result in over dependence on one-to-one correspondence to know how many.

• Teen numbers — students may not yet relate the numbers 11 to 19 with their number names and quantities. This may be because the ‘teen numbers’ contain two digits but have single word names that do not give any hint as to the number of tens they contain.

• Ordinal numbers — students may not understand that ordinal numbers (as in the date) do not indicate quantity.

Computation strategies • Skip counting — Students may not understand that skip counting also tells ‘how many’ and gives the same

result as counting in ones. • Count on — students may routinely count on from the first addend rather than the larger addend without

realising that the most efficient way to use count on is to start with the larger addend. For example in 2 + 6 the students counts on six rather than two.

Year 1 and Year 2Number

• Addition and subtraction — students do not recognise and use the inverse relationship that exists between addition and subtraction.

• Place value — students may not recognise the importance of zero as a place holder.


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Time• Duration — students do not consider the start time when comparing duration and may think that an event that

finishes last is the longest.

Reflection on the unit plan

Identify what worked well during and at the end of the unit for future planning. Reflection may include: • activities that worked well and why • activities that could be improved and how • monitoring and assessment that worked well and why • monitoring and assessment that could be improved and how • common student misconceptions that need, or needed, to be clarified• differentiation and future student learning needs.

Assessment

What do my students understand and can do? How well do they know and do it?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students' understanding.

Monitoring student learning

Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.

Each lesson provides opportunities to gather feedback about how students are going and where they need to go next. Specific monitoring opportunities in this unit may include:

PrepObservationCollect information about students’ understanding of:

• one-to-one correspondence• counting in 1s• position and movement.

ConsultationConsult with students about:

• sequencing daily events.


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Samples of student workCollect evidence and information about:

• students' use of subitisation• matching the days of the week to familiar events• collections that show quantity• matching items from two collections to determine 'more' or 'fewer'• understanding position words such as ‘between’ and ‘next to’.

Years 1 and 2ObservationCollect information about students' understanding of:

• skip counting in 2s, 5s and 10s• place value concepts• computation strategies to solve addition and subtraction problems.

ConsultationConsult with students about:

• time and duration• telling the time• computation strategies to solve addition and subtraction problems.

Samples of student workCollect evidence and information about:

• writing digits, number names and symbols• drawings that show number and quantity• modelling of addition and subtraction• drawing simple maps.

Assessing student learning

There is no summative assessment of student learning in this unit. Monitor student learning and progress throughout the unit and use feedback to inform teaching and learning.


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Sequencing teaching and learning

What do my students already know and can do? What do my students need to learn? How do I teach it? The relationship between what is taught and how it is taught is critical in maximising student learning. Start with what your students already know and set goals for the next steps for learning. Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiences

A suggested teaching and learning sequence is outlined below. For further information about learning focuses, refer to the lesson overview.

PrepNumber and place value

• Sorting, classifying and counting objects• Identifying small quantities• Matching numerals and collections to 5• Representing quantity with words and pictures• Counting to 5 and to 10 • Identifying collections to count• Counting using one-to-one correspondence• Investigating numbers — Number advertisement

Units of measure — Time• Introducing days of the week• Ordering the days of the week• Exploring and sequencing events through a day• Using a visual timetable to record events

Location and transformationExploring positional language

• Using positional language• Exploring right and left• Describing movement using positional language

Patterns and algebra• Counting • Sorting and classifying according to quantity• Comparing the size of groups


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• Comparing and ordering groups

Year 1Number and place value

• Counting and ordering numbers (0 to 10)• Exploring numbers 0 to 10 and introducing count on for addition• Exploring addition • Exploring subtraction and introducing counting back for subtraction• Recognising and modelling numbers to 20• Representing, reading and writing numbers 11 to 20• Positioning, ordering and partitioning numbers to 20• Investigating numbers — Number advertisement

Units of measure — Time• Investigating calendars• Exploring months on a calendar• Investigating hours and o’clock• Reading o’clock times and describing duration

Location and transformation• Exploring language used to describe location and direction • Exploring clockwise and anticlockwise• Following and giving directions

Patterns and algebra• Investigating repeating patterns• Exploring repeating and growing patterns• Connecting growing patterns with number patterns• Creating, describing and extending number patterns

Year 2Number and place value


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• Representing numbers up to 99 and investigating 2s, 5s and 10s counting sequences • Representing numbers beyond 100 and extending the count on strategy for addition• Representing numbers up to 999 and investigating doubles strategy for addition • Representing numbers up to 999 and extending the count back strategy for subtraction • Representing numbers up to 999 and applying doubles strategy• Comparing and ordering numbers up to 999 and introducing near doubles• Representing and partitioning numbers up to 999 and using 10s facts • Investigating numbers — Number advertisement, and consolidating computation strategies

Units of measure — Time• Investigating calendars • Exploring days and months on a calendar• Exploring seasons • Using a calendar to order class events

Location and transformation• Exploring following directions• Following and giving directions• Investigating 'bird's-eye' view• Using a simple map to follow and give directions

Patterns and algebra• Identifying and using 2s, 5s and 10s counting sequences to 100• Counting sequences (2s, 5s and 10s) beyond 100• Investigating the 3s counting sequence• Counting sequences ( 2s, 3s, 5s and 10s) to 1 000

Each lesson will begin with a short review and consolidation session (warm up). This session is designed to ‘switch on’ students’ thinking and reasoning, promote the use of mathematical language, revise concepts, facts or skills and enhance understanding and fluency.


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Making judgments

How do I know how well my students have learned?

Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.

Teachers identify the task-specific assessable elements to make judgments against specified standards on evidence.

Achievement standard

In this unit, monitoring of student learning is working towards the following components of the Achievement standard.PrepBy the end of the Foundation year, students make the connections between number names, numerals and quantities up to 10. Students are able to compare and sort shapes and objects. They make connections between events and the days of the week.Year 1By the end of Year 1, students recognise and communicate number sequences. They solve simple addition and subtraction problems, and are familiar with Australian coins. They describe a representation of a half. Students collect data from questions to draw and describe simple data displays. Students compare lengths and describe two-dimensional shapes and three-dimensional objects. They communicate time duration and can follow simple directions.Year 2By the end of Year 2, students recognise and communicate number sequences involving twos, threes and fives. They are familiar with collections up to 1000 and recognise the connection between addition and subtraction. Students describe patterns with numbers and represent problems involving addition and subtraction by number sentences. They understand the value of collections of Australian coins. Students collect information and create data displays and interpret the information. They describe outcomes for everyday events. Students compare and order different shapes and objects using informal units. They use calendars to identify dates and seasons. They draw two-dimensional shapes and describe one-step transformations.

Australian Curriculum: Mathematics for Prep(F)-10 Version 1.2http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10

[accessed 21 September 2011]


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Student ICT Expectations

Operating ICTBy the end of Year 3 students:

Efficient and safe operation of ICT

• locate keys on keyboard and operate major keyboard functions

• select and use navigation features in interactive stories, learning objects and teacher-selected websites


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Teaching SequenceCurriculum Plan Topics

Duration Topic

5 Lessons Number and place value

5 Lessons Time

5 Lessons Number and place value

5 Lessons Location and transformation

5 Lessons Patterns and algebra

25 Lessons Total Unit

Teaching Sequence

Topic Number and place value Topic Duration: 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT.Spend a short time at the start of each lesson (warm ups) 'switching on' students' thinking and reasoning, promoting the use of mathematical language, revising concepts, facts or skills and enhancing understanding and fluency. End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 1 Prep Sort, classify and count objects

• Identify and describe materials• Sort and classify materials according to a simple rule• Subitise random arrangements of materials

Contexts for learning:Active learning (exploratory) — Child–teacher initiatedStudents are exploring different construction materials to build farmyards.

Year 1Count and order numbers (0 to 10)

• Count, recognise, read and write numbers 1–10

• 10 toys (dolls, teddy bears, superhero figures) with body part pairs (arms, legs, eyes, ears)

• A counting book for numbers to 10 or an online counting book such as Waldo, One, Two, Three by Hans Wilhelm or Ten little bunnies by Nurit Karlin (count backwards)

• Cut out the representations of numbers 1 to 10 from:◦ Sheet — Number pictures 0 to 15◦ Sheet — Number symbols 0 to 15◦ Sheet — Number words 0 to 15◦ Sheet — Dots 0 to 15

• eBook — The crowd went wild• Helpful information — Sheet — Counting in twos• Helpful information — Place value to 99


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http://www.childrensbooksforever.com/Childrenpics/WALDO%20123.pdf

http://www.childrensbooksforever.com/Childrenpics/TEN%20LITTLE%20BUNNIES.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit01/docs/MY1_01_ACT_pictures.pdf




https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit16/docs/MY1_01_ACT_symbols.pdf




https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit01/docs/MY1_01_ACT_words.pdf




https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit01/docs/MY1_01_ACT_dots.pdf




http://learningplace.eq.edu.au/cx/resources/items/23ad1ab4-4c43-c3b2-3bab-a16e0091eaa3/1/ViewIMS.jsp?backto=close

http://learningplace.eq.edu.au/cx/resources/items/77a4b163-a798-ed19-4c68-8cc16d91816b/1/MY1_21_SLC_Count2s.pdf

http://learningplace.eq.edu.au/cx/resources/item/tips/64c48872-f648-28d6-cda6-3eb4c97d553d/1/MY2_03_SLC_placevalue.pdf


• Model with images and materials (e.g. counters, cubes and items)

• Explore zero• Order and locate numbers (e.g. on a number track, on

a keyboard)• Count forward by 2• Explore pairs and jump in 2s on number track• Identify numbers in 2s number pattern

Year 2Represent numbers up to 99 and investigate 2s, 5s and 10s counting sequences

• Identify numbers up to 99• Read and write numbers • Represent numbers in different ways (e.g. with

concrete materials, on a number expander)• Compare and order numbers using number lines • Group and partition numbers using standard

(tens/ones) and non-standard partitioning• Skip count to identify the 2s, 5s and 10s number

sequences. • Show number sequences on a hundred board and a

number track or line

• Helpful information — Why do students need to make mind pictures?

