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Term 3 - 2015

Week 1: Number/Fractions & Decimals

Outcome & key Ideas: Fractions & Decimals

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

MA1-7NA Represents and models halves, quarters and eighths

numbers

- Recognise and describe one-half as two equal parts of a whole

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

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

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

whole, using pictures and fraction notation for half

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

- Uses concrete materials to model half of a collection

- 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

Assessment

Related Literature/Computer Activities

Learning Intention: I will be able to identify halves and quarters

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

Learning Intention: I will be able to identify numbers ending in 0 to at least 100.

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

Assessment will be through anecdotal observations and successful completion of maths mastery

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

badges.

Counting by tens song: https://www.youtube.com/watch?v=uYRTtwZGwj8

Lesson Suggestions

Number introduction

Fractions follow up activities

Number activities

Problem Solving/Reflection

place value

Play My hero, Zero.

Revise time concepts half past, quarter

Ask the students to stand in a circle. Have a bucket with filled with numeral cards 11-90.

Fractions as division word problems

Explain the job of zero

past.

Explain and discuss with the students that there are numbers in the bucket and that they

e.g. There were 12 cupcakes. Sarah

in a number (to act as a Fraction Flag: Examine some flags of the

may be selected to take a random number from the bucket, but before they select their

gave half to her friend Anna. How

placeholder). Practise

number they have to decide if they will start counting from the number one less then or

many did she have left?

world, discussing how they are divided into

identifying numerals on halves and quarters. Students create their

the number one more then that number. Select a student to make the rule and then select Challenging: There were 12

the decade as well as

a number. Once the number is selected the students will count 1 number each around the

students on a bus. got off at the

own flag using a template. Students may

three-digit numbers

first stop. got off at the second.

choose to colour according to fractions e.g. circle (eg if the number 34 is pulled out and the student said one less then the student

with 0 as a tens place

says 33, the next student says 32, the next 31 etc). If counting on continue to 100, if

How many students got off the bus?

colouring half red, a quarter blue and a

holder.

counting back continue to 0. Repeat this a couple of times, starting from a few different 2

quarter green.

Print of a flashcard

digit numbers.

collection of random

Teacher cuts images into halves and

The Counting Game - Get your students into groups of three to five. Have them stand in a ART LINK

two and three-digit

quarters, giving one image to each child.

circle with their hands behind their back. When the signal sounds, each student should

*Pizza fractions craft can be found

numbers with 0 and

Students must then find their partner or

bring their hands to the front, holding up anywhere between zero and ten fingers. The

at:

play shoot out.

group, explaining whether their image is cut group must then figure out the sum of all of the fingers being held up in their group. The

https://www.teacherspayteachers.co

in halves or quarters.

first group to yell out the answer wins the round. Do this several times until you have the

m/Product/Pizza-Fractions-CraftComplete 0 the hero

two top groups identified. Have those two groups face off until you can find the champion

670401

Are they halves/quarters: Display a

craft activity.

team.

collection of shapes, some

*Zero the hero craft can be found at:

halved/quartered and some not. Students

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

decide whether they are/are not equal

2012/09/zero-hero-freebie.html

fractions.

Term 3 - 2015

Week 2: Number/Addition & Subtraction *focus on subtraction

Outcome & key Ideas: Addition & Subtraction

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

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

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

- Represent and solve simple addition and subtraction problems using a range of strategies,

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

including counting on, partitioning and rearranging groups.

- Counts collections to 100 by partitioning numbers using place value

-Create, record and recognise combinations of two numbers that add to numbers from 11 and up

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

to 20

line

-Relate addition and subtraction facts for numbers to at least 20

Assessment

Related Literature/Computer Activities

Learning Intention: I will be able to say related addition and subtraction facts to 20.

When you subtract with a pirate song: https://www.youtube.com/watch?v=QkPa9V2wtZs

Assessment will be through anecdotal observations and successful completion of maths mastery

Subtraction counting books/stories, e.g. Ten in the bed

badges friends of ten, fact families 5/6/7, fact families 8/9, fact families numbers 2-20.

Subtraction number line game:

Assessment for targeted TEN students: EAS assessment

http://www.sheppardsoftware.com/mathgames/earlymath/FS_NumberLine_minus.htm

Lesson Suggestions

Addition & Subtraction

Addition & Subtraction follow up activities

Number activities

Problem Solving/Reflection

introduction

Begin by reading a

Equivalent number sentences: 5+2 = 3+4

TEN EAS groups: see suggested activities in the TEN server

Subtraction stories.

subtraction story to the

Check given number sentences to determine if they are true or

folder.

