Term Plan Document Nia At1 FG Ke KB

EDCU11022 - Numeracy in Action Assessment Item1: Group Written Task
Collaborative Platform: On the Drawing Board
Fiona Gately Kristy Egan Kristi Bourke
Extension Request ID: 44984 New Due Date: 14/04/14 Semester 2, 2014
Queensland Studies Authority January 2012
Year 1 Australian Curriculum: Mathematics
Term 1 Overview
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation10,<www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.
School name
Regatta Waters Primary School
Unit title
Number Champions for Life!
Duration of unit
10 Weeks
Unit outline Number Champions for Life! Number champions possess great skill and proficiency in the use of numbers. For Life implies both that these skills and proficiencies will be used in real-life situations, and that these skills and proficiencies will continue to be used throughout life. Developing learners who possess great skill and proficiency in the use of numbers, and who are able to apply these aptitudes within real-life contexts, throughout their lives, is most certainly the principal intent of this unit of mathematical study. However, it is also anticipated that the competencies gained throughout this unit will excite and inspire young learners to become number champions in an additional sense. That is, learners who are so impressed by the power of numbers in their own lives that they seek to share their enthusiasm for mathematics and encourage others to develop similar skills and proficiencies that is, to also become number champions. This is a practice that will at all times be encouraged and evident within the learning environment throughout this unit, as a social constructivist approach to learning is adopted. Much time will be devoted to learners working collaboratively with peers in order to facilitate the discussion of mathematical concepts, the sharing of mathematical thinking, the resolution of existing misconceptions, and the avoidance of potential learning issues. With strategic scaffolding and intervention provided by the Learning Manager (LM), and through the support of peers and other adult helpers, learners will expand their mathematical knowledge and understanding within the Zone of Proximal Development, as they interact with more knowledgeable others (Vygotsky, 1978). The social constructivist approach to teaching and learning mathematics requires the LM to implement a range of research-based and proven successful pedagogical practices that, when applied consistently and effectively, provide learners with every opportunity to not only acquire targeted conceptual understandings, but also to develop important mathematical dispositions required for further mathematical studies and throughout life. This unit is to be implemented in Term 1, and focuses primarily on the development of a strong foundation in basic number skills 0 -99, but also provides variation, and scenarios for application of number skills, through the study of early measurement (i.e. length, height, capacity and weight) and geometry (i.e. 2D shapes and 3D objects) concepts. In Week 1, learners are provided with the opportunity to demonstrate and review Foundation Year concepts prior to commencing the Year 1 Mathematics Curriculum. This provides an important opportunity for the LM to perform formal and informal diagnostic testing which will inform future planning and reveal any necessary adjustments for the needs of learners. Developing skill and proficiency with numbers (i.e. becoming number champions) and applying these understandings within authentic contexts and across the broader scope of mathematics, provides a strong foundation for further studies outlined within the Australian Curriculum: Mathematics, and promotes skills that are essential for success across all key learning areas and, indeed, for life!
Year 1 Term Overview Australian Curriculum: Mathematics
Identify Curriculum
CONTENT DESCRIPTIONS TO BE TAUGHT Number and Algebra Number and place value (ACMNA012) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero: developing fluency with forwards and backwards counting in meaningful contexts such as circle games Number and place value (ACMNA013) Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line: modelling numbers with a range of materials and images identifying numbers that are represented on a number line and placing numbers on a prepared number line Number and place value (ACMNA014) Count collections to 100 by partitioning numbers using place value: understanding partitioning of numbers and the importance of grouping in tens understanding two-digit numbers as comprised of tens and ones/units Patterns and algebra (ACMNA018) Investigate and describe number patterns formed by skip counting and patterns with objects:
Measurement and Geometry Using units of measurement (ACMMG019) Measure and compare the lengths and capacities of pairs of objects using uniform informal units: understanding that in order to compare objects, the unit of measurement must be the same size Shape (ACMMG022) Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features: focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'
GENERAL CAPABILITIES & CROSS-CURRICULUM PRIORITIES
LITERACY Word Knowledge: understand learning area vocabulary Composing texts through speaking, writing and creating: compose texts; compose spoken, written, visual and multimodal learning area texts Grammar knowledge: use knowledge of words and word groups; use knowledge of sentence structures Visual Knowledge: understand how visual elements create meaning Text Knowledge: use knowledge of text structures; use knowledge of text cohesion NUMERACY Estimating and calculating with whole numbers: understand and use numbers in context Recognising and using patterns and relationships: recognise and use patterns and relationships Using measurement: estimate and measure with metric units CRITICAL AND CREATIVE THINKING Inquiring identifying, exploring and organising information and ideas: organise and process information; identify and clarify information and ideas INTERCULTURAL UNDERSTANDING Recognising culture and developing respect: explore and compare cultural knowledge, beliefs and practices
investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100
Identify Curriculum
PROFICIENCIES Understanding: Connecting names, numerals and quantities Partitioning numbers in various ways Fluency: Counting number in sequences readily forward and backwards Locating numbers on a line Problem Solving: Using materials to model authentic problems Using familiar counting sequences to solve unfamiliar problems Discussing the reasonableness of the answer Reasoning: Explaining direct and indirect comparisons of length using uniform informal units
Explaining patterns that have been created

