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Term 2

TEN Targeting Early Numeracy

Week 3

NOTE: Students in the lowest group are the targeted ten students. These students work with the teacher frequently throughout the week to develop early arithmetic strategies relevant to their grade level.

Other students work in peer groups targeting their own personal development along the continuum. It is important to recognise that opportunities for short, focused and frequent activities be built in

throughout the day, not just in maths time.

Group

Student Names

Where to next?

Activity

Double sided counters

Teaching Point

Evaluation

Emergent

Perceptual

Figurative

Facile

and subtracts numbers by using

materials to represent each

number to find the total count.

visualises the items that cannot

be seen. Counts from one.

problems. A number takes the

place of a completed count.

non-count-by-one strategies

(e.g. compensation) to solve

problems.

counters. Place counters on a

ten frame. Discuss: How many

red counters? How many yellow

counters? How many

altogether?

counters. Place counters on a

ten frame. Discuss: How many

red counters? How many yellow

counters? How many

altogether?

Record on sheet.___+___makes

ten

drops 10 counters whilst the

other closes their eyes. He/she

then covers one colour. Student

opens eyes and counts on to

find missing addend.

Record missing addend on

sheet.

20 counters. Place on 20 frame.

Students record combinations to

20. Record on sheet.

.___+___=20

words altogether

Friends of Ten

find the missing addend

Combinations to twenty

doubles, partitioning) to solve

problems.

One partner shakes rattles and

drops 20 counters whilst the other

closes their eyes. He/she then

covers one colour. Student opens

eyes and uses knowledge of friends

of 20 to find missing addend.

Record missing addend on sheet.

Term 2

Week 3: Addition & Subtraction/ Measurement & Geometry (Mass)

Outcome & key Ideas: Addition & Subtraction

MA1-5NA Uses a range of strategies and informal recording methods for solving addition

and subtraction involving one and two-digit numbers

- Develops a range of mental strategies & informal recording methods for addition &

subtraction

- Records number sentences using drawings, numerals, symbols & words

MA1-12MG Measures, records, compares and estimates the mass of objects using informal units

-Estimate & measure the mass of an object using an equal arm balance & informal units

-Compare and order two or more objects according to mass

-Record measurements by referring to the number & type of informal units used

- Bunny Ears

- Circle Champion

- Circle skip counting in twos, fives and tens

-Elephant mass song: https://www.youtube.com/watch?v=-cjPApFuGLM&feature=share

- Tes Iboard balancing animals

What is mass? Brainstorm the language

used to talk about mass (heavy, light, hard

to lift). Can anyone think of things where

mass might need to be measured

(shopping, babies, animals, airports).

Explain that we are going to heft two

items. Does anyone know what hefting is

(comes from the word to lift around the

1660s)?

Demonstrate the art of hefting.

Activity: Each child will be given a brown

paper bag but will not be allowed to look

inside. One other person will have a bag

that has the same mass. Students must heft

to find the other bag that has a similar

mass. Once found, students must sit with

their partner and record the activity by

drawing a picture and recording the

experience in their maths books. Label

picture. Discuss findings with the class.

- Blocks on a bowl

Lesson Suggestions

Follow-up mass activities

Number activities

What items are lighter/heavier than your

Add two dice: Construct a set of numeral

water bottle. Record in a table in workbooks. cards 2-12. Place them face up on a table

or on the floor. Taking turns, the students

Estimating and Ordering: estimate and

roll two dice. After adding the two dice, the

order the four objects on the table from

student takes the card corresponding to the

heaviest to lightest. Record answers in

total rolled. The game continues until all

workbook.

cards have been taken. If a player rolls a

number that has been taken, their turn is

forfeited.

Equal Arm Balance: How many cubes does

it take to balance a shoe/pencil/apple, etc.

Record answers in workbook.

Baby Weights: Students bring in baby

photos with weights in grams on the back. In

small groups or as a class, students arrange

their baby weights from lightest to heaviest.

Explain the importance of place value in this

activity.

Discussion: when ordering baby weights,

what did we have to do? Why did we look at

the place value? Why is it important to weigh

babies when they are born?

Watch Youtube video when you subtract

with a pirate

Students play diffy towers (DENS).

Problem Solving/Reflection

I have a balance. There are 5 cubes on one side. There are

12 cubes on the other side. How can you make it balance?

How does a balance scale work?

It takes 16 cubes to balance my book and pencil together. I

know it takes 11 cubes to balance my book by itself. How

many cubes does it take to balance the pencil by itself?

*Addition/subtraction word problems looking at key

numbers/words

Art Link

Students create a visual balance scale on cardboard using a

triangle and a strip of paper. They then cut out two images

from a magazine, showing which is heavier on the balance

scale. Children write an explanation explaining why they knew

which object was heavier. See

http://bishopsblackboard.blogspot.com.au/2012/06/comparingweight.html

Term 2

Week 4

NOTE: Students in the lowest group are the targeted ten students. These students work with the teacher frequently throughout the week to develop early arithmetic strategies relevant to their grade level.

Other students work in peer groups targeting their own personal development along the continuum. It is important to recognise that opportunities for short, focused and frequent activities be built in

throughout the day, not just in maths time.

Group

Student Names

Where to next?

Activity

Dice

Teaching Point

Evaluation

Emergent

Perceptual

Figurative

and subtracts numbers by using

materials to represent each

number to find the total count.

Roll a dot dice. Subitise number

of dots. Check by counting dots.

Find corresponding numeral

card

visualises the items that cannot

be seen. Counts from one.

problems. A number takes the

place of a completed count.

at the pattern. Close eyes and

visualise the pattern.

Draw pattern in air. Partner

cover dice. Draw pattern and

write the numeral. Check if

correct.

sided numeral die. Say the

number on the numeral die.

Count on the number of dots on

the dot dice (look then

visualise). Record the addition

facts on a whiteboard. Check if

correct.

correspondence using a

consistent pattern.

visualisation

Facile

non-count-by-one strategies

(e.g. compensation) to solve

problems.

Roll 4 numeral dice. Write down

4 numbers and look for friends

of 10, doubles etc. Add together

and discuss strategies

doubles, partitioning) to solve

problems.