Work through examples of

class, e.g. Ten in the bed.

not.

subtraction stories with the class,

Discuss what happens

discussing key words such as

Verbal or written: The answer is ____ (insert number). What is

Revise subtraction facts using a 6x6 table.

when you subtract you

subtract, took away, gave away, etc.

the question? Students contribute addition or subtraction

-Model and discuss how a subtraction sentence can be created

get less. Reinforce the idea questions that add up to the given number. To aid maths

Students then write and illustrate

from an addition number sequence, e.g., 5+4=9 can be 9-4=5.

that you must always

their own subtraction story.

mastery program, numbers 2-20 could be used.

-Play Diffy Towers discuss the vocab difference.

subtract the smaller

Place value: Revise place value concepts with the class. Play

ART LINK

number from the larger and Model and practice a different subtraction strategy each day,

progressively beginning with single digits and moving towards

Teacher Vs Class start with 2 digit and build to higher. E.g.

Fact family house posters

practice as a class. Using

two-digit subtraction. Day 1 = physical manipulatives/ counting

three digit game. Choose a class representative and have them

dice and whiteboards,

back (circle champion), Day 2 = number line, Day 3 = bridging to roll a 9 sided dice. The class then decides if their number is a

ICT i-Pad link: Students make a

students practice rolling

ten, Day 4 = using place value to partition numbers.

hundred, ten or one. Teacher does the same. Whoever makes

video explaining one of subtraction

and determining the

strategies to answer a given

subtraction sentence, as

Addition Machine: tape two tubes to the wall and set up a basket the highest (or smallest) number wins! This game can also be

played with a partner, using dice or cards.

question.

well as recording on

on the floor. Children add pom poms to the tube and try to work

whiteboards.

out the total in the basket without seeing them.

Term 3 - 2015

Week 3: Multiplication/Area

MA1-6NA Uses a range of mental strategies and concrete materials for multiplication and division

- Skip count by twos, fives and tens starting from zero

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

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

groups

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

MA1-10MG Measures, records, compares and estimates areas using uniform informal units

- Measure and compare areas using uniform informal units

compare, indirectly, the areas of two surfaces that cannot be moved or superimposed

predict the larger of the areas of two surfaces of the same general shape and compare

these areas by cutting and covering

use uniform informal units to measure area by covering the surface in rows or columns

without gaps or overlaps

Assessment

Related Literature/Computer Activities

Learning Intention: I will be able to estimate and check areas using informal units.

Australian Curriculum Area lesson:

Learning Intention: I will be able to skip count in twos, fives and tens.

http://www.australiancurriculumlessons.com.au/2014/07/19/learning-about-area-a-geometryAssessment will be through anecdotal observations and successful completion of maths mastery badges

lesson-plan-using-objects-in-your-classroom/

skip count in twos, fives and tens.

Introduction to area video:
https://www.youtube.com/watch?v=hmvwAUGxbkM

Lesson Suggestions

Area introduction *from Australian

Area follow up activities

Multiplication activities

Problem Solving/Reflection

Curriculum

Ask students to sit at their desk and to

Roll the dice twice Student A rolls dice to find out how many tiles to

Recognise that x is the symbol for

You have been given the task of

use one hand to feel over the surface

put along the top row of an array. Student B rolls the die to find out how multiplication. Complete number

designing a chocolate box. There

of their desk. Ask whether they think

many rows to make. Students draw the array on grid paper and

sentences to describe arrays.

are to be 24 chocolates in the box.

their desk is bigger than the

calculate the total area.

How many ways could you arrange

whiteboard, or the playground. Explain

the chocolates in the box

that we are thinking about the concept

The teacher shows the students a collection of 4 or 5 small rugs. The

ART LINK:

Multiplication DENS GAMES

of area. Show the introduction to area

teacher then poses the problem: I want to use one of these rugs for

Extension activity: The Government

Dice games; Lolly Drop In; Whisper Counting;

video to the class (link above).

my pet dog/cat. Which one will give my pet the largest area to lie on?

has announced that it will be

Body Percussion; Teddy Tummies(p269),

Students estimate which rug has the largest area. In small groups,

building a new mini-zoo in Sydney.

arrays, circle bob, Friends to 10; Unifix blocks;

Informal measurement of desk area

students select materials to cover the rugs to measure which one has

Students have been

Even Stevens game; Beads,2x ten frames,

students are explicitly shown how to

the largest area.

asked to submit design plans for a

AFL- counting on, buzz (p275) handprints

measure area using a flat surface in

zoo that will hold 6 animals.

