Vous êtes sur la page 1sur 18

# Year 1 Mathematics Program

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

## Counts visible items and builds

and subtracts numbers by using
materials to represent each
number to find the total count.

## Counts concealed items and

visualises the items that cannot
be seen. Counts from one.

## Counts on or back to solve

problems. A number takes the
place of a completed count.

## Using known facts and other

non-count-by-one strategies
(e.g. compensation) to solve
problems.

## Shake rattle and drop 10

counters. Place counters on a
ten frame. Discuss: How many
red counters? How many yellow
counters? How many
altogether?

## Shake rattle and drop 10

counters. Place counters on a
ten frame. Discuss: How many
red counters? How many yellow
counters? How many
altogether?
Record on sheet.___+___makes
ten

## One partner shakes rattles and

drops 10 counters whilst the
other closes their eyes. He/she
then covers one colour. Student
opens eyes and counts on to
sheet.

## Students shake rattle and drop

20 counters. Place on 20 frame.
Students record combinations to
20. Record on sheet.
.___+___=20

words altogether

Friends of Ten

## Counting on from a number to

Combinations to twenty

## Uses known facts and other noncount-by-one strategies (e.g.

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.

## Year 1 Mathematics Program

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

## Outcome & key Ideas: Measurement & Geometry (Mass)

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

## Whole Class Warm Up/Introduction

- Bunny Ears
- Circle Champion
- Circle skip counting in twos, fives and tens

## Related Computer Activities

- Tes Iboard balancing animals

## 40min Introduction to mass

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.

## - Salute card game

- 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.
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?

## Subtraction looking at the difference

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
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

## TEN Targeting Early Numeracy

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

## Counts visible items and builds

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

## Counts concealed items and

visualises the items that cannot
be seen. Counts from one.

## Counts on or back to solve

problems. A number takes the
place of a completed count.

## Roll a dot dice and look closely

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.

## Roll a 6 sided dot die and a 6

sided numeral die. Say the
number on the numeral die.
Count on the number of dots on
the dot dice (look then
facts on a whiteboard. Check if
correct.

## Count dots using 1-1

correspondence using a
consistent pattern.

visualisation

Facile

## Using known facts and other

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

## Uses known facts and other noncount-by-one strategies (e.g.

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
on whiteboard. Check and compare
with a partner

## Year 1 Mathematics Program

Term 2
Week 4: Addition & Subtraction/ Measurement & Geometry (3D shapes)

## 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
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.

## - Subtraction shoot out/on the bus

- Salute
- Place Value Bingo

## Outcome & key Ideas: Measurement & Geometry (3D Shapes)

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

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.
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="
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.

## Addition and subtraction using a number

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?
-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.

## Year 1 Mathematics Program

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

## Counts visible items and builds

and subtracts numbers by using
materials to represent each
number to find the total count.

## Counts concealed items and

visualises the items that cannot
be seen. Counts from one.

## Counts on or back to solve

problems. A number takes the
place of a completed count.

## Using known facts and other

non-count-by-one strategies
(e.g. compensation) to solve
problems.

## Uses known facts and other noncount-by-one strategies (e.g.

doubles, partitioning) to solve
problems.

## One to one correspondence

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
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
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.

## Counting on and back from a

number.
Children may use number cards
to help counting back.

## Show children different

strategies to help them find the
total- compensation strategies.

## Show children different strategies to

help them find the totalcompensation strategies.

## Students turn over a card and

count the items.
Replicate the number using
counters. Match to numerals.

## Recognise numbers count

symbols if they dont know
numeral using one to one
correspondence.

## Year 1 Mathematics Program

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.

## Outcome & key Ideas: Measurement & Geometry (3D Shapes)

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
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
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
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.

## Year 1 Mathematics Program

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

## Counts visible items and builds

and subtracts numbers by using
materials to represent each
number to find the total count.

## Counts concealed items and

visualises the items that cannot
be seen. Counts from one.

## Counts on or back to solve

problems. A number takes the
place of a completed count.

## Using known facts and other

non-count-by-one strategies
(e.g. compensation) to solve
problems.

## Uses known facts and other noncount-by-one strategies (e.g.

doubles, partitioning) to solve
problems.

Turn over a picture card,
How many now?

Use interactive game to play
OR
together.

game.
OR
Turn three picture cards and
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.

## Year 1 Mathematics Program

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,
represent
two and
three-digit
MA1-13MG
Describes,
compares
orders durations
of events,
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
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
&
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

## Related Literature/Computer Activities

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

## Using known facts and other

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
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
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
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
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

## Counts concealed items and

visualises the items that cannot
be seen. Counts from one.

## Counts on or back to solve

problems. A number takes the
place of a completed count.