• Helpful information — Simple finger and counting rhymes

• Helpful information — Sheet — Counting• Helpful information — Sheet — More finger rhymes• Helpful information — Video — Showing numbers with

MAB• Helpful information — Website — New Zealand Maths:

Number: Early Learning Progression• Helpful information — Website — State Government

Victoria: Whisper Count • Learning object — Write on (Numbers)• Learning object — Number line• Learning object — Birthday cards• Learning object — Number expander: Tens and ones• Learning object — Counting in 2s• Learning object — Maths — Sing it! (Song, Ten little

meerkats)• Learning object — Number expander• Learning object — Hundred board• Linking cubes• MAB (for Year 2 only)• Make or draw a large number track on the floor• Material suitable for bundling into tens (e.g. iceblock

sticks, toothpicks, straws; rubber bands; zip lock bags)• Sheet — Place value mat (one per student)• Sheet — Number track to 100 (cut and glue)• Sheet — Writing 1, 4 and 6• Sheet — Writing 5, 2 and 3• Sheet — Dominoes to 9• Sheet — Writing 7, 8 and 9• Toy farm animals and materials suitable for

constructing farmyards• Up to 50 counting items (e.g. counters, MAB ones,

beads, ring-pulls, iceblock sticks)


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https://learningplace.eq.edu.au/cx/resources/items/d064a1b3-7735-7231-ffb7-d2e1591f6cfb/0/?


https://staff.learningplace.eq.edu.au/Pages/ResourceView.aspx?id=713c56fe-b37e-ecff-8e92-e9ffbfd8b36d&context=searchresult


http://www.center.edu/pub/docs/chapter5.pdf

https://staff.learningplace.eq.edu.au/Pages/ResourceView.aspx?id=4678bdfc-4fe8-9cbd-b593-2c956fe79bb8&context=searchresult

http://learningplace.eq.edu.au/cx/resources/items/d136af31-997b-1de2-a653-53a1d2151486/0/ViewItem.jsp


http://nzmaths.co.nz/number-early-learning-progression



http://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/number/N20001P.htm#a2

http://learningplace.eq.edu.au/cx/resources/items/382d149a-bf17-a116-5566-b4050e0795d8/1/ViewIMS.jsp?backto=close

http://learningplace.eq.edu.au/cx/resources/items/56e62a20-fc4a-f68d-507e-986913320ff1/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/79ee9906-2bcb-513b-d679-c04813b15220/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/aaab04f3-e9c6-7e8f-086f-bbf92a95a117/1/ViewIMS.jsp



http://learningplace.eq.edu.au/cx/resources/items/bb8a705b-9ac6-8865-9dce-084e0afcaa5b/1/ViewIMS.jsp



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http://learningplace.eq.edu.au/cx/resources/items/a151a474-9f36-4b7e-ce8d-e38384727a09/1/MY2_09_ACT_PVM.pdf

http://learningplace.eq.edu.au/cx/resources/items/ac1f4d66-ee72-a82c-8271-e2b3ba07a8c0/1/MY2_09_ACT_100Track.pdf


https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit01/docs/MY1_01_ACT_Write146.pdf








https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit05/docs/MY1_05_ACT_domto9.pdf


https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit05/docs/MY1_05_SIT_Write789.pdf




• Website — IXL Maths (Select the Numbers and counting up to 10 activity ‘Represent numbers — up to 10’ and the Skip counting activities)

• Website — Poisson Rouge: 1 2 3

These resources are in development: • Bounce the ball• Counting rhyme — Forward and backward counting

1–10• Feedback sheet — Early number• Supporting learning resource — Farmyard counting

and number texts

Lesson 2 PrepIdentify small quantities

• Revise sorting and classifying • Identify attributes • Subitise small collections • Represent numbers to 5

Contexts for learning:Real-life situations — Child initiated A group of students want to set up a playdough modelling station. They count enough equipment for everyone to use.

Routines and transitionsThe teacher provides opportunities for students to count to and from 5.

Year 1Explore numbers 0 to 10 and introduce count on for addition

• Order numbers to 10 and identify the number before/after

• Show numbers on a number track and number line• Represent numbers in different ways (e.g. bundling

sticks, ten frame)

• 10 items hung on a line (e.g. socks/handkerchiefs/cut outs of shirts) numbered 1-10 and 10 pegs

• Dice (concrete or onscreen)• eBook — Six hungry monsters• Helpful information — Mental computation — Addition

strategy: Count on• Helpful information — Why do students need to make

mind pictures?• Helpful information — Simple finger and counting

rhymes• Helpful information — Sheet — Counting• Helpful information — Sheet — More finger rhymes• Helpful information — Video — Showing numbers with

MAB• Helpful information — Website — New Zealand Maths:

Number: Early Learning Progression• Learning object — The lolly jar• Learning object — Write on• Learning object — Number line• Learning object — Count on me!• Learning object — Count on with Fergus• Learning object — Number expander• Learning object — Hundred board• Learning object — Number trains


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http://au.ixl.com/math/kindergarten

http://au.ixl.com/math/kindergarten/represent-numbers-up-to-10




http://www.poissonrouge.com/123/

http://learningplace.eq.edu.au/cx/resources/items/116ddd4b-bf7b-bff9-c71c-f98aac807d00/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/4be3ca52-f696-83d1-1f82-688c95468b24/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/56f0be3b-d9b8-6d2c-fc75-a7b6802fb65c/0/MentalComp.pdf












http://learningplace.eq.edu.au/cx/resources/items/2182bc5c-93e5-3017-c9f2-61f5951cc640/1/ViewIMS.jsp



http://learningplace.eq.edu.au/cx/resources/items/a374321e-59e2-142e-2521-db360a749677/1/ViewIMS.jsp


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https://learningplace.eq.edu.au/cx/resources/items/90030de0-d6e0-7827-81fa-9dae6ff6a89e/4/viewIMS.jsp?.hb=true

• Write numbers • Locate numbers on a keyboard • Revise skip count by two• Introduce count on 1 and count on 2• Model count on to add using materials

Year 2Represent numbers beyond 100 and extend the count on strategy for addition

• Investigate 100• Explore multiples of 100 (up to 900)• Make different representations of multiples of 100• Compare and sequence multiples of 100• Explore numbers between 100 and 199 and represent

them in different ways• Revise and consolidate the count on 1 and 2 addition

strategy• Explore how the strategy can be extended to include

count on 1 ten and 2 tens• Use the count on strategy to solve addition problems

• Learning object — MAB (hundreds, tens and ones)• Linking cubes• MAB (for Year 2 only)• Make or draw a large number track on the floor• Material suitable for bundling into tens (e.g. iceblock

sticks, toothpicks, straws; rubber bands; zip lock bags)• Modelling equipment (e.g. playdough, boards, cutters,

knives)• Sheet — Ten frame• Sheet — Number tracks to 10• Sheet — Count on• Sheet — Place value mat (HTO)• Sheet — Numbers to 999• Sheet — Number chart 0–10• Toy farm animals and materials suitable for


beads, ring-pulls, iceblock sticks)• Website — Illuminations: Ten frame


1–10• Feedback sheet — Early number• Sheet — Multiples of 100• Supporting learning resource — Farmyard counting

and number texts

Lesson 3 PrepMatch numerals and collections to 5

• Match number names, numerals and collections to 5• Rearrange a quantity • Subitise small collections• Count and partition small collections to 5• Subitise and describe quantity (using ‘more and

• AV story — Double trouble• Helpful information — Mental computation — Addition

strategy: Doubles• Helpful information — Why do students need to make

mind pictures?• Helpful information — Addition and subtraction: A

guide for teachers, The improving Mathematics Education in School (TIMES) Project


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https://learningplace.eq.edu.au/cx/resources/items/9e4d7cc5-61cd-678b-c825-aae35d37d190/1/ViewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/0a6c6f15-ba85-49cb-6efb-c7de3c28cdc9/1/MY2_05_ACT_10Frame.pdf?.hb=true

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit07/docs/MY1_07_ACT_numtrack.pdf


https://learningplace.eq.edu.au/cx/resources/items/8fddc530-6ea3-2a45-4c32-4d237802b750/1/content/unit19/docs/MY2_19_CountOn.pdf

https://learningplace.eq.edu.au/cx/resources/items/b43b779e-b89c-e187-99b9-7384a59c29eb/1/docs/MY3_01_ACT_PVM_HTO.pdf




https://learningplace.eq.edu.au/cx/resources/items/b43b779e-b89c-e187-99b9-7384a59c29eb/1/docs/MY3_09_ACT_Number999.pdf


https://staff.learningplace.eq.edu.au/Pages/ResourceView.aspx?id=ec8b8935-f290-a600-61d5-36892a998eba&context=searchresult




http://illuminations.nctm.org/ActivityDetail.aspx?ID=75

http://learningplace.eq.edu.au/cx/resources/items/a136a64d-27b4-15c6-02f2-e1b394dcff56/0/ViewIMS.jsp




http://www.amsi.org.au/teacher_modules/pdfs/Addition_and_subtraction.pdf




fewer’)• Form/write numerals to 5

Contexts for learning:Real-life situations — Child-initiated A group of students want to set up a playdough modelling station. They count enough equipment for everyone to use.Routines and transitionsThe teacher provides opportunities for students to count to and from 5.