(p195); Sharing collections mail sorts (p123);

the classroom.

Using grid paper, students design

The teacher provides students with a 10 cm 10 cm grid.

Guess my square (p191); Calculating groups

In small groups, students are each

their zoo according to the set criteria

Students estimate and count how many square centimetres it contains. (p191); Trucking teddies (p271); Hundreds

given an item to use as a measuring

(e.g. monkeys need an area of 3x3.

Students then brainstorm items around the room that might be less

chart (p273); Units for two (p273); Calculating

tool (books, dvds, unifix cubes for

than, more than, or about the same area as 100 square centimetres.

groups (p199); Tagging (p273); Rolling groups

extension group) and must measure

Students collect items; compare them with their grid and record results (p277)

the surface area of their table. Discuss in a table.

the results at the conclusion of the

lesson.

Term 3 - 2015

Term 3 - 2015

Week 4: Multiplication & Division/2D Shapes

MA1-6NA Uses a range of mental strategies and concrete materials for multiplication and division

- Skip count by twos, fives and tens starting from zero

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

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

groups

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

MA1-15MG Measures, sorts, represents, describes and explores two-dimensional shape,

including quadrilaterals, pentagons, hexagons and octogons

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

- Identify and describe half-turns and quarter-turns

- Perform full, half- and quarter turns with a single shape

- Record the result of performing full-, half- and quarter turns of a shape, with and without

digital technologies.

Assessment

Related Literature/Computer Activities

Learning Intention: I will be able to flip, slide and turn common 2D shapes.

Flip, slide, turn song:
https://www.youtube.com/watch?v=sSsasVyYcdM

Learning Intention: I will be able to identify the following shapes: circle, square, rectangle, triangle,

Flip, slide, turn game: http://www.harcourtschool.com/activity/icy_slides_flips_turns/

pentagon, hexagon, octagon, quadrilateral

Extension Game - Falling leaves: http://www.counton.org/games/map-fractions/falling/

Learning Intention: I can share a collection or divide an object into quarters and halves.

Book Mouse Shapes: https://www.youtube.com/watch?v=boCHjDfL9pA

Assessment will be through anecdotal observations, work samples and successful completion of the maths

Book The Greedy Triangle: https://www.youtube.com/watch?v=kPuI4XyyZUE

mastery badges 2D shapes, halves and quarters.

Lesson Suggestions

2D Shapes introduction

2D Shapes follow up activities

Division activities

Problem Solving/Reflection

Read The Greedy Triangle and review

Tesselation: introduce the idea of tessellating shapes by showing

How many will each person get?

Division word activities, e.g. How

common 2D shapes with the class.

real-life pictures, e.g. bees hive, pineapple, bathroom tiles etc.

Give students a predetermined number of counters many cars will be in each car park if

Using 2D shapes, students investigate which shapes tessellate.

and tell them how many people they need to share

twenty toy cars are to be shared

Explain to the class that they will be

Students trace around their shape and slide it to a new position

them between. E.g. Here are 8 counters. Here are

among the five car parks. Ecourage

learning how to flip, slide and turn. Ask attempting to cover the surface without any gaps. Students share

4 people. Can you share the counters out so that

students to draw the problem.

students what they think each of these

their results and hypothesise as to why the shapes tessellate.

each person gets an equal share? How many

words means and provide props so

counters does each person get? Repeat for 6 and

that they can flip, slide and turn as a an

3, 12 and 4, 10 and 2, 12 and 6.

example. Play the flip, slide, turn song

and teach students the dance.

In pairs, students make a design by placing a pattern block on

Investigate the number of times lots of cubes can

ART LINK:

paper, tracing around it and then flipping, sliding or turning the

be subtracted from 12, e.g.

Examine the art of M.C Escher, in

Using whiteboards, have students

block to a new position and repeating the process. Students

*I can take 2 away ___ times.

particular Day and Night, discussing

practice flipping, sliding and turning

combine the movements of flipping, sliding and turning to create

*I can take 3 away ___ times.

the tessellating patterns in the

common shapes.

different designs. Students describe the designs they have created *I can take 4 away ___ times.

artwork.

using the language of flip, slide and turn.

