EDCU11022 - Numeracy in Action

Assessment Item1: Group Written Task

Groups Members: Kristi Bourke, Kristy Egan, Fiona Gately

Collaborative Platform Link: On the Drawing Board

Semester 2, 2014

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Year 1 Australian Curriculum: Mathematics Term 1 OverviewSource: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation–10,<www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.

School name Unit title Duration of unit

Regatta Waters Primary School Number Champions for Life! 10 Weeks

Unit outline

FIONA WILL DO THIS

2 | Year 1 Term Overview Australian Curriculum: Mathematics

Identify Curriculum

CONTENT DESCRIPTIONS TO BE TAUGHT GENERAL CAPABILITIES &CROSS-CURRICULUM PRIORITIESNumber and Algebra Measurement and Geometry

Number and place value (ACMNA012)

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:

developing fluency with forwards and backwards counting in meaningful contexts such as circle games

Number and place value (ACMNA013)

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line:

modelling numbers with a range of materials and images

identifying numbers that are represented on a number line and placing numbers on a prepared number line

Number and place value (ACMNA014)

Count collections to 100 by partitioning numbers using place value:

understanding partitioning of numbers and the importance of grouping in tens

understanding two-digit numbers as comprised of tens and ones/units

Patterns and algebra (ACMNA018)

Investigate and describe number patterns formed by skip counting and patterns with objects:

investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

Using units of measurement (ACMMG019)

Measure and compare the lengths and capacities of pairs of objects using uniform informal units: understanding that in order to compare

objects, the unit of measurement must be the same size

Shape (ACMMG022)

Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features:

focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'

LITERACY Word Knowledge: understand learning area

vocabulary Composing texts through speaking, writing and

creating: compose texts; compose spoken, written, visual and multimodal learning area texts

Grammar knowledge: use knowledge of words and word groups; use knowledge of sentence structures

Visual Knowledge: understand how visual elements create meaning

Text Knowledge: use knowledge of text structures; use knowledge of text cohesion

NUMERACY Estimating and calculating with whole numbers:

understand and use numbers in context Recognising and using patterns and relationships:

recognise and use patterns and relationships Using measurement: estimate and measure with

metric units

CRITICAL AND CREATIVE THINKING

Inquiring – identifying, exploring and organising information and ideas: organise and process information; identify and clarify information and ideas

INTERCULTURAL UNDERSTANDING Recognising culture and developing respect:

explore and compare cultural knowledge, beliefs and practices

PROFICIENCIESQueensland Studies Authority January 2012 | 3

Identify Curriculum

Understanding: Connecting names, numerals and quantities

Partitioning numbers in various ways

Fluency: Counting number in sequences readily forward and backwards

Locating numbers on a line

Problem Solving: Using materials to model authentic problems

Using familiar counting sequences to solve unfamiliar problems

Discussing the reasonableness of the answer

Reasoning: Explaining direct and indirect comparisons of length using uniform informal units

Explaining patterns that have been created

ACHIEVEMENT STANDARDBy the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They

recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects .

Students describe data displays. Students count to and from 100 and locate numbers on a number line . They carry out simple additions and subtractions using

counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on

lengths and capacities using informal units. They tell time to the half hour. They use the language of direction to move from place to place. Students classify

outcomes of simple familiar events. They collect data by asking questions and draw simple data displays.

4 | Year 1 Term Overview Australian Curriculum: Mathematics

RELEVANT PRIOR CURRICULUM CURRICULUM WORKING TOWARDS

AUSTRALIAN CURRICULUM: MATHEMATICS - FOUNDATION YEAR CONTENT DESCRIPTORS : ACMNA001: Establish understanding of the language and processes of

counting by naming numbers in sequences, initially to and from 20, moving from  any starting point

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

ACMNA003: Subitise small collections of objects ACMNA289: Compare, order and make correspondences between

collections, initially to 20, and explain reasoning ACMMG006: Use direct and indirect comparisons to decide which is

longer, heavier or holds more, and explain reasoning in everyday language

ACMMG009: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment

PROFICIENCY STRANDS : Understanding: connecting names, numerals and quantities Fluency: counting numbers in sequences, continuing patterns, and

comparing the lengths of objects Problem Solving: using materials to model authentic problems,

sorting objects, using familiar counting sequences to solve unfamiliar problems, and discussing the reasonableness of the answer

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

ACHIEVEMENT STANDARD : Make connections between number names, numerals and quantities

up to 10 Compare objects using mass, length and capacity Count to and from 20 and order small collections Group objects based on common characteristics and sort shapes and

objects

AUSTRALIAN CURRICULUM: MATHEMATICS - YEAR 2 CONTENT DESCRIPTORS : ACMNA026: Investigate number sequences, initially those increasing and

decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences

ACMNA027: Recognise, model, represent and order numbers to at least 1000 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones

to facilitate more efficient counting ACMNA035: Describe patterns with numbers and identify missing elements ACMMG037: Compare and order several shapes and objects based on length,

area, volume and capacity using appropriate uniform informal units ACMMG038: Compare masses of objects using balance scales ACMMG042: Describe and draw two-dimensional shapes, with and without digital

technologies ACMMG043: Describe the features of three-dimensional objects

PROFICIENCY STRANDS : Understanding: connecting number calculations with counting sequences,

partitioning and combining numbers flexibly Fluency: counting numbers in sequences readily, using informal units iteratively

to compare measurements Problem Solving: formulating problems from authentic situations, making models

and using number sentences that represent problem situations, 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

ACHIEVEMENT STANDARD : Recognise increasing and decreasing number sequences involving 2s, 3s and 5s Represent multiplication and division by grouping into sets Identify the missing element in a number sequence Recognise the features of three-dimensional objects Cunt to and from 1000 Perform simple addition and subtraction calculations using a range of strategies Order shapes and objects using informal units Draw two-dimensional shape

BRIDGING CONTENT Identify bridging content (knowledge, skills and processes) needed to address the gaps in student

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understandings.

The Australian Curriculum: Mathematics Foundation Year Achievement Standard (ACARA, n.d.) states that by the end of Foundation Year students should be able to: make connections between number names, numerals and quantities up to 10; compare objects using mass, length and capacity; group objects based on common characteristics and sort shapes and objects; answer simple questions to collect information. These are the elements most relevant to the following Term Overview, since the focus is primarily on the Number and Algebra strand of the curriculum, interspersed with some elements of Measurement and Geometry. During the first week of Term 1 (Year 1), LM provides the opportunity for learners to review Foundation Year mathematical concepts, through participating in a variety of informal group rotations. As group members engage with tasks and discuss individual mathematical thinking with their peers, LM gathers information to determine each student’s level of understanding. Once LM has established a good idea of which students are at the appropriate standard, and which students are struggling to understand concepts that are pre-requisites for knowledge developed in Year 1, LM develops a plan of action. Students who are able to self-direct and review prior knowledge with peers, are allowed ‘free time’ to engage in the variety of activities and games on offer. This allows LM time to support and scaffold the learning of those students who have been identified as struggling with basic concepts. Counting and number recognition are paramount. LM works closely with the identified group of learners, using many concrete materials to develop a thorough understanding of 1:1 correspondence when counting, and understanding that the last number counted tells ‘how many’. LM also assists this group of learners to identify basic shapes through handling shape manipulatives, discussing the features of shapes, and playing simple shape bingo and snap games. LM scaffolds with a high degree of support to begin with, gradually withdrawing support as learners are able to perform these tasks unaided. LM re-assesses levels of understanding within this cohort regularly to determine appropriate supplementary materials and activities to incorporate into subsequent lesson plans.