Year 1Explore addition

• Represent addition using materials• Represent addition problems (e.g. on an addition mat)• Count to solve addition problems represented with

materials• Represent additions with the same total (partition)• Read addition problems• Practise adding groups together

Year 2Represent numbers up to 999 and investigate doubles strategy for addition

• Explore numbers between 200 and 999• Represent these numbers in different ways• Explore doubles facts to 18• Represent doubles facts using concrete materials

• Helpful information — First Steps in Mathematics — Number: Book 2 (Understand operations, Calculate, Reason about number patterns) Department of Education and Training of Western Australia 2004, Key Understanding 1 pp. 12–13

• Learning object — Farm addition• Learning object — Introducing the addition concept• Learning object — Fact grid• Learning object — Balloon match• Learning object — Addition teddies• Learning object — Number expander• Learning object — Hundred board• Learning object — MAB• Learning object — Writing addition sentences• Linking cubes• MAB (for Year 2 only)• Material suitable for bundling into tens (e.g. iceblock

sticks, toothpicks, straws; rubber bands; zip lock bags)• Modelling equipment (e.g. playdough, boards, cutters,

knives)• Sheet — Empty jars• Sheet — Addition stories• Sheet — Addition mat• Sheet — Fish• Sheet — Number expander (HTO)• Sheet — Seeing double• Sheet — Place value mat (HTO)• Sheet — Numbers to 999• Sheets — Doubles chart to 10 and Doubles chart 12 to

18• Toy farm animals and materials suitable for


beads, ring-pulls, iceblock sticks)• Website — Robin doubles • Website — Illuminations: Ten frame


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http://funschool.kaboose.com/formula-fusion/games/game_farm_addition.html?g=add1_chick_ds3

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https://learningplace.eq.edu.au/cx/resources/items/fa608c02-1a4b-06f3-e60f-88d9ff0d17d8/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/59657e68-4c8b-2ae8-0543-2ebaf3cdd9c9/1/MY2_05_ACT_Jars.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit13/docs/MY1_13_ACT_addstor.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit13/docs/MY1_13_ACT_mat.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit14/docs/MY1_14_ACT_fish.pdf

https://learningplace.eq.edu.au/cx/resources/items/62a03203-eab9-a907-3fdf-22faf1f6b32a/1/content/unit09/docs/MY3_09_ACT_Expand.pdf




https://learningplace.eq.edu.au/cx/resources/items/8fddc530-6ea3-2a45-4c32-4d237802b750/1/content/unit05/docs/MY2_05_ACT_SeeDble.pdf







https://learningplace.eq.edu.au/cx/resources/items/8fddc530-6ea3-2a45-4c32-4d237802b750/1/content/unit05/docs/MY2_05_ACT_Doubles.pdf


https://learningplace.eq.edu.au/cx/resources/items/8fddc530-6ea3-2a45-4c32-4d237802b750/1/content/unit05/docs/MY2_05_ACT_Dbl12to18.pdf




http://www.ictgames.com/robindoubles.html


These resources are in development: • Feedback sheet — Early number• Feedback sheet: Counting

Lesson 4 PrepRepresent quantity with words and pictures

• Match number names, numerals and collections to 5• Write a caption to describe quantity • Discuss how numbers are represented

Contexts for learning:Investigations — Teacher–child initiatedStudents are exploring ways to use the IWB to create pictures. The teacher suggests representing some of the learning happening in the classroom to share with the school community.Routines and transitionsThe teacher provides opportunities for students to count to and from 5.

Year 1Explore subtraction and introduce count back for subtraction

• Act out subtraction problems• Represent subtraction with materials• Count to solve subtraction problems represented with

materials• Represent subtraction situations• Revise count on 1 and count on 2• Introduce and model count back to subtract using

materials

Year 2Represent numbers up to 999 and extend the count back strategy for subtraction

• Cupcakes cut from the sheet Count back cupcakes• Helpful information — Mental computation — Addition

strategy: Doubles and Subtraction strategy: Count back and count up

• Helpful information — Counting back• Helpful information — Addition and subtraction: A

guide for teachers, The improving Mathematics Education in School (TIMES) Project

• Helpful information — First Steps in Mathematics — Number: Book 2 (Understand operations, Calculate, Reason about number patterns) Department of Education and Training of Western Australia 2004, Key Understanding 1 pp. 12–13

• Learning object — Introducing subtraction• Learning object — Dice combo• Learning object — The lolly jar• Learning object — Working with subtraction• Learning object — Expanding numbers• Learning object — Take me away, Fergus• Learning object — Count on me!• Learning object — Number expander• Learning object — Hundred board• Learning object — Subtraction strategies• Learning object — MAB• Linking cubes• MAB (for Year 2 only)• Material suitable for bundling into tens (e.g. iceblock

sticks, toothpicks, straws; rubber bands; zip lock bags)• Sheet — Showing subtraction with pictures• Sheet — Number symbols 0 to 15• Sheet — Sheep• Sheet — Subtraction stories• Sheet — Number match cards (make four sets, cut out


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https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit26/docs/MY1_26_ACT_CtCupcakes.pdf


http://learningplace.eq.edu.au/cx/resources/items/840e2e4d-3343-9ace-0713-3f351698bc3b/1/MY1_26_SLC_countBack.pdf





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http://learningplace.eq.edu.au/cx/resources/items/60c25513-4d19-ff91-c9b7-a060c425b3c6/1/ViewIMS.jsp

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https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit15/docs/MY1_15_ACT_subtract.pdf





https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit16/docs/MY1_15_ACT_sheep.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit16/docs/MY1_15_ACT_stories.pdf

https://learningplace.eq.edu.au/cx/resources/items/1ecc55ed-7650-2f7a-d03b-49d77b983129/1/docs/MY3_10_ACT_matchcards.pdf

• Represent numbers using materials• Use standard partitioning of numbers (H/T/O)• Partition 3-digit numbers into hundreds, tens and ones,

tens and ones and ones • Revise and consolidate the count back 1 and 2 mental

subtraction strategy• Explore how the count back strategy can be extended

to include count back 1 ten or 2 tens• Use the strategy to solve subtraction problems

and place in a pile)• Sheet — Number expander (HTO)• Sheet — Place value mat (HTO)• Up to 50 counting items (e.g. counters, MAB ones,

beads, ring-pulls, iceblock sticks)• Website — IXL Kindergarten: Subtracting• Website — Count us in• Website — Soccer subtraction

These resources are in development: • Feedback sheet — Early number• Feedback sheet: Counting

Lesson 5 PrepRevise, reinforce and extend.

Year 1Revise, reinforce and extend.



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http://www.abc.net.au/countusin/games/game8.htm

http://www.ictgames.com/soccer_subtraction.html

Teaching Sequence


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Topic Time Topic Duration: 5 Lessons


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Lesson 6 PrepIntroduce days of the week

• Develop knowledge of the days of the week• Identify the days of the week in a story context• Begin tracking daily school activities to create a weekly

visual timetable

Contexts for learning:Investigations — Teacher initiatedStudents are asked to investigate their weekly routine at home in order to create a timetable.Routines and transitionsDuring routines and transitions, the teacher promotes an awareness of duration and sequence of events, linking o’clock times to familiar points throughout the school day.

Year 1Investigate calendars

• Investigate calendar features• Use a calendar to explore the days of the week and

the months of the year• Record significant events on a calendar

Year 2Investigate calendars

• Interpret calendars• Understand their uses• Use a calendar to revise days of the week and explore

months of the year

• Class calendar• Helpful information — Chapter 4: The opening,

Mathematics their way: ideas for calendar maths• Helpful information — Computer card — Using

Microsoft Publisher to create a calendar• Helpful information — Computer card — Using the

calendar on the computer (Windows XP)• Helpful information — Website — Victorian Education

Department: Awareness of time, Teaching strategies• Learning object — Clever calendar• Learning object — Maths — Sing it! (Songs, Days of

the week and Months of the year)• Rhyme — Days of the week• Sheet — Sequencing events• Sheet — Days of our week• Sheet — Days and time words• Sheet — Months• Song — Days of the week• Story — My wonderful week• Two different types of current yearly calendars

These resources are in development: • Feedback sheet — Days of the week • Laminated cards cut from Day and time words• Recording sheet — Things my family does• Supporting learning resource — Using units of

measurement — Time texts


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http://www.center.edu/pub/docs/Chapter4.pdf

http://learningplace.eq.edu.au/cx/resources/items/0b111783-7d18-2401-dbf3-7255edcad9f7/1/MY4_M_time_CC_calendar.pdf


http://learningplace.eq.edu.au/cx/resources/items/c4b80a5c-a8aa-d206-504e-c3d0778c99cc/1/MY4_M_time_CC_compcal.pdf





http://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/mcd/M05001P.htm#2

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https://learningplace.eq.edu.au/cx/resources/items/650d596d-472b-066f-086e-37d6360d474e/1/ViewIMS.jsp

http://www.learningplace.com.au/uploads/documents/store/doc_785_3014_Sequencing_events.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit01/docs/MY1_01_ACT_days.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit22/docs/MY1_22_ACT_NamesC.pdf

https://learningplace.eq.edu.au/cx/resources/items/8fddc530-6ea3-2a45-4c32-4d237802b750/1/content/unit01/docs/MY2_01_ACT_months.pdf

https://learningplace.eq.edu.au/cx/resources/items/cf5852fd-88e4-0eb4-6bf9-267658198eb5/1/ViewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/04d3889b-39f4-e5d4-4b50-ab420c3ac01f/1/ViewIMS.jsp


Lesson 7 PrepOrder the days of the week

• Identify the current day of the week• Apply time language words (e.g. today, yesterday,

tomorrow) • Apply time language words in a story context• Connect time language words to days of the week• Continue recording a weekly visual timetable

Contexts for learning:Investigations — Teacher initiatedStudents are asked to investigate their weekly routine at home in order to create a timetable.Routines and transitionsDuring routines and transitions the teacher promotes an awareness of duration and sequence of events, linking o’clock times to familiar points throughout the school day.

Year 1Explore months on a calendar

• Revise the features of a calendar• Name and recognise the months of the year• Measure duration (in months)• Explore the order of the months

Year 2Explore days and months on a calendar

• Name and order days and months• Investigate number of days in each month• Explore different ways days and dates are written on

calendars• Connect calendars and ordinal numbers (to 31st)

• Helpful information — Chapter 4: The opening, Mathematics their way: ideas for calendar maths

• Helpful information — Computer card — Using Microsoft Publisher to create a calendar

• Helpful information — Computer card — Using the calendar on the computer (Windows XP)

• Helpful information — Website — Victorian Education Department: Awareness of time, Teaching strategies

• Learning object — Clever calendar• Learning object — Maths — Sing it! (Songs, Days of

the week and Months of the year)• Rhyme — Days of the week• Sheet — Sequencing events• Sheet — Days of our week• Sheet — Days and time words• Sheet — Months• Sheet — One month• Song — Days of the week• Story — My wonderful week• Visual timetable for the week

These resources are in development: • Feedback sheet — Days of the week • Laminated cards cut from Day and time words• Recording sheet — Things my family does• Supporting learning resource — Using units of



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Lesson 8 PrepExplore and sequence events through a day

• Identify and discuss daily routines • Record and analyse a list of daily events• Link 'o'clock' times with familiar points in the day• Model familiar times using analogue and digital clocks • Order pictures to describe a daily sequence of events• Explain the sequence of events using language of time

Contexts for learning:Active learning (socio-dramatic) — Child initiated A student sets up a play corner where they enact their day. Other students indicate they would like to join in.Investigations — Teacher–child negotiatedIn the play corner, some students are making a pretend breakfast and getting ready for school. Through careful questioning, the teacher prompts the student to discuss similarities and differences in their morning routine and consider how their routines might differ from others.Routines and transitions The teacher establishes daily routines.