Students create their own

To conclude, practise using minute

tessellating artwork. For ideas see

*Simon Says including asking children to make quarter and half

Recognise that
is the symbol for division.

hands on a clock to make quarter, half

http://www.teachkidsart.net/tessellati

turns. *Using digital technologies such as drawing tools to move,

and three-quarter turns.

ons/

flip and rotate items or shapes.

Term 3 - 2015

Week 5: Number/Volume & Capacity

Outcome & key Ideas: Number

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

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

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

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

- 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

MA1-11MG Measures, records, compares and estimates volumes and capacities using

uniform informal units

- Measure and compare the capacities of containers by counting the number of times a smaller container can be

filled and emptied into the container being measured

- Record capacities by referring to the number and type of uniform informal units used

-Compare the capacities of two or more containers using appropriate informal units

- Measure the volume of a container by filling the container with uniform informal units and counting units used

-Estimate the volume of a pile of material and check by measuring

Assessment

Related Literature/Computer Activities

Learning Intention: I will be able to group items into collections of ten and skip count by tens to find the total. Book Mr. Archimedes Bath

Learning Intention: I will be able to estimate, compare volumes and capacities.

Can you fill it?
http://www.abc.net.au/countusin/games/game15.htm

Assessment will be through anecdotal observations, work samples and successful completion of the maths

Capacity: http://www.abc.net.au/countusin/games/game15.htm

mastery badge counting in tens.

Lesson Suggestions

Volume & Capacity introduction

Volume & Capacity follow up activities

Number activities

Problem Solving/Reflection

Read Goldilocks and the Three Bears. What

Measuring the volume of lunchboxes groups of 5. Students Recognise that bundling into tens makes it easier Design challenge with a partner,

is volume? What is capacity. See lesson

estimate and record before finding a common unit of

to count. Group collections into tens in order to

students make a paper container that

notes on the next page.

measurement to check and record. Students discuss findings make counting easier. Match bundles of ten to

can hold 1 cup of rice. Designs are

with the class.

numerical labels.

tested at the end of the lesson.

Introduce the activity as measuring the Students order McDonalds cups according to size and then

capacity of containers using blocks. Discuss investigate to determine the difference between the three sizes.

the structure of packing. Teacher model the

use of rows, columns and layers. Show students a measuring jug and how to identify the unit of

Remind students that layer patterns will look measurement. Using items (rice, pasta, water) have students

like area grids. Whole class discuss and fill up to a certain point and practice using measuring jugs.

count the blocks in one layer.
Discuss how to

find the total number of blocks. Students Build models with centicubes then count the number used in

work with a partner or small group to choose the construction. Identify the model that:

units, then pack these into their box.

Students draw their packed box and write

*takes up the most space

the total number of blocks used to measure

*used 5 blocks

the capacity. Students record how they

packed the box.

after (p87); Circle Champ (count by 2s & 3s);

Tracks; Arrow Game (Number expanders); Buzz

(by 2s and 3s); Teen Bingo (p87); Dinosaur

baseboards; Celebrity Heads (p221); hundreds

chart activities (p161); Maths tipping (p81), Zap

(p79); Fish charts (p95); Wipeout (p225); Guess

my number (p37 &223); The price is right (p223);

egg flip (p85)

ART/EXTENSION ACTIVITY:

Australian Curriculum Magic Potions

lesson

http://www.australiancurriculumlesson

s.com.au/2013/08/18/magic-potionsmeasuring-volume-and-capacitylesson-234/

*Can be adapted to a whole class

activity by totaling 100 and having

less restrictions

Term 3 - 2015

What is Volume? What is capacity?

Goldilocks and the Three Bears: Read the story to the class. The story provides a starting point for the comparison of different sized containers.

Show the students three different sized bowls and ask them to think which one belongs to Father Bear. In our classroom story the bears are going to eat rice bubbles instead of

porridge. Which bowl do you think has the most rice bubbles in it? Why do you think that one? How could we find out which bowl holds the most rice bubbles?

Let a volunteer demonstrate their idea for determining which bowl hold the most rice bubbles. Discuss.

Ask if anyone has another way for working out which bowl belongs to Father Bear. (Pouring from one bowl to another is the likely approach although it is also possible to pack the

smaller bowl inside the larger one to demonstrate the difference.)

