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Week 4
Term One
Strand: Number Strand/s: Space and Geometry Outcome/s: NS1.2 Outcome/s: SGS1.2 Counting to 30 using numbers and words Making and identifying 2D shapes Adding digits 0-12 Identifying and making number sentences Key Ideas: Key Ideas: - Model addition and subtraction using concrete materials - Identify, name, compare and represent hexagons, rhombuses and - Develop a range of mental strategies and informal recording methods for trapeziums presented in different orientations addition and subtraction - Record number sentences using drawings, numerals, symbols and words Whole Class Warm Up/Introduction Identifying numbers on flashcards and locating on number line or hundreds chart Counting up and back to 30 by ones using number lines, hundreds charts, counters, unifix cubes, flashcards Writing numbers and number words on individual whiteboards Bingo: The number after (DENS S1, p. 99) Maths tipping (DENS S1 p. 81) Maths Groups Rotations Teacher Led Forward and backward number sequences e.g. naming number before/after a given number Model and discuss how a number line can be used to add two numbers, e.g. Suggested Number Activities Number BINGO Teacher choice based on strand and group ability Draw dots on an empty domino then create a number sentence to solve it
7 + 6 = 13
Suggested Number/Alternate Strand Activities Filling in missing numbers on hundred chart or number track Use number lines to solve simple addition problems 2D shapes worksheet
Perform additions on number lines. Complete addition number sentences that describe the addition process. Demonstrate how addition is used to find the total of two dice, e.g. roll two dice, then add the numbers on the topmost face of the dice together, i.e. 4 + 3 = 7 Complete number sentences to calculate
DENS Activities Perceptual: Before and after (DENS S1, p. 87) Teen Memory (DENS S1, p. 89) Caterpillars (DENS S1, p. 97) Figurative: Blocks on a bowl (DENS S1, p.159) Add two dice (DENS S1, p.163-165)
Trace and match 2D shapes to their geometrical name i.e. circle, rectangle, hexagon, square, triangle. Identify the triangles and squares among a group of shapes on different orientations, e.g.
Term One
Dot pattern cards (DENS S1, p.169) Two-dice toss (DENS S1, p.171) Counting On and Back: Three-dice game (DENS S1, p.233) The beanstalk (DENS S1, p.235) In small groups, students are given a die ail.aspx?ID=198 and straws of two different lengths. In turn, students roll the die and make a http://www.curriculumsupport.educatio shape with the corresponding number of n.nsw.gov.au/countmein/children_sum_ sides. Students are encouraged to make cloud_challenge.html regular and irregular shapes. Students name each shape, and record their shapes in appropriate groups. Mathematical Language Evaluation/Register add, plus, equals, is equal to, take away, minus, difference between, counting on, counting back, double, double and one more, number sentence, number line, addition, subtraction, trading, estimate, combinations, patterns, difference, altogether, subtract, sign, estimate, digit, combine, bundle hexagon, rhombus, trapezium, flip, slide, turn, parallel, vertical, horizontal, angles, two-dimensional, symmetry, shapes, reflections, circle, oval, square, triangle, trapezium, rhombus, hexagon, angle, symmetry, two-dimensional, tessellation, arm, vertex, parallel
Make shapes on geoboards: square triangle rectangle octagon Draw same shapes on dot paper Cutting, pasting and labelling shapes Resources/Websites
Term One
Strand/s: Measurement Outcome/s: MS1.5 Months and seasons of the year Days of the week Duration of time Key Ideas: - Use informal units to measure and compare the duration of events - Name and order the months and seasons of the year - Identify the day and date on a calendar
Suggested Number/Alternate Strand Activities Ordering days and months using worksheet/flashcards Writing seasons/days/months in order on whiteboards Make a calendar for March Ordering tasks according to their duration e.g. cleaning teeth takes less time than playing a game of soccer
Term One
http://www.rabbittakeaway.co.uk/activity / Extension: http://www.ictgames.com/football2.html http://resources.oswego.org/games/Spee dGrid/Subtraction/urikasub1res.html http://www.arcademicskillbuilders.com/g ames/mission/mission.html
Talk about activities that take: a long time to complete a short time to complete. Discuss, compare and identify which activity out of two takes longer to do, e.g. build a house / do a jigsaw wash dog / photograph dog knit jumper / tie shoelaces mow lawn / pump up tyre. Name two jobs that take longer to do than the time it takes to sing a song.
Mathematical Language The terms hour hand and minute hand should be used rather than big hand and little hand to promote understanding of their respective functions.
Evaluation/Register
Term One
Key Ideas: - Use informal units to estimate and measure length and distance by placing informal units end-to-end without gaps or overlaps - Record measurements by referring to the number and type of informal or formal units used
Whole Class Warm Up/Introduction Friends of ten (DENS S1, p.175) Identifying numbers on flashcards and locating on number line or hundreds chart Counting up and back to 30 by ones using number lines, hundreds charts, counters, unifix cubes, flashcards Writing numbers and number words on individual whiteboards Maths Groups Rotations Teacher Led Estimate the length of items using informal units, e.g. the pencil is about 5 paper clips long the texta is about 8 blocks long. Measure the length of each item using the same informal units used when estimating, e.g. glue stick = 5 paper clips. Who has the biggest head? Students measure around their heads with paper strips and mark correctly without overlap. Measure the length of the string in units, (rods, paperclips, etc.) to find who has the biggest head in their group. Record group measurements and the units used. Suggested Number Activities DENS Activities Perceptual: Bingo: The number after (DENS S1, p. 99) Figurative:
Teddy tummies: addition (DENS S1, p.173)
Suggested Number/Alternate Strand Activities Select the most appropriate term to describe the coloured part of single items and collections, e.g.