Roll 3 x 6 sided numeral dice and 1

x 20 sided numeral dice. Write down

4 numbers and look for the most

efficient strategies for adding them

together. Record the addition facts

on whiteboard. Check and compare

with a partner

way to add numbers

add numbers

Term 2

Week 4: Addition & Subtraction/ Measurement & Geometry (3D shapes)

MA1-5NA Uses a range of strategies and informal recording methods for solving addition

and subtraction involving one and two-digit numbers

- Develops a range of mental strategies & informal recording methods for addition &

subtraction

- Records number sentences using drawings, numerals, symbols & words

Whole Class Warm Up/Introduction

- Roll & Count

- Circle Champion

- Circle skip counting in twos, fives and tens

- BNWS Zap

40min Introduction 3D shapes

Briefly revise 2D shapes with the class

using the YouTube song for support.

Introduce 3D shapes to the class, seeing

how many they can identify. Discuss the

difference between 2D and 3D shapes

you may like to use 2D/3D movies as an

analogy.

Formally introduce the 3D shapes to the

students (cube, cone, cylinder, sphere and

prisms) and discuss the properties of each

shape using appropriate language (flat

surface, curved surface, sides, edges). Play

the 3D shapes YouTube clip. Students work

with partners to think of real-life objects to

match the shapes.

- Salute

- Place Value Bingo

-Shape heads (like celebrity head)

MA1-14MG Sorts, describes, represents and recognizes familiar three-dimensional objects including cones,

cubes, cylinders, spheres and prisms

MA1-3WM describes mathematical situations and methods using everyday and some mathematical

language, actions, materials, diagrams and symbols

-Recognise and classify familiar three-dimensional shapes using obvious features

-Use the terms surface, flat surface and curved surface in describing familiar three-dimensional objects

Related Computer Activities

3D shapes ballet: https://www.youtube.com/watch?v=m3ZgD58kiTI#t=32

3D shapes song: https://www.youtube.com/watch?v=2cg-Uc556-Q

Lesson Suggestions

Follow-up 3D shape activities

Number activities

Feely bag is it 2D or 3D. Shape description ! Use counting on as a strategy for

to guess the shape.

addition.

Complete examples:

Sorting: Sorting shapes with flat and curved

!3+2="

!5+3="

surfaces.

! 10 + 2 = "

!3+3="

!

8

+

4

=

"

! 12 + 2 = "

Construction: Students use playdough,

!4+2="

!7+5="

bluetak, matchsticks, paddle-pop sticks, etc

to construct 3D shapes.

! 13 + 4 = "

!4+3="

Teach This - 3D shape match

Collage: Create a cardboard poster for each

3D shape. Students work in small groups

with magazines and must find real-life

objects to match each 3D shape. Glue and

display.

Ask students to bring in an item from home,

either 2D or 3D. As a class, sort the items.

line.

Problem Solving/Reflection

-Describe the shape. Where can you find it in real life? see

attached sheet

-Does it stack, slide or roll? Give each student a 3D shape

and have him or her investigate whether it will stack, slide or

roll. Why/Why not?

-Kevin had 3 cones, 2 cylinders and a sphere. How many

faces are there?

-Emma has 1 cube. Jake has 4 cylinders. Who has more

faces?

-I have some 3D shapes in my basket. Altogether, they have 8

faces. What shapes do I have?

Art Link

-Students create a wanted poster for a missing shape. They

will draw (or construct from net and glue) the shape and write

a description about it. Information could include: how many

sides, are the sides the same, is it 2D or 3D, curved or straight

edges, when it went missing, who to contact, reward.

Term 2

TEN Targeting Early Numeracy

Week 5

NOTE: Students in the lowest group are the targeted ten students. These students work with the teacher frequently throughout the week to develop early arithmetic strategies relevant to their grade level.

Other students work in peer groups targeting their own personal development along the continuum. It is important to recognise that opportunities for short, focused and frequent activities be built in

throughout the day, not just in maths time.

Group

Student Names

Where to next?

Activity

Playing cards

Teaching Point

Evaluation

Emergent

Perceptual

Figurative

Facile

and subtracts numbers by using

materials to represent each

number to find the total count.

visualises the items that cannot

be seen. Counts from one.

problems. A number takes the

place of a completed count.

non-count-by-one strategies

(e.g. compensation) to solve

problems.

doubles, partitioning) to solve

problems.

Turn 2

In pairs, children turn 2 cards

over. They will need to add the 2

numbers together.

14

Players turn over 2 cards, add

them together. Next player adds

on the next card and so on. If

their total goes over 14 they

need to count back to 14 to win

the cards. When the total is 14

that player keeps the cards.

24

Players turn over 2 cards, add

them together. Next player adds

on the next card and so on. If

their total goes over 24 they

need to subtract the number.

When the total is 24 that player

keeps the cards.

34

Players turn over 2 cards, add them

together. Next player adds on the

next card and so on. If their total

goes over 34 they need to subtract

the number. When the total is 34

that player keeps the cards.

numbers and add them together.

number.

Children may use number cards

to help counting back.

strategies to help them find the

total- compensation strategies.

help them find the totalcompensation strategies.

count the items.

Replicate the number using

counters. Match to numerals.

symbols if they dont know

numeral using one to one

correspondence.

Term 2

Week 5: Money/Length

Outcome & key Ideas: Number - money

MA1-4NA Applies place value, informally, to count, order, read and represent two and three-digit

numbers

- Recognise, describe and order Australian coins according to their value

- Identify, sort, order and count money using the appropriate language in everyday contexts, e.g.

coins, notes, cents, dollars

- Recognise that total amounts can be made using different denominations

- Recognise the symbols for dollars and cents

Whole Class Warm Up/Introduction

- Roll & Count

- Circle Champion

- Circle skip counting in twos, fives and

tens

- F&BNWS Zap

40min Revise length

Select two children that are similar in

height and ask the class to make a

hypothesis about who is the tallest?

Question students about how they know,

and what can be done to see if they are

right. Explain that they will be learning

about length. When might you need to

measure length in the real world?

In small groups, students work to

measure the length of their desk with

each group using a different informal unit

(cubes, playing cards, DVDs, paddlepop sticks, etc). Ensure students

understand how to measure end to

end with no gaps. Students report their

results back to the class. Discuss why

the numbers were so different.