LINKS TO OTHER LEARNING AREAS Explain how this unit links to other learning areas.

TECHNOLOGY : Students are exposed to and engage with a variety of ICTs during mathematics learning experiences. These include: whole-class interactive whiteboard activities facilitated by the LM to introduce and model new mathematical concepts; use of interactive on-line mathematics games to explore, practise and consolidate learning of new mathematical concepts; use of iPads and associated mathematical applications to extend on mathematical thinking and consolidate learning. Learners also develop skills in using digital cameras and iPods as they capture images to produce visual representations of mathematical thinking and concepts; and then learn the associated skills of downloading and printing photographs. Through such activities, students develop basic skills for using ICTs across all learning areas, such as: signing in to computer networks; using links to navigate around the internet; and acquiring the necessary eye-hand coordination to operate a mouse and use a keyboard. ENGLISH : Students engage with and enhance their skills in using a variety of text types during mathematics learning experiences, as they explore number symbols, words and visual representations. Experience is gained in interpreting both written and spoken texts, as well as multimedia output. Students’ receptive language skills are extended as they listen to and comprehend spoken language of the LM, teacher aides, parent helpers, and peers as they participate in group discussions about mathematical thinking and concepts. Students are able to demonstrate their developing ability to express mathematical thinking as they participate in class and group discussions, using mathematical language. ART : Students participate in hands-on art and craft experiences which allow them to express their creativity while demonstrating their understanding of mathematical concepts. SCIENCE : The field of science offers an infinite range of engaging topics through which to develop rich and authentic mathematical learning experiences. Students incidentally learn science facts, for example, as they count not just ‘butterflies’, but ‘Ulysses butterflies’ which prefer tropical rainforest climates. SUSTAINABILITY: The philosophy of ‘Reduce, Re-use, Recycle’ is promoted as students engage in activities that incorporate recycling of materials to enhance their learning.

6 | Year 1 Term Overview Australian Curriculum: Mathematics

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ASSESSMENT MAKE JUDGMENTSASSESSMENT DESCRIPTION ASSESSMENT DATE

KRISTI WILL FINISH THE ASSESSMENT

SECTION

Kristi,Do we provide links here to your assessment tasks? Or attach them afterwards? Will have to read task sheet again, won’t I?

These assessment tools will provide evidence on-going throughout the unit of work that relate to week learning objectives that link to Curriculum descriptors included in this term plan

Number and place value (ACMNA012)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: •developing fluency with forwards and backwards counting in meaningful contexts such as circle games Number and place value (ACMNA013)

Learners will be given opportunities to demonstrate their knowledge, skills and understanding through a range of diagnostic, formative and summative assessment tasks. The assessment will be collated in a portfolio of work which includes:

work samples photographs of students demonstrating their skills mid-term formative assessment task Summative Problem Solving Task – “The Grocery Shop”

FORMATIVE ASSESSMENTWORK SAMPLES A variety of written work samples will be added to learners’ assessment portfolios. This allows students a variety of opportunities to demonstrate knowledge, skills and understandings in ways that optimise their success and learning strengths. Work samples may include: worksheets, posters, cut and paste examples, drawings, counting representations (number lines, hundred’s beads,

WHOLE CLASS DISCUSSIONS

VISUAL ASSESSMENT TOOLS - PHOTOGRAPHS AND VIDEOPhotographs of students working through rotational activities and hands-on or kinaesthetic tasks. These can be used as evidence of learning each week. Provide time to video (have ESO assist) when implementing whole class discussions. Visual assessment will provide evidence of students using critical thinking and reasoning skills as they discuss what they know and understand.

On-going during the unit of work

On-going during the unit of work

8 | Year 1 Term Overview Australian Curriculum: Mathematics

ASSESSMENT MAKE JUDGMENTS

SUMMATIVE ASSESSMENTMID-TERM SUMMATIVE ASSESSMENT TOOLS Clever Counting TaskLearners will work through a one on one teacher/ student conference which focuses predominantly on Number and Algebra content descriptors from the Australian Curriculum, and provides opportunities for students to demonstrate their understanding of number, number sequences, representing numbers on a number line, identifying and creating skip counting patterns, one and two digit numbers, and place value. This assessment task will also provide opportunity for learners to demonstrate their skills in relation to the Curriculum Proficiency Strands. A rubric is provided for the LM to make appropriate judgements of student learning.

Shape Treasure HuntStudents are given an opportunity during this week to work in collaborative groups to complete this task. Students engage in a treasure hunt around their school to identify, label and sort a variety of 2D shapes in their environment into groups depending on their unique properties. They must present their findings to the class in video format (iPad). The video will form part of an oral assessment in both Mathematics and English. Students will be assessed based on their ability to identify and name 2D shapes, and on their ability to use appropriate mathematical language when discussing sorting strategies.

Learners will recognise names and find simple 2D shapes (square, circle, rectangle, triangle, cube, spere, con)Use shapes to make models and pictures. Recreate patterns, and describe them. Talk about, recognise and group shapes found in the environment according to their properties. Use language such as edges, faces, corners, circle, triangle, square

Measuring My FriendsStudents will view an animated PowerPoint that tells the story of Finley the Fish, who measures his sea friends. The story gives learners an opportunity to analyse, and then demonstrate, their understanding of the difference between comparing according to direct comparison, and measuring with non-standard units of measurement. Students work through the interactive story and answer questions along the way that will provide LM with evidence of their learning, and allow students to use mathematical terminology to show their problem solving abilities. In practical contexts, learners understand and begin to use vocabulary when making direct comparisons in length, mass and capacity (e.g. more or less, heavier or lighter). Suggest non-standard uniform measures to estimate then measure in practical situations. Use language such as ‘more’ or ‘less’, ‘greater’ or ‘smaller’ to compare

Week 6

Week 6

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line:•modelling numbers with a range of materials and images•identifying numbers that are represented on a number line and placing numbers on a prepared number lineNumber and place value (ACMNA014)Count collections to 100 by partitioning numbers using place value:•understanding partitioning of numbers and the importance of grouping in tens •understanding two-digit numbers as comprised of tens and ones/units

Shape (ACMMG022)Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features:•focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'

Using units of measurement (ACMMG019)Measure and compare the lengths and capacities of pairs of objects using uniform informal units: •understanding that in order to compare objects, the unit of measurement must be the same size

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ASSESSMENT MAKE JUDGMENTStwo numbers. Use language such as ‘more’ or ‘less’, ‘longer’ or ‘shorter’,‘heavier’ or ‘lighter’ to compare two quantities. Use language such as ‘square, triangle, circle’ or ‘bigger larger, smaller’ to describe the shape and size of solids and flat shapes.

END OF TERM SUMMATIVE ASSESSMENT TOOL The Grocery ShopThis task provides students with an opportunity to engage in a rich task with “real-world” problems to solve as the demonstrate their knowledge and understanding in relation to number and algebra, measurement (length, weight) and comparing measurement, and shapes in our environment.

REYNA SAYS …You need to describe the assessment – not just 3 pointsAssessment drives what you do There are 2 approaches to assessment:(i)‘Add on’ (teach, teach, teach … assess at the end) OR(ii) You ask yourself, “What task will provide info about the child’s level of understanding?” Then backwards plan once you decide on the task.This will be a task that is capable of showing [a spectrum of leaning achievements from] fragile understanding to very good understanding.