Year 1Investigate hours and o’clock

• Explore how time is shown on clocks• Recognise the features of analogue clocks• Use an analogue clock to read and show time to the

hour

Year 2Explore seasons

• Identify and order months according to weather patterns

• Investigate the four seasons and compare seasons with those used by Aboriginal and Torres Strait Islander communities

• Digital and analogue clocks• eBook — First day at school ... a Rosie and Wallace

story• Helpful information — Chapter 4: The opening,

Mathematics their way: ideas for calendar maths• Helpful information — Website — Victorian Education

Department: Awareness of time, Teaching strategies• Helpful information — Website — Australian

Government, Bureau of Meteorology: Indigenous seasonal descriptions

• Learning object — Clever calendar• Learning object — Maths — Sing it! (Song, Months of

the year)• Materials per student to make an analogue clock

(paper plate or cardboard circle, split pin, short and long hand cut from card)

• Sheet — Sequencing events• Sheet — Yu Lin’s day• Sheet — My day• Sheet — Months• Sheet — Four seasons picture cards• Song — Days of the week• Website — CGP Books: What’s the time Mr Wolf?

These resources are in development: • Feedback sheet: Sequencing everyday activities• Supporting learning resource — Using units of



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http://education.qld.gov.au/library/resource/eresources/vbook/rw/book_16_first/index.html






http://www.bom.gov.au/iwk/climate_culture/Indig_seasons.shtml








https://learningplace.eq.edu.au/cx/resources/items/3dd15a3b-21b4-2929-2dea-f72e7bff545f/1/u3-as-yulinsday.doc



https://learningplace.eq.edu.au/cx/resources/items/5c34ccf5-8545-b20e-4b00-a81d666f65e4/1/u3-as-myday.doc


https://learningplace.eq.edu.au/cx/resources/items/8fddc530-6ea3-2a45-4c32-4d237802b750/1/content/unit26/docs/MY2_26_ACT_Seasons.pdf


http://www.cgpbooks.co.uk/pages/interactiveElearning.asp?elearning=wolf




Lesson 9 PrepUse a visual timetable to record events

• Identify the current day of the week • Apply the language of time• Complete recording activities and add o’clock times to

the visual timetable• Discuss the seven days of the week and apply

language of time• Order the days of the week and apply language of time

Contexts for learning:Active learning (fantasy) — Child initiatedStudents are creating props to use for taking bookings in a hairdresser and restaurant.Routines and transitionsDuring routines and transitions the teacher promotes an awareness of duration and sequence of events, linking o’clock times to familiar points throughout the school day.

Year 1Read o’clock times and describe duration

• Revise how time is shown on analogue clocks• Read the time on digital clocks• Show how the same time is shown on an analogue

and digital clock• Identify when familiar events occur (to the hour)• Describe duration (in hours)

Year 2Use a calendar to order class events

• Identify days and dates using a calendar• List and order class/school events • Co-construct a class calendar for the month/year• Record personal days and dates for the year

• A paper plate analogue clock per student made in the previous lesson

• Class calendar• Digital and analogue clocks• Helpful information — Chapter 4: The opening,

Mathematics their way: ideas for calendar maths• Helpful information — Computer card — Using

Microsoft Publisher to create a calendar• Helpful information — Computer card — Using the

calendar on the computer (Windows XP)• Helpful information — Website — Victorian Education

Department: Awareness of time, Teaching strategies• Learning object — Clever calendar• Learning object — School day• Sheet — Day Train • Sheet — Sequencing events• Sheet — Days and time words• Visual timetable for the week• Website — IXL Maths (select Year 1 then the Time

activity ‘Match analog and digital clocks’)• Website — Clockworks (select the Telling the time

activity, ‘Medium stage’)

These resources are in development:

• Feedback sheet — Days of the week • Supporting learning resource — Using units of



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https://learningplace.eq.edu.au/cx/resources/items/dbbacc7d-8d1e-bdb7-ca1b-77d31aa78b8d/4/viewims.jsp

https://learningplace.eq.edu.au/cx/resources/items/a34c7620-34c2-8abb-221d-521e1482aad4/1/docs/MY1_02_ACT_train.pdf



http://au.ixl.com/

http://www.bbc.co.uk/schools/ks1bitesize/numeracy/

Teaching Sequence








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Teaching Sequence




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Lesson 11 PrepCount to 5 and to 10

• Revise counting sequence to 5 using a number track • Match pictorial and symbolic representations• Represent counting sequence 0–10 on a number track

Contexts for learning:Real-life situations — Child initiatedA student asks the teacher if her father can come to the class and teach everyone a counting rhyme her dad said when he was young.Routines and transitionsThe teacher provides opportunities for students to count to and from 10.

Year 1Recognise and model numbers to 20

• Consolidate numbers 0 to 10• Recognise and model numbers 11 to 20• Represent numbers to 20 in different ways• Match different representations of numbers 11 to 20• Recognise and read numbers 11 to 20

Year 2Represent numbers up to 999 and apply doubles strategy

• Identify numbers up to 999• Read and write numbers• Represent numbers in different ways (e.g. using

concrete materials, on a number expander, MAB)• Explore double facts extensions

• Abacus• Helpful information — Mental computation — Addition

and subtraction strategies: Doubles• Helpful information — Simple finger and counting

rhymes• Helpful information — Sheet — More finger rhymes• Helpful information — Website — NCETM: Counting

with Miss Count• Helpful information — Website — New Zealand Maths:

Number: Early Learning Progression• Learning object — Abacus• Learning object — Fact grid• Learning object — Hundred board• Learning object — MAB• Learning object — 9 sided dice• Linking cubes, counters, bundling material• MAB (for Year 2 only)• Pictures cut from Number chart 0–10• Prepare a large number track (0 to 10)• Sheet — Number pictures 0 to 15 • Sheet — Number symbols 0 to 15• Sheet — Number words 0 to 15• Sheet — Symbols, words and pictures for 16 to 20• Sheet — Place value mat (HTO) (one per student)• Sheet — Numbers to 999 (one per student)


1–10• Feedback sheet: Counting 2


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https://www.ncetm.org.uk/resources/28712





http://learningplace.eq.edu.au/cx/resources/items/0e03a860-5233-f25e-aceb-da43a50d0df3/1/ViewIMS.jsp




https://learningplace.eq.edu.au/cx/resources/items/b991a8ad-a7a1-2a6e-a0ad-4f509d682ef3/1/ViewIMS.jsp














https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit25/docs/MY1_25_ACT_numberC.pdf










Lesson 12 PrepIdentify collections to count

• Reinforce the number names sequence from 0–10 • Identify grouping and count collections

Contexts for learning:Active learning (fantasy) — Teacher–child negotiated Some students were singing and saying rhymes with toys and puppets. The teacher uses this opportunity to introduce number songs and rhymes.Routines and transitions<The teacher provides opportunities for students to count to and from 10.

Year 1Represent, read and write numbers 11 to 20

• Identify and read numbers 11 to 20• Compare and describe numbers 11 to 20• Represent numbers 11 to 20 in different ways

Year 2Compare and order numbers up to 999 and introduce near doubles

• Investigate digit value rearrangement between H/T/O• Order and compare numbers using materials• Consolidate doubles +1 and extensions• Consolidate doubles -1 and extensions

• Helpful information — Mental computation — Addition and subtraction strategies: Doubles


• Helpful information — Sheet — More finger rhymes• Helpful information — Website — NCETM: Counting


Number: Early Learning Progression• Learning object — Number line• Learning object — Fact grid• Learning object — Maths — Sing it! (Songs, Five little

monkeys jumping on the bed, Five little monkeys sitting in a tree, Ten in the bed, Ten little meerkats)

• Learning object — Hundred board• Learning object — Doubles take-away facts• Learning object — Doubles and near doubles• Learning object — MAB (concrete or onscreen)• Linking cubes, counters, bundling material• MAB (for Year 2 only)• Make a large number line (about 5 m) on the floor

using masking tape or chalk. Use a starting number of 250 and a finishing number of 300. Mark increments of ones (small vertical lines) and tens (large vertical lines). Do not label the increments with numbers.

• Sheet — I know about doubles• Sheet — Number pictures 0 to 15 • Sheet — Number symbols 0 to 15• Sheet — Number words 0 to 15• Sheet — Symbols, words and pictures for 16 to 20• Sheet — Number line: 0 to 1 000


1–10• Feedback sheet: Counting 2


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https://learningplace.eq.edu.au/cx/resources/items/e20d161e-3edf-447a-cd71-de77b0d99d1d/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/9e4d7cc5-61cd-678b-c825-aae35d37d190/1/ViewIMS.jsp?backto=close

https://learningplace.eq.edu.au/cx/resources/item/tips/1b46df7f-5a04-ea6a-0f15-a3fdd71b3a97/1/docs/MY2_05_ACT_IknowDb.pdf

















https://learningplace.eq.edu.au/cx/resources/items/62a03203-eab9-a907-3fdf-22faf1f6b32a/1/content/unit09/docs/MY3_01_ACT_NumLine1-1000.pdf




• Learning object — The crowd went wild

Lesson 13 PrepCount using one-to-one correspondence

• Practise counting in sequence and showing collections • Compare and match collections• Create collections of concrete materials up to 10

Contexts for learning:Active learning (fantasy) — Teacher–child negotiated Some students were singing and saying rhymes with toys and puppets. The teacher uses this opportunity to introduce number songs and rhymes.Routines and transitionsThe teacher provides opportunities for students to count to and from 10.