MA1-9MG Measures, records, compares and estimates lengths and distances using uniform informal

units, metres and centimetres

MA1-3WM Supports conclusions by explaining or demonstrating how answers were obtained

-Recognise and classify familiar three-dimensional shapes using obvious features

-Use uniform units to measure lengths and distances by placing the units end-to-end without gaps or

overlaps

-Record lengths and distances by referring to the number and type of uniform informal unit used

-Compare the lengths of two or more objects

Related Literature/Computer Activities

- Subtraction shoot out/on the bus

How big is a foot? By Rolf Myller

- Salute

Animal Lengths http://www.iboard.co.uk/activity/688

- Place Value Bingo

How big are you? http://www-tc.pbskids.org/dinosaurtrain/media/swfs/howBig.swf

The notes train video: https://www.youtube.com/watch/?v=5Mk6Tzno0ww

See money board game on TeachThis

Lesson Suggestions

Follow-up length activities

Number activities

Problem Solving/Reflection

Straw Javelin

Money revise Australian coins and

- Mythbuster challenge

http://www.talkingnamba.net/pdf/Straw%20Javelin.pdf notes with the class.

A persons height is the same as the width of their

How tall am I measure students with string and

Each student receives a coin. They must outstretched arms? Is this true? Investigate using informal

display in the classroom.

work as a class to form groups according units of measurement and reflect in your maths journal.

to a given total, e.g. 50c = 10c, 20c, 20c

- My teddy bear is 2 paddle-pop sticks long. My puppy is

Leprechaun height worksheet independently

Teacher sets out a collection of play

13 cubes long. Which is longer? *Provide manipulatives

measuring. Students can be extended by also

coins and notes on student desks.

measuring in cm using a ruler.

Teacher writes a value on the board.

- My rocket ship is 5 paddle-pop sticks long. How many

Students show that coin to the teacher.

cubes long is it? *Provide manipulatives

Teacher asks, is there another way?

Who has the biggest head? Students measure

Coin rubbing students rub coins in their

Art Link

around their heads with paper strips and mark

Maths books and label.

Piggy banks: Students cut out a pink template of a pig.

correctly without overlap. Measure the length of string Coin creature rub to make a caterpillar Students are given a value and must write the value on

in units, (rods, paperclips, etc) to find who has the

Extension students could add total

their piggy and cut out and glue coins to match the given

biggest head in their group. Record group

value. See

Teacher sets out a collection of play

https://www.pinterest.com/pin/306948530825244876/ for

measurements and the units used.

coins and notes on student desks.

Teacher displays an item and names its an example.

price. Students work work a partner to

find the correct amount of money.

Term 2

TEN Targeting Early Numeracy

Week 6

NOTE: Students in the lowest group are the targeted ten students. These students work with the teacher frequently throughout the week to develop early arithmetic strategies relevant to their grade level.

Other students work in peer groups targeting their own personal development along the continuum. It is important to recognise that opportunities for short, focused and frequent activities be built in

throughout the day, not just in maths time.

Group

Student Names

Where to next?

Activity

Dominoes

Evaluation

Emergent

Perceptual

Figurative

Facile

and subtracts numbers by using

materials to represent each

number to find the total count.

visualises the items that cannot

be seen. Counts from one.

problems. A number takes the

place of a completed count.

non-count-by-one strategies

(e.g. compensation) to solve

problems.

doubles, partitioning) to solve

problems.

Turn over a picture card,

identify amount and add 2.

How many now?

Use interactive game to play

addition game.

OR

Turn two cards and add

together.

Play interactive addition

game.

OR

Turn three picture cards and

add together.

40 is

If you were the author, how

could you make 40? Use the

interactive game.

OR

Use picture cards to make 40

using different strategies.

40 is

If you were the author how

could you make 40? Use the

interactive game.

OR

Make 16 using different

picture cards.

40 is

If you were the author how could

you make 40? Use the

interactive game.

OR

Make 26 using different picture

cards. Make it in different ways

to show different combinations.

Record on sheet.

Term 2

Week 6:

& Measurement

TENNumber

Targeting

Early Numeracy (time)

Outcome & key Ideas: Number

Outcome & key Ideas: Measurement -time

Week 6

MA1-4NA

Appliesinplace

value,group

informally,

to targeted

count, order,

read andThese

represent

two and

three-digit

MA1-13MG

Describes,

compares

orders durations

of events,

and reads

half and

quarter-hour

time

NOTE:

Students

the lowest

are the

ten students.

students

work

with the teacher

frequently

throughout

the weekand

to develop

early arithmetic

strategies

relevant

to their

grade level.

numbers

and order

months that

of the

year

Other

students work in peer groups targeting their own personal development along the continuum. It-isName

important

to recognise

opportunities

for short, focused and frequent activities be built in

MA1-5NA Uses

a range

of strategies

- Recall the number of days that are in each month

throughout

the day,

not just

in maths and

time.informal recording methods for solving addition and

subtraction involving one and two-digit numbers

- Name and order the seasons, and name the months for each season

- Develops a range

of

mental

strategies

&

informal

recording

methods

for

addition

&

subtraction

- Record hourFigurative

and half-hour time on analog

and digital

Group

Emergent

Perceptual

Counting

on clocks

and back

Facile

- Records number sentences using drawings, numerals, symbols & words

Student Names

Whole Class Warm Up/Introduction

- Heads and Tails place value

- Subtraction shoot out/on the bus

- Circle Champion

- Salute

- Circle skip counting in twos, fives and

- Place Value Bingo

Counts visible items and builds

tens

F&BNWS

Zap by using

and -subtracts

numbers

Adams family days of the week song.

Months of the year song: https://www.youtube.com/watch?v=5enDRrWyXaw

30 days has September song: https://www.youtube.com/watch?v=drH3_Flt85g

Uses known facts and other nonnon-count-by-one strategies

count-by-one strategies (e.g.

materials to represent each

(e.g. compensation) to solve

doubles, partitioning) to solve

Lesson Suggestions

number to find the total count.

problems.

problems.

Place

value

Play dominoes making

Seasons/Months

sure to

Follow

Activities

the leader.