HOPE SAYS …Add in as much real-life / authentic assessment as you can (summative assessment)Also things like observing the children during rotations (formative assessment), and during the review week

Week 6

Week 10NOT FINISHED HERE

10 | Year 1 Term Overview Australian Curriculum: Mathematics

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

WEEK 11. STUDENTS REVIEW AND CONSOLIDATE PRIOR LEARNING :

Students participate in whole-class discussions and informal group rotations to review, discuss and consolidate knowledge and understanding of relevant previous curriculum content from the Australian Curriculum: Mathematics - Foundation Year, including:

Number and Algebra - Number and place value: Counting 0 – 20: counting process, patterns and sequences - from any starting point Meaning for number words 0-10: connecting number names, numerals and

quantities One-to-one correspondence Conservation of number Recognising the last number counted tells ‘how many’ Recognising various cultural ways of counting (e.g. pebbles in a bag to count cattle) Subitising up to 5 items Understanding and using words to represent ordinal positions (e.g. fourth, sixth etc.)Number and Algebra – Patterns and algebra: Recognising and creating patterns Copy, continue and create patterns with objects and drawingsMeasurement and Geometry - Using units of measurement: Comparing and ordering like and unlike items, using the language ‘more’, ‘less’,

‘same as’ and ‘not the same as’; giving reasons Comparing items to see which is longer or heavier or holds more Using language associated with measurement such as ‘tall’ and ‘taller’, ‘heavy’ and

‘heavier’, ‘holds more’ and ‘holds less’Measurement and Geometry – Shape: Sorting and describing squares, circles, triangles, rectangles, spheres and cubes

2. LEARNING MANAGER (LM) PERFORMS DIAGNOSTIC TESTING :LM facilitates whole-class discussions and provides a range of Number and Algebra and Measurement and Geometry activities (see ‘Resources’), designed to review students’ prior learning in preparation for the teaching and learning of the Year 1 Australian Curriculum: Mathematics. LM gathers work samples and records anecdotal notes from teacher-student conversations, observations of students’ participation in group rotations, and observations of students’ contributions to collaborative discussions. Evidence of prior learning and knowledge to this point in time is used to inform and refine the planning of effective teaching and learning practices for this cohort of learners during Term 1.

FOR ELECTRONIC WHITEBOARD: Virtual ManipulativesMath Tool Chest

COUNTING MANIPULATIVES: 1-10 Counting CansBackyard BugsMini MotorsFriendly Farm AnimalsBaby Bear Counting SetExamples of cultural counting methods/toolsChalk for writing numbersMagnetic numbersEveryday items: buttons, pasta, spoons, pebbles, marbles, pegs, cups, tubs etc. NUMBER GAMES & PUZZLES :For matching and sequencing symbols, pictures and words: Go Fish, Snap, Number Memory, Picture Dominoes, Number Match Bingo, Match It! Game, Number Eggs, Number Rocks, Number Pegs, Number Sequencing Cards, Wooden Numbers Puzzles, Abacus, number songs and rhymes

MEASUREMENT: lengths of string and ribbon, strips of paper, recycled boxes of various sizes, everyday objects for measuring and comparing lengths; balance scales (pan, bucket), block weights, various objects to weigh and compare; various size containers, buckets, jugs, sand pit, rice trough, water table, towels

GEOMETRY: 2D and 3D foam shapes, paint for printing shape patterns, Giant Geometric Shapes for floor games and observing shapes from different perspectives, shapes pattern templates to continue patterns, shape matching and sorting activities, Shape Links, wooden shapes boards, shapes sorting tubs, paddle pop sticks and blu-tack to make shapes

LINK TO ICT s:Counting Which holds more? How Many? Long and ShortNumber Ducks Learn ShapesCount the Sheep Fishy CountClick on the Number Number TrainAnimal Sort ipad: Monkey Math School

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TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

iPad: Counting Bees

WEEK 21. REVIEW PRIOR LEARNING :

Connecting number names, numerals and objects Language associated with measurement Sorting and describing squares, circles, triangles, rectangles, spheres and cubes

2. NEW LEARNING:Number and Algebra: Number and place value (ACMNA012) (ACMNA013) (ACMNA014)

ONE-DIGIT NUMBERS 0-9 INTRODUCE STRUCTURED PATTERNS ON TEN-FRAME: Numbers 1 – 4 Compare 0 Concept of 0 as ‘none of something’ Numbers 5 – 9 Write number symbols and words

NUMBER ORDER AND SEQUENCING: One more, one less Counting on, counting back Compare and sequence numbers Ordinal numbers

INTRODUCE NUMBER LINE: 0 – 9 Locate numbers on number line One-more, one less Counting on, counting back Ordinal numbers

EXPLORE 0–9 USING ICTs: Practise with ten-frames: Ten-Frame Games Matching number symbols to ten frame patterns: Balloon Pop Race Counting: Underwater Counting AND Counting in Ones Counting, matching, ordering numbers: Ladybird Spots Counting, matching, ordering numbers: Gingerbread Men Recognise, count and write numbers: Rainbow Numbers Conservation of number: Number Bonds AND Scrambled Egg City Fill in the missing numbers: Complete Number Line iPad: Subitising Flash Cards AND Tens Frame

FIONA

Once WEEK 2 PLAN is complete double check resources have teaching and learning

strategies been detailed here properly?

Match the Rosette (ordinal)Ordinal Numbers GameWriting Numbers in Words

Many links below good for additional support

Other links from week 1Click on the NumberFishy CountCount the Sheep Number Train

Songs:YouTube 1: Five Monkeys YouTube 2: Five Monkeys

Five Little Speckled Frogs

Ten Fat Sausages

Once I Caught a Fish Alive

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard: Virtual Manipulatives Math Tool Chest Ten-Frame Games Complete the Number Line Subitising Flash CardsColoured markersGROUP ROTATIONS : Enlarged Ten-frames coloured markers ten-frame counters sets of 0-9 number symbols, names and

patterns cards laminated empty number lines, one per

student Magnetic numbers Magnetic ten-frames Magnetic counters Ten-frames BINGOINDIVIDUAL LEARNING: laminated ten-frames coloured marker pens ten-frame counters laminated 0-9 number lineLINKS:

Balloon Pop Race Underwater CountingLadybird Spots Gingerbread MenCaterpillar OrderingRainbow Numbers Scrambled Egg City Number BondsHappy Face Animal OrderSubitising Flash Cards Tens Frame

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard:

12 | Year 1 Term Overview Australian Curriculum: Mathematics

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Measurement and Geometry: Using units of measurement (ACMMG019)

ATTRIBUTE OF LENGTH (How long?) IDENTIFY THE ATTRIBUTE OF LENGTH: Explore items of various lengths to identify the attribute of length (‘how long’) Develop language of measurement associated with length:

long, longer, longest, short, shorter, shortestUSE DIRECT COMPARISON AND SEQUENCE LENGTHS: Identify different items of the same length (e.g. pencil case, lunchbox) Identify different lengths of the same item (e.g. lengths of ribbon) Discuss, compare and sequence items in order of length (2; then 3 or more)

INTRODUCE INFORMAL UNITS OF MEASUREMENT: Identify possibilities for informal units of measurement (e.g. footsteps) Understand importance of using uniform units of measurement for the purpose of

comparison (e.g. comparing number of footsteps with number of footsteps) Use uniform informal units of measurement to measure and compare lengths EXPLORE LENGTH USING ICTs: Video followed by length comparison game: Explore Length Identifying ‘longer’ and ‘shorter’: Long and Short Using informal units of measurement: Length Strength AND Dinosaur Train