ACHIEVEMENT STANDARD By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays. Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions and draw simple data displays.
RELEVANT PRIOR CURRICULUM AUSTRALIAN CURRICULUM: MATHEMATICS - FOUNDATION YEAR
CURRICULUM WORKING TOWARDS AUSTRALIAN CURRICULUM: MATHEMATICS - YEAR 2
CONTENT DESCRIPTORS:
ACMNA001: Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point ACMNA002: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA003: Subitise small collections of objects ACMNA289: Compare, order and make correspondences between collections, initially to 20, and explain reasoning ACMMG006: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language ACMMG009: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment
CONTENT DESCRIPTORS:
ACMNA026: Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences ACMNA027: Recognise, model, represent and order numbers to at least 1000 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting ACMNA035: Describe patterns with numbers and identify missing elements ACMMG037: Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units ACMMG038: Compare masses of objects using balance scales ACMMG042: Describe and draw two-dimensional shapes, with and without digital technologies ACMMG043: Describe the features of three-dimensional objects
PROFICIENCY STRANDS:
Understanding: connecting names, numerals and quantities Fluency: counting numbers in sequences, continuing patterns, and comparing the lengths of objects Problem Solving: using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems, and discussing the reasonableness of the answer Reasoning: explaining comparisons of quantities, creating patterns, and explaining processes for indirect comparison of length
PROFICIENCY STRANDS:
Understanding: connecting number calculations with counting sequences, partitioning and combining numbers flexibly Fluency: counting numbers in sequences readily, using informal units iteratively to compare measurements Problem Solving: formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape Reasoning includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations
ACHIEVEMENT STANDARD:
Make connections between number names, numerals and quantities up to 10 Compare objects using mass, length and capacity Count to and from 20 and order small collections Group objects based on common characteristics and sort shapes and objects
ACHIEVEMENT STANDARD:
Recognise increasing and decreasing number sequences involving 2s, 3s and 5s Represent multiplication and division by grouping into sets Identify the missing element in a number sequence Recognise the features of three-dimensional objects Cunt to and from 1000 Perform simple addition and subtraction calculations using a range of strategies Order shapes and objects using informal units Draw two-dimensional shape
BRIDGING CONTENT
Identify bridging content (knowledge, skills and processes) needed to address the gaps in student understandings.
The Australian Curriculum: Mathematics Foundation Year Achievement Standard (ACARA, n.d.) states that by the end of Foundation Year students should be able to: make connections between number names, numerals and quantities up to 10; compare objects using mass, length and capacity; group objects based on common characteristics and sort shapes and objects; answer simple questions to collect information. These are the elements most relevant to the following Term Overview, since the focus is primarily on the Number and Algebra strand of the curriculum, interspersed with some elements of Measurement and Geometry. During the first week of Term 1 (Year 1), LM provides the opportunity for learners to review Foundation Year mathematical concepts, through participating in a variety of informal group rotations. As group members engage with tasks and discuss individual mathematical thinking with their peers, LM gathers information to determine each students level of understanding. Once LM has established a g ood idea of which students are at the appropriate standard, and which students are struggling to understand concepts that are pre-requisites for knowledge developed in Year 1, LM develops a plan of action. Students who are able to