Domino race Time Activities - revision

Domino Race

Problem

Domino Solving/Reflection

Race

Activity

numbers

correctly. to remember

Use the days

gameofboard

(smaller, Revise

Partner

1 takes a domino

anddigital and

Turn analog

over 4 dominoes,

the is Turn

over 2 dominoes,

at the

Dominoes

Revise place value

with the class using match

*Simple

songs/rhymes

the week

the difference

between

clocks, write

- What

the missing

number?start

Provide

same, larger), turn over a tile, hour partner

tells partner

2 the total.demonstrating

total on thethe

whiteboard,

work

out with

smallaside

and racegrid

to add

MAB blocks. Invite two students to the

and months of the year

and minute

hand. Practise

time

students

hundreds

withthe

one

then continue

2 must

try using

to guess

the best

way to add doubles,

numbersStudents

together. must write

front and give each a numeral card to

*Students work in groups to order

cards onturning

whichover

are tileson thePartner

hour and

halfthen

hour

a teachers

clock.

number missing.

and placing them on the board

which combination of numbers is doubles plus 1, near doubles,

hold, e.g. 2 & 8. Ask them to stand next

written the months of the year. Students can also

what the missing number is and give three

in the correct place smaller,

on the domino. Partner 1 may

friends of 10.

to each other, explaining that the right on categorise according to seasons.

reasons why it is the missing number, e.g.

the same, larger.

give a clue by revealing one side

the left is the child on the left is the ones. *Teach children the 30 days has September song

because it is between x and y.

Time ofboard

games can be found and printed from

the domino.

Where to next?

Have studentsEvaluation

call out their number in

turn as twenty and eight. Give a

number card to a child on the floor, e.g.

3 and have them swap with a child in the

front so that they become either thirty or

three. Continue having students swap.

-Read One is a snail, Ten is a crab and

discuss how we can make combinations.

Use the IWB notebook file to play

games. Make a class book using

different combinations. See online for

additional ideas using this book.

visualises the items that cannot

be seen. Counts from one.

problems. A number takes the

place of a completed count.

*Match that month students are given 2 sets of

cards, one with the month names and another with

the number of days in each month. All cards are

placed facedown and students play memory match

to match correct month and days in the month.

Teach This

Book includes a list of words related to the season,

e.g. rainy, weather, observable changes in

environment, months included, clothing worn, etc.

hour and create display posters.

program the students must record the day, channel and

time, and draw a clock face indicating when the show

begins.

colour to demonstrate 60 minutes in an hour. Break this

into 5s and put in a circle to represent a clock. see link

examples

http://www.ixl.com/math/grade-1/timeand-clocks-word-problems

Art Link

-Make a paper plate clock.

-Give each student a time to represent.

Students make the time on an analogue

clock using a template, glue onto coloured

paper and write the digital time below.

Term 2

TEN Targeting Early Numeracy

Week 7

NOTE: Students in the lowest group are the targeted ten students. These students work with the teacher frequently throughout the week to develop early arithmetic strategies relevant to their grade level.

Other students work in peer groups targeting their own personal development along the continuum. It is important to recognise that opportunities for short, focused and frequent activities be built in

throughout the day, not just in maths time.

Group

Student Names

Where to next?

Activity

Dominoes

Evaluation

Emergent

Perceptual

Figurative

and subtracts numbers by using

materials to represent each

number to find the total count.

Play dominoes making sure to

match numbers correctly.

visualises the items that cannot

be seen. Counts from one.

problems. A number takes the

place of a completed count.

Use the game board (smaller,

same, larger), turn over a tile,

then continue turning over tiles

and placing them on the board

in the correct place smaller,

the same, larger.

Domino race

Partner 1 takes a domino and

partner tells partner 2 the total.

Partner 2 must then try to guess

which combination of numbers is

on the domino. Partner 1 may

give a clue by revealing one side

of the domino.

non-count-by-one strategies

(e.g. compensation) to solve

problems.

Domino Race

Turn over 4 dominoes, write the

total on the whiteboard, work out

the best way to add doubles,

doubles plus 1, near doubles,

friends of 10.

Facile

doubles, partitioning) to solve

problems.

Domino Race

Turn over 2 dominoes, start at the

small side and race to add the

numbers together.

Term 2

Week 7: Patterns

Algebra/Multiplication

TEN &

Targeting

Early Numeracy & Division

Outcome & key Ideas: Patterns & Algebra

Outcome & key Ideas: Multiplication & Division

Week 7

MA1-8NA

Creates,

represents

and continues

a varietyten

of students.

patterns with

numbers

andwork

objects

Uses a range

mental

strategies

andarithmetic

concrete strategies

materials for

multiplication

and division

NOTE:

Students

in the

lowest group

are the targeted

These

students

with the teacher MA1-6NA

frequently throughout

theofweek

to develop

early

relevant

to their grade

level.

- Identify

and describe

skip counting

forwards

andpersonal

backwards

by ones, twos,

and tens from

- Skip count

by twos, fives

and tens starting

from zero

Other

students

work in when

peer groups

targeting

their own

development

alongfives

the continuum.

It is important

to recognise

that opportunities

for short,

focused and frequent activities be built in

any startingthe

point

- Model and use equal groups of objects as a strategy for multiplication

throughout

day, not just in maths time.

- Represent number patterns on number lines and number charts

- Model division by sharing a collection of objects into groups of a given size to determine the

- Recognise, copy

and

continue

given

number

patterns

that

increase

or

decrease

number ofFigurative

groups

Group

Emergent

Perceptual

Counting on and back

Facile

- Create, record and continue patterns with objects or symbols

- Describe the part left over when a collection cannot be shared equally

Student

-Model and

describeNames

odd and even numbers

Whole Class Warm Up/Introduction

- Heads and Tails place value

- Circle Champion

- Salute

- Circle skip counting in twos, fives and

- Place Value Bingo

Counts visible items and builds

Counts concealed items and

tens

- F&BNWS

Zap by using visualises the items that cannot

and subtracts

numbers

Where to next?

The Doorbell Rang by Pat Hutchins can be viewed on YoutTube

Song the ants go marching

http://interactivesites.weebly.com/division.html

Counts on or back to solve

Using known facts and other

Uses known facts and other nonhttp://interactivesites.weebly.com/multiplication.html

problems. A number takes the

non-count-by-one strategies

count-by-one strategies (e.g.

be seen. Counts from one.

place of a completed count.