Computer http://www.gpb.org/countonit/games/ki ndergarten/measuring http://pbskids.org/curiousgeorge/games/ how_tall/how_tall.html http://www.bgfl.org/bgfl/custom/resourc es_ftp/client_ftp/ks2/maths/fractions/lev el1.htm http://www.curriculumsupport.education .nsw.gov.au/countmein/children_plastici ne_snakes.html
Fishing addition (DENS S1, p.177) How many eggs? (DENS S1, p.183) Ten frames (DENS S1, p.185) Subtraction Teddies (DENS S1, p.187) Counting On and Back: Return to mother ship (DENS S1, p.255) Fact Matching (DENS S1, p.257) Forming Groups: Hundred chart challenge (DENS S2,
How Many Hands? In small groups, students make a tape measure that is calibrated using a handprint as a repeated unit. This is done by tracing the hand of one group member. The teacher uses a photocopier to make multiple copies of the print for students to lay end-to-end and glue onto a long strip of paper.
Term One
Mathematical Language estimate, measure, metre, centimetre, length, distance, end-to-end without gaps or overlaps, comparison, tallest, as tall as, not as tall as, shortest, shorter than, longest, longer than, straighter, widest, wider
Evaluation/Register
group, divide, quarters, part, part of, other part, equal, equal parts, about a half, more than a half, less than a half, one part out of two, two equal parts, one half, one part out of four, four equal parts, one quarter
Term One
Key Ideas: - Create, represent and continue a variety of number patterns and supply missing elements - Use the equals sign to record equivalent number relationships - Build number relationships by relating addition and subtraction facts to at 10 - Make generalisations about number relationships
Term One
Term One
Write the number that comes before and after a given number. Order numbers from smallest to largest, e.g. 28, 72, 27 and 49. Discuss events at school that are possible or impossible. Decide whether the likelihood of events occurring are possible or impossible, e.g. we visit a carnival an elephant goes surfing a bear writes a letter
Suggested Number/Alternate Strand Activities Discuss events at school that are certain, likely, unlikely or impossible. Decide whether the likelihood of events occurring are certain, likely, unlikely or impossible, e.g. a car has its lights on I eat an ice-cream I ride a horse we receive mail todays my birthday I read a book I cook dinner an elephant rides a skateboard. Possible/Impossible Students discuss and record things that they consider possible eg being cloudy the next day, or impossible eg raining cows. Students share their ideas, discuss any
Term One
Resources/Websites http://www.ictgames.com/duckshoot10s.html
Mathematical Language might, certain, probably, likely, unlikely, possible, impossible, predict, maybe, might not, will happen, will not happen, can happen, cannot happen, good chance, poor chance, fair, not fair, could happen, never
Evaluation/Register
Term One
Computer http://www.eduplace.com/cgibin/schtemplate.cgi?template=/kids/mw/ manip/mn_popup.thtml&filename=nmbl _prim&title=Number%20Line&grade=K http://www.abcya.com/connect_the_dot s_1-100.htm http://www.abcya.com/telling_time.htm http://www.learningplanet.com/act/tw/i ndex.asp?contentid=410 Extension: http://www.ictgames.com/hickory4.html
Term One
http://www.gpb.org/countonit/games/fir st/clock http://www.ictgames.com/fairyfog2s_v2. html http://www.ictgames.com/mummyNumb erLine/helpVideo/index.html Extension: http://www.ictgames.com/airlineGroupin g/airlineGrouping.html Evaluation/Register
Mathematical Language multiplication, division, ones, twos, fives, tens, collection of objects, groups of, rows of, equal groups, symbols, equal rows, shared between, hundreds chart, number line, altogether, array, the same as, shared among, share, group, divide, double, repeated addition, repeated subtraction, row, how many fives, twice as many, pattern, share fairly
Term One
Key Ideas: - Represent the position of objects using models and drawings - Describe the position of objects using everyday language, including left and right
Suggested Number/Alternate Strand Activities In small groups, students use blocks, small boxes and junk materials to reconstruct a model of the school from memory. BeeBots Model Town In small groups, students are asked to list the main places in their community eg the supermarket, the fire station, homes, the playground. They then make a simple model of their community using a variety of materials. Students reflect and justify the position of the main places in
Computer http://www.eduplace.com/cgibin/schtemplate.cgi?template=/kids/mw/ manip/mn_popup.thtml&filename=nmbl _prim&title=Number%20Line&grade=K http://www.abcya.com/math_facts_gam e.htm Extension: http://resources.oswego.org/games/Spe edGrid/Addition/urikares.html http://resources.oswego.org/games/Sum Sense/sumadd.html
Term One
Mathematical Language Evaluation/Register position, describe, left, right, between, path, map, above, across, along, around, after, back, before, behind, below, beneath, beside, between, centre, close, down, far, forward, further, further away, here, in, in front of, inside, into, last, low, middle, near, next, next to, on, onto, on top, turn, under, underneath, up, upside down, chart, direction, route, sketch, turn, backwards
Term One
Resources/Websites
Mathematical Language
Evaluation/Register
Term One