Measurement and Geometry: Shape (ACMMG022)

EXPLORING SHAPES IDENTIFY AND DESCRIBE SHAPES: Handle a variety of everyday items of different shapes and sizes Identify shapes and discuss their properties, using natural language Hear and begin to use the language of shape (e.g. edges, sides, straight, curved) Identify further examples of shapes within school environmentVISUALLY PROCESS SHAPES: View objects from various viewpoints Recognise that orientation does not change the shape of an object EXPLORE SHAPES USING ICTs: Interactive whiteboard class discussion class activity: Sorting Shape Tree Interactive whiteboard class discussion: Properties of Shapes Identify shapes embedded in pictures: Shape Find Identify shapes: Shapes Shoot Match shapes: Shape Matching

FIONA

Virtual Manipulatives Math Tool Chest Sorting Shape Tree Properties of ShapesColoured markers

MEASUREMENT MATERIALS: Objects to measure and compare: assorted recycled boxes, classroom features such as windows and whiteboard, everyday items, school supplies etc. Items that can be used to informally measure length: string, ribbon, paper streamers, post-it notes, paperclips, pens, erasers, feet, hands etc.

GEOMETRY MATERIALS: Shape Manipulatives: Shape Links, Pattern Blocks, Attribute Blocks, Large Geometric Solids, shape blocks (wood, foam) Shape Games: Giant Geometric Shapes; Crocodile Hop Floor Game, Shape Bingo, shape sorting boards and puzzlesOther: adhesive shapes, shape tracing and cutting templates, assorted recycled packaging

OTHER REQUIREMENTS :digital camera, printer, paper, scissors, glue

LINKS: Explore Length Dinosaur Train Length Strength Long and ShortSorting Shape Tree Properties of Shapes Shape FindShapes Shoot Shape Matching YouTube: Shapes Song

WHOLE-CLASS DISCUSSIONS : Queensland Studies Authority January 2012 | 13

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

WEEK 31. REVIEW PRIOR LEARNING :

One-digit numbers: 0–9 Comparing lengths using informal units of measurementIdentifying shapes and visually processing orientations

2. NEW LEARNING :Number and Algebra: Number and place value (ACMNA012) (ACMNA013) (ACMNA014) Patterns and algebra (ACMNA018)

TEN CONCEPT INTRODUCE THE ‘FULL’ TEN-FRAME: Nine ‘ones’ DO NOT FILL the ten-frame Emphasise 0- 9 are ‘ones’ Ten ‘ones’ DO FILL the ten-frame ‘Ten Ones’ make ‘One Ten’ (a new unit for counting)

REPRESENTATIONS OF TEN: Use Unifix cubes to compare ten ‘ones’ with one ‘ten’ Use variety of concrete materials to create representations of ten (e.g. pasta, buttons) Write number symbol and name Add 10 to the 0-9 number line

MULTIPLES OF TEN:Using ‘full’ ten-frames (and then Unifix Ten-Frame Trains Sets): Introduce multiples of ten based on ‘number’ names: 9t, 8t, 7t, 6t, 4t Introduce multiples of ten based on ‘ordinal’ names: fif-t, thir-t Introduce last of the multiples of ten based on words ‘two’ and ‘twin’: twen-t

SKIP COUNT BY TENS: Using 10-frames; using Unifix cubes Using other materials to represent groups of ‘ten’ (e.g. buttons, beads etc) Create ‘multiples of ten number line’ Practise skip counting in tens; complete Missing Tens Number Lines

INTRODUCE BUNDLING STICKS: Create bundles of ten bundling sticks Show that it is easier to group items for counting, than to count each item separately Practise skip counting in tens using bundling sticks

KRISTY CANYOU DO WEEKS 3 - 10 IN THIS COLUMN PLEASE?

When WEEK 3 PLAN is complete: check RESOURCES column

Electronic Whiteboard: Virtual Manipulatives Math Tool Chest Ten-Frame Games Tens Number LinesColoured markers

GROUP ROTATIONS : A4 empty ten-frames, laminated, with space

for writing number symbol and name, one per student

coloured markers ten-frame counters various counting objects, such as buttons,

pasta, counting manipulatives etc. nine laminated A3 size full ten-frames, per

group laminated empty number lines, one per

student Unifix cubes Unifix Ten-Frame Trains Bundling Sticks & rubber bands Make Tens boardgame

INDIVIDUAL LEARNING : ten-frames, laminated ten-frame counters coloured markers Unifix cubes paddle-pop sticks and rubber bands 0-10 number line

LINKS TO ICTS: Counting in TensYouTube: Count by Tens SongYouTube: Ten in the BedYouTube: Multiples of Ten ClipMissing Tens Number Lines‘

WHOLE-CLASS DISCUSSIONS :

14 | Year 1 Term Overview Australian Curriculum: Mathematics

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Measurement and Geometry: Using units of measurement (ACMMG019)

ATTRIBUTE OF HEIGHT (How tall?)

IDENTIFY THE ATTRIBUTE OF HEIGHT: Relate concept of ‘height’ to ‘length’ Explore items of various heights to identify the attribute of height (‘how tall’) Develop language of measurement associated with height: high, higher, highest,

low, lower, lowest, tall, taller, tallest, short, shorter, shortestUSE DIRECT COMPARISON AND SEQUENCE HEIGHTS: Investigate differences in heights of various objects (e.g. chair, desk, whiteboard) Investigate personal height in relation to other students, teacher/s Discuss, compare and sequence items in order of height (2; then 3 or more) Discuss, compare and sequence students in order of height

USE INFORMAL UNITS OF MEASUREMENT: Identify possibilities for informal units of measurement (e.g. hand spans,

paperclips) Understand importance of using uniform units of measurement for the purpose of

comparison (e.g. comparing hand spans with hand spans) Use uniform informal units of measurement to measure and compare heights EXPLORE HEIGHT USING ICTs: Sequence according to height: Basketball Players Identify items that are: Taller / Shorter

Measurement and Geometry: Shape (ACMMG022)

TWO-DIMENSIONAL SHAPES PART A CREATE TWO-DIMENSIONAL SHAPES Create squares, rectangles and triangles using origami paper Fold origami paper square to form rectangles and triangles Explore relationships between shapes and experiment with various sizes Cut circle templates to emphasis ‘curved’ sideEXPLORE PROPERTIES AND LANGUAGE OF TWO-DIMENSIONAL SHAPES: How many sides do the shapes have? How many corners do the shapes have? Are the sides curved or straight?EXPLORE TWO-DIMENSIONAL SHAPES USING ICTS: Find the 2D shapes: Find the Shape AND Gem Hunt Properties of 2D shapes: Counting Sides AND Sides and Corners

KRISTY

YOUR ASSESSMENT IDEA: SHAPEKristy – your idea of a poster of 2D and 3D shapes could be prepared over a few weeks, in accordance with the shapes focus of each week. So, here in week 3, students could work in groups to identify and photograph examples of 2D shapes within the school environment, print these and store them in a group envelope. Then, in week 5, same groups could work together to identify and photograph 3D shapes, print these and place in the envelope. Then in Week 6, during review of learning so far, groups could prepare their group poster using the photographs and matching them to shape and object labels provided by teacher. If students have missed any shapes, they could remedy this to complete their poster. Groups could present their poster and talk about where they found the shapes in the school environment. An individual cut and paste activity at end of term after additional weeks’ work on shapes would ascertain individual levels of proficiency with these concepts - which will hopefully have developed after substantial social construction of knowledge throughout term.