(e.g. compensation) to solve

Lesson Suggestions

number to find the total count.

problems.

Multiplication

& Division introduction Play dominoes Multiplication

making sure to & Division

Followfollow

the leader.

up activities

Domino race Number activities Domino

patterns

Race

& algebra

Activity

numbersShow

correctly.

Use theon

game

Partner

1 takesina multiples

domino and countTurn

overusing

4 dominoes,

thein

Dominoes

Introduce equal

grouping. Students sort match

a Arrays:

examples of arrays

the board

IWB. (smaller,

Give

*Counting

in twos

shoes,write

count

turn over

a tile,

partner

tells partner

the total.

on the

out

collection of objects into hula hoops.

students some counters andsame,

arraylarger),

problems,

clearly

5s using

a hand2 each

and 10stotal

using

twowhiteboard,

hands withwork

fingers

then and

continue

turningCan

overplay

tiles

Partner

2 must then try to guess the best way to add doubles,

Discuss the idea that 3 groups of 2 make

explaining the concepts of rows

columns.

outstretched.

and placing them on the board

which combination of numbers is doubles plus 1, near doubles,

6, etc. Continue using the IWB. Continue

independently using two dice.

*Model how a number line can be used to show addition

in the correct place smaller,

on the domino. Partner 1 may

friends of 10.

work with students on their whiteboards

2+2+2+2

the same, larger.

givepatterns,

a clue bye.g.

revealing

one side

using a variety of grouping questions.

Circles and Stars: Student rolls a dice and draws that

Frog

jumps: A set of number cards are placed down from 0of the

domino.

Evaluation

Introduce sharing using The doorbell rang

by Pat Hutchins

Discuss sharing have the children ever

had to share something before? Read the

story and work though the problems with

the students, stopping at appropriate

points in the story for children to complete

the division/sharing problem. Note: some

students may benefit from using counters

as cookies when working out the

answer.

many circles (4). Student rolls die again and draws that

many stars in each circle (3). Students record 4 groups of 3

stars is 12 stars.

a pile of number cards (0-5) and a collection of counters in

the centre. Student A reveals a card and each of the other

students take a corresponding number of counters and

hides them under their hand. Student A then answers: what

is the total of all counters and how did you work it out?

Sharing student grabs a handful of counters. Student rolls

a dice and must share the counters between in that many

groups.

30. The teacher turns over cards 3,6 and 9 and places a frog

counter on number 9. Students are asked: what numbers can

you see; how many numbers is Freddie jumping over each

time; what numbers has Freddie jumped over already; where

will he jump to next; will he jump on 14?

*Look at patterns on a hundreds chart using the program

Splat 100

Odd & Even numbers explain this concept. Practise with

large numbers, looking at the end number. Play Odd Olly &

Even Elly (see DLTK Crafts for template)

problems.

Domino

Problem

Race Solving/Reflection

Turn

over 2 dominoes,

start

the

-Students

are asked

to at

design

small

side

andchocolate

race to add

theto

their

own

box

numbers

hold 16together.

chocolates.

be found at: http://www.k5mathteachingresources.com/

support-files/number-storyarrays-set1.pdf

-Arranging Desks

See ARC assessment lesson:

http://arc.boardofstudies.nsw.

edu.au/index.cfm?objectid=5C

30D2C6-D023-5B095F25127567FE84C9

Term 2

TEN &

Targeting

Early Numeracy & Division

Week 7: Patterns

Algebra/Multiplication

Week 8

Outcome & key Ideas: Number Patterns & Algebra

Outcome & key Ideas: Number - Multiplication & Division

NOTE: Students

in the

lowest group

are the targeted

These

students

with the teacher MA1-6NA

frequently throughout

theofweek

to develop

early

relevant

to their grade

level.

MA1-8NA

Creates,

represents

and continues

a varietyten

of students.

patterns with

numbers

andwork

objects

Uses a range

mental

strategies

andarithmetic

concrete strategies

materials for

multiplication

and division

students

work in when

peer groups

targeting

their own

development

alongfives

the continuum.

It is important

to recognise

that opportunities

for short,

focused and frequent activities be built in

-Other

Identify

and describe

skip counting

forwards

andpersonal

backwards

by ones, twos,

and tens from

- Skip count

by twos, fives

and tens starting

from zero

throughout

day, not just in maths time.

any startingthe

point

- Model and use equal groups of objects as a strategy for multiplication

- Represent number patterns on number lines and number charts

- Model division by sharing a collection of objects into groups of a given size to determine the

- Recognise, copy

Group

and continue given number patterns

1-10

that increase or decrease

1-10

number of groups

1-10

1-30

1-100

before/after

* before/after - drops back to 1 - *before/after

no dropping

- Create, record and continue patterns with*cannot

objectsidentify

or symbols

Describe the- part

left over back

when a collection cannot be shared equally

-Model and

describeNames

odd and even numbers

Student

- Subtraction shoot out/on the bus

- Heads and Tails place value

- Salute

- Circle Champion

- Circle skip counting in twos, fives and - Place Value Bingo

tens

Counts

- F&BNWS

to 10. SaysZap

the number

Counts to 10. Says the number

The Doorbell Rang by Pat Hutchins can be viewed on YoutTube

Song the ants go marching

http://interactivesites.weebly.com/division.html

http://interactivesites.weebly.com/multiplication.html

Counts to 30. Says the number

Counts to 100. Says the

Counts beyond 100. Counts

word just after a given number

word just after a given number

number word just after a given

word but drops back to one

word without dropping

back. Suggestions

word in the range 1-30 without

number word in the range 1Lesson

when

doing

so.

Counts

Counts

backwards

from

10-1.

dropping

back.

Counts

backwards

without

Multiplication & Division introduction

Multiplication & Division follow up activities

Number activities 100

patterns

& dropping

algebra back.

backwards from 10-1. Says the

Says the number word just

from 30-1. Says the number word

Counts backwards from 100-1.