Year 1Position, order and partition numbers to 20

• Order and locate numbers to 20 on a number track and number line

• Order different representations of numbers to 20• Partition numbers 11 to 20 (e.g. using cube trains)• Represent numbers to 20 (e.g. using bundling

materials, using a place value mat)

Year 2Represent and partition numbers up to 999 and use 10s facts

• Represent numbers using materials• Use standard partitioning of numbers (H/T/0)• Partition 3-digit numbers in hundreds, tens and ones,

tens and ones and ones • Introduce 10 facts and extensions• Model number facts (e.g. using a ten frame)

• A number track with 20 spaces (large enough for students to stand in)

• Helpful information — Mental computation — Addition and subtraction strategies: Doubles


• Helpful information — Sheet — More finger rhymes• Helpful information — Website — NCETM: Counting


Number: Early Learning Progression• Learning object — Addition stories• Learning object — Make 10 • Learning object — Rainbow 10 facts• Learning object — Number line• Learning object — Expanding numbers• Learning object — Fact grid• Learning object — Maths — Sing it! (Songs, Five little

monkeys jumping on the bed, Five little monkeys sitting in a tree, Ten in the bed, Ten little meerkats)

• Learning object — Number expander• Learning object — Hundred board• Learning object — Number trains• Learning object — MAB• Linking cubes, counters, bundling material• MAB (for Year 2 only)• Objects to count (e.g. pencils, toys, blocks, counters)• Sheet — Ten frame (one per student)• Sheet — Place value mat (TO)• Sheet — Number pictures 0 to 15• Sheet — Number track to 20 (one per student)• Sheet — Number symbols 0 to 15• Sheet — Number words 0 to 15• Sheet — Number mat• Sheet — It’s my number


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http://learningplace.eq.edu.au/cx/resources/item/sdelo/9585f89c-fc0b-620e-04d1-0b8e958c2a19/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/item/sdelo/ceff483e-ddbc-3320-4afd-52492182eaaa/1/ViewIMS.jsp


http://learningplace.eq.edu.au/cx/resources/items/48d4bfb1-e60a-5d73-162c-02a7ad25c5fe/1/ViewIMS.jsp














http://learningplace.eq.edu.au/cx/resources/item/tips/0a6c6f15-ba85-49cb-6efb-c7de3c28cdc9/1/MY2_05_ACT_10Frame.pdf






http://learningplace.eq.edu.au/cx/resources/items/fa5e22da-41cf-26db-e0a1-c6e0a2b93843/1/MY2_02_ACT_20track.pdf











https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit25/docs/MY1_25_ACT_myNum.doc



• Sheet — Symbols, words and pictures for 16 to 20• Sheet — Flowers in vases• Sheet — Jigsaw squares• Sheet — Number expander (HTO)• Sheet — Place value mat (HTO)• Sheet — Numbers to 999• Website — Caterpillar slider

These resources are in development: • Feedback sheet: Counting 2


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https://learningplace.eq.edu.au/cx/resources/items/27bcbfe6-0101-6a63-7da7-a019345c0594/1/docs/MY2_05_ACT_Vases.pdf

https://learningplace.eq.edu.au/cx/resources/items/27bcbfe6-0101-6a63-7da7-a019345c0594/1/docs/MY2_10_ACT_Jigsaw.pdf











http://www.ictgames.com/caterpillar_slider.html

Teaching Sequence




Lesson 14 PrepInvestigate numbers — Number advertisement

• Apply understanding of numbers to 10 by creating an advertisement to ‘sell’ three numbers between 0 and 10

Contexts for learning:Investigations —Teacher initiatedA student talks about an advertisement they have seen. The teacher recognises this as an opportunity for making advertisements for numbers.Routines and transitionsThe teacher provides opportunities for students to view advertisements in print media.

Year 1 Investigate numbers — Number advertisement

• Apply understanding of numbers to 20 by creating an advertisement to ‘sell’ three numbers between 11 and 20

Year 2Investigate numbers — Number advertisement, and consolidate computation strategies

• Apply understanding of numbers to 999 by creating an advertisement to ‘sell’ three numbers from 0 to 999

• Explore doubles +1, doubles -1, 10s facts, fact families• Calculate answers by choosing an appropriate strategy

• Concrete materials to show numbers (linking cubes, counters, MAB — Year 2 only)

• Equipment needed for creating advertisements (poster paper, computer software)

• Examples of advertisements (e.g. shopping catalogues, for sale signs, ads in print media)

• Learning object — Fact grid • Learning object — Doubles take-away facts • Learning object — Doubles and near doubles


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Teaching Sequence








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Teaching Sequence

Topic Location and transformation Topic Duration: 5 Lessons



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Lesson 16 Prep Explore positional language

• Introduce and model words to describe position in stories (between, near, forwards, towards, next to)

• Play position games (e.g. treasure hunt, ‘where’s my home?’)

• Classify objects according to their location• Encourage students to describe spatial relationships

using positional words

Contexts for learning:Real-life situationsStudents are asked to describe positional words when setting a table with plate, knife, fork, cup, spoon and placemat.Routines and transitionsStudents are asked, using positional language, to go to the sports oval.

Year 1Explore language used to describe location and direction

• Explore the everyday language of location and direction

• Explore left and right• Reinforce understanding of position and movement

words

Year 2Explore following directions

• Reinforce left, right, clockwise and anticlockwise• Act out movements and directions given by teacher

(e.g. turn right, move one square, turn left, move two squares)

• Describe different pathways to reach a position

• A story to discuss positional language (e.g. Rosie’s walk by Ruth Gledhill; Hairy Maclary from Donaldson’s Dairy by Lynley Dodd; Hairy Maclary’s Bone by Lynley Dodd; Counting on Frank by Rod Clement; Where is the green sheep by Mem Fox; Alexander’s outing by Pamela Allen)

• Helpful information — For information on using programmable robots refer to: Interactive learning in the early phase

• Learning object — Positions• Learning object — The sunken treasure• Learning object — In the garden shed• Learning object — Set the table• Optional — Programmable floor robots• Sheet — Direction words• Sheet — Hokey pokey (instructions and words)• Sheet — Position and movement words• Sheet — Puzzle pieces


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http://www.learningplace.com.au/deliver/content.asp?pid=38840


http://learningplace.eq.edu.au/cx/resources/item/sdelo/82062138-d1b8-f5b7-237c-7b6019c1409e/0/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/1e872367-3c17-6ffd-74bc-dc544657f625/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/b5272c13-bdf5-1baf-5638-c8fbd7917655/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/c6fbf98c-f3de-cfe7-3ae2-cdca9018fb81/1/ViewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit24/docs/MY1_24_ACT_Direction.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit24/docs/MY1_24_ACT_HokeyPokey.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit24/docs/MY1_24_ACT_Position.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit24/docs/MY1_24_ACT_Puzzle.pdf

Teaching Sequence




Lesson 17 PrepUse positional language

• Introduce and model words to describe position (above, below, under, over, on top of)

• Play position games (e.g. pass the ball either under or over)

• Explain directions• Encourage students to describe spatial relationships

using positional words


Year 1Explore clockwise and anticlockwise

• Give and follow directions using position and movement words

• Explore clockwise and anticlockwise

Year 2Follow and give directions

• Create dance moves • Describe the moves using the language of location



• Learning object — Positions• Learning object — Dance moves• Learning object — The sunken treasure• Learning object — In the garden shed• Learning object — Set the table• Optional — Programmable floor robots• Sheet — Direction words• Sheet — Hokey pokey (instructions and words)• Sheet — Position and movement words• Sheet — Puzzle pieces


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Lesson 18 PrepExplore right and left

• Introduce and model words to describe position (right, left)

• Identify right and left (e.g. play ‘Simon says’, trace around right or left hand)

• Put hand prints labelled ‘right’ and ‘left’ on either side of the classroom door at students’ eye level

• Encourage students to describe spatial relationships using positional words


Year 1 Follow and give directions

• Reinforce the everyday language of location, movement and direction

• Describe position

Year 2Investigate ‘bird’s-eye’ view

• Discuss and observe bird’s-eye view• Identify what objects can be seen in an aerial

picture/photo of a familiar place e.g. an area in the classroom

• Make a model of the aerial view seen using concrete materials and a grid

• Position and locate features on a floor plan



• Learning object — Position• Learning object — The bathroom• Learning object — Positions• Learning object — Dance moves• Learning object — The sunken treasure• Learning object — What’s for dinner?• Learning object — In the garden shed• Learning object — Set the table• Learning object — Which route?• Optional — Programmable floor robots• Sheet — Direction words• Sheet — Hokey pokey (instructions and words)• Sheet — Position and movement words• Sheet — Puzzle pieces• Sheet — Bird’s eye view of a room


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http://learningplace.eq.edu.au/cx/resources/item/sdelo/7302a942-820b-fbfa-19f0-73a5fe5c7863/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/item/sdelo/78bbc859-c362-f8d9-f54b-3d5cdadeb0e0/1/ViewIMS.jsp




http://learningplace.eq.edu.au/cx/resources/items/a31ff823-f832-419c-ff85-c43ed9a228ff/1/ViewIMS.jsp





http://learningplace.eq.edu.au/cx/resources/items/da2017f7-b747-90c6-dd99-450a90f53cea/1/ViewIMS.jsp





https://learningplace.eq.edu.au/cx/resources/items/3534b561-7a29-2a03-089c-7f62743f272a/1/docs/MY2_18_ACT_room.pdf




Lesson 19 PrepDescribe movement using positional language

• Introduce and model words to describe position (forwards, towards)

• Move to different positions in the playground, following an obstacle course

• Encourage students to describe spatial relationships using positional words


Year 1 Follow and give directions

• Follow and give directions to position objects• Use the language of direction and movement to

describe pathways

Year 2Use a simple map to follow and give directions

• Identify features on a simple map• Visualise pathways on a map• Give and follow directions using a map • Create a simple map to show position, direction and

movement



• Learning object — Position• Learning object — The bathroom• Learning object — Positions• Learning object — Dance moves• Learning object — The sunken treasure• Learning object — What’s for dinner?• Learning object — In the garden shed• Learning object — Set the table• Learning object — Which route?• Optional — Programmable floor robots• Sheet — Direction words• Sheet — Hokey pokey (instructions and words)• Sheet — Position and movement words• Sheet — Puzzle pieces• Sheet — Map of Marvo Park• Sheet — Bird’s eye view of a room


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https://learningplace.eq.edu.au/cx/resources/items/3534b561-7a29-2a03-089c-7f62743f272a/1/docs/MY2_18_ACT_park.pdf




Teaching Sequence




Lesson 20 PrepRevise, reinforce and extend (5 of 5).

Year 1Revise, reinforce and extend (5 of 5).

Year 2Revise, reinforce and extend (5 of 5).


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Teaching Sequence

Topic Patterns and algebra Topic Duration: 5 Lessons



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Lesson 21 PrepCounting

• Identify number of letters in names• Count letters and compare quantities

Contexts for learning:Active learning (socio-dramatic) — Child initiated Students want to set up a restaurant. They are collecting and counting the items they will need.Routines and transitionsThe teacher provides opportunities for students to practise using mathematical language (more, less, same as, not the same as).

