Mathematics Weekly Overview - Year 1AWEEK 2 LEARNING FOCUS LESSON OVERVIEW RESOURCES

Monday

Time:

NUMBERS & ALGEBRA

ONE-DIGIT NUMBERS:Structured doubles-based patterns on ten-frames:

1,2,3,4 0 5,6,7,8,9

Review Prior Learning: LM provides number symbol, word and objects matching games for group rotations Learners discuss mathematical thinking as they participate in group rotations LM continues to formatively assess learners through observations New Learning: LM introduces the structured doubles-based pattern of the ten-frame: LM reviews counting objects in random patterns LM introduces structured ten-frame patterns for one-digit numbers 1-4 Learners make and recognise number patterns 1-4 on ten-frame templates Learners write (or trace) number symbols and words 1-4 on ten-frame templates LM contrasts 0 as an empty ten-frame, representing ‘none of something’ Learners write (or trace) number symbol and word for 0 LM introduces structured ten-frame patterns for one-digit numbers 5-9 Learners make and recognise number patterns 5-9 on ten-frame templates Learners write (or trace) number symbols and words 5-9 on ten-frame templates LM provides groups with large laminated ten-frames, counters and markers Learners challenge group peers to represent selected numbers 0-9 on ten-frame LM informally assesses students’ understanding by observing group interactionsConclusion: Students play Ten-Frame Bingo in groups, discussing mathematical thinking and

consolidating understanding of new concept

FOR REVIEW OF PRIOR LEARNING: Number symbol, word and objects gamesFOR WHOLE-CLASS LEARNING: Electronic whiteboard: Virtual Manipulatives Ten-Frame Games

FOR INDIVIDUAL LEARNING: ten-frame templatesten-frame counterscoloured markers

FOR GROUP LEARNING: large laminated ten-frameslarge cardboard ‘dots’coloured marker pensTen-Frame Bingo

Tuesday

Time:

NUMBERS & ALGEBRA

ONE-DIGIT NUMBERSNumber order & sequencing:

one more, one less counting on,

counting back ordinal numbers

Review Prior Learning: New Learning: Conclusion:

Wednesday

Time:

See pp 15-16 for number lines

NUMBERS & ALGEBRA

ONE-DIGIT NUMBERS

Number line: 0 - 9 locate numbers one more, one less counting on,

counting back ordinal numbers

Review Prior Learning:Using games … for FUN and social element to introduce maths session … Learners use ten-frames to identify numbers one more and one less Learners add or remove counters from ten-frames to count on and

backNew Learning: LM introduces number line as a visual tool for sequencing numbers: Learners are issued with a 0 – 9 number line initially this will be the crocodile

numbers printable – for desks Then learners guided through segmented number line templates and

exemplars (maybe electronic whiteboard first) to learn how to identify one more and one less

Then learners try this on templates at desk (guided) (questions) and then in groups as a game / discussion

Back to desks LM does same for counting on and counting back Learners practise at desks to start their mathematical thinking Learners work at this in groups to discuss their ideas and learn socaillyConclusion:

This is a completed, commercial product as attractive desktop resource.Learners can be issued with paper versions for exercises.

Crocodile Numbers number line for desk

Thursday

Time:

MEASUREMENT & GEOMETRY

EXPLORING SHAPES:

Identify and describe shapes

Visually process shapes Explore shapes using

ICTs

I AM CHOOSING TO DO SHAPES BEFORE MEASUREMENT SO AS TO GIVE KIDS EXPERIENCE AT RECOGNISING DIFFERENT ATTRIBUTES OF SHAPE – THERE WILL BE INFORMAL TALK ABOUT LENGTH, HEIGHT ETC WHEN COUNTING SIDES, COMPARING SIDES AND SO ON, WHICH WILL TIE INTO THE MEASUREMENT TOPICS AHEAD. I think this would also be good process in subsequent weeks, to use the shapes learning to prepare them for the attribute to be measured the next day.ALSO SHAPE WILL BE A BIT OF A REST AFTER 3 DAYS OF SOLID NUMBER LEARNING, BEFORE LAUNCHING INTO SLIGHTLY MORE DIFICULT CONCEPT OF MEASUREMENT (THOUGH LESS EFFORT NEEDED for both of these THAN FOR NUMBER CONCEPTS – WHICH IS WHY I HAVE INCLUDED THOSE IN EARLIER DAYS OF WEEK BEFORE KIDS GET TIRED