Introduce equal grouping. Students sort number

a Arrays:

Show

examples

the number

IWB. Give

in multiples

count

twostheusing

shoes,

word just

before

a given of arrays

before aongiven

word

just*Counting

before a given

number word

in inSays

number

wordcount

just in

collection of objects into hula hoops.

students

some

array problems,

clearly

using

hand each

and 10s using

hands

with word

fingers

number

word but

dropscounters

back to andwithout

dropping back.

the 5s

range

30-1a without

dropping

beforetwo

a given

number

in

Discuss the idea that 3 groups of 2 makeone when

explaining

theIdentifies

concepts

outstretched.

doing so.

allof rows and columns. Can play

back.

Identifies all numerals in the the range 100-1 without

6, etc. Continue using the IWB. Continuenumerals

independently

using two dice.

*Model

used to

show

addition

1-10.

range

1-20. how a number line can be

dropping

back.

Identifies

all

numerals in the range 1-100.

work with students on their whiteboards

patterns, e.g. 2+2+2+2

led: Prepare

10 paper

cups rolls

with aanumber

1-10

written

on

Guess

number:

students

work cards

Guess

number:

students

using a variety Activity

of grouping questions. Teacher

Circles

and Stars:

Student

dice and

draws

that

Frogmyjumps:

A set

of number

aremy

placed

down

from 0each many

cup. Ask

students

put them

in order.

Students

turnthat

with30.

a partner

and a 0-30

and a 0circles

(4). to

Student

rolls

die again

and then

draws

The teacher

turnsnumber

over cardswork

3,6with

anda9partner

and places

a frog

whilestars

the teacher

toy/item under

one

of the of 3 linecounter

to play guess

my number.

play guesscan

Introduce sharing using The doorbell rangaround

many

in eachhides

circlea small

(3). Students

record

4 groups

on number

9. Students 100

are number

asked: line

whatto numbers

cups. Students turn back and make a guess at which cup contains

Student A thinks of a number in

my number. Student A thinks

by Pat Hutchins

stars is 12 stars.

you see; how many numbers is Freddie jumping over each

the toy. Teacher replies with yes/no it is in a cup before/after

the range 0-30. Student B must

of a number in the range 0Discuss sharing have the children ever chosen number. Reinforce the language of before/after whilst

whattonumbers

jumped

over

already;

asktime;

questions

work out has

the Freddie100.

Student

B must

ask where

Hidden

Groups:

small groups,

students sit in a circle withanswer

had to share something before? Read theindicating

will he

to next;

on 14? to work out the

which

directionIncorresponds

to each.

butjump

Student

A can will

onlyhe jumpquestions

a pile ofrace:

number

cards (0-5)

a collection

of counters

story and work though the problems with Before/After

flash playing

cardsand

at students

and have

them in answer yes/no. Student B may like answer but Student A can only

the

centre.

Student

A

reveals

a

card

and

each

of

thewith

other to mark

the students, stopping at appropriate

*Look

chart yes/no.

using the

program

race to call out the number before and/or after. Allocate points

offatthepatterns

numberson a hundredsanswer

Student

B may

students

take the

a corresponding

of counters

points in the story for children to completethe first

to ten being

winner. Ace = 1number

and picture

cards = 10and

eliminated.

like to mark off the numbers

Splat 100

eliminated.

hides them under their hand. Student A then answers: what

the division/sharing problem. Note: some

Where to next?

students mayEvaluation

benefit from using counters

as cookies when working out the

answer.

is the total of all counters and how did you work it out?

Sharing student grabs a handful of counters. Student rolls

a dice and must share the counters between in that many

groups.

large numbers, looking at the end number. Play Odd Olly &

Even Elly (see DLTK Crafts for template)

Identifies numerals in the range 11000.Problem Solving/Reflection

-Students

areand

asked

to design

Counts

forwards

backwards

by

to

10stheir

and own

5s onchocolate

and off thebox

decade.

hold 16 chocolates.

Guess

my number:

students work

be found

at:
http://www.kwith

a partner and an empty number

5mathteachingresources.com/

linesupport-files/number-storyto play guess my number.

Student A thinks of a number in the

arrays-set1.pdf

range 1-1000. Student B must ask

questions to work out the answer

Desks

but-Arranging

Student A can

only answer

See ARC

assessment

lesson:

yes/no.

Student

B may like to

mark

http://arc.boardofstudies.nsw.

off the numbers eliminated. To make

edu.au/index.cfm?objectid=5C

it more

challenging, student B only

has30D2C6-D023-5B0910 questions to ask.

5F25127567FE84C9

Term 2

Week 8: Addition & Subtraction/Data

Outcome & key Ideas: Addition & Subtraction

MA1-5NA Uses a range of strategies and informal recording methods for solving addition and

subtraction involving one and two-digit numbers

- Develops a range of mental strategies & informal recording methods for addition & subtraction

- Records number sentences using drawings, numerals, symbols & words

MA1-1WM Describes mathematical situations and methods using everyday and some

mathematical language, actions, materials, diagrams and symbols

MA1-WM2 Supports conclusions by explaining or demonstrating how answers were obtained

Whole Class Warm Up/Introduction

- Heads and Tails place value

- Circle Champion - doubles

- Circle skip counting in twos, fives and

tens

Data introduction

Show students a simple graph and

gauge prior knowledge by

discussing what it is and its

features.

Complete a class graph on a

common topic, e.g. favourite fruit.

On a post it note, students draw a

picture and label their favourite fruit

and return to the floor. As a class,

make predictions and discuss the

results.

Explain and demonstrate the use of

tally marks. (four trees standing

and one falling down). Students

play Double it to practise using

tally marks to record information.

MA1-17SP Gathers and organises data, displays data in lists, tables and picture graphs and interprets

the results

- Choose simple questions and gather responses

- Use concrete materials or pictures of objects as symbols to create data displays where one object or

picture represents one data value

- Interpret information presented in data displays

Graphing computer activities can be found at: http://interactivesites.weebly.com/graphing.html

Tally OMally book on YouTube: https://www.youtube.com/watch?v=-_ODQk0DquM

Subtract by counting back video: https://www.youtube.com/watch?v=QhR1SEK49qM - very simple

Book Two of everything available in the school library

i-Pad activity using PuppetPals app: http://carnazzosclass.wikispaces.com/Two+of+Everything

Lesson Suggestions

Data follow up activities

Number activities doubles & counting back

Problem Solving/Reflection

Sticky data: Give every child a post-it-note and have

Doubles/Near Doubles: Play a warm up game to reinforce doubles,

- Read the book Two of

them draw a picture of themselves and write their name.

e.g. circle champion. You may also like to demonstrate the link

everything and pose the

Draw two long lines on the paper/board/floor and use the between doubling and halving.

following question: What

post-it-notes to graph and find out the answer to various

Play doubles/near doubles games from Teach This/Teachers Pay

would happen if you put 6

questions. Questions could include: How many boys and Teachers to reinforce the skill, e.g. roll, double, cover.

marbles in the pot? Use other

girls are in the class; Which month has the most

For extension students: Calculator doubles on Mathsticks is a fantastic number examples

birthdays; What is the favourite flavor of ice-cream in this game!

class.