self-direct and review prior knowledge with peers, are allowed free time to engage in the variety of activities and games on offer. This allows LM time to support and scaffold the learning of those students who have been identified as struggling with basic concepts. Counting and number recognition are paramount. LM works closely with the identified group of learners, using many concrete materials to develop a thorough understanding of 1:1 correspondence when counting, and understanding that the last number counted tells how many. LM also assists this group of learners to identify basic shapes through handling shape manipulatives, discussing the features of shapes, and playing simple shape bingo and snap games. LM scaffolds learning with a high degree of support to begin with, gradually withdrawing support as learners are able to perform these tasks unaided. LM re-assesses levels of understanding within this cohort regularly to determine appropriate supplementary materials and activities to incorporate into subsequent lesson plans. LINKS TO OTHER LEARNING AREAS Explain how this unit links to other learning areas.
TECHNOLOGY: Students are exposed to and engage with a variety of ICTs during mathematics learning experiences. These include: whole-class interactive whiteboard activities facilitated by the LM to introduce and model new mathematical concepts; use of interactive on-line mathematics games to explore, practise and consolidate learning of new mathematical concepts; use of iPads and associated mathematical applications to extend on mathematical thinking and consolidate learning. Learners also develop skills in using digital cameras and iPods as they capture images to produce visual representations of mathematical thinking and concepts; and then learn the associated skills of downloading and printing photographs. Through such activities, students develop basic skills for using ICTs across all learning areas, such as: signing in to computer networks; using links to navigate around the internet; and acquiring the necessary eye-hand coordination to operate a mouse and use a keyboard. ENGLISH: Students engage with and enhance their skills in using a variety of text types during mathematics learning experiences, as they explore number symbols, words and visual representations. Experience is gained in interpreting both written and spoken texts, as well as multimedia output. Students receptive language skills are extended as they listen to and comprehend spoken language of the LM, teacher aides, parent helpers, and peers as they participate in group discussions about mathematical thinking and concepts. Students are able to demonstrate their developing ability to express mathematical thinking as they participate in class and group discussions, using mathematical language. ART: Students participate in hands-on art and craft experiences which allow them to express their creativity while demonstrating their understanding of mathematical concepts. SCIENCE: The field of science offers an infinite range of engaging topics through which to develop rich and authentic mathematical learning experiences. Students incidentally learn science facts, for example, as they count not just butterflies, but Ulysses butterflies which prefer tropical rainforest cl imates (incidental learning). SUSTAINABILITY: The philosophy of Reduce, Re-use and Re-cycle is promoted as students engage in activities that incorporate recycling materials to enhance learning in mathematics.
6 | Year 1 Term Overview Australian Curriculum: Mathematics
ASSESSMENT
ASSESSMENT DESCRIPTION Learners will be given opportunities to demonstrate their knowledge, skills and understanding through a range of diagnostic, formative and summative assessment tasks. The assessment will be collated in a portfolio of work which includes: work samples photographs of students demonstrating their skills mid-term formative assessment task Summative Problem Solving Task The Grocery Shop ASSESSMENT DATE
MAKE JUDGMENTS
These assessment tools will provide evidence on-going throughout the unit of work that relate to week learning objectives that link to Curriculum descriptors included in this term plan
FORMATIVE ASSESSMENT FOR LEARNING