Show the class a collection of plastic glasses and cups. Explain that these are for the bears' drinks. In pairs the students are to find 3 cups for the bears and put them in order for

Father Bear, Mother Bear and Baby Bear. (Use water to compare the volumes of the cups). Alternatively, students could bring in their drink bottles and work out which one would

suit FB, MB & BB.

As the students work ask questions that focus on their thinking: Which cup do you think has the most drink in it? Why do you think that one? How could you check?

Ask the students to record what they have done, drawing the cups for each bear and explaining which holds the most.

You will need: 3 different sized bowls, rice bubbles, drink bottles or plastic cups and glasses.

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

numbers

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

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

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

- 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

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

Assessment

Learning Intention: I will be able to identify and order Australian coins according to value.

Learning Intention: I will be able to identify parallel and vertical lines.

Assessment will be through anecdotal observations and successful completion of maths mastery badges:

lines identify parallel and vertical lines, Australian coins

Symmetry introduction

Watch the seeing symmetry book talk and

discuss symmetry in nature and everyday

objects. Students make suggestions of things

that are symmetrical.

In pairs, students use metre rulers to make a

line of symmetry and determine whether their

partner is symmetrical.

Create a symmetree. Students colour, cut

out and fold 2D paper shapes and determine

whether they are symmetrical. All

symmetrical shapes are glued onto the

symmetree.

http://firstgradewow.blogspot.com.au/2013/0

4/are-you-symmetrical.html

Term 3 - 2015

MA1-15MG Measures, sorts, represents, describes and explores two-dimensional shape,

including quadrilaterals, pentagons, hexagons and octogons

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

- Identify parallel lines in pictures and the environment and use the term parallel to describe

such lines

- Manipulate, compare and describe features of two-dimensional shapes

- Sort two-dimensional shapes by a given attribute

- Identify and name two-dimensional shapes presented in different orientations according to

their number of sides

Related Literature/Computer Activities

Symmetry song (Im beside myself): https://www.youtube.com/watch?v=PBW1dyOwUbA

Seeing symmetry booktalk: https://www.youtube.com/watch?v=lGs676XuDwY

Slideshare presentation on symmetry: http://www.slideshare.net/nwalkup/line-symmetry5048059

Lesson Suggestions

2D shapes and symmetry follow up activities

Students draw the other side of a symmetrical picture, e.g. tree.

Students use pattern blocks to create a symmetrical picture.

Take a photo of each child in the class. Using digital technology

crop the photo so that it is halved vertically. Students then

attempt to finish their portrait by drawing the other side.

Using a metre ruler, strip of paper or masking tape, make a line

down the centre of the floor. Give each child a paper triangle.

Students take turns placing the shapes one at a time on either

side of the line, making sure that the design is symmetrical. See

First Grade Wow for pictures of the activity:

http://firstgradewow.blogspot.com.au/2014/01/equalschmequal.html

This can also be done with pattern blocks and a ruler.

Exploring symmetry through dance:

https://www.teachingchannel.org/videos/teaching-symmetry-withdance

Independent - Symmetry drawing worksheets can be found on

Teachers Mailbox & Teachers Pay Teachers.

Revise the value of Australian coins and

order according to value.

Order a set of shopping prices from

cheapest to most expensive.

Problem Solving/Reflection

Money Mind map:

Give students a set amount, e.g. $2

and have them write as many

combinations of coins to total that

amount.

role play.

ART LINK:

Monster symmetry or butterfly

to start with the largest value coins.

Demonstrate how coins can be combined

(added) to pay for goods.

fold it in half and create a

symmetrical monster/butterfly.

games (Teach This) in rotations.

http://mrstsfirstgradeclassjill.blogspot.com.au/2013/10/monste

r-symmetry.html

Term 3 - 2015

Week 7: Patterns & Algebra/Addition & Subtraction

Outcome & key Ideas: Patterns & Algebra

MA1-8NA Creates, represents and continues a variety of patterns with numbers and objects

- Identify and describe when skip counting forwards and backwards by ones, twos, fives and tens from

any starting point

- Represent number patterns on number lines and number charts

- Recognise, copy and continue given number patterns that increase or decrease

- Create, record and continue patterns with objects or symbols

- Model and describe odd and even numbers

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

subtraction involving one and two-digit numbers

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

- Represent and solve simple addition and subtraction problems using a range of strategies,

including counting on, partitioning and rearranging groups.

