TERM _1_ WEEK ___6___

OUTCOME : PAES1.1 Recognises, describes, creates and continues repeating patterns and number patterns that increase or decrease. Main Idea Continue simple number patterns that increase or decrease Session 1 Session 2 What is the number before a What is the number before number. E.G What comes a number before the number 5? 11 12 How is it represented? How is it represented?

OUTCOME : DES1.1 Represents and interprets data displays made from objects and pictures Main Idea Data Session 4 What is the number before a number 14 How is it represented?

Working Mathematically WMES1.1: Asks

questions that could be explored using mathematics in relation to Early Stage 1 content. WMES1.2 : Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems. WMES1.3: Describes mathematical situations using everyday language, actions, materials and informal recordings. WMES1.4: Uses concrete materials and/or pictorial representations to support conclusions WMES1.5: Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content.

Lesson Organisation Number Drill 10 mins Number of the Day:

Session 3 What is the number before a number 13 How is it represented?

Session 5 What is the number before a number 15 How is it represented?

TEN 10 mins Problem of the Day 10 mins Modelled: Draw a picture of what the question says. Verbalise as doing.

SEE TEN PAGE: This week start with dice activities. Complete as whole class. Modelled: Draw a picture of what the question says. Verbalise as doing. Guided: Guide students to draw their own picture to solve problem. Guided: Guide students to draw their own picture to solve problem. Independent: Students draw their own picture to match the problem.

Whole Class Instruction Language / NAPLAN 10 mins

Language: Pattern, repeat, increase, decrease, multiples, skip count. Activity: Outline that some patterns do not repeat, but increase or decrease with numbers getting bigger and smaller. Draw a pattern on the board using dots starting with 1 then increasing 2, 3, 4 Put out two matching socks, ask students how many socks there are and record the number 2. Continue to 20, Look at count-by-twos number sequence Activity: Patterns may increase or decrease. Place the numeral cards from 1 to 20 in order face-down on the floor or along a ledge and turn face-up every second one to build the count-bytwos sequence. In pairs, students draw increasing patterns on whiteboards using dots. Staring with 1 and increasing the dots by 1 Then starting with 2 and increasing the dots by 2 Continue patterns. Activity: Place numeral cards to 20 in a row face-up. Record the number 20. Turn the last two cards face-down and record the last number showing, which will be 18. Continue to zero.

Data, column, most popular, least popular Activity: Discuss parts of a picture graph e.g column, data meaning information, title and why we might use picture graphs. Activity: Revisit and analyse data from yesterdays column graph.

Teaching Activities 10 mins

* Worksheet: Continue increasing or decreasing patterns.

Create a class birthday cake graph.

Create a graph from students randomly choosing a counter from a jar.

Resources

Sock templates, paper, whiteboard and textas

Numeral cards to 20, whiteboards and textas

Worksheet

Cupcake stencil Cardboard and texta Pencils Scissors

Counters Carboard texta

Sharing and Recording 10 mins

Name as skip counting

Share patterns

Discuss worksheets. Refer to Main Idea.

Discuss the data from class graph created.

Analyse the data and discuss the most and least popular.

Week ___6__
TEN LESSON
Where to next?
Emergent NES1.2 Counts visible items and builds and subtracts numbers by using materials to represent each number to find the final count. Perceptual NES1.2 Counts concealed items and visualises the items that cannot be seen. Counts from one. Figurative NES1.2 Counts on or back to solve problems. A number takes the place of a completed count. Counting on back NS1.2 Uses known and other non count by one strategies to solve problems. Facile NS1.2 NS2.2 Uses other known facts and other non count by one strategies to solve problems.

Teaching Activities 10 minutes

Resources

TERM ____1__ WEEK _7_____

Lesson Organisation Number of the Day:

Number Drill 10 mins TEN 10 mins Problem of the Day 10 mins

OUTCOME : NES1.2 Combines, separates and combines collections of objects, describes using everything language and records using informal methods. Main Idea - ADDITION Combine groups to model addition. Compare groups to determine how many Session 1 Session 2 Session 3 What is the number What is the number What is the number after after a number E.G. after a number a number What comes after 7? 16 17 18 How is it represented? How is it represented? How is it represented? SEE TEN PAGE: Modelled:
Draw a picture of what the question says. Verbalise as doing.