WORK SAMPLES
A variety of written work samples will be added to learners assessment portfolios. This allows students a variety of opportunities to demonstrate knowledge, skills and understandings in ways that optimise their success and learning strengths. Work samples may include: worksheets, posters, cut and paste examples, drawings, photos of counting representations (number lines, hundreds beads), 3D Buildings from week 9.
WHOLE CLASS DISCUSSIONS
NUMBER AND PLACE VALUE (ACMNA012) On-going during the unit of work
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero: developing fluency with forwards and backwards counting in meaningful contexts such as circle games
A number of opportunities will be provided in each lesson of the term for students to engage in discussions where they can demonstrate their understandings in their own words. This dialogue will provide the Learning Manager with opportunities to engage learners in solving Focus Questions which allows the LM to check for understandings and any misconceptions learners may have or have developed from learning experiences.
INVESTIGATIONS
On-going during the unit of work
NUMBER AND PLACE VALUE (ACMNA013)

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line: modelling numbers with a range of materials and images identifying numbers that are represented on a number line and placing numbers on a prepared number line
Students will engage in a variety of problem solving tasks that will require them to investigate a number of concepts that relate to the topics of number and algebra (particularly counting sequences and collections) measurement, and shapes (relating to 2D shapes and 3D objects in our environment). These investigations will require learners to develop their critical thinking skills and complex reasoning skills (Proficiency Strand). Students will be provided with task sheets or word problems they can work through both independently and collaboratively. Learners will develop evidence of their learning through a variety of work samples (see above) which will form part of the learners portfolio.
NUMBER AND PLACE VALUE (ACMNA014)

Count collections to 100 by partitioning numbers using place value: understanding partitioning of numbers and the importance of grouping in tens understanding two-digit numbers as comprised of tens and ones/units
Queensland Studies Authority January 2012 | 7
ASSESSMENT
VISUAL ASSESSMENT TOOLS
MAKE JUDGMENTS
PHOTOGRAPHS AND VIDEO
Photographs will be taken of students working through rotational activities and hands-on or kinaesthetic tasks. These can be used as evidence of learning each week. Provide time to video (have ESO assist) when implementing whole class discussions. Visual assessment will provide evidence of students using critical thinking and reasoning skills as they discuss what they know and understand.
See Descriptors above
SUMMATIVE ASSESSMENT
MID-TERM SUMMATIVE ASSESSMENT TOOLS CLEVER COUNTING TASK
Learners will work through a one on one teacher/ student conference which focuses predominantly on Number and Algebra content descriptors from the Australian Curriculum, and provides opportunities for students to demonstrate their understanding of number, number sequences, representing numbers on a number line, identifying and creating skip counting patterns, one and two digit numbers, and place value. This assessment task will also provide opportunity for learners to demonstrate their skills in relation to the Curriculum Proficiency Strands. A rubric is provided for the LM to make appropriate judgements of student learning. Assessment will be completed in both written and oral forms.
SHAPE TREASURE HUNT
Link to Assessment Task and Rubrics
Week 6
Students are given an opportunity during this week to work in collaborative groups to complete this task. Students engage in a treasure hunt around their school to identify, label and sort a variety of 2D shapes in their environment into groups depending on their unique properties. They must present their findings to the class in video format (IPad). The video will form part of an oral assessment in both Mathematics and English. Students will be assessed based on their ability to identify and name 2D shapes, and on their ability to use appropriate mathematical language when discussing sorting strategies. Learners will recognise names and find simple 2D shapes and 3D objects (square, circle, rectangle, triangle, cube, sphere, cone). Learners will use shapes to make models and pictures; recreate patterns, and describe them; talk about, recognise and group shapes found in the environment according to their properties; and use language associated with shape, including: edges, faces, corners, circle, triangle, square, rectangle.
Week 6
SHAPE (ACMMG022)
Recognise and classify familiar twodimensional shapes and three-dimensional objects using obvious features: focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'
ASSESSMENT
MEASURING MY FRIENDS
MAKE JUDGMENTS
USING UNITS OF MEASUREMENT
Students will view an animated PowerPoint that tells the story of Finley the Fish, who measures his sea friends. The story gives learners an opportunity to analyse, and then demonstrate, their understanding of the difference between comparing according to direct comparison, and measuring with non-standard units of measurement. Students work through the interactive story and answer questions along the way that will provide LM with evidence of their learning, and allow students to use mathematical terminology to show their problem solving abilities. In practical contexts, learners understand and begin to use vocabulary when making direct comparisons in length, mass and capacity (e.g. more or less, heavier or lighter). Suggest non-standard uniform measures to estimate then measure in practical situations. Use language such as more or less, greater or smaller to compare two numbers. Use language such as more or less, longer or shorter, heavier or lighter to compare two quantities. Use language such as square, triangle, circle or bigger larger, smaller to describe the shape a nd size of solids and flat shapes.
END OF TERM SUMMATIVE ASSESSMENT TOOL THE GROCERY SHOP
Week 6
(ACMMG019)
Measure and compare the lengths and capacities of pairs of objects using uniform informal units:
understanding that in order to compare