-addition and subtraction word

! Model counting back from the last number to see how many are left, e.g.

problems can be found at:

Car count take students to the seating area near the

http://www.kK-1 playground. Have students tally to record the

5mathteachingresources.com/

different colour of cars that drive past. Return to the

1st-grade-numberclassroom and have students convert their results into a

- I had 8 letters but 3 were posted. How many are left?

activities.html

- Use counting back to solve similar problems.

bar and/or picture graph. Discuss the results.

! Count back to solve number sentences, e.g.

M&Ms Give students a fun sized packet of M&Ms.

ART LINK

!93="

! 11 3 = "

Students sort according to colour and create a graph to

*Create double scoop ice! 14 - 3 = "

represent their results.

cream art with a number on

! Model and discuss how a subtraction sentence can be created from an

each scoop and the total on

addition number sequence, e.g 5 + 4 = 9 9 4 = 5

the cone.

Tally Ho: Say a number and have students draw tally

marks to represent the number.

- Subtraction shoot out/on the bus

- Salute

- Place Value Bingo

- F&BNWS Zap

Term 2

Term 2

TEN Targeting Early Numeracy

Week 9

NOTE: Students in the lowest group are the targeted ten students. These students work with the teacher frequently throughout the week to develop early arithmetic strategies relevant to their grade level.

Other students work in peer groups targeting their own personal development along the continuum. It is important to recognise that opportunities for short, focused and frequent activities be built in

throughout the day, not just in maths time.

Group

Student Names

Where to next?

Activity

Ten Frames

Evaluation

Emergent

Perceptual

Figurative

and subtracts numbers by using

materials to represent each

number to find the total count.

Introduce the ten frame to the

group. Explain the purpose of

the ten frame and how it can be

used for counting. Start by

showing a ten frame and

gradually decreasing by 1,

asking questions about how

many are there and how many

are missing.

visualises the items that cannot

be seen. Counts from one.

problems. A number takes the

place of a completed count.

One partner flashes a tens

frame and the other must work

out how many are missing.

two ten sided dice, placing the

corresponding number of

counters on ten frame. Students

practise bridging to ten to work

out the addition answer.

non-count-by-one strategies

(e.g. compensation) to solve

problems.

I wish I had. Player 1 flashes a

ten frame and says I wish I had

___. Student B must work out

many are needed to reach the

wish number.

Facile

doubles, partitioning) to solve

problems.

Teeny tiny ten frames. Students

select up to 5 teeny tiny ten frames

(CMIT) and work out strategies to

add efficiently, recording as they go.

Term 2

Week TEN

9: Number/Fractions

& Decimals

Targeting Early Numeracy

Outcome & key Ideas: Number

Outcome & key Ideas: Fractions & Decimals

Week 9

MA1-4NA

Appliesinplace

value,group

informally,

to targeted

count, order,

read andThese

represent

two- and

Representsthe

andweek

models

halves, early

quarters

and eighths

NOTE:

Students

the lowest

are the

ten students.

students

workthree-digit

with the teacher MA1-7NA

frequently throughout

to develop

arithmetic

strategies relevant to their grade level.

numbers

- Recognise

and describe

one-half as two

of aand

whole

Other

students work in peer groups targeting their own personal development along the continuum. It is important

to recognise

that opportunities

forequal

short,parts

focused

frequent activities be built in

- Counts forwards

by ones

- Record two equal parts of whole objects and shapes, and the relationship of the parts to the

throughout

the day,and

notbackwards

just in maths

time. from any given two-digit number

- Identify the number before/after a given two digit number

whole, using pictures and fraction notation for half

- Read and useGroup

the ordinal names to at least thirty-first

- Uses concrete

materials to modelCounting

half of a collection

Emergent

Perceptual

Figurative

on and back

Facile

- Counts collections to 100 by partitioning numbers using place value

Student

- Recognise,

model,Names

read, write and order
numbers to at least 100; locate
these numbers on a number

line

Whole Class Warm Up/Introduction

Related Literature/Computer Activities

- Heads and Tails place value

Subtraction

shoot

out/on

the

bus

Zero the Hero:
https://www.youtube.com/watch?v=Kjj7l2t5_Kc

- Circle Champion - doubles

Salute

My Hero Zero:
https://www.youtube.com/watch?v=zxYsgRsNg2s

- Circle skip counting in twos, fives and

- Place Value Bingo

Fraction computer activities can be found here: http://interactivesites.weebly.com/fractions.html

Counts visible items and builds

Counts concealed items and

Counts on or back to solve

Using known facts and other

Uses known facts and other nontens

F&BNWS

Zap

and subtracts numbers by using

visualises the items that cannot

problems. A number takes the

non-count-by-one strategies

count-by-one strategies (e.g.

Where to next?

be seen. Counts from one.

place of a completed count.

(e.g. compensation) to solve

Lesson Suggestions

number to find the total count.

problems.

Fractions

Introduce the ten frame toFractions

the

Students

follow upwork

activities

with a partner.

Bridging to ten students

Number

roll activities

I wish I had. Player 1 flashes a

Activity introduction

Explain Revise

the purpose

One partner

flashes

a tens

two ten

thethe job

tenofframe

I wish(to

I had

Ten Framescutting a piece of group.

Teacher demonstrates

fruit into

timeofconcepts

half past,

quarter

past.

Play

Mysided

hero,dices,

Zero.placing

Explain

zeroand

in asays

number

the ten frame and how it can be

frame and the other must work

corresponding

number of

___. Student

B muston

work

out

two or four pieces. Students: count the pieces;

act

as

a

placeholder).