-Create, record and recognise combinations of two numbers that add to numbers from 11 and

up to 20

-Relate addition and subtraction facts for numbers to at least 20

Related Literature/Computer Activities

Assessment

Learning Intention: I will be able to skip count in twos, fives and tens.

Learning Intention: I will be able to identify odd and even numbers.

Assessment will be through anecdotal observations and successful completion of maths mastery badges:

skip count in twos, fives and tens.

Lesson Suggestions

Addition & Subtraction Introduction

Addition & Subtraction follow up activities

Revise addition and subtraction strategies

Play a range of hands-on addition and subtraction games. DENS

with the class.

activities include:

Toss & Add; Doubles; Dominoes addition (p245); Two Dice add

Play Race to 100 Students work with a

(p243); Friends of 10, tens frames, trading Race to 100, first to

100s chart and start with a counter on 50.

a flat, doubles bingo, five dice (p247); Ring that bell (p181); 3 dice

Turn over cards (1-20 range) and add or

game (p233); Bees (p239); Teddy tummies (p173); Diffy towers

subtract the number according to colour.

(p119); Apple turnover (p121); The beanstalk (p235); Orange

Move the counter on the chart. Explain the

tree (p267)

strategy used to partner. Check using mini

whiteboards and alternate strategy.

Bridging to ten. Revise number bond to ten. Model and discuss

the bridging strategy using tens frames as an example, e.g. 7+5=

becomes 7+3+2

Recognise that a number can be equal to the sum of two other

numbers. Use addition and subtraction strategies to find the

missing number in a balance.

Record the sequence 3, 6, 9, 12, 15 on the

board and ask the students to work in pairs to

continue the sequence and describe it. Repeat

the activity for the following sequences:

Problem Solving/Reflection

A range of patterns and algebra

problem solving questions can be

found at:

http://www.mathwire.com/problemso

lving/probsk12.html

*1, 4, 7, 10, 13

*1, 2, 4, 8, 16

*1, 3, 7, 13, 21

Roll a rule see worksheet below.

http://www.dltkkids.com/crafts/insects/cellyolly.htm

*Sort odd and even numbers.

ART LINK:

Odd and even street

Children discuss their house

number and whether it is odd or

even. Using paper, students create

a house, writing their number on it.

This is then turned into a wall

display with odd house numbers on

one side and even on the other.

Term 3 - 2015

Term 3 - 2015

Term 3 - 2015

Week 8: Number (ordinal numbers)/Time (calendar)

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

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

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

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

- 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

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

MA1-13MG Describes, compares and orders durations of events, and reads half and

quarter-hour time

- Name and order months of the year

- Recall the number of days that are in each month

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

- Record hour and half-hour time on analog and digital clocks

Assessment

Related Literature/Computer Activities

Learning Intention: I will be able to read and use ordinal numbers up to 31st.

Room on a Broom by Julia Donaldson (ordinal numbers)

Learning Intention: I will be able to name and order the seasons, months of year and days of the week.

A range of ordinal number games can be found on this site:

Learning Intention: I will be able to read analogue and digital clocks on the hour and half-hour.

http://www.technologyrocksseriously.com/2012/03/ordinal-numbers.html#.VZ3Qll7gLwI

Assessment will be through anecdotal observations and successful completion of maths mastery badges:

ordinals, months, days, seasons, 30 days has September, analogue and digital badges.

Lesson Suggestions

Calender introduction

Time follow up activities

Ordinal number activities

Problem Solving/Reflection

Revise months of the year/seaons, etc. Discuss how many days in

Discuss similiarities and differences

Read Room on a Broom. Using finger puppets (which can

Questions such as:

each month and teach students a quick rhyme/ trick to remember,

between digital and analogue clocks.

be found online) order the animals according to the order

There are 7 girls in front of

e.g. thirty days has September rhyme, knuckle trick).

Demonstrate how the time on an

they got on the broom, remembering to explicitly teach

Amanda and 3 girls after

analogue clock would look different to ordinal language.

her. What position is

Introduce the calendar activity to the students, explaining that they

the time on a digital clock. Match

Amanda in?

will spend the remainder of the week creating their own calendars

oclock and half past times on

for Fathers Day. The lessons will need to be quite explicit to ensure

analogue clocks to digital clocks.

that final products are consistent. Students can work on their front

Play Musical Clocks. Sit in a circle

Hand out ordinal number cards and call them out in order

ART LINK:

cover page while they wait for others to catch up. Encourage

and pass a small analogue or digital

with students lining up when they hear their ordinal

Creation of 2016 Fathers

students to double-check their work and to work with a partner to

recording card (or both) around to

number.