DID WE DO THIS? IF NOT, I will have to alter my Week Plan slightly, and not sure what we will use in Week 9 then -Fiona

Electronic Whiteboard: Virtual Manipulatives Math Tool Chest ANY SPECIFIC WHITEBOARD APPS?Coloured markers

MEASUREMENT MATERIALS: Objects to measure and compare: assorted recycled boxes, classroom features such as windows, doors , port racks and whiteboard, students, school supplies, everyday items etc. Items that can be used to informally measure height: string, ribbon, paper streamers, post-it notes, paperclips, pens, erasers, feet, hands etc.

GEOMETRY MATERIALS: Origami squares Geo- boards Rubber bands

Finish this

OTHER REQUIREMENTS : Digital camera Printer Paper Scissors Glue Pencils

LINKS: Basketball Players Taller / ShorterFind the ShapeGem HuntCounting SidesSides and Corners

Queensland Studies Authority January 2012 | 15

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

WEEK 41. REVIEW PRIOR LEARNING :

Ten conceptComparing heights using informal units of measurementProperties of two-dimensional shapes

2. NEW LEARNING :Number and Algebra: Number and place value (ACMNA012) (ACMNA013) (ACMNA014) Patterns and algebra (ACMNA018)

TWO-DIGIT ‘TENS AND ONES’ NUMBERS (20-99)INTRODUCE ‘TENS AND ONES’ NUMBERS USING TEN-FRAMES: Count the number of ‘full’ ten frames (e.g. 4 tens) Count the number of ‘ones’ in part-full ten-frames (e.g. 7 ones) Join together to tell ‘how many’ (e.g. 4 tens 7 ones … 4t7 … 47)

PLACE VALUE CHARTS AND WRITING ‘TENS AND ONES’ NUMBERS(i)‘TENS AND ONES’ NUMBERS: Use bundling sticks on place value charts to represent ‘tens and ones’ numbers Use an arrow to indicate the side on which the ‘ones’ are to be placed Write number of ‘tens’ directly beneath the bundles, with a ‘t’ for ‘tens’ (e.g. 4t) Write number of ‘ones’ directly beneath the sticks in the ‘ones’ column (e.g. 7) Write the two answers together, leaving the ‘t’ between the tens and ones (e.g. 4t7) Say the number, and then omit the ‘t’ to write and say the two-digit number (e.g. 47)

(ii) ‘TENS AND NO ONES’ NUMBERS: Use bundling sticks on place value charts to represent ‘tens’ only, no ‘ones’ Write the number of ‘tens’ directly beneath the bundles, with a ‘t’ for ‘tens’ (e.g. 7t) Write ‘0’ in the column where the ‘ones’ materials would usually appear Emphasise the importance of ‘0’ when writing two-digit numbers with no ones Write the two answers together, leaving the ‘t’ between the tens and zero (e.g. 7t0) Say the number, and then omit the ‘t’ to write and say the two-digit number (e.g. 70)

EXPLORE ‘TENS AND ONES’ NUMBERS USING ICTs: Identifying ‘tens and ones’ numbers from MAB representations: Tens and Ones Match ‘tens and ones’ numbers to MAB representations: Matching Game Drag base ten materials to the whiteboard to build a given number: Build that Number Count the tens and ones and choose the correct number: Dolphin and Shark Swim Identifying ‘tens and ones’ numbers: Help Freda Frog

KRISTI

Note about MABs:Kristy mentioned that Term 1 may be a bit early to introduce MABs. I did note in Booker (p.114) that MABs are not introduced until after there is a good understanding of two-digit numbers – and they are not discussed in the text until just after the work we are covering in this term (so would be introduced later in the year with new unit of three-digit numbers). That was my interpretation anyway. However, I have included three ICT links (Matching Game, Tens and Ones, Build that Number) which provide experience with virtual MABs. They will at least be familiar then when introduced to the classroom as concrete materials later on.

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard: Virtual Manipulatives Math Tool Chest Tens and Ones ANY SPECIFIC WHITEBOARD APPS?Coloured markers

GROUP ROTATIONS : A3 full ten-frames, laminated A3 0-9 ten-frames, laminated empty ten-frames, laminated coloured markers ten-frame counters various counting objects, such as buttons,

pasta, small counting toys etc. Unifix cubes Bundling Sticks large laminated number lines, one per group,

for sequencing numbers ‘tens and ones’ numbers – sequence cards paper for writing on coloured beads string

INDIVIDUAL LEARNING : ten-frames, laminated ten-frame counters coloured markers Unifix cubes paddle-pop sticks and rubber bands 0-10 number line

LINKS TO ICTS: Matching GameTens and OnesHelp Freda FrogBuild that NumberDolphin and Shark Swim

WHOLE-CLASS DISCUSSIONS : 16 | Year 1 Term Overview Australian Curriculum: Mathematics

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Measurement and Geometry: Using units of measurement (ACMMG019)

ATTRIBUTE OF WEIGHT (How heavy?) IDENTIFY THE ATTRIBUTE OF WEIGHT: Explore items of various weights to identify the attribute of weight (‘how heavy’) Identify light and heavy objects by handling, moving and hefting Develop language of measurement associated with weight: heavy, heavier, heaviest,

light, lighter, lightest

USE DIRECT COMPARISON AND SEQUENCE WEIGHTS: Investigate differences in weights of various objects (e.g. pencil, book, bag of blocks) Smaller is not always lighter AND larger is not always heavier (explore examples) Discuss, compare and sequence items in order of weight (2; then 3 or more)

USE INFORMAL UNITS OF MEASUREMENT: Identify possibilities for informal units of measurement (e.g. pebbles) Understand importance of using uniform units of measurement for the purpose of

comparison (e.g. comparing number of pebbles with number of pebbles) Use informal units of measurement and a balance scale to compare weights of items

(e.g. pencil weighs ‘2 pebbles’; book weighs ‘10 pebbles’; the book is ‘heavier’)

EXPLORE WEIGHT USING ICTs: Predict which will be heavier: Which is the heaviest? Which weighs more/less, is heavier/lighter? More and Less Compare weights: Comparing Animal Weights Simple number and dial scales: Simple Scales Compare weights of fruits using a pan balance: Mr Pip’s Fruit Balance

Measurement and Geometry: Shape (ACMMG022)

TWO-DIMENSIONAL SHAPES PART BPATTERNS WITH TWO-DIMENSIONAL SHAPES: Continue patterns with 2D shapes Create patterns with 2D shapes

EXPLORE TWO-DIMENSIONAL SHAPES PATTERNS USING ICTs: Choose a pattern and follow it through the maze: Shape Pattern Maze NEED MORE ICTS WITH 2D SHAPE PATTERNS, IF POSSIBLE

When WEEK 4 PLAN is complete:check the RESOURCES column

Electronic Whiteboard: Virtual Manipulatives Math Tool Chest Pan Balance Shape Pattern Maze MEASUREMENT MATERIALS: Objects to measure and compare: pencil, book, bag of blocks, finish this

Items that can be used to informally measure weight: pebbles, blocks, finish this etc.