Year 1Investigate repeating patterns

• Identify and read repeating patterns• Identify the repeating unit• Copy and extend sound and movement patterns, and

object patterns • Create patterns with objects and identify the unit that

repeats

Year 2Identify and use 2s, 5s and 10s counting sequences to 100

• Use skip counting to identify the 2s, 5s and 10s number sequences

• Show counting sequences in a variety of ways (e.g. on a hundred board, a number track, a number line and calculator)

• Equipment for restaurant (eg. plates, cups, cutlery, placemats)

• Helpful information — Website — New Zealand Maths: Number: Early Learning Progression

• Learning object — Monster choir: Look and listen• Learning object — Sound and movement patterns• Learning object — Hundred board and calculator

combo• Learning object — The super sequencer• Learning object — Hundred board (concrete, onscreen

or print)• Name strip of each student’s first name (large font

size, so each letter can be cut out individually and the name reassembled)

• Objects to make patterns (e.g. counters, linking cubes, counting bears, coins, beads, buttons, pasta in various shapes)

• Paper or card suitable for displaying reassembled name strip

• Sheet — Missing elements• Sheet — Number chart• Stimulus picture — Patterns• Stimulus picture — Repeating patterns• Website — Simple patterns• Website — ABC: Count us in — game 2 (select ‘easy

game’)

These resources are in development: • Feedback sheet — More or less


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http://learningplace.eq.edu.au/cx/resources/items/9f184656-23b0-4829-227c-a9b01f76150f/0/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/e96d6e2c-e371-2f37-1177-88de482a01c6/1/ViewIMS.jsp


http://www.amblesideprimary.com/ambleweb/mentalmaths/supersequencer.html

http://learningplace.eq.edu.au/cx/resources/items/45dc336e-bfb3-6650-8f97-a5ba35215b15/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/item/7a4d3983-a2d1-8ffc-6dfb-1ea33d0e88a7/bbcbc4b0-6792-f52c-4f46-6d67f8dd855d/1/MY2_03_ACT_100board.pdf

https://learningplace.eq.edu.au/cx/resources/items/0773e4e4-416a-23c8-1282-41dc068c55c5/1/docs/MY1_03_ACT_missele.pdf

https://staff.learningplace.eq.edu.au/ResourceClickThru.axd?id=ec8b8935-f290-a600-61d5-36892a998eba

https://learningplace.eq.edu.au/cx/resources/items/0773e4e4-416a-23c8-1282-41dc068c55c5/1/docs/pattern.pdf

https://learningplace.eq.edu.au/cx/resources/items/0773e4e4-416a-23c8-1282-41dc068c55c5/1/docs/RptUnits.pdf

http://www.ngfl-cymru.org.uk/vtc/simple_patterns/eng/Introduction/default.htm






Lesson 22 PrepSort and classify according to quantity

• Sort and classify names• Sort names based on quantity • Label quantities

Contexts for learning:Investigations — Child initiatedA student has brought in their marble collection. Other students are then interested in sharing their collections as well. They ask the teacher if they can set up a display of their collections.Routines and transitionsThe teacher provides opportunities for students to practise using mathematical language (more, less, same as, not the same as).

Year 1Explore repeating and growing patterns

• Create and extend repeating patterns• Describe, copy, create and extend growing patterns

Year 2Counting sequences ( 2s, 5s and 10s) beyond 100

• Consolidate 2s, 5s and 10s counting patterns to 1000• Count forwards and backwards from different starting

points• Identify patterns in the 2s, 5s and 10s counting

sequences • Identify missing elements in a number pattern• Play skip counting games

• Helpful information — Patterning• Helpful information — Website — New Zealand Maths:

Number: Early Learning Progression• Learning object — The super sequencer• Learning object — Number line• Learning object — Hundred board (concrete, onscreen

or print)• Objects to make patterns (e.g. counters, linking cubes,

counting bears, coins, beads, buttons, pasta in various shapes)

• Reassembled name cards from the previous lesson• Sheet — Number track to 100 (cut and glue)• Sheet — Number chart• Helpful information — AV — Growing patterns• Helpful information — Sheet — Counting in twos• Helpful information — Sheet — Growing patterns



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https://learningplace.eq.edu.au/cx/resources/items/56e62a20-fc4a-f68d-507e-986913320ff1/1/viewIMS.jsp






https://learningplace.eq.edu.au/cx/resources/items/b839a1ca-f702-c609-c2f4-c9bcc5b799f3/1/ViewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/77a4b163-a798-ed19-4c68-8cc16d91816b/1/MY1_21_SLC_Count2s.pdf

http://learningplace.eq.edu.au/cx/resources/items/9f1505d7-f9ad-e240-21f5-b77643bbaa2d/1/MY1_18_SLC_GrowPatt.pdf


Lesson 23 PrepCompare the size of groups

• Sort and classify name cards • Compare quantities • Identify quantities

Contexts for learning:Investigations — Child initiatedA student has brought in their collection of marbles. Other students are then interested in sharing their collections as well. They ask the teacher if they can set up a display of their collections.Routines and transitionsThe teacher provides opportunities for students to practise using mathematical language (more, less, same as, not the same as).

Year 1Connect growing patterns with number patterns

• Consolidate understanding of growing patterns• Explore, describe and copy growing patterns with

objects and numbers • Create and extend growing patterns with objects and

numbers

Year 2Investigate the 3s counting sequence

• Explore the 3s counting sequence• Identify patterns in the 3s counting sequence• Identify missing elements in a number pattern• Count forwards and backwards using 3s• Play skip counting games

• Helpful information — Patterning• Helpful information — AV — Growing patterns• AV story— Katy’s day at the beach • Helpful information — Sheet — Counting in twos• Helpful information — Sheet — Growing patterns• Helpful information — Website — New Zealand Maths:

Number: Early Learning Progression• Learning object — Hundred board and calculator

combo• Learning object — The super sequencer• Learning object — Number line• Learning object — Hundred board (concrete, onscreen

or print)• Number cards• Objects to make patterns (e.g. counters, linking cubes,


• Paper or card suitable for writing signs• Reassembled name cards from the previous lesson• Sheet — Number track to 100 (cut and glue)• Sheet — Number chart• Space for laying out name cards• Student collections



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Lesson 24 Prep Compare and order groups

• Apply knowledge of fewer and more• Use mathematical language to discuss the name card

groups• Apply mathematical knowledge to arrange groups

Contexts for learning:Real-life situations — Teacher initiated The teacher develops students’ comparison skills and language by taking advantage of day-to-day opportunities.Routines and transitionsThe teacher provides opportunities for students to practise using mathematical language (more, less, same as, not the same as).

Year 1Create, describe and extend number patterns

• Consolidate understanding of growing patterns• Translate a growing pattern into a number pattern• Create, describe and extend number patterns• Skip count by 2s, 5s and 10s

Year 2Counting sequences (2s, 3s, 5s and 10s) to 1 000

• Revise 2s, 3s, 5s and 10s counting sequences• Identify missing elements in a number pattern• Count forwards and backwards from different starting

points• Play counting games

• Helpful information — Patterning• AV story— Katy’s day at the beach • AV — Growing patterns• Helpful information — Sheet — Counting in twos• Helpful information — Sheet — Growing patterns• Helpful information — Website — New Zealand Maths:

Number: Early Learning Progression• Learning object — Hundred board and calculator

combo• Learning object — The super sequencer• Learning object — Number line• Learning object — Hundred board (concrete, onscreen

or print)• Number cards (refer to resources in use around

classroom)• Objects to make patterns (e.g. counters, linking cubes,


• Paper or card suitable for writing signs• Reassembled name cards from the previous lesson• Sheet — Number track to 100 (cut and glue)• Sheet — Number chart• Space for laying out name cards• Student collections



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Teaching Sequence

Topic Patterns and algebra Topic Duration: 5 Lessons







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ResourcesUnit Plan Section Resource Resource

BankAttachment* Uploaded by

Priorities Mth_YP-7ml_SemesterPlan.doc Corporate

Mth_YP-7ml_U1_MeasurementGeometry.pdf Corporate

Mth_YP-7ml_U1_NumberAlgebra.pdf Corporate

Mth_YP-7ml_U1_StatisticsProbability.pdf Corporate

Sequence Number and place value: Bounce the ball

Number and place value: Counting rhyme — Forward and backward counting 1–10

Number and place value: Feedback sheet — Early number

Number and place value: Feedback sheet: Counting

Number and place value: Feedback sheet: Counting 2

Number and place value: Learning object — The crowd went wild

Number and place value: Sheet — Multiples of 100

Number and place value: Supporting learning resource — Farmyard counting and number texts

Patterns and algebra: Feedback sheet — More or less

Time: Feedback sheet — Days of the week

Time: Feedback sheet: Sequencing everyday activities

Time: Laminated cards cut from Day and time words

Time: Recording sheet — Things my family does


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Unit Plan Section Resource Resource Bank

Attachment* Uploaded by

Time: Supporting learning resource — Using units of measurement — Time texts

Location and transformation: A story to discuss positional language (e.g. Rosie’s walk by Ruth Gledhill; Hairy Maclary from Donaldson’s Dairy by Lynley Dodd; Hairy Maclary’s Bone by Lynley Dodd; Counting on Frank by Rod Clement; Where is the green sheep by Mem Fox; Alexander’s outing by Pamela Allen)

Location and transformation: Helpful information — For information on using programmable robots refer to: Interactive learning in the early phase

Location and transformation: Learning object — Position

Location and transformation: Learning object — The bathroom

Location and transformation: Learning object — Positions

Location and transformation: Learning object — Dance moves

Location and transformation: Learning object — The sunken treasure

Location and transformation: Learning object — What’s for dinner?

Location and transformation: Learning object — In the garden shed

Location and transformation: Learning object — Set the table

Location and transformation: Learning object — Which route?