OUTCOME : NES1.1 Counts to 30, and orders, reads and represents numbers in the range of 0 to 20. Main Idea - MONEY Use the language of money Session 4 What is the number after a number 19 How is it represented? Session 5 What is the number after a number 20 How is it represented?

Working Mathematically WMES1.1: Asks

questions that could be explored using mathematics in relation to Early Stage 1 content. WMES1.2 : Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems.

Modelled:
Draw a picture of what the question says. Verbalise as doing.

Guided: Guide students to draw their own picture to solve problem.

Guided:
Guide students to draw their own picture to solve problem.

Independent: Students draw their own picture to match the problem.

WMES1.3:

Whole Class Instruction Language / NAPLAN 10 mins

Teaching Activities 10 mins

Language: Addition, plus, make, add, combine Activity: Activity: Introduce concept of Count number of boys addition by combining and girls separately. groups. Combine groups and Count number of boys count altogether. and girls separately. Model Rabbit Ears Plus Combine groups and Hold up fists at side of count altogether. head and hold up fingers on each hand. In pairs, students will be Rabbit Ears In pairs, given a set of counters students make up their or teddies etc. and will own addition problem for count out two groups. their partner to solve by Then will combine groups holding up a different to work out how many number of fingers each altogether. time. Encourage students to check their partners answer.

Activity: Revise previous lessons on addition. Studyladder Addition to 10 http://www.studyladder. com.au/resources/activityfullscreen/19046

* Worksheet: Addition to 10

dollars, cents Activity: What is money? Explain that there are different coins and notes that we can use to buy things. Discuss dollars and cents. Show students pretend coins and notes. Discuss. Teacher places one of each coin and note on floor while students sit in circle around them. Each student is given a coin and a note and will place money with other coins/notes of its kind. Label coins /notes.

Activity: Revise previous lesson. Class shop - set up items for sale with price tag. Demonstrate how to read price tag for each item and how to purchase item. Class shop set up items on each table with price tags. Class will be split up in 2 groups shop assistants and customers. Groups will swap over.

Describes mathematical situations using everyday language, actions, materials and informal recordings. WMES1.4: Uses concrete materials and/or pictorial representations to support conclusions WMES1.5: Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content.

Resources

Sharing and Recording 10 mins

Counters, teddy bears, fruit counters, paddle pops etc. Share and discuss answers. How did you work that out?

http://www.ictgames.com /funny_fingers_v2.html Share examples of addition to the class.

worksheet

Coins, notes, label for each coin /note. Discuss each group of coins/notes.

Variety of items, money, price tags Share what each student bought and for how much?

Discuss worksheets. Refer to main idea.

Week ___7__
TEN LESSON
Where to next?
Emergent NES1.2 Counts visible items and builds and subtracts numbers by using materials to represent each number to find the final count. Perceptual NES1.2 Counts concealed items and visualises the items that cannot be seen. Counts from one. Figurative NES1.2 Counts on or back to solve problems. A number takes the place of a completed count. Counting on back NS1.2 Uses known and other non count by one strategies to solve problems. Facile NS1.2 NS2.2 Uses other known facts and other non count by one strategies to solve problems.

Teaching Activities 10 minutes

Resources

TERM __1____ WEEK ___8___ Lesson Organisation Number Drill 10 mins TEN 10 mins Problem of the Day 10 mins Whole Class Instruction Language / NAPLAN 10 mins

OUTCOME : NES1.2 Combines, separates and combines collections of objects, describes using everything language and records using informal methods.