GEOMETRY MATERIALS: Shape Manipulatives: Shape Links, Pattern Blocks, Attribute Blocks, Large Geometric Solids, shape blocks (wood, foam) Shape Games: Giant Geometric Shapes; finish thisOther: adhesive shapes, shape tracing and cutting templates, assorted recycled packaging

OTHER REQUIREMENTS :Digital camera, printer, paper, scissors, glue

LINKS: Which is the heaviest?Comparing Animal WeightsSimple ScalesMore and LessMr Pip’s Fruit BalanceShape Pattern MazeTry to find more ICTs in which students can continue or create their own 2D SHAPES PATTERNS

WEEK 5

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TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

1. REVIEW PRIOR LEARNING : Identifying and writing two-digit ‘tens and ones’ numbers 20-99 Comparing weights using informal units of measurementContinuing and creating patterns using two-dimensional shapes

2. NEW LEARNING :Number and Algebra: Number and place value (ACMNA012) (ACMNA013) (ACMNA014) Patterns and algebra (ACMNA018)

REPRESENTING AND WRITING ‘TENS AND ONES’ NUMBERS (20-99)FURTHER REPRESENTATIONS OF ‘TENS AND ONES’ NUMBERS (0-99): Read and represent ‘tens and ones’ number symbols using Unifix cubes Recognise and write ‘tens and ones’ numbers represented by Unifix cubes Practise counting large numbers of objects (print and tactile) by grouping into tens

and ones (e.g. 1”cubes, pasta, buttons, marbles); write the numbers obtained

EXPLORE ‘TENS AND ONES’ NUMBERS USING ICTs: Counting the number of ‘tens’ and the number of ‘ones’: Place Value Identifying ‘tens and ones’ numbers: Help Freda Frog Choosing ‘tens’ and ‘ones’ that make up a given number: Place the Penguin Count base-ten materials to identify the correct number Shark Numbers Identify numbers in ‘tens’ place and ‘ones’ place: Scooter Quest

Measurement and Geometry: Using units of measurement (ACMMG019)

ATTRIBUTE OF CAPACITY (How full?)

IDENTIFY THE ATTRIBUTE OF CAPACITY: Explore containers of various sizes to identify the attribute of capacity Develop language of measurement associated with capacity: full, fuller, fullest,

empty, emptier, emptiest, holds more, holds less, holds the same

USE DIRECT COMPARISON AND SEQUENCE CAPACITIES: Use direct comparison to compare ‘how full’ (e.g. differing levels in identical cups) Discuss and compare capacities of various containers (e.g. cup, jug, bowl, bucket) Predict and test predictions about which containers will hold more / less / the same Compare and sequence containers in order of capacity

USE INFORMAL UNITS OF MEASUREMENT:

SEE BOOKER FOR GAMES AND RESOURCES, AND AC SKOOTLE (?)

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard: Virtual Manipulatives Math Tool Chest

Caterpillar Ordering

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard: Virtual Manipulatives

18 | Year 1 Term Overview Australian Curriculum: Mathematics

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Identify possibilities for informal units of measurement (e.g. lids, spoons, tubs) Understand importance of using uniform units of measurement for the purposes of

comparison (e.g. comparing number of cups with number of cups) Use uniform informal units of measurement to compare capacities of containers (2;

then 3 or more)

EXPLORE CAPACITY USING ICTs: Identify which one ‘holds more’: Which holds more? Link bigger to ‘more’ and smaller to ‘less’: More and Less Identify the container that holds more/holds less: Holds More Holds Less Answer and print worksheet: Which jar has less? Number of bottles to fill a bowl: Invisible Ape

Measurement and Geometry: Shape (ACMMG022)

THREE-DIMENSIONAL OBJECTS PART AIDENTIFY AND CREATE THREE-DIMENSIONAL OBJECTS Distinguish between two and three-dimensional shapes and objects Identify and name three-dimensional objects in ‘feely bag’ Identify three-dimensional objects within the school environment Build a tower by forming three-dimensional shapes with plasticine and matchsticks

EXPLORE PROPERTIES AND LANGUAGE OF THREE-DIMENSIONAL OBJECTS: How many faces does the object have? Are the faces curved or flat? What shape is each face? How many corners does the object have? How many edges (where two faces meet) does the object have?

EXPLORE THREE-DIMENSIONAL OBJECTS USING ICTs: Choose the correct name for the three-dimensional object: What object is that? Match the name to the object memory game: 3D Objects Memory YouTube Video Activity: Find the Shapes

Math Tool Chest

GROUP ROTATIONS :

INDIVIDUAL LEARNING :

OTHER REQUIREMENTS :

LIST OF LINKS:

WEEK 61. STUDENTS REVIEW & CONSOLIDATE NEW LEARNING :

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TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Students participate in whole-class discussions and informal group rotations to review, discuss and consolidate knowledge and understanding of Weeks’ 1 - 5 Number and Algebra and Measurement and Geometry concepts:

NUMBER AND ALGEBRA: Number and Place Value (ACMNA012) (ACMNA013) (ACMNA014)Patterns and Algebra (ACMNA018)

One-digit numbers 0-9: structured patterns on ten-frames; concept of zero as ‘none of something’; writing number symbols and words (matching to ten-frames); one more, one less; counting on, counting back; comparing and sequencing; ordinal numbers; number line 0-9

Ten concept: structured pattern of ‘ten’ on ten-frame; representations of ten; number line 0 – 1; multiples of ten; skip counting in tens; ‘tens’ number line; using bundling sticks to represent groups of ten

Two-digit ‘tens and ones’ numbers 20 - 99: identification of two-digit numbers from full and part-full ten-frames; use of various concrete materials (e.g. Unifix cubes, small objects) to practise counting and creating representations of ‘tens and ones’ numbers

Place value charts and recording two-digit numbers 20-99: represent and record two-digit numbers 20-99 including ‘tens and ones’ numbers and ‘tens and no ones’ numbers

MEASUREMENT AND GEOMETRY: Using units of measurement (ACMMG019) Length: use direct comparison to compare lengths of like and unlike items; use

uniform informal units of measurement to compare and sequence items of different lengths; use language of measurement (long, longer, longest, short, shorter, shortest)

Height: use direct comparison to compare heights of various objects; use uniform informal units of measurement to compare and sequence items of different heights; use language of measurement (tall, taller, tallest, short, shorter, shortest, high, higher, highest, low, lower, lowest)

Weight: use uniform informal units of measurement to compare and sequence items of different weights; use language of measurement (heavy, heavier, heaviest, light, lighter, lightest)

Capacity: use direct comparison to compare capacities of various objects; use uniform informal units of measurement to compare and sequence containers of same and different capacities; use language of measurement (full, fuller, fullest, empty, emptier,

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard: Virtual Manipulatives Math Tool Chest

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard: Virtual Manipulatives

20 | Year 1 Term Overview Australian Curriculum: Mathematics

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

emptiest)

Measurement and Geometry: Shape (ACMMG022) Identify and discuss shapes: identify and name shapes found within everyday items;

discuss the properties of shapes (e.g. sides, corners, straight, curved) Visually process shapes: recognise shapes from various viewpoints; recognise that

the orientation of a shape does not change the shape Identify two-dimensional shapes and their properties: name two-dimensional

shapes, tell how many sides and corners each shape has, and whether the lines are straight or curved

Two-dimensional shapes patterns: identify and continue pattern sequences using two-dimensional shapes; create own pattern sequences using two-dimensional shapes

Identify three-dimensional objects and their properties: name three-dimensional objects; identify shape of face and tell how many faces, corners and edges each three-dimensional object has; tell if the faces are curved or flat