Review Prior Learning:Will review number line here even though it is not directly related to the day’s lesson focus – because it is always good to touch back on work learned within a short time frame, to consolidate the new knowledge. (Number lines and numbers will also be re-capped briefly in the conclusion of Friday’s measurement lesson to review all week’s learning and prepare for WEEK 3).How I will do this - I’m thinking after briefly looking at Crocodile number line, I can draw attention to the ‘squares’ the numbers sit within (on the

Get ideas from this link and then incorporate this resource if you think it’s relevantShapes and colours overlay play cards

croc)to introduce SHAPE LESSON. What other shapes are there? And then launch into lesson focus …

New Learning: Items from term plan will be put in step-by-steps here with a bit more detail, including some great resources

SHOULD START PHOTOGRAPHS FOR GROUP POSTER EXERCISE

Provide time for rotationsProvide time for ICTsMaybe work samples – labelling exercise? Cut and paste. Fun and engaging though – not black and white! Maybe the ‘Cut Out Shapes’ on next page – kids could cut them out (good fine motor practise) and cut labels out then create an art work and paste labels on an example of each shape.

Conclusion:

THERE WILL BE INFORMAL TALK ABOUT LENGTH, HEIGHT ETC WHEN COUNTING SIDES AND SO ON, WHICH WILL TIE INTO THE MEASUREMENT TOPICS AHEAD.

Groups Games Here to consolidate lesson learning, discuss math concepts and thinking, and HAVE FUN!

Friday

Time:

MEASUREMENT & GEOMETRY

MEASUREMENT:

ATTRIBUTE OF LENGTH:

Identify attribute of length Use direct comparison &

sequence lengths Introduce informal units of

measurement Explore length using ICTs

Review Prior Learning:Talk about shapes we learned about yesterday.Manipulation of different shaped items and/or games with same to start lesson in a fun way and have kids talk about their mathematical thinking. Could even incorporate a ‘Find Me’ game (something like each learner pulling a shape template out of a bag and searching the classroom for as many things as they can find in that shape. Then a presentation time, to share all shapes once more. Observations by LM. Use this to introduce measurement lesson for today – length – draw attention to the edges/lengths of items found, asking appropriate questions to get kids thinking about measurement – is this as big as that? How would you describe thse in relation to each other, for example, I might say this one is shorter than that one – hat do I mean? Get them to come up with LONGER …. Lead into length – how can I tell how long something is?

New Learning:

Do items in term plan in step-by-steps and expand a bit with resourcesProvide rotations and time for ICTs

Conclusion: TIE INTO 0-9 AND NUMBER LINE CONCEPTS COVERED EARLIER IN THE WEEK… LIKE AN EARLY ‘RULER’ EXERCISE, BUT DON’T EXPLICITLY PRESENT IT THAT WAY - LETS PLACE OUR PENCILS ON OUR CROCODILE NUMBER LINES, WITH THE END ON ZERO, LIKE THIS (MODEL THIS) … HOW MANY NUMBERS LONG IS YOUR PENCIL? WHOSE PENCIL REACHES ALL THE WAY FROM 0 TO 9? NO-ONES? I’M NOT SURPRISED; THAT WOULD BE A VEEEEEEERY LONG PENCIL WOULDN’T IT? OK, HANDS UP IF YOU PENCIL REACHES FROM 0 TO 2? AND SO ON … USE LONGER ITEMS – KIDS CAN SELECT OWN ITEMS TO SEE IF THEY ARE SAME LENGTH AS NUMBER LINE OR LONGER OR SHORTER (DIRECT COMPARISON)

(THIS EXERCISE RECAPS NUMBERS AND NUMBER LINES AS REVIEW OF WEEK JUST GONE, AND PREP FOR WEEK AHEAD)

Crocodile Numbers

Ladybird Number Flashcards

Cut out Shapes

Shapes and Colours Play Cards