Practise

identifying

numerals

the

Fraction

Flag: Examine

some

of the

used for counting.

Start by

out how

manyflags

are missing.

countersasonwell

ten frame.

Studentsnumbers

many with

are needed

to

reach the

describe how the pieces are alike;

decade

as

three-digit

0

as

a

tens

world,and

discussing how they are divided into

showing a ten frame

practise bridging to ten to work

wish number.

describe the pieces as halves or quarters.

place holder.

halvesbyand

gradually decreasing

1, quarters. Students create their own

out the addition answer.

In small groups students attempt to cut paper

Print of a flashcard collection of random two and three-digit

flagabout

using

a template. Students may choose to

asking questions

how

shapes into two or four parts, gluing and labeling

many are therecolour

and how

many

according to fractions e.g. colouring half numbers with 0 and play shoot out.

with words and symbol in maths books. are missing. red, a quarter blue and a quarter green.

Evaluation

Fraction party: Students make sandwiches using

simple spreads and cut them in halves and

quarters. Students can mark half-way on a cup to

have it filled with juice, and they can break a

Cadbury chocolate share-pack in half.

*Students can write a reflection in their maths

books.

giving one image to each child. Students must

then find their partner or group, explaining

whether their image is cut in halves or quarters.

Are they halves/quarters: Display a collection of

shapes, some halved/quartered and some not.

Students decide whether they are/are not equal

fractions.

Make a fraction strip for whole, half, quarters

and eighths.

three to five. Have them stand in a circle with their hands

behind their back. When the signal sounds, each student

should bring their hands to the front, holding up anywhere

between zero and ten fingers. The group must then figure

out the sum of all of the fingers being held up in their

group. The first group to yell out the answer wins the

round. Do this several times until you have the two top

groups identified. Have those two groups face off until you

can find the champion team.

problems.

Teeny

Problem

tiny ten

Solving/Reflection

frames. Students

select up

5 teenyword

tiny ten

frames

Fractions

astodivision

problems

work

strategiesSarah

to

e.g.(CMIT)

There and

were

12 out

cupcakes.

efficiently,

recording

as they

gaveadd

half

to her friend

Anna.

Howgo.

Challenging: There were 12

students on a bus. got off at the

first stop. got off at the second.

How many students got off the bus?

ART LINK

*Pizza fractions craft can be found

at:

https://www.teacherspayteachers.co

m/Product/Pizza-Fractions-Craft670401

http://foxwellforest.blogspot.com.au/

2012/09/zero-hero-freebie.html

Term 2

TEN Targeting Early Numeracy

Week 10

NOTE: Students in the lowest group are the targeted ten students. These students work with the teacher frequently throughout the week to develop early arithmetic strategies relevant to their grade level.

Other students work in peer groups targeting their own personal development along the continuum. It is important to recognise that opportunities for short, focused and frequent activities be built in

throughout the day, not just in maths time.

Group

Student Names

Where to next?

Activity

Dice

Evaluation

Emergent

Perceptual

Figurative

and subtracts numbers by using

materials to represent each

number to find the total count.

Roll two large standard dice and

work on correctly adding the two

numbers together.

visualises the items that cannot

be seen. Counts from one.

problems. A number takes the

place of a completed count.

total the two. Every time a friend

of ten is rolled, the player that

rolled gets a point. First to five

wins.

die. Work to total the two. Every

time a friend of ten is rolled, the

player that rolled gets a point.

First to five wins.

Facile

non-count-by-one strategies

(e.g. compensation) to solve

problems.

Roll two numeral dice. Add and

work out how many more/less to

get to twenty.

doubles, partitioning) to solve

problems.

Roll a decade die and standard die.

Add and work out how many more

to get to one hundred.

Term 2

Week 10: Number Revision

MA1-4NA Applies place value, informally, to count, order, read and represent two- and three-digit

MA1-5NA Uses a range of strategies and informal recording methods for solving addition and

numbers

subtraction involving one and two-digit numbers

- Counts forwards and backwards by ones from any given two-digit number

- Develops a range of mental strategies & informal recording methods for addition & subtraction

- Identify the number before/after a given two digit number

- Records number sentences using drawings, numerals, symbols & words

- Read and use the ordinal names to at least thirty-first

MA1-2WM Uses objects, diagrams and technology to explore mathematical problems

- Counts collections to 100 by partitioning numbers using place value

- Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number

line

Whole Class Warm Up/Introduction

- Heads and Tails place value

- Circle Champion - doubles

- Circle skip counting in twos, fives and

tens

Number introduction

Empty number line students are show

how to use an empty number line to

complete simple two-digit addition

problems, e.g. 14+11.

Using a whiteboard students work with

the teacher ensuring that they clearly

label each step.

Students then practice in their maths

books with questions tailored to suit

individual needs of the student.

- Subtraction shoot out/on the bus

- Salute

- Place Value Bingo

- F&BNWS Zap

Lesson Suggestions

Number place value activities

i-Pads

Students work with their

Collections: Present students with a large collection of items, such as counters, pebbles, or buttons, a supply of

i-Pad partner to make

containers, such as patty papers or cups, and a large sheet of cardboard. They will also need two sets of numeral

cards ranging from zero to nine. Divide the chart into a tens and a ones column. Present the collection of items to an i-Movie explaining

the students and allow them to count the items. Each time ten items are collected, the students place the items into the empty number line

a container and move the container to the left-hand side of the chart, that is, onto the tens column. Students then strategy.

place a numeral card above the tens column, indicating how many groups of ten have been collected. As

succeeding tens are collected, students continue to add them to the left-hand side of the chart and replace the

numeral card accordingly. Remaining items are placed on the right-hand side of the chart, in the ones column.

Students then place a corresponding numeral card above the ones column to form a two-digit number.

Trading
game:
Supply
students
with
a
collection
of
base
ten
material.
The
students
take
turns
to
throw
a
die
and
take

a
corresponding
number
of
base
ten
shorts
from
a
central
pile.
On
succeeding
throws
of
the
die,
students
add

appropriate
numbers
of
shorts
to
their
collection.
As
the
students
collect
ten
shorts
they
swap
or
trade
them
for

one
base
ten
long.
Continue
the
activity
until
one,
or
all
students,
can
trade
ten
longs
for
a
base
ten
flat.

Term 2

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