objects, the unit of measurement must be the same size
This task provides students with the opportunity to engage in a rich and authentic task that reflects real-world problems which must be solved. Learners demonstrate their knowledge and understanding in relation to the Content Descriptors: Numbers and Algebra; Measurement (length, weight, direct comparison); and Shapes in their environment, as they work through their weekly grocery shop problem. This task will be completed during an excursion to the local store. Students will be provided with a number of problems to solve as they do a weekly grocery shop. Learners will use their knowledge and understanding of counting forward and backwards to solve problems about how many? Learners will: weigh fruit and vegetables to ensure they select the correct amount to fill their basket; compare lengths of a number of different vegetables; and justify their choice of vegetables using appropriate measurement terminology to explain their decisions. Learners will use clues about 2D shapes and 3D objects to find products in the grocery store. The evidence used to make judgements in this assessment will include both written and verbal (oral) examples. Verbal examples will be completed in conversation (Interview format), allowing LM to observe students using problem solving and reasoning proficiencies. Written work samples will be assessed against a predetermined criterion. It will provide evidence of learning and demonstrate students fluency proficiency and their ability to communicate their problem solving skills in written form.
Week 10
As this is a culminating assessment OF learning relating to the whole term, all content descriptors will be considered as part of the judgement for learning.
TEACHING AND LEARNING

Teaching strategies and learning experiences
SUPPORTIVE LEARNING ENVIRONMENT

Adjustments for needs of learners Resources
INTERACTIVE WHITEBOARD [IWB] RESOURCES:
WEEK 1
1. STUDENTS REVIEW AND CONSOLIDATE PRIOR LEARNING: Students participate in whole-class discussions and informal group rotations to review, discuss and consolidate knowledge and understanding of relevant previous curriculum content from the Australian Curriculum: Mathematics - Foundation Year, including: Number and Algebra - Number and place value: Counting 0 20: counting process, patterns and sequences - from any starting point Meaning for number words 0-10: connecting number names, numerals and quantities One-to-one correspondence Conservation of number Recognising the last number counted tells how many Recognising various cultural ways of counting (e.g. pebbles in a bag to count cattle) Subitising up to 5 items Understanding and using words to represent ordinal positions (e.g. fourth, sixth etc.) Number and Algebra Patterns and algebra: Recognising and creating patterns Copy, continue and create patterns with objects and drawings Measurement and Geometry - Using units of measurement: Comparing and ordering like and unlike items, using the language more, less, same as and not the same as; giving reasons Comparing items to see which is longer or heavier or holds more Using language associated with measurement such as tall and taller, heavy and heavier, holds more and holds less Measurement and Geometry Shape: Sorting and describing squares, circles, triangles, rectangles, spheres and cubes 2. LEARNING MANAGER (LM) PERFORMS DIAGNOSTIC TESTING: LM facilitates whole-class discussions and provides a range of Number and Algebra and Measurement and Geometry activities (see Resources), designed to review students prior learning in preparation for the teaching and learning of the Year 1 Australian Curriculum: Mathematics. LM gathers work samples and records anecdotal notes from teacher-student conversations, observations of students participation in group rotations, and observations of students contributions to collaborative discussions. Evidence of prior learning and knowledge to this point in time is used to inform and refine the planning of effective teaching and learning practices for this cohort of learners during Term 1.
LM observes learners as they participate in a variety of games and activities designed to review Foundation Year concepts. LM identifies learners who have not yet developed basic counting skills and shapes recognition (since these are the immediate skills required for success in learning new Term 1 maths concepts) While more able learners are constructively engaged in mathematical games/ activities, LM takes the opportunity to work with smaller groups of learners or individual learners who require additional support. LM uses concrete materials to model 1:1 correspondence during counting, and facilitates learners individual attempts to make sense of numbers and counting. LM uses hand-over-hand technique to aid kinaesthetic learning, if necessary, and slowly withdraws support as learners experience higher degrees of success LM facilitates games of Shape Bingo and Snap! to assist learners to become familiar with basic shapes, and the language of shape and size (which will assist in learning of Measurement also) LM shares simple songs on YouTube, to assist learners to become familiar with counting: YouTube 1: Five Monkeys YouTube 2: Five Monkeys Five Little Speckled Frogs Ten Fat Sausages
Virtual Manipulatives Math Tool Chest