2. MID-TERM ASSESSMENT :

KRISTI -

MID-TERM INFORMAL ASSESSMENT HERE SEE NOTE ABOVE … IN PURPLE COLUMN

Math Tool Chest

WEEK 7

1. REVIEW PRIOR LEARNING: Place value 20 – 99

Queensland Studies Authority January 2012 | 21

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Comparing capacities using informal units of measurement Properties of three-dimensional objects

2. NEW LEARNING:Number and Algebra: Number and place value (ACMNA012) (ACMNA013) (ACMNA014) Patterns and algebra (ACMNA018)

TEEN NUMBERS

INTRODUCE CONCEPT OF TEEN NUMBERS:Establish the following: ‘Teen’ means ‘ten’ Teen numbers consist of ‘one ten’ and 0 – 9 ‘ones’ (use ten-frames) Teen numbers are not read left to right, like other two-digit numbers Teen numbers are read right to left, beginning with the ones and ending in ‘teen’ Contrast the way other two-digit numbers are read and said compared with the way

teen numbers are read and said (e.g. 68 is ‘six-t-eight’, but 19 is not ‘one-t-nine’)

EXPLORE TEEN NUMBERS BASED ON ‘NUMBER’ NAMES: Use place value chart and bundling sticks to represent 19, 18, 17, 16 and 14 Identify ‘one ten’ in the ‘tens column’, and 9/8/7/6/4 ‘ones’ in the ‘ones column’ Write numbers directly beneath materials in each column Emphasise the right to left reading of the teen numbers (e.g. 19 is nine-teen) Practise reading teen numbers right to left Practise creating teen numbers 19, 18, 17, 16, 14 using other concrete materials Practise writing teen numbers

EXPLORE TEEN NUMBERS BASED ON ‘ORDINAL’ NAMES: Follow the procedure above for teen numbers based on ordinal numbers: 15, 13

INTRODUCE TEEN NUMBERS WITH NO ‘TEEN’: Use ten-frames to focus on ‘ten and one more’ for eleven Use ten-frame to focus on ‘ten and two more’ for twelve Use place value chart to show one ‘ten’ and 1 ‘one’ for eleven; write ‘1’ in tens column

and ‘1’ in ones column, directly beneath materials

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard: Virtual Manipulatives Math Tool Chest

22 | Year 1 Term Overview Australian Curriculum: Mathematics

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Use place value chart to show one ‘ten’ and 2 ‘ones’ for twelve; write ‘1’ in tens column and ‘2’ in ones column, directly beneath materials

Practise creating teen numbers 11 and 12 using other concrete materials Practise writing 11 and 12

Measurement and Geometry: Using units of measurement (ACMMG019)

IMPORTANCE OF MEASURING ACCURATELY MEASUREMENT AT SCHOOL, WORK AND HOME: Identify types of measurement used in various occupations and real-life situations Discuss importance of measuring accurately; consequences of measuring inaccurately

MEASURING ACCURATELY IN THE KITCHEN:Groups work collaboratively to measure and bake cakes: Read a simple recipe and discuss ‘how much’ of each ingredient is required Identify mixing bowls, measuring devices and baking pans of correct capacities Measure and weigh ingredients accurately, according to the recipe Observe LM demonstrate inaccurate measuring using the same recipe (e.g. too much

flour, not enough sugar) for the purpose of later comparison Compare results of cakes measured accurately with cake measured inaccurately Discuss feelings of personal satisfaction and self-confidence derived from being able

to measure correctly and achieve the desired goal

Measurement and Geometry: Shape (ACMMG022)

THREE-DIMENSIONAL OBJECTS PART B PATTERNS USING THREE-DIMENSIONAL OBJECTS: Continue patterns with 3D shapes Create patterns with 3D shapesEXPLORE THREE-DIMENSIONAL OBJECTS USING ICTs: YouTube Video - 3D shapes story: 3D Shapes by Snap Smart Kids Identify three-dimensional objects: Shapes Shoot AND 3D Shape Sorting

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard: Virtual Manipulatives Math Tool Chest

WEEK 8 1. REVIEW PRIOR LEARNING :

Teen numbersImportance of measuring accuratelyContinuing and creating patterns using three-dimensional objects

Queensland Studies Authority January 2012 | 23

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

2. NEW LEARNING :Number and Algebra: Number and place value (ACMNA012) (ACMNA013) (ACMNA014) Patterns and algebra (ACMNA018)

NUMBER PROCESSES WITH TW0-DIGIT NUMBERS: Comparing, sequencing and ordering two-digit numbers to tell which is greater:

COMPARE MATERIALS WITH MATERIALS: Compare how many groups of ‘ten’ first If ‘tens’ are the same, compare the number of ‘ones’

COMPARE MATERIALS WITH SYMBOLS: Compare how many ‘groups of ten’ materials with ‘tens’ digit in symbol If ‘tens’ are the same, compare ‘ones’ materials with ‘ones’ digit in symbol

COMPARE SYMBOLS WITH SYMBOLS: Compare ‘tens’ digits If ‘tens’ digits are the same, compare ‘ones’ digits

ORDERING AND SEQUENCING TWO-DIGIT NUMBERS: order ‘tens and ones’ number cards (e.g. 16, 39, 57, 76, 89, 91)

sequence ‘tens and ones’ numbers on prepared number lines (e.g. 40, 41, 42, 43, 44, 45, 46, 47, 48, 49)

Identify missing ‘tens and ones’ numbers on sequential number lines (e.g. 60, 61, __, 63, 64, __, 66, 67, __, 69)

EXPLORE TWO-DIGIT NUMBERS USING ICTs: Sequencing two-digit numbers: Caterpillar Ordering Place two-digit numbers in order: Numbers in order

Measurement and Geometry: Using units of measurement (ACMMG019)

MAYBE A REVIEW OF LENGTH, HEIGHT, WEIGHT, CAPACITYSOMETHING ABOUT IDENTIFYING THE CORRECT MEASUREMENT FOR SEVERAL TASKS????

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard: Virtual Manipulatives Math Tool Chest

WHOLE-CLASS DISCUSSIONS :

24 | Year 1 Term Overview Australian Curriculum: Mathematics

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Measurement and Geometry: Shape (ACMMG022)

RELATIONSHIPS BETWEEN 2D SHAPES AND 3D OBJECTS:

RELATIONSHIPS BETWEEN 2D SHAPES AND 3D OBJECTS: Manipulate 2D shapes and 3D objects to investigate and identify relationships

GROUPS CONSTRUCTION PROJECT: Select 2D shapes and 3D objects from recycled materials

(e.g. square ice-cream lid, rectangular prism toothpaste box) Discuss how the materials might be used to construct a strong building Assemble the building, making any alterations necessary to strengthen the project Present the finished product to peers: identify 2D shapes and 3D objects used; explain

the choices made, and any alterations that were necessary to strengthen the building Photograph project using a digital camera; print photograph for Poster ProjectEXPLORE 2D SHAPES AND 3D OBJECTS USING ICTs: Identify relationships between 2D shapes to 3D objects: What’s my shape? Match 2D shapes and 3D objects: Mathletics Shapes Game

Electronic Whiteboard: Virtual Manipulatives Math Tool Chest

WEEK 9 1. REVIEW PRIOR LEARNING :

Number processes: comparing, sequencing and ordering two-digit numbersM & GIdentify relationships between two-dimensional shapes and three-dimensional objects

2. NEW LEARNING :

Number and Algebra: Number and place value (ACMNA012) (ACMNA013) (ACMNA014) Patterns and algebra (ACMNA018)