Location and transformation: Optional — Programmable floor robots

Location and transformation: Sheet — Direction words

Location and transformation: Sheet — Hokey pokey (instructions and words)

Location and transformation: Sheet — Position and movement words


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Location and transformation: Sheet — Puzzle pieces

Location and transformation: Sheet — Map of Marvo Park

Location and transformation: Sheet — Bird’s eye view of a room

Number and place value: 10 items hung on a line (e.g. socks/handkerchiefs/cut outs of shirts) numbered 1-10 and 10 pegs

Number and place value: 10 toys (dolls, teddy bears, superhero figures) with body part pairs (arms, legs, eyes, ears)

Number and place value: A counting book for numbers to 10 or an online counting book such as Waldo, One, Two, Three by Hans Wilhelm or Ten little bunnies by Nurit Karlin (count backwards)

Number and place value: A number track with 20 spaces (large enough for students to stand in)

Number and place value: Abacus

Number and place value: AV story — Double trouble

Number and place value: Concrete materials to show numbers (linking cubes, counters, MAB — Year 2 only)

Number and place value: Cupcakes cut from the sheet Count back cupcakes

Number and place value: Cut out the representations of numbers 1 to 10 from:

Sheet — Number pictures 0 to 15Sheet — Number symbols 0 to 15Sheet — Number words 0 to 15Sheet — Dots 0 to 15

Number and place value: Dice (concrete or onscreen)


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https://learningplace.eq.edu.au/cx/resources/items/3534b561-7a29-2a03-089c-7f62743f272a/1/docs/MY2_18_ACT_park.pdf




http://www.childrensbooksforever.com/Childrenpics/WALDO%20123.pdf



http://learningplace.eq.edu.au/cx/resources/items/a136a64d-27b4-15c6-02f2-e1b394dcff56/0/ViewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit26/docs/MY1_26_ACT_CtCupcakes.pdf




















Number and place value: eBook — The crowd went wild

Number and place value: eBook — Six hungry monsters

Number and place value: Equipment needed for creating advertisements (poster paper, computer software)

Number and place value: Examples of advertisements (e.g. shopping catalogues, for sale signs, ads in print media)

Number and place value: Helpful information — Place value to 99

Number and place value: Helpful information — Mental computation — Addition and subtraction strategies: Doubles

Number and place value: Helpful information — Mental computation — Addition strategy: Count on

Number and place value: Helpful information — Mental computation — Addition strategy: Doubles

Number and place value: Helpful information — Mental computation — Addition strategy: Doubles and Subtraction strategy: Count back and count up

Number and place value: Helpful information — Counting back

Number and place value: Helpful information — Why do students need to make mind pictures?

Number and place value: Helpful information — Simple finger and counting rhymes

Number and place value: Helpful information — Addition and subtraction: A guide for teachers, The improving Mathematics Education in School (TIMES) Project


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http://learningplace.eq.edu.au/cx/resources/items/23ad1ab4-4c43-c3b2-3bab-a16e0091eaa3/1/ViewIMS.jsp?backto=close

http://learningplace.eq.edu.au/cx/resources/items/4be3ca52-f696-83d1-1f82-688c95468b24/1/ViewIMS.jsp







http://learningplace.eq.edu.au/cx/resources/items/840e2e4d-3343-9ace-0713-3f351698bc3b/1/MY1_26_SLC_countBack.pdf











Number and place value: Helpful information — First Steps in Mathematics — Number: Book 2 (Understand operations, Calculate, Reason about number patterns) Department of Education and Training of Western Australia 2004, Key Understanding 1 pp. 12–13

Number and place value: Helpful information — Farmyard counting and number texts

Number and place value: Helpful information — Sheet — Counting in twos

Number and place value: Helpful information — Sheet — Counting

Number and place value: Helpful information — Sheet — More finger rhymes

Number and place value: Helpful information — Video — Showing numbers with MAB

Number and place value: Helpful information — Website — NCETM: Counting with Miss Count

Number and place value: Helpful information — Website — New Zealand Maths: Number: Early Learning Progression

Number and place value: Helpful information — Website — State Government Victoria: Whisper Count

Number and place value: Learning object — Farm addition

Number and place value: Learning object — Addition stories

Number and place value: Learning object — Make 10

Number and place value: Learning object — Introducing subtraction

Number and place value: Learning object — Abacus

Number and place value: Learning object — Dice combo


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http://funschool.kaboose.com/formula-fusion/games/game_farm_addition.html?g=add1_chick_ds3

http://learningplace.eq.edu.au/cx/resources/item/sdelo/9585f89c-fc0b-620e-04d1-0b8e958c2a19/1/ViewIMS.jsp



http://learningplace.eq.edu.au/cx/resources/items/0ca5369e-5d84-900e-fe0a-edea66f2cf32/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/0e03a860-5233-f25e-aceb-da43a50d0df3/1/ViewIMS.jsp




Number and place value: Learning object — Introducing the addition concept

Number and place value: Learning object — The lolly jar

Number and place value: Learning object — Write on

Number and place value: Learning object — Write on (Numbers)

Number and place value: Learning object — Rainbow 10 facts

Number and place value: Learning object — Number line

Number and place value: Learning object — Working with subtraction

Number and place value: Learning object — Expanding numbers

Number and place value: Learning object — Birthday cards

Number and place value: Learning object — Take me away, Fergus

Number and place value: Learning object — Count on me!

Number and place value: Learning object — Number expander: Tens and ones

Number and place value: Learning object — Fact grid

Number and place value: Learning object — Count on with Fergus

Number and place value: Learning object — Counting in 2s

Number and place value: Learning object — Balloon match

Number and place value: Learning object — Maths — Sing it! (Song, Ten little meerkats)


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http://learningplace.eq.edu.au/cx/resources/items/13e2f057-5e41-908a-7ec9-00a3b078e38a/1/ViewIMS.jsp








http://learningplace.eq.edu.au/cx/resources/items/60c25513-4d19-ff91-c9b7-a060c425b3c6/1/ViewIMS.jsp


http://learningplace.eq.edu.au/cx/resources/items/79ee9906-2bcb-513b-d679-c04813b15220/1/ViewIMS.jsp

http://learningplace.eq.edu.au/cx/resources/items/8799c5a1-7083-9414-bd76-5df0b9a234cc/1/ViewIMS.jsp







http://learningplace.eq.edu.au/cx/resources/items/af38cced-3051-2c7f-144b-5672d51ee850/0/ViewIMS.jsp




http://learningplace.eq.edu.au/cx/resources/items/bfb599b7-b272-240c-c471-8d520840448f/1/ViewIMS.jsp







Number and place value: Learning object — Maths — Sing it! (Songs, Five little monkeys jumping on the bed, Five little monkeys sitting in a tree, Ten in the bed, Ten little meerkats)

Number and place value: Learning object — Addition teddies

Number and place value: Learning object — Number expander

Number and place value: Learning object — Hundred board

Number and place value: Learning object — Doubles take-away facts

Number and place value: Learning object — Subtraction strategies

Number and place value: Learning object — Number trains

Number and place value: Learning object — MAB

Number and place value: Learning object — MAB (hundreds, tens and ones)

Number and place value: Learning object — 9 sided dice

Number and place value: Learning object — Doubles and near doubles

Number and place value: Learning object — Writing addition sentences

Number and place value: Learning object — Hundred board (onscreen or print)

Number and place value: Learning object — MAB (concrete or onscreen)

Number and place value: Learning object — Number expander (onscreen)

Number and place value: Linking cubes

Number and place value: Linking cubes, counters, bundling material

Number and place value: MAB (for Year 2 only)


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https://learningplace.eq.edu.au/cx/resources/items/6e2f1281-8073-6984-b97b-88160c68197a/1/ViewIMS.jsp







https://learningplace.eq.edu.au/cx/resources/items/fa608c02-1a4b-06f3-e60f-88d9ff0d17d8/1/ViewIMS.jsp



http://learningplace.eq.edu.au/cx/resources/items/9e4d7cc5-61cd-678b-c825-aae35d37d190/1/ViewIMS.jsp?backto=close

http://learningplace.eq.edu.au/cx/resources/items/040ef15a-e32c-249b-b299-da88a69a978c/1/ViewIMS.jsp



Number and place value: Make a large number line (about 5 m) on the floor using masking tape or chalk. Use a starting number of 250 and a finishing number of 300. Mark increments of ones (small vertical lines) and tens (large vertical lines). Do not label the increments with numbers.

Number and place value: Make or draw a large number track on the floor

Number and place value: Material suitable for bundling into tens (e.g. iceblock sticks, toothpicks, straws; rubber bands; zip lock bags)

Number and place value: Modelling equipment (e.g. playdough, boards, cutters, knives)

Number and place value: Objects to count (e.g. pencils, toys, blocks, counters)

Number and place value: Pictures cut from Number chart 0–10

Number and place value: Prepare a large number track (0 to 10)

Number and place value: Sheet — Ten frame (one per student)

Number and place value: Sheet — Empty jars

Number and place value: Sheet — Counting in twos

Number and place value: Sheet — Place value mat (one per student)

Number and place value: Sheet — Place value mat (TO)

Number and place value: Sheet — Number track to 100 (cut and glue)

Number and place value: Sheet — Number track to 20 (one per student)

Number and place value: Sheet — I know about doubles

Number and place value: Sheet — Ten frame


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http://learningplace.eq.edu.au/cx/resources/item/tips/0a6c6f15-ba85-49cb-6efb-c7de3c28cdc9/1/MY2_05_ACT_10Frame.pdf

http://learningplace.eq.edu.au/cx/resources/items/59657e68-4c8b-2ae8-0543-2ebaf3cdd9c9/1/MY2_05_ACT_Jars.pdf








https://learningplace.eq.edu.au/cx/resources/item/tips/1b46df7f-5a04-ea6a-0f15-a3fdd71b3a97/1/docs/MY2_05_ACT_IknowDb.pdf

https://learningplace.eq.edu.au/cx/resources/items/0a6c6f15-ba85-49cb-6efb-c7de3c28cdc9/1/MY2_05_ACT_10Frame.pdf?.hb=true



Number and place value: Sheet — Writing 1, 4 and 6


Number and place value: Sheet — Dominoes to 9


Number and place value: Sheet — Number tracks to 10

Number and place value: Sheet — Addition stories

Number and place value: Sheet — Addition mat

Number and place value: Sheet — Fish

Number and place value: Sheet — Showing subtraction with pictures

Number and place value: Sheet — Number symbols 0 to 15

Number and place value: Sheet — Sheep

Number and place value: Sheet — Subtraction stories

Number and place value: Sheet — Number pictures 0 to 15

Number and place value: Sheet — Number words 0 to 15

Number and place value: Sheet — 10 frame

Number and place value: Sheet — Number mat

Number and place value: Sheet — It’s my number

Number and place value: Sheet — Symbols, words and pictures for 16 to 20


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https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit13/docs/MY1_13_ACT_addstor.pdf


https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit14/docs/MY1_14_ACT_fish.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit15/docs/MY1_15_ACT_subtract.pdf





https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit16/docs/MY1_15_ACT_sheep.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit16/docs/MY1_15_ACT_stories.pdf









https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit20/docs/MY1_20_ACT_10frame.pdf

https://learningplace.eq.edu.au/cx/resources/items/0ee2c95f-a6ed-159c-fe75-24e8145d2cf1/1/content/unit20/docs/MY1_20_ACT_10frame.pdf