COUNTING MANIPULATIVES:
1-10 Counting Cans Backyard Bugs Mini Motors Friendly Farm Animals Baby Bear Counting Set Examples of cultural counting methods/tools Chalk for writing numbers Magnetic numbers Everyday items: buttons, pasta, spoons, pebbles, marbles, pegs, cups, tubs etc.
NUMBER GAMES AND PUZZLES :
For matching and sequencing symbols, pictures and words: Go Fish, Snap, Number Memory, Picture Dominoes, Number Match Bingo, Match It! Game, Number Eggs, Number Rocks, Number Pegs, Number Sequencing Cards, Wooden Numbers Puzzles, Abacus, number songs and rhymes
MEASUREMENT:
lengths of string and ribbon, strips of paper, recycled boxes of various sizes, everyday objects for measuring and comparing lengths; balance scales (pan, bucket), block weights, various objects to weigh and compare; various size containers, buckets, jugs, sand pit, rice trough, water table, towels
GEOMETRY:
2D and 3D foam shapes, paint for printing shape patterns, Giant Geometric Shapes for floor games and observing shapes from different perspectives, shapes pattern templates to continue patterns, shape matching and sorting activities, Shape Links, wooden shapes boards, shapes sorting tubs, paddle pop sticks and blu-tack to make shapes
LINK TO ICTs:
Counting Which holds more? How Many? Long and Short Number Ducks Learn Shapes Count the Sheep Fishy Count Click on the Number Number Train Animal Sort iPad: Monkey Math School iPad: Counting Bees
10


Adjustments for needs of learners
LM uses this inclusive curriculum document to identify any students that may require additional support and the possible interventions. Teacher aide will be required throughout term 1 for mathematics to provide support for small group and individual students as the LM assesses the classes understandings, strengths, weaknesses and learning styles. Other adjustments will be made on a day-to-day, week-to-week basis and will be included in weekly plans and lesson plans as difficulties or challenges arise.
Resources
REVISION MATERIALS :
WEEK 2
1. REVIEW PRIOR LEARNING: Connecting number names, numerals and objects Language associated with measurement Sorting and describing squares, circles, triangles, rectangles, spheres and cubes 2. NEW LEARNING: Number and Algebra: Number and place value (ACMNA012) (ACMNA013) (ACMNA014)
Number symbol/ word /objects or picture matching games

WHOLE-CLASS LEARNING:
ONE-DIGIT NUMBERS 0-9

INTRODUCE STRUCTURED PATTERNS ON TEN-FRAME: Numbers 1 4 Compare 0 Concept of 0 as none of something Numbers 5 9 Write number symbols and words NUMBER ORDER AND SEQUENCING: One more, one less Counting on, counting back Compare and sequence numbers Ordinal numbers INTRODUCE NUMBER LINE: 0 9 Locate numbers on number line One-more, one less Counting on, counting back Ordinal numbers EXPLORE 09 USING ICTs: Practise with ten-frames: Ten-Frame Games Matching number symbols to ten frame patterns: Balloon Pop Race Counting: Underwater Counting AND Counting in Ones Counting, matching, ordering numbers: Ladybird Spots Counting, matching, ordering numbers: Gingerbread Men Recognise, count and write numbers: Rainbow Numbers Conservation of number: Number Bonds AND Scrambled Egg City Fill in the missing numbers: Complete the Number Line iPad: Subitising Flash Cards AND Tens Frame
Interactive Whiteboard [IWB]: Virtual Manipulatives Math Tool Chest Ten-Frame Games Complete the Number Line Subitising Flash Cards Tens Frame Ordinal Numbers Video Shapes videos Sorting Shape Tree Properties of Shapes Coloured markers
GROUP ROTATIONS:
ICT LINKS FOR LEARNERS REQUIRING ADDITIONAL SUPPORT:
Click on the Number Fishy Count Count the Sheep Number Train Once I Caught a Fish Alive
Teacher aide / parent help Ten-Frame Me! Garden Grab/ Garden Snap Ten-Frame Bingo enlarged ten-frames large cardboard dots coloured marker pens Ten-Frame Match-it Game Show the Number game Count on, Count back game Before and After game Numbers in Order game Uh-oh SNAP! game Challenge labels and hat Obstacle course equipment Scavenger hunt lists Races start and finish lines Ordinal position rosettes, 1st -9th (several sets) Ropes, number cards, pegs String, mini number cards, blu-tack Digital camera, printer, paper, glue, scissors
INDIVIDUAL LEARNING:
desktop ten-frames ten-frame counters pencils ten-frame templates 1 | 11