COUNTING AND SEQUENCING NUMBERS USING 0-99 BOARD

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard: Virtual Manipulatives Math Tool Chest

0 – 99 Charts

Queensland Studies Authority January 2012 | 25

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

INTRODUCE 0 – 99 BOARD: Across the rows, numbers increase by ones Down the columns, numbers increase by tens

EXPLORE NUMBER PATTERNS: Count on by ones; count back by ones Count on by tens; count back by tens Identify numbers ‘before’ and ‘after’ Identify numbers ‘one more’ and ‘one less’ Identify numbers ‘ten more’ and ‘ten less’ Identify missing numbers in 0-99 boards Apply ordinal names to two-digit numbers

EXPLORE NUMBERS 0-99 USING ICTs: Interactive 0-99 Board: Splat Board Place the missing numbers on the board: Mend the Number Square Completing a number board: What’s the Next Number? YouTube: Big Numbers Song YouTube: Count by Tens Song YouTube: Count to 100 Hip Hop Song

Measurement and Geometry: Using units of measurement (ACMMG019)

SOMETHING TO DO WITH COMBINING NUMBER SKILLS AND GEOMETRY WITH MEASUREMENT ??? see Booker p. 491 reciprocal process

EXPLORING MEASREMENT USING ICTs: Measure ingredients accurately to make pancakes: Cooking Academy Combine number skills with measurement, measuring lines: How long? Combine number skills with measurement, choose correct size fish tank: Time to Move Identify watering containers of correct capacities: Thirsty Dinosaurs

Count on Bingo Game

Count on Leap Frog Game

Fearless Flying Fleas

WHOLE-CLASS DISCUSSIONS : Electronic Whiteboard: Virtual Manipulatives Math Tool Chest Splat Board

26 | Year 1 Term Overview Australian Curriculum: Mathematics

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Measurement and Geometry: Shape (ACMMG022)

GROUPS PREPARE 2D SHAPES & 3D OBJECTS POSTER – KRISTY’S ASSSESSMENT IDEA

From Kristy’s shapes poster idea – see week 3

WEEK 10

END OF TERM 1 ASSESSMENT:1. Number and Algebra : Number and place value (ACMNA012) (ACMNA013) (ACMNA014)

Patterns and algebra (ACMNA018)

ASSESSMENT KRISTI

Measurement and Geometry: Using units of measurement (ACMMG019)

ASSESSMENT

Individual competency could be demonstrated using a simple worksheet that covers length, height, weight and capacity. Who is the tallest? Which is the heaviest? Which is the emptiest? Etc

Measurement and Geometry: Shape (ACMMG022)

ASSESSMENT

Identify 2D shapes and 3D objects embedded in pictures???

WHOLE-CLASS DISCUSSIONS : electronic whiteboard ICT: Virtual Manipulatives

Queensland Studies Authority January 2012 | 27

TEACHING AND LEARNING SUPPORTIVE LEARNING ENVIRONMENT

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Could use a cut and paste activity- Match 2D shapes and 3D objects with name labels … to show individual competency outside of group poster task last week.

28 | Year 1 Term Overview Australian Curriculum: Mathematics

USE FEEDBACKWAYS TO MONITOR LEARNING AND ASSESSMENT

FORMATIVE ASSESSMENT forms the bulk of assessment in the contemporary mathematics classroom. Among the many formative assessment strategies, teachers perform observations, mark checklists and collect work samples for portfolios, to monitor each learner’s progress and sophistication of mathematical thinking ‘along the way’. Formative assessment is particularly useful for identifying the support needs of learners who are experiencing difficulties, providing timely opportunities to address misconceptions before they impact learning severely. Formative assessment , also known as ‘assessment for learning’, can be carried out in a number of ways:Observations: LM regularly documents and photographs individual and group attempts to understand mathematical concepts and processes. Observations detail the mathematical concept being explored, the learner/s, the circumstances involved (such as interaction with peers, including any significant samples of dialogue), the mathematical thinking or processes that take place, and the result of the learning experience. For example, “Nicole was having trouble counting on, using a number line. In today’s group activity, Nicole attempted to place ‘one’ at the start of the number line. Peers explained that the number line actually starts with zero. Nicole is now able to count on with success.”Checklists: LM keeps an individual record on each learner, and checks off mathematical skills that have been mastered.Anecdotal Notes: LM makes quick notes throughout learning experience, and immediately afterward, to remember significant events or requirements. For example, “11/03/14 - Margaux counted to ten unassisted ” and “13/3/14 - Lincoln needs 1:1 support to understand concept of tens and ones”.Work Samples: LM incorporates individual tasks which require learners to write answers or construct something (e.g. cut and paste activity) to demonstrate understanding of a mathematical concept. Learners name their work samples and LM collects these to assess students’ individual progress and inform future planning.Teacher-Student Discussions: LMs create opportunities to involve individual learners in 1:1 discussion. LM facilitates a conversation during which the learner will divulge mathematical thinking processes and any misconceptions. LM uses this information to assess individuals’ learning progress and inform future planning, in terms of extra support or extension required.Small Group Discussions: LM takes time with each group during collaborative tasks to assess groups’ understanding of mathematical concept bing explored, and to identify any apparent misconceptions. LM asks questions, such as: “How did you do that?”, “Why did you do it that way?” and “What were you thinking?” LM makes anecdotal notes to inform future planning.Whole-class Discussions: LM monitors learners’ engagement and interest in whole-class activities. LM monitors and deals with any common misconceptions developing among learners. LM makes anecdotal notes to inform future planning. Teachers perform mid-term, end of term and end of year summative assessment tasks to assess whether or not learners have achieved learning outcomes outlined in the Curriculum and planning documents. Summative tasks ongoing formative assessment to stay informed about learners’ progress and degrees of sophistication in mathematical thinking. Formative assessment techniques include:SUMMATIVE ASSESSMENT is carried out at mid-term and end-of-term intervals. Learners complete carefully chosen test items (e.g. short answer questions, statements that need to be matched to correct responses - such as True or False questions). LMs create summative tasks prior to planning, as a guide to assist planning. LMs ask themselves, “What knowledge and understanding does my learner need to have to answer this question?” to ensure the appropriate content is covered in learning experiences. Test items must be capable of representing all levels of understanding from very poor to very good. Since formative assessment is less formal and provides the opportunity to provide immediate feedback to learners, this is the preferred method of assessment.

Queensland Studies Authority January 2012 | 29

USE FEEDBACKFEEDBACK TO STUDENTS

Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to children/students on their strengths and areas for improvement.Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve.Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for children to experience, practise and improve.Teachers provide feedback in the form of:

Verbal encouragement Work samples with feedback

REYNA SAYS: An example …In groups during Week 1, students will create a poster to explain … what they have been learning …. They will elect a group speaker to present …

LM will provide verbal feedback and/or written feedback at end of weekThen, maybe at end of week 5, pen and paper test … LM provides written feedbackMUST NOT TEACH FOR 10 WEEKS AND NOT PROVIDE FEEDBACK THROUGHOUT!!!!!Must plan for assessment and place it strategically – at the right time for it toassist students’ learning.

REFLECTION ON THE UNIT PLAN

Identify what worked well during and at the end of the unit, including: activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified.

Reference note …

Ideas for 2d and 3d shapes questions: 26/3/14

http://www.familylearning.org.uk/shape_games.html

30 | Year 1 Term Overview Australian Curriculum: Mathematics