Number and place value: Sheet — Number match cards (make four sets, cut out and place in a pile)

Number and place value: Sheet — Flowers in vases

Number and place value: Sheet — Jigsaw squares

Number and place value: Sheet — Number line: 0 to 1 000

Number and place value: Sheet — Number expander (HTO)

Number and place value: Sheet — Seeing double

Number and place value: Sheet — Count on

Number and place value: Sheet — Place value mat (HTO)

Number and place value: Sheet — Place value mat (HTO) (one per student)

Number and place value: Sheet — Numbers to 999

Number and place value: Sheet — Numbers to 999 (one per student)

Number and place value: Sheet — More finger rhymes

Number and place value: Sheet — Simple finger and counting rhymes

Number and place value: Sheet — Number chart 0–10

Number and place value: Sheets — Doubles chart to 10 and Doubles chart 12 to 18

Number and place value: Toy farm animals and materials suitable for constructing farmyards

Number and place value: Up to 50 counting items (e.g. counters, MAB ones, beads, ring-pulls, iceblock sticks)


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https://learningplace.eq.edu.au/cx/resources/items/1ecc55ed-7650-2f7a-d03b-49d77b983129/1/docs/MY3_10_ACT_matchcards.pdf

https://learningplace.eq.edu.au/cx/resources/items/27bcbfe6-0101-6a63-7da7-a019345c0594/1/docs/MY2_05_ACT_Vases.pdf

https://learningplace.eq.edu.au/cx/resources/items/27bcbfe6-0101-6a63-7da7-a019345c0594/1/docs/MY2_10_ACT_Jigsaw.pdf









https://learningplace.eq.edu.au/cx/resources/items/8fddc530-6ea3-2a45-4c32-4d237802b750/1/content/unit05/docs/MY2_05_ACT_SeeDble.pdf

https://learningplace.eq.edu.au/cx/resources/items/8fddc530-6ea3-2a45-4c32-4d237802b750/1/content/unit19/docs/MY2_19_CountOn.pdf



























Number and place value: Website — IXL Kindergarten: Subtracting

Number and place value: Website — IXL Maths (Select the Numbers and counting up to 10 activity ‘Represent numbers — up to 10’ and the Skip counting activities)

Number and place value: Website — Count us in

Number and place value: Website — Caterpillar slider

Number and place value: Website — Robin doubles

Number and place value: Website — Soccer subtraction

Number and place value: Website — Illuminations: Ten frame

Number and place value: Website — Poisson Rouge: 1 2 3

Number and place value: Website — State Government Victoria: Whisper Count

Patterns and algebra: AV story— Katy’s day at the beach

Patterns and algebra: Equipment for restaurant (eg. plates, cups, cutlery, placemats)

Patterns and algebra: Helpful information — Patterning

Patterns and algebra: Helpful information — AV — Growing patterns

Patterns and algebra: Helpful information — Sheet — Growing patterns

Patterns and algebra: Helpful information — Sheet — Counting in twos

Patterns and algebra: Helpful information — Website — New Zealand Maths: Number: Early Learning Progression


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http://www.ictgames.com/caterpillar_slider.html

http://www.ictgames.com/robindoubles.html

http://www.ictgames.com/soccer_subtraction.html


http://www.poissonrouge.com/123/














Patterns and algebra: Hundred board (concrete, onscreen or print)

Patterns and algebra: Learning object — Monster choir: Look and listen

Patterns and algebra: Learning object — Sound and movement patterns

Patterns and algebra: Learning object — Hundred board and calculator combo

Patterns and algebra: Learning object — The super sequencer

Patterns and algebra: Learning object — Number line

Patterns and algebra: Learning object — Hundred board (concrete, onscreen or print)

Patterns and algebra: Name strip of each student’s first name (large font size, so each letter can be cut out individually and the name reassembled)

Patterns and algebra: Number cards

Patterns and algebra: Number cards (refer to resources in use around classroom)

Patterns and algebra: Objects to make patterns (e.g. counters, linking cubes, counting bears, coins, beads, buttons, pasta in various shapes)

Patterns and algebra: Paper or card suitable for displaying reassembled name strip

Patterns and algebra: Paper or card suitable for writing signs

Patterns and algebra: Reassembled name cards from the previous lesson

Patterns and algebra: Sheet — Number track to 100 (cut and glue)

Patterns and algebra: Sheet — Missing elements


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http://learningplace.eq.edu.au/cx/resources/items/9f184656-23b0-4829-227c-a9b01f76150f/0/ViewIMS.jsp








https://learningplace.eq.edu.au/cx/resources/items/0773e4e4-416a-23c8-1282-41dc068c55c5/1/docs/MY1_03_ACT_missele.pdf



Patterns and algebra: Sheet — Number pictures 0–10

Patterns and algebra: Sheet — Number chart

Patterns and algebra: Space for laying out name cards

Patterns and algebra: Stimulus picture — Patterns

Patterns and algebra: Stimulus picture — Repeating patterns

Patterns and algebra: Student collections

Patterns and algebra: Website — Simple patterns

Patterns and algebra: Website — ABC: Count us in — game 2 (select ‘easy game’)

Time: A paper plate analogue clock per student made in the previous lesson

Time: Class calendar

Time: Digital and analogue clocks

Time: eBook — First day at school ... a Rosie and Wallace story

Time: Helpful information — Chapter 4: The opening, Mathematics their way: ideas for calendar maths

Time: Helpful information — Computer card — Using Microsoft Publisher to create a calendar

Time: Helpful information — Computer card — Using the calendar on the computer (Windows XP)

Time: Helpful information — Using units of measurement — Time texts


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https://learningplace.eq.edu.au/cx/resources/items/0773e4e4-416a-23c8-1282-41dc068c55c5/1/docs/pattern.pdf

https://learningplace.eq.edu.au/cx/resources/items/0773e4e4-416a-23c8-1282-41dc068c55c5/1/docs/RptUnits.pdf

http://www.ngfl-cymru.org.uk/vtc/simple_patterns/eng/Introduction/default.htm


















Time: Helpful information — Website — Victorian Education Department: Awareness of time, Teaching strategies

Time: Helpful information — Website — Awareness of time, Victorian Education Department

Time: Helpful information — Website — Australian Government, Bureau of Meteorology: Indigenous seasonal descriptions

Time: Learning object — Clever calendar

Time: Learning object — Maths — Sing it! (Song, Months of the year)

Time: Learning object — Maths — Sing it! (Songs, Days of the week and Months of the year)

Time: Learning object — School day

Time: Materials per student to make an analogue clock (paper plate or cardboard circle, split pin, short and long hand cut from card)

Time: Rhyme — Days of the week

Time: Sheet — Sequencing events

Time: Sheet — Days of our week

Time: Sheet — Days and time words

Time: Sheet — Yu Lin’s day

Time: Sheet — My day

Time: Sheet — Months

Time: Sheet — One month


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https://learningplace.eq.edu.au/cx/resources/items/dbbacc7d-8d1e-bdb7-ca1b-77d31aa78b8d/4/viewims.jsp








https://learningplace.eq.edu.au/cx/resources/items/5c34ccf5-8545-b20e-4b00-a81d666f65e4/1/u3-as-myday.doc


https://learningplace.eq.edu.au/cx/resources/items/8fddc530-6ea3-2a45-4c32-4d237802b750/1/content/unit26/docs/MY2_26_ACT_OneMonth.pdf



Time: Sheet — Four seasons picture cards

Time: Sheet — Day Train

Time: Song — Days of the week

Time: Story — My wonderful week

Time: Two different types of current yearly calendars

Time: Visual timetable for the week

Time: Website — IXL Maths (select Year 1 then the Time activity ‘Match analog and digital clocks’)

Time: Website — Clockworks (select the Telling the time activity, ‘Medium stage’)

Time: Website — CGP Books: What’s the time Mr Wolf? * Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.


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https://learningplace.eq.edu.au/cx/resources/items/8fddc530-6ea3-2a45-4c32-4d237802b750/1/content/unit26/docs/MY2_26_ACT_Seasons.pdf

https://learningplace.eq.edu.au/cx/resources/items/a34c7620-34c2-8abb-221d-521e1482aad4/1/docs/MY1_02_ACT_train.pdf



http://au.ixl.com/

http://www.bbc.co.uk/schools/ks1bitesize/numeracy/




AssessmentAssessment Task Summary Type Learning Areas Status Date

Interviews (Yr PY) Monitoring MATHEMATICS Unscheduled TBA

Discuss with students’ their understanding of sequencing daily events:• What do you need to do first in the morning?• What do you do next, what is the second job you do?• What is the last thing you do before you leave for school?

Observation and consultation (Yr PY) Monitoring MATHEMATICS Unscheduled TBA

Collect information about students understanding of:• one-to-one correspondence• counting in 1s• use of positional language.

Observation and consultation (Yr 01, 02) Monitoring MATHEMATICS Unscheduled TBA

Collect information about students’ understanding of:• skip counting in 2s, 5s and 10s• place value concepts• computation strategies to solve addition and subtraction problems• telling the time• duration of events.


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AssessmentAssessment Task Summary Type Learning Areas Status Date

Student work samples (Yr PY) Monitoring MATHEMATICS Unscheduled TBA

Check student understanding of:• use of subitisation• matching the days of the week to familiar events• comparing collections using ‘more’ and ‘fewer’• position words such as ‘between’ and ‘next to’.

Check understanding using annotated work samples and checklists.

Questions to guide information to be collected include:• Did you know some numbers just by looking?• How many do you have altogether?• Who has more? How do you know?• What is next to the door?

Student work samples (Yr 01, 02) Monitoring MATHEMATICS Unscheduled TBA

Check student understanding of:• writing digits, number names and symbols• numbers and the quantities they represent• addition and subtraction• simple maps.

Check understanding using:• students’ books and worksheets• drawings and models that represent quantities • drawings, models and photos of representations of addition and subtraction problems• drawings of simple maps.


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No Curriculum Tracking information found that was applicable to this curriculum plan and specified criteria.


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OneSchool Unit Plan

Documents

Transcript of OneSchool Unit Plan