Teaching strategies and learning experiences Measurement and Geometry: Using units of measurement (ACMMG019)

LM uses this inclusive curriculum document to identify any students that may require additional support and the possible interventions. Teacher aide will be required throughout term 1 for mathematics to provide support for small group and individual students as the LM assesses the classes understandings, strengths, weaknesses and learning styles. Other adjustments will be made on a day-to-day, week-to-week basis and will be included in weekly plans and lesson plans as difficulties or challenges arise

Resources
ten-frame templates 2 ten-frame templates 3 Ten-Frame Match-it Game Crocodile Numbers desktop number line
ATTRIBUTE OF LENGTH
(How long?)
IDENTIFY THE ATTRIBUTE OF LENGTH: Explore items of various lengths to identify the attribute of length (how long) Develop language of measurement associated with length: long, longer, longest, short, shorter, shortest USE DIRECT COMPARISON AND SEQUENCE LENGTHS: Identify different items of the same length (e.g. pencil case, lunchbox) Identify different lengths of the same item (e.g. lengths of ribbon) Discuss, compare and sequence items in order of length (2; then 3 or more) INTRODUCE INFORMAL UNITS OF MEASUREMENT: Identify possibilities for informal units of measurement (e.g. footsteps) Understand importance of using uniform units of measurement for the purpose of comparison (e.g. comparing number of footsteps with number of footsteps) Use uniform informal units of measurement to measure and compare lengths EXPLORE LENGTH USING ICTs: Video followed by length comparison game: Explore Length Identifying longer and shorter: Long and Short Using informal units of measurement: Length Strength AND Dinosaur Train Measurement and Geometry: Shape (ACMMG022)
LINKS TO ICTS:
Balloon Pop Race Underwater Counting Ladybird Spots Gingerbread Men Caterpillar Ordering Scrambled Egg City Ordinal Numbers Game Subitising Flash Cards Explore Length Length Strength Sorting Shape Tree Properties of Shapes Shape Matching
Tens Frame Counting in Ones Number Bonds Rainbow Numbers Happy Face Animal Order Match the Rosette Writing Numbers in Words Dinosaur Train Long and Short Shape Find Shapes Shoot YouTube: Shapes Song
MEASUREMENT MATERIALS:
Objects to measure and compare: assorted recycled boxes, classroom features such as windows and whiteboard, everyday items, school supplies etc. Items that can be used to informally measure length: string, ribbon, paper streamers, post-it notes, paperclips, pens, erasers, feet, hands etc.
GEOMETRY MATERIALS :
EXPLORING SHAPES
IDENTIFY AND DESCRIBE SHAPES: Handle a variety of everyday items of different shapes and sizes Identify shapes and discuss their properties, using natural language Hear and begin to use the language of shape (e.g. edges, sides, straight, curved) Identify further examples of shapes within school environment VISUALLY PROCESS SHAPES: View objects from various viewpoints Geo-boards Recognise that orientation does not change the shape of an object EXPLORE SHAPES USING ICTs: Interactive whiteboard class discussion class activity: Sorting Shape Tree Interactive whiteboard class discussion: Properties of Shapes Identify shapes embedded in pictures: Shape Find Identify shapes: Shapes Shoot Match shapes: Shape Matching
Shapes n Stuff: (for rope number lines) ropes, 2D basic shapes cardstock in various colours, paper and material off-cuts, glue, scissors, coloured markers Shape Manipulatives: Geo-boards, Shape Links, Pattern Blocks, Attribute Blocks, Large Geometric Solids, shape blocks (wood, foam) Shape Games: Giant Geometric Shapes; Crocodile Hop Floor Game, Shape Bingo, shape sorting boards and puzzles Mystery Bags: filled with labelled everyday items of various shapes Other: adhesive shapes, shape tracing and cutting templates, assorted recycled packaging Giant Geometric Shapes Posters School Shapes Inventory