OUTCOME: NES1.5 Recognises and describes the element of chance in everyday events

Main Idea Addition and Subtraction Session 1 Skip count by 10s using a number chart. Discuss the pattern. Session 2 Skip count by 10s Session 3 Skip count by 10s

Main Idea Chance Session 4 Skip count by 10s Forwards and backwards Session 5 Skip count by 10s Forwards and backwards

Working Mathematically WMES1.1: Asks

questions that could be explored using mathematics in relation to Early Stage 1 content. WMES1.2 : Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems.

SEE TEN PAGE: Modelled:

Draw a picture of what the question says. Verbalise as doing.

Modelled:

Draw a picture of what the question says. Verbalise as doing.

Guided: Guide students to draw their own picture to solve problem.

Guided:

Guide students to draw their own picture to solve problem.

Independent:

Students draw their own picture to match the problem.

Language:
Addition, plus, make, add, combine subtraction, subtract, mius, take away, less then chance, impossible, possible, likely, unlikely

WMES1.3:

Activity:
Dice Addition DEM LESSON with BIG DICE Teacher throws two die and adds dots. First counting all and then counting on as game progresses. Model sum on board with answer. Chose different sts to throw & count die.

Activity:
~Teach Addition Battle

Activity:
Dice Addition DEM LESSON with BIG DICE Teacher throws two die and subtracts the smaller amount of dots. First counting to work out smaller number and then counting back. Model sum on board with answer. Chose different sts to throw & count die.

Activity:
Possible/Impossible Students discuss and record things that they consider: possible eg being cloudy the next day impossible eg raining cows. certain eg wet weather lunch if raining Students share their ideas, discuss any differences in opinion. Form a display under the headings certain possible and impossible. Draw a picture of certain, possible & impossible

Skill: Addition facts

Teaching Activities 10 mins

~DICE addition in pairs. ASSESS whether any kids are counting on and which can count all together. remediate counting dots altogether enrich sts with bigger dice, number dice or 3 dice

1. Each player gets half of the deck of cards. 2. Each player calls out, Ready, set, battle! and then flips over the top card. The first person to ADD up the total of both cards wins the cards. If there is a tie, 2 more cards are flipped over and compared. The winner takes all 4 cards. Play until time is up. The person with the most cards wins. remidiate use dice enrich sts with 3 numbers

Activity: Re visit yesterdays chance lesson. Use pics to make a class Impossible book and possible book- share. Discuss chance with game Heads and tails

~DICE subtraction in pairs. ASSESS whether any kids are counting back. enrich sts with bigger number dice.

Have students play heads and tails in pairs.

Describes mathematical situations using everyday language, actions, materials and informal recordings. WMES1.4: Uses concrete materials and/or pictorial representations to support conclusions WMES1.5: Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content.

Resources

Dice

Dice 1 pile of deck cards (110) Discuss strategies students are using to solve number problems.

Dice

Cardboard Texta Small squares of paper Discuss the display.

Plastic coins Pictures from yesterdays lesson Discuss how there is a chance of winning heads and tails.

Sharing and Recording 10 mins

Discuss strategies students are using to solve number problems.

Discuss strategies students are using to solve number problems.

Week __8___
TEN LESSON
Where to next?
Emergent NES1.2 Counts visible items and builds and subtracts numbers by using materials to represent each number to find the final count. Perceptual NES1.2 Counts concealed items and visualises the items that cannot be seen. Counts from one. Figurative NES1.2 Counts on or back to solve problems. A number takes the place of a completed count. Counting on back NS1.2 Uses known and other non count by one strategies to solve problems. Facile NS1.2 NS2.2 Uses other known facts and other non count by one strategies to solve problems.

Teaching Activities 10 minutes

Resources

TERM _1__ WEEK __9_ Lesson Organisation Number Drill 10 mins

OUTCOME : NES1.3 Groups, shares and counts collections of objects, describes using everyday language and records using informal methods Main Idea - MULIPLICATION AND DIVISION Model equal groups. Session 1 Session 2 Session 3

OUTCOME : SGES1.2 Manipulates, sorts and describes representations of two-dimensional shapes using everyday language Main Idea - 2D shapes Manipulate, sort and describe two-dimensional shapes Session 4 Session 5

Working Mathematically WMES1.1: Asks

questions that could be explored using mathematics in relation to Early Stage 1 content. WMES1.2 : Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems.