Day calenders.

ensure they are on track.

music. When the music stops, the

*Students are encouraged to bring in any special family days

student with the clock turns over a

Ordinal number worksheets colour by ordinal position,

(birthdays) that they would like to add to their calendar.

flash card and makes that time on

e.g. colour ice-cream scoop.

their clock face. Have a selection of

http://worksheetplace.com/index.php?function=DisplayShe

On each calendar page students will need to:

oclock and half-past times.

et&sheet=Ordinal-Number-Worksheet*Write the name of the month and draw a symbol to indicate the

1&links=4&id=&link1=40&link2=91&link3=315&link4=89

season.

*Start the month on the correct day, working forwards until they

Ask a range of questions related to

Ordinal number flash cards flash daily at students

reach the last day of the month.

calendar work, e.g. how many

to build up vocabulary. Incidentally, call students

*Add a picture to accompany the month, e.g. April = Easter theme

Mondays will there be in June?

according to ordinal position when lining up.

Term 3 - 2015

Week 9: Number/Chance

Outcome & key Ideas: Number

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

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

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

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

- 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

MA1-18SP Recognises and describes the element of chance in everyday events

- Identify outcomes of familiar events involving chance and describe them using everyday

language, such as will happen, wont happen, might happen

- Identify possible outcomes of familiar activities and events

Assessment

Related Literature/Computer Activities

Learning Intention: I will be able to model, read, write and order numbers to at least 100.

The true story of the Three Little Pigs book

Learning Intention: I will be able to discuss the likelihood of an event using relevant language.

Place Value song:
https://www.youtube.com/watch?v=5W47G-h7myY#t=10

Assessment will be through anecdotal observations and successful completion of maths mastery badges:

Place value games can be found on ICT Games.

Forwards 100, Backwards 100, Before and After, More or Less, Ordering numbers.

Lesson Suggestions

Number main lesson

Number follow up activities

Chance activities

Problem Solving/Reflection

Read The True Story of the Three Little Pigs. Race to 100 students roll a dice and collect that amount of

Class discussion about events that are more Whats my number? Students listen to

Model how to build a pig house using flats,

ones. They can trade 10 ones for a long with the aim being to get likely to occur than others. Students draw

a set of clues and guess the number.

tens and ones.

10 longs or 1 flat. This can be easily differentiated to

their own will happen, wont happen, might Students then write their own set of

support/extend students at their own level.

happen pictures with accompanying

clues to guess their own number.

sentences.

Students are then sent back to their desks

and given three-digit numbers. They then

practice building their house using the

Kids as numbers: starting with 2 digits give 2 children a

number

Knock Knock.

ART LINK:

card (e.g. 2 & 4) and have them stand at the front of the room.

Students brainstorm a list of possible people

Students create pig houses using

manipulatives that match their number, e.g.

134 would be 1 flat, 3 tens and 4 ones. See

One student wears a headband stating tens and the other wears who could knock at the classroom door eg

paper versions of MAB blocks.

art link for a follow up activity.

a headband stating ones. Students call out their number, e.g. tens the principal, a teacher, a primary child, an

See for examples:

says 20 and ones says 4. Next, pick a different child and give

infants child, a mother, a father, a

them a number card, e.g. 3. That child then has to decide if they

grandmother, a grandfather. Students write

See for examples:

http://thelemonadestandteachers.blog

will become a ten or one, making the new number either 34 or 23. the names on cards. As a class, students

spot.com.au/search/label/place%20va

discuss and rate people from least likely to

lue

http://thelemonadestandteachers.blogspot.co Keep swapping and then introduce a hundreds headband.

knock to most likely to knock. During the

Ordering numbers from smallest to largest.

m.au/search/label/place%20value

day the students record who comes to the

door.

Place Value card war game: Each player turns over two or

threeAt the end of the day, students discuss

the

findings.

playing cards and makes the largest) number possible.

The player with the largest number wins and takes a counter.

The first player to collect 5 counters wins the game.

Term 3 - 2015

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