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FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 4 Week 1 YEAR LEVEL: One LEARNING AREA/TOPIC: Mathematics

AUSTRALIAN CURRICULUM MATHEMATICS


(Place Value)
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N&A M&G S&P (include learner diversity)
Prof
Recognise, Assessment Student A = GP 0, Student B = GP 1, Student C = GP 1
Fluency
Understanding

model, read, Students will be able strategies:


write and to: Introduction:
order numbers Observation – 1. Students will gather on the mat in front of the teacher
to at least 100. Read and represent observing students’ 2. The teacher will introduce themselves to the students and ask
Locate these their numbers using participation and questions about the students to get to know them, e.g. ask questions
numbers on a number charts, understanding of the about their favourite sport, hobbies, TV shows, etc.
number line symbols, pop sticks activity and how Favourite Number: 5 minutes
(ACMNA013) and unifix cubes they performed 3. The students will participate in ‘what is your favourite number?’
activity
Count Order three numbers Photo and video 4. The teacher will model this activity by sharing a fun fact about Why is that your
collections to from smallest to recordings – themselves: their favourite number between 0 and 100. favourite “Favourite number
100 by largest (single digit & recoding students 5. Students will have to choose their own number between 0 and 100, number? activity’ sheet A3
partitioning two-digits) performing the make their number using cut up straw bits, make a face on their Cut up straws
numbers using activity and taking number and state the number of tens and ones in their number. How did you Glue/sticky tape
place value State one more and photo of the 6. Students will share their favourite number. know how many
(ACMNA014) one less of the students’ finished Teacher notes: tens / ones there
Week 1
number they have or products Emphasise the importance of ‘zero’ if a student chooses a number less were?
Lesson 1
read on the card than 10. i.e. use 0 to represent zero tens where the number is a single digit
Anecdotal notes – number.
recording what the
student says about Lesson Body:
how they found the Roll the dice: 5-10 minutes What is one
answer – especially 1. Students will each roll a 10-sided dice more / less than
in the introduction of 2. Students will represent that number with unifix cubes your number?
the lesson 3. Students will repeat this process a few times 100 unifix cubes
4. Students at Growth Point 1 will receive another 10-sided dice Can you make 6 ten-sided dice
5. One dice represents the tens place value and the other dice that number?
represents the ones place value. In case:
6. Students will roll both dice, choose which number is the tens place Which number is 100 counters
and which is the ones place, and show that number with unifix cubes. bigger / smaller? 22 ten frames
7. If there are not enough unifix cubes, use counters and ten frames. How do you
8. If the student with Growth Pojnt 0 is showing fluency with single digit know?
numbers, they can attempt the exercise with two-digit numbers
Checklist – teacher In the Middle
will finalise Group: 5 minutes
observations and 1. Students will work together in this activity in a group of 3
assess the students 2. Using cards with numbers from 1-9, students will each select a card Which is the White cards 1-9
against the 3. One by one they will read the card and say their number smallest White cards 10-20
objectives through a 4. After hearing the three numbers, without talking, they will arrange number?
checklist and use a their cards from smallest to largest. The student with the middle card
rating scale to mark wins a point Which is the
them. Give a clear 5. Students will repeat this game a few times biggest number?
identification of 6. Eventually the students will move onto cards with numbers from 10- How do you
where the student is 20 and repeat the same process know?
at Individual: 5 minutes
1. Students will be given 9 paper cards each 27 plain white cards
Key: 2. Student A will receive one 10-sided dice Is this order
X = Not evident yet 3. Student B & C will receive two 10-sided dice each correct? 6 ten-sided dice
/ = Developing 4. Students will roll their dice, read the number and write the number on Pen
understanding of one piece of card, and repeat until three cards are filled Glue stick
concept 5. Student B & C will choose what combination they want when the dice ‘smallest to largest’
 = Some is rolled, e.g. dice lands on 3 and 4, could be 34 or 43. Students will activity sheet
understanding of read both options and choose which one they want
concept 6. Students will then order their numbers from smallest to largest
 = Good 7. Once they have decided on the order of the numbers, they will glue
understanding of their cards down on a piece of paper ordered from smallest to largest
concept 8. Students will repeat this exercise 3 times until they finish their 9 cards
9. The teacher will ask questions as to how they decided on that order
Work Samples -
The teacher will Before and after bingo: 10 minutes
collect students’ 1. Students will each choose four numbers between 0 and 10 and write
activity sheets and them onto their bingo grid
view students’ work 2. The teacher will pick a card with a number 0-10 written on it, however How did you ‘bingo’ activity sheet
and assess them instead of reading the number the teacher will give number clues know that was Pen
against the lesson such as ‘the number before 6’, ‘the number after 4’, ‘one more than 6’, one more / less? Counters/stamps
objectives and ‘one less than 3’ Cards 0-10
record notes in a 3. Students who have that number then cover that number with a How could you Cards 10-99
checklist counter describe that
4. The first student to cover all four squares shouts “Bingo” number to your
5. Student B and C will then play each other and use cards from 10-99. peer?
6. Student B and C will have 6 numbers to choose and write on their
Bingo grid How di dyou
7. They will each draw a card and give a clue for that number to their know that was
partner and if their partner has it they place a counter on the number the right number
8. The first student to get 3 numbers in a row calls Bingo on your Bingo
grid?
Make the number: 10 minutes 6 ten-sided dice
1. Student A will roll one dice and student B & C will roll two dice (10- 100 chart
sided) Can you read 10 Counters
2. Students will read the numbers they roll; Student A & B will read the the number? 150 pop sticks
numbers e.g. 4 and 3, say the combinations 34 and 43. Mini whiteboard
3. Students will find these numbers on a 100 chart, write the number on Is it written Whiteboard markers
a mini whiteboard then make the number using pop sticks correctly?
4. Students will check each other’s numbers
Can you find
Lesson Closure: your number on Cards with the
Exit Ticket the number questions/
1. Students write what they learned from today’s lesson, what they chart? statements
enjoyed and any questions on a blank card.
2. Students will share their card, and the teacher will ask students to Pens/pencils
explain their points. 3 boxes
3. At the end of the lesson, students will place their ticket / card in one of
the three boxes: I’ve got it, I need more practice, or still need help