Skip count by 5s using a number chart. Discuss the pattern.

Skip count by 5s

Skip count by 5s

Skip count by 5s both forwards and backwards from 30

Skip count by 5s both forwards and backwards from 30

TEN 10 mins Problem of the Day 10 mins Modelled:

Draw a picture of what the question says. Verbalise as doing.

SEE TEN PAGE: Modelled:

Draw a picture of what the question says. Verbalise as doing.

Guided:
Guide students to draw their own picture to solve problem.

Guided:
Guide students to draw their own picture to solve problem.

Independent:
Students draw their own picture to match the problem.

WMES1.3:

Whole Class Instruction Language / NAPLAN 10 mins

Language: Equal groups, same amount Activity: Whistle Groups: Students run around in a circle, when the whistle blows they get into groups according to the number given.

Activity: Whistle Groups: As per yesterday but discuss fair sharing and equal groups. Put into arrays.

Activity: Making Groups: In a group one student rolls the dice, they all get that many counters. How many counters all together? Put into arrays.

corners, edges, sides, faces, shape names Activity: Activity: Free Play: Students Shape Walk Sort: Use have a chance to play pictures from previous with the shapes to see lesson to sort into groups what they can discover. according to same Discuss findings ensuring properties. students are provided with correct terminology through their findings.

Describes mathematical situations using everyday language, actions, materials and informal recordings. WMES1.4: Uses concrete materials and/or pictorial representations to support conclusions WMES1.5: Links

Teaching Activities 10 mins

Making Groups: In a group one student rolls the dice, they all get that many counters. How many counters al together? Modelled by teacher as a whole class first. Students put into mixed groups. model with mixed groups.

Farms: In groups, students are given a place mat with three, four or five ovals on it to represent paddocks. They are also given a collection of plastic animals. Roll the dice and place that number of animals in each paddock.

* Worksheet: Pasting Rows Roll die once for groups and a second time for rows. Students cut and paste stars onto piece of coloured paper to create arrays. Describe the array. Worksheet (stars) Coloured paper, glue, scissors

Shape Walk: Students walk around the school/classroom and describe the various shapes they see. Take photos. Group according to like shapes.

Students make a picture using different-sized 2D paper shapes. Label the picture.

Variation: Students could

use a computer drawing program to create a shape picture.

mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content.

Resources

Counters, grid sheets

Farm mats, dice, animal counters

2D shapes, camera

Paper shapes, glue, scissors, art paper

Sharing and Recording 10 mins

Share and discuss. What is a group?

Share examples of groups to the class.

Discuss arrays and refer to main idea.

Discuss the findings from the walk

Share what each student designed and the various shapes being used.

Week ___9__
TEN LESSON
Where to next?
Emergent NES1.2 Counts visible items and builds and subtracts numbers by using materials to represent each number to find the final count. Perceptual NES1.2 Counts concealed items and visualises the items that cannot be seen. Counts from one. Figurative NES1.2 Counts on or back to solve problems. A number takes the place of a completed count. Counting on back NS1.2 Uses known and other non count by one strategies to solve problems. Facile NS1.2 NS2.2 Uses other known facts and other non count by one strategies to solve problems.

Teaching Activities 10 minutes

Resources

OUTCOME : NES1.3 TERM _1_____ WEEK __10____ Lesson Organisation Number Drill 10 mins
TEN 10 mins

Groups, shares and counts collections of objects, describes using everyday language and records using informal methods Main Idea - Multiplication and Division Group and share collections of objects equally

OUTCOME : SGES1.1

Manipulates, sorts and represents three-dimensional objects and describes them using everyday language Main Idea - 3D Manipulate and sort 3D objects found in the environment.

Working Mathematically WMES1.1: Asks

questions that could be explored using mathematics in relation to Early Stage 1 content. WMES1.2 : Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems.

Session 1 Skip count by 2s using a number chart

Session 2 Skip count by 2s

Session 3 Skip count by 2s

Session 4 Skip count by 2s both forwards and backwards.

Session 5 Skip count by 2s both forwards and backwards.

SEE TEN PAGE:

Problem of the Day 10 mins Whole Class Instruction Language / NAPLAN 10 mins

Modelled:

Draw a picture of what the question says. Verbalise as doing.

Modelled:

Draw a picture of what the question says. Verbalise as doing.

Guided:

Guide students to draw their own picture to solve problem.

Guided:

Guide students to draw their own picture to solve problem.

Independent:

Students draw their own picture to match the problem.

WMES1.3:

Language: Equal groups, share, even, divide Activity: Activity:

Groups of children. Go outside. Children skip around defined area. When you blow the whistle get into groups of specified number. Are all groups even? How can we check? Groups and number cards. Multiple copies of cards 0-5 placed in the middle of group. One person picks a number, all students get that number of counters. Student One counts how many all together Groups and number cards: Fair Share: Roll a larger number dice. Share that many between each person in the group. Is it a fair share? Why / Why not?

Activity:

shape names, edges, faces, corners, sides, take up space Activity: Activity:
Discussion about 3D shapes. What makes them different from 2D shapes? Give students time to reflect about these shapes and then come back for discussion. Shape walk. Looking for examples of 3D objects in the environment. Take photos to look at in the classroom. Group photos based on those that are the same shape.

Jelly Bean Sort. Sort into groups according to colour. Are all groups the same? How can we make them the same?

Teaching Activities 10 mins

Farms: Each group given different sized paddocks. Roll the dice and put that many in each paddock. How many altogether. Arrays: Use iPads to make arrays. Roll dice for each row and column.

* Sharing Students need to share what is in the prepared bags. Can it be done evenly? Record results through drawing.

Free play with 3D objects. Discussion will be centred around what the shape can do, what it looks like, and what it might be called.

Group 3D objects according to attributes. Worksheet.

Describes mathematical situations using everyday language, actions, materials and informal recordings. WMES1.4: Uses concrete materials and/or pictorial representations to support conclusions WMES1.5: Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in

Resources Sharing and Recording 10 mins

whistle, paddocks, dice, animals/counters, ipads discussion, sharing of ipads

number cards, counters

Look at drawings that show recordings

jelly beans (or counters), share bags ie counters, pencils ect Discussion on fair share. Why is this important?

Variety of 3D objects.

3D objects, worksheet, cameras Discussion on why objects are grouped together.

relation to Early Stage 1 content.

Record findings in a table based on student findings ie sides, corners, name

Week __10___
TEN LESSON
Where to next?
Emergent NES1.2 Counts visible items and builds and subtracts numbers by using materials to represent each number to find the final count. Perceptual NES1.2 Counts concealed items and visualises the items that cannot be seen. Counts from one. Figurative NES1.2 Counts on or back to solve problems. A number takes the place of a completed count. Counting on back NS1.2 Uses known and other non count by one strategies to solve problems. Facile NS1.2 NS2.2 Uses other known facts and other non count by one strategies to solve problems.

Teaching Activities 10 minutes

Resources

TERM ____1__ WEEK ____11__

Lesson Organisation Number Drill 10 mins

OUTCOME : MES1.1 Describes length and distance using everyday language and compares lengths using direct comparison Main Idea - Length Identify and describe the attribute of length. Compare lengths directly by placing objects side by side and aligning ends Session 1 Session 2 Session 3 Skip count by 3 s using a Skip count by 3 s using Skip count by 3 s using a number chart. a number chart. number chart.

OUTCOME : NES1.4 Describes halves, encountered in everyday contexts, as two equal parts of an object Main Idea - Fractions and Decimals Divide an object into two equal parts. Recognise and describe halves Session 4 Skip count by 3 s using a number chart both forwards and backwards up to 30. Session 5 Skip count by 3 s using a number chart both forwards and backwards up to 30.