## and the knuckle trick

*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

## *Seasons book or poster electronically or on paper

Book includes a list of words related to the season,
e.g. rainy, weather, observable changes in
environment, months included, clothing worn, etc.

## Brainstorm things you can do in 1 second, 1 minute, 1

hour and create display posters.

## Have students make their own TV guides. For each

program the students must record the day, channel and
time, and draw a clock face indicating when the show
begins.

## Make a unifix cube chain of 12x5, each 5 being a different

colour to demonstrate 60 minutes in an hour. Break this
into 5s and put in a circle to represent a clock. see link

## - Elapsed time questions see for

examples
-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.

## Year 1 Mathematics Program

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

## Counts visible items and builds

and subtracts numbers by using
materials to represent each
number to find the total count.
Play dominoes making sure to
match numbers correctly.

## Counts concealed items and

visualises the items that cannot
be seen. Counts from one.

## Counts on or back to solve

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.

## Using known facts and other

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

## Uses known facts and other noncount-by-one strategies (e.g.

doubles, partitioning) to solve
problems.
Domino Race
Turn over 2 dominoes, start at the
small side and race to add the
numbers together.

## Year 1 Mathematics Program

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
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

## - Subtraction shoot out/on the bus

- 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?

## Related Literature/Computer Activities

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.

## materials to represent each

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
up activities
Domino race Number activities Domino
patterns
Race
& algebra
Activity
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
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

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.

## Hidden Groups: In small groups, students sit in a circle with

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
*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)

## doubles, partitioning) to solve

problems.
Domino
Problem
Race Solving/Reflection
Turn
over 2 dominoes,
start
the
-Students
to at
design
small
side
andchocolate
theto
their
own
box
numbers
hold 16together.
chocolates.

## -Array number story cards can

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

## Year 1 Mathematics Program

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
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

## Whole Class Warm Up/Introduction

- 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

## Related Literature/Computer Activities

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
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
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
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
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
questions
work out has
the Freddie100.
Student
B must
Hidden
Groups:
small groups,
students sit in a circle withanswer
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
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

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.

## 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)

## backwards from any number.

Identifies numerals in the range 11000.Problem Solving/Reflection

-Students
areand
to design
Counts
forwards
backwards
by
to
10stheir
and own
5s onchocolate
and off thebox
hold 16 chocolates.

## -Array number story cards can

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
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

5F25127567FE84C9

## Year 1 Mathematics Program

Term 2

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
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.

## Outcome & key Ideas: Data

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

## Related Literature/Computer Activities

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

## Year 1 Mathematics Program

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

## Counts visible items and builds

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
many are there and how many
are missing.

## Counts concealed items and

visualises the items that cannot
be seen. Counts from one.

## Counts on or back to solve

problems. A number takes the
place of a completed count.

## Students work with a partner.

One partner flashes a tens
frame and the other must work
out how many are missing.

## Bridging to ten students roll

two ten sided dice, placing the
corresponding number of
counters on ten frame. Students
practise bridging to ten to work

## Using known facts and other

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

## Uses known facts and other noncount-by-one strategies (e.g.

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.

## Year 1 Mathematics Program

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,
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
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

- Circle Champion - doubles
Salute

- 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?

## materials to represent each

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
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
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;
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
1, quarters. Students create their own
In small groups students attempt to cut paper
Print of a flashcard collection of random two and three-digit
using
a template. Students may choose to
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
*Students can write a reflection in their maths
books.

## Teacher cuts images into halves and quarters,

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.

## The Counting Game - Get your students into groups of

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.

## doubles, partitioning) to solve

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
half
to her friend
Anna.
Howgo.

## many did she have left?

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?
*Pizza fractions craft can be found
at:
https://www.teacherspayteachers.co
m/Product/Pizza-Fractions-Craft670401

## *Zero the hero craft can be found at:

http://foxwellforest.blogspot.com.au/
2012/09/zero-hero-freebie.html

## Year 1 Mathematics Program

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

## Counts visible items and builds

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.

## Counts concealed items and

visualises the items that cannot
be seen. Counts from one.

## Counts on or back to solve

problems. A number takes the
place of a completed count.

## Roll two standard dice. Work to

total the two. Every time a friend
of ten is rolled, the player that
rolled gets a point. First to five
wins.

## Roll one numeral and one dot

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

## Using known facts and other

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.

## Uses known facts and other noncount-by-one strategies (e.g.

doubles, partitioning) to solve
problems.
Roll a decade die and standard die.
Add and work out how many more
to get to one hundred.

## Year 1 Mathematics Program

Term 2
Week 10: Number Revision

## Outcome & key Ideas: Number

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
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.

## Related Literature/Computer Activities

- Subtraction shoot out/on the bus
- Salute
- Place Value Bingo
- F&BNWS Zap
Lesson Suggestions
Number place value activities

## Number Project using

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