Resources
WEEK 3
1. REVIEW PRIOR LEARNING: One-digit numbers: 09 Comparing lengths using informal units of measurement Identifying shapes and visually processing orientations 2. NEW LEARNING:
Number and Algebra: Number and place value (ACMNA012) (ACMNA013) (ACMNA014) Patterns and algebra (ACMNA018)
Ten-Frame Bingo Uh-oh SNAP! game GeoBoards, Shape Links Attribute Blocks Crocodile Hop floor game informal units of measurement
TEN CONCEPT
INTRODUCE THE FULL TEN-FRAME: Nine ones DO NOT FILL the ten-frame Emphasise 0- 9 are ones Ten ones DO FILL the ten-frame Ten Ones make One Ten (a new unit for counting) REPRESENTATIONS OF TEN: Use Unifix cubes to compare ten ones with one ten Use variety of concrete materials to create representations of ten (e.g. pasta, buttons) Write number symbol and name Add 10 to the 0-9 number line MULTIPLES OF TEN: Using full ten-frames (and then Unifix Ten-Frame Trains Sets): Introduce multiples of ten based on number names: 9t, 8t, 7t, 6t, 4t Introduce multiples of ten based on ordinal names: fif -t, thir-t Introduce last of the multiples of ten based on words two and twin: twen -t SKIP COUNT BY TENS: Using 10-frames; using Unifix cubes Using other materials to represent groups of ten (e.g. buttons, beads etc) Create multiples of ten number line Practise skip counting in tens; complete Missing Tens Number Lines INTRODUCE BUNDLING STICKS: Create bundles of ten bundling sticks Show that it is easier to group items for counting, than to count each item separately Practise skip counting in tens using bundling sticks
Interactive Whiteboard [IWB]: Virtual Manipulatives Math Tool Chest Ten-Frame Games Tens Number Lines Large laminated ten-frame coloured markers number flashcards pre-filled ten-frame templates
GROUP ROTATIONS:

ICT LINKS FOR LEARNERS REQUIRING ADDITIONAL SUPPORT:
Teacher aide / Parent help Unifix Ten-Frame Trains Unifix cubes Ten-frame Game (Booker et al., 2010, p.104) iPads digital camera Bundling Sticks & rubber bands Make Tens Game (Booker et al., 2010, p.104) enlarged laminated ten-frames 100s boards paint, paper
desktop ten-frames coloured markers Unifix cubes ten-frame work sheets, blank ten-frames concrete materials buttons, pasta, beads etc. glue Crocodile Numbers desktop number line
LINKS TO ICTS:
YouTube: Count by Tens Song YouTube: Ten in the Bed YouTube: Multiples of Ten Clip
iPad Application: Ten Frames Counting in Tens Missing Tens Number Lines
13

Measurement and Geometry: Using units of measurement (ACMMG019)

Resources
ATTRIBUTE OF HEIGHT
(How tall?)
IDENTIFY THE ATTRIBUTE OF HEIGHT: Relate concept of height to length Explore items of various heights to identify the attribute of height (how tall) Develop language of measurement associated with height: high, higher, highest, low, lower, lowest, tall, taller, tallest, short, shorter, shortest USE DIRECT COMPARISON AND SEQUENCE HEIGHTS: Investigate differences in heights of various objects (e.g. chair, desk, whiteboard) Investigate personal height in relation to other students, teacher/s Discuss, compare and sequence items in order of height (2; then 3 or more) Discuss, compare and sequence students in order of height USE INFORMAL UNITS OF MEASUREMENT: Identify possibilities for informal units of measurement (e.g. hand spans, paperclips) Understand importance of using uniform units of measurement for the purpose of comparison (e.g. comparing hand spans with hand spans) Use uniform informal units of measurement to measure and compare heights EXPLORE HEIGHT USING ICTs: Sequence according to height: Basketball Players Identify items that are: Taller / Shorter
Measurement and Geometry: Shape (ACMMG022)
Objects to measure and compare: assorted recycled boxes, classroom features such as windows, doors, port racks and whiteboard, students, school supplies, everyday items etc. Items that can be used as informal units of measurement to measure height: string, ribbon, paper streamers, post-it notes, paperclips, pens, erasers, feet, hands etc. Other requirements: tape measure Maths Scrapbooks blank word flashcards (for Word Wall) coloured markers
LINKS TO ICTS:
Basketball Players Taller / Shorter Find the Shape Gem Hunt Counting Sides Sides and Corners
TWO-DIMENSIONAL SHAPES PART A

CREATE TWO-DIMENSIONAL SHAPES Create squares, rectangