MATHEMATICS UNIT PLANNER AusVELS Level F Term: 3 Year: 2014

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STRAND: Number & Algebra SUB-STRAND: Number & Place Value FOCUS: Counting Strategies

AusVELS
Content Descriptors/Elaborations (include hyperlinks)
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)
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)
Subitise small collections of objects (ACMNA003)
Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)
Foundation Achievement Standard:
Number and Algebra
Students connect number names and numerals with sets of up to 20 elements, estimate the size of these sets, and use counting strategies to
solve problems that involve comparing, combining and separating these sets. They match individual objects with counting sequences up to and
back from 20.

Common Assessment Tasks
Assessment FOR Learning Assessment OF Learning Assessment AS Learning
Counting strategies checklist (Lesson 1)
Count for ten (Lesson 8)
Rich Assessment Tasks, ACU (Red Book)
GANAG goal setting, scoring before and after

Vocabulary Development:
Number, numeral, amount, quantity, total, count, strategies, estimate, check, accuracy, before, after, smaller, larger, more than, less than, same as, equal, sequence, order,
count on, count back, part, whole, arrange, odd, even

Problem Solving/Mathematicians Toolbox Strategies:
Make a model Lesson 7

Maths tools & resources:
Number lines, number charts, (blank and filled in), counters (variuos blocks, tiles, teddies, etc.), snakes & ladders boards, numeral cards, dot pattern cards, dice,
www.ictgames.com (Caterpillar Counting), Rich Assessment Tasks, ACU (Red Book), Nelson Yr 1 Student Book, clear jars, tins,
http://www.primarygames.co.uk/pg2/splat/splatsq100.html


MATHEMATICS UNIT PLANNER AusVELS Level F Term: 3 Year: 2014

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Teaching and Learning Sequence

Goal
Accessing Prior
Knowledge
New Information Application Goal (Reflection)
1
I can count and
recognise numbers
(ASSESSMENT
FOR)

Whats my number? Think
of a number between 0 and
20. Have students ask
yes/no questions, e.g. is it
bigger/smaller than, is it
before/after, etc.
Have 100 chart on board. Lets count! Have students
count orally together as you point to the different
numbers. Pause at times to emphasise that we can only
say a number when we touch a number. Counting only
works if we say one number for each item that we count.
Point to different numbers and ask students to tell you
what number it is.
ASSESSMENT FOR LEARNING
Observe and note students
understanding of numbers (0-10, 0-
20, 0-100) and counting strategies
used (checklist)
Number rotations
" snakes and ladders
" number match on 100 chart
" number fill in
TEACHER GROUP - give each
students a pile of teddies how many
are there? Observe counting
strategies and record
Reflection sticks
A counting strategy I
used was!

(Add strategies to a
class chart)

Review goal scores

2
I can name the
numbers before
and after
Before and after have
students in a line. Ask
individual students - Who is
before you in the line? Who
is after you in the line?
Revise the sequential nature of numbers they always
stay in order for counting (sometimes we might not count
them all but they still stay in order from smallest to
largest). Have a number line on the board. Choose a
number and cover/hide the numbers before and after.
Ask students how they can work out what the numbers
before and after are. Model counting on, counting back.
Number before and after activity
sheet
(Nelson Year 1 Student Book, p7)
Have students complete activity sheet
to fill in the numbers that come before
and after. Encourage students to use
counting on and back to try and work
them out. Then students should check
using a number line.
Reflection sticks
A handy hint is!

Review goal scores
3
I can use counting
to find missing
numbers
Human number line give
students number cards and
have them get themselves
in order.
Use blank number splat chart on IWB.
http://www.primarygames.co.uk/pg2/splat/splatsq100.html
Reveal some numbers and leave some blank. Ask
students to work out what numbers go in particular
spaces. Focus on students explaining how they worked
numbers out (e.g. counting on, counting back, counting
from!, using patterns, etc.).

Missing numbers
Students complete activity sheet to fill
in the missing numbers. Depending
on number knowledge and
understanding, use different sheets:
" number lines 0-10 (Nelson
Prep Student Book, p68)
" number lines/charts 0-20
100 chart (Nelson Year 1 Student
Book, p32)
Reflection sticks
A counting strategy I
used was!

Review goal scores


MATHEMATICS UNIT PLANNER AusVELS Level F Term: 3 Year: 2014

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4
I can put numbers
in order from
smallest to largest
Give a student a sticky note
with the number 10. Have
them stand in front of room.
Choose another student,
have them write a number
on a sticky note larger than
10 and place themselves in
order. Choose another
student to write a number
smaller than 10 and join the
line. Continue instructing
students to write numbers
larger than! or smaller
than! until all are in
number line.
Show three numbers (e.g. 5, 9, 2) on the board. Which is
the smallest? How do you know? (refer to number lines,
make models to show smaller and larger quantities). Put
the numbers in order from smallest to largest. Continue
with examples using different numbers. Use increasingly
larger numbers, or numbers over a larger range. Can also
use more numbers.
*Can use Caterpillar counting on www.ictgames.com on
IWB instead/as well

Numbers in order cut and paste
Give students activity sheet with
numbers across top. Draw dots to
show the quantity of each number in
the box underneath. Students then cut
and stick number in maths book in
order from smallest to largest.
Vary numbers based on number
knowledge and understanding.

Reflection sticks
A handy hint is!

Review goal scores

5
I can recognise
numbers in
different patterns
(subitising)
Dice race roll large die
(with dots) or use die on
IWB. Tell students that as
soon as the dice stops,
they need to call out the
number as quickly as they
can. Have whole class do it
together or call on
individual students to take
turns.
Discuss how students know how many numbers were on
the dice so quickly did you have to count? Show
different arrangements of dots representing different
numbers and share strategies for recognising how many
quickly. Are there groups of dots within them that you
know and recognise? e.g. I can see two pairs to make 4.
Repeat with lots of dot arrangements.

Subitising and dot pattern rotations
" Memory match game (dot
cards)
" Snap with playing cards/dot
cards
Reflection sticks
I found it useful to!

Review goal scores

6

I can break
numbers into
different parts
Write number 6 on board.
Show me 6 fingers. Show
me a different way of
making 6 fingers. Can you
show another way?
Number busting we can make numbers in different
ways and break them up in different ways. Give students
8 unifix blocks in pairs. Ask each pair to bust up their
group of 8, and share how they have broken it up. Record
these on a class chart. These are all ways of making, or
breaking up the number 8. Put them back into a tower of
8 and see how many ways you can bust it. Emphasise
that we are not adding more or taking any away. It is
always 8 blocks, just separated into different parts.

Number busting
Each student can choose (or be
given) a number to find as many ways
as possible to break it into parts.
Students record number in box at top
of sheet, build a tower of that many
unifix, then break it up, draw and write
to record the ways they can break it
into parts.
Reflection sticks
I have kearnt!

Review goal scores


MATHEMATICS UNIT PLANNER AusVELS Level F Term: 3 Year: 2014

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7
I can make a
model to solve
problems
Turn & Talk what can we
use to make a model?
Direct students to look at
and think about maths
trolley items.
Pose the problem There are 10 new preps coming to
MPPS. How many could be girls and how many could be
boys?

Discuss how we could use making a model to solve it.
What could we use to show boys and what could we use
to show girls? Model one example, e.g. use 5 blue
teddies and 5 red teddies to show 5 and 5 makes ten.
How can we record this in our books?
Is this the only way it could be?
Problem Solving: There are __ new
preps. How many could be girls
and how many could be boys?

Give students different numbers
depending on their ability.

All students should try and find at
least 3 different possible solutions.
(Take photos of students models to
stick on a page in maths books)
Share different models
did your model work?
Why or why not?

Reflection sticks
I found it useful to!

Review goal scores

8
I can estimate how
many and count to
check
Show image how many
animals do you think it
might be? Is it more than
10? Is it more or less than
20? 100?
Show students a pile of blocks, some blocks in a circle,
and some blocks in a line (use similar amounts in each).
Ask students How many do you think are in each group
(without counting them all)? Which group do you think
has the most? Discuss strategies for estimating. Is one
group easier to estimate? Have students demonstrate
counting strategies to check how many in each group.
Numbers in a jar
Have 4 clear jars or containers with
different amounts of blocks (jelly
beans?) in them, labelled A, B, C, D.
Give each students a sheet with a
spot to estimate the amount in each
jar. Come to floor, discuss estimates
and how they worked them out. Which
do they think has most, least, etc.?
Divide students into 4 groups and
have them work together to count and
check the actual amounts in each jar.
Reflection sticks
A counting strategy I
used was!

Review goal scores

9
I can start counting
from different
numbers

(ASSESSMENT
OF)
Five finger count count
up to a number and
students have to count on 5
more times, using their
fingers to keep track. Count
backwards and have
students count back five
more times. Start at
different numbers up to 20,
or beyond.
Have students count out loud while you place objects into
a tin (students should not be able to see the counted
objects). Have students close their eyes and listen for
objects to drop and count how many drops they hear.
Remove objects and count to check.
Count some objects into the tin again and have students
count on from that number up to a certain amount.
Repeat with different number in tin, then students
counting on.

Count for ten
Give stuents Count For Ten sheet.
Instruct students to choose starting
numbers from either
0-10
0-20
0-99
OR write starting numbers for
students.
Students then record the next ten
numbers in sequence.
Reflection sticks
Today I was challenged
by!

Review goal scores








MATHEMATICS UNIT PLANNER AusVELS Level F Term: 3 Year: 2014

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COUNTI NG OBSERVATI ON CHECKLI ST
Student
0-
10
0-
20
0-
100
1-1
Touches or
moves
objects
Arranges
objects in
line/pairs.
Estimates Skip counts Other




















MATHEMATICS UNIT PLANNER AusVELS Level F Term: 3 Year: 2014

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Estimate and check!
Container
Estimate
Can you make a thinking guess about how
many there might be?
Check
Count carefully to find out exactly how
many there are.
A

B

C

D


GOAL: I can estimate how many and count to check



MATHEMATICS UNIT PLANNER AusVELS Level F Term: 3 Year: 2014

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Count for Ten!
! _ _ _ _ _ _ _ _ _ _
! _ _ _ _ _ _ _ _ _ _
! _ _ _ _ _ _ _ _ _ _
! _ _ _ _ _ _ _ _ _ _
! _ _ _ _ _ _ _ _ _ _
GOAL: I can count starting from different numbers



MATHEMATICS UNIT PLANNER AusVELS Level F Term: 3 Year: 2014

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Counting Sheep estimation
































MATHEMATICS UNIT PLANNER AusVELS Level F Term: 3 Year: 2014

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Reflection sticks