Working Mathematically WMES1.1: Asks

TEN 10 mins Problem of the Day 10 mins Modelled:

SEE TEN PAGE: This week start with dice activities. Complete as whole class. Modelled: Guided: Guided: Independent:

questions that could be explored using mathematics in relation to Early Stage 1 content. WMES1.2 : Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems.

Draw a picture of what the question says. Verbalise as doing.

Draw a picture of what the question says. Verbalise as doing.

Guide students to draw their own picture to solve problem.

Guide students to draw their own picture to solve problem.

Students draw their own picture to match the problem.

WMES1.3:

Whole Class Instruction Language / NAPLAN 10 mins

Language: Length, compare, long, short, tall, small Activity: Activity: Introduce the lesson as a Small groups of length activity, or by students are ordered talking about long, short from tallest to or the same length as. shortest. Using Discuss how objects can language taller, shorter, be described as being same height long or short. Display two sticks which are obviously long and short. Discuss how to compare length, i.e. hold the sticks side by side.

Activity: Order from longest to shortest, three or more lengths which students have to straighten out and lay side by side, e.g. a skipping rope, a length of string and a rolledup streamer. Record and label the lengths as longest and shortest. Report the results using comparative language.

equal parts, divide, half Activity: Activity: If we wanted to share a Re-cap concept of lamington bar fairly sharing equally. Draw between Chris and Elaine, objects or fruit on the how could we do board and ask students it? Draw a rectangle on to come and draw a line the board to represent through to half equally. the lamington bar. Invite students to the board to draw a line to show where you would cut the lamington bar to make it fair. Do not erase each cut. Why do you think

that the cut is correct or incorrect?

Describes mathematical situations using everyday language, actions, materials and informal recordings. WMES1.4: Uses concrete materials and/or pictorial representations to support conclusions WMES1.5: Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content.

Teaching Activities 10 mins

Students in pairs cut a piece of string or streamer and then move around the classroom to find as many objects as they can that are longer than or shorter than the string. Students record their findings by drawing and labelling.

Given a number of straws of different lengths, students put them in order from longest to shortest. Straws are used because they will not stand up so students have to decide which end will be the baseline. These ends of the straws should be together.

* Students complete worksheet comparing lengths.

Resources

Sharing and Recording 10 mins

2 sticks, string, scissors, objects around the room, whiteboards and textas Revise the terminology used to describe length. Ask students to report on what they found.

Straws

String, streamers, worksheet Discuss language and results

Introduce the idea of folding to make equal parts. Hold up a brown rectangular piece of paper. If this were the lamington bar, who can show me where you would cut it and, prove to everyone that it is fair? Distribute brown paper rectangles, at least three per student. Folding the rectangle to form half is preferable to cutting it, as both the parts and the whole remain present. Remember that you have to explain to everyone why it is fair. Whiteboard and texta, brown paper rectangles Allow students to use their paper rectangles to justify why their divisions are fair. Try to have the idea of folding to show equal parts come from your students justifications.

Students are given play dough and are asked to roll their dough into a sausage shape. Once rolled, students cut the sausages in half and identify whether they are halved equally or not.

Play dough, whiteboard and texta Discuss results and identify why it is fair to share the sausage equally

Discuss findings

How do you know that it is fair? Can you draw how you would share the lamington bar?

Week __11___
TEN LESSON
Where to next?
Emergent NES1.2 Counts visible items and builds and subtracts numbers by using materials to represent each number to find the final count. Perceptual NES1.2 Counts concealed items and visualises the items that cannot be seen. Counts from one. Figurative NES1.2 Counts on or back to solve problems. A number takes the place of a completed count. Counting on back NS1.2 Uses known and other non count by one strategies to solve problems. Facile NS1.2 NS2.2 Uses other known facts and other non count by one strategies to solve problems.

Teaching Activities 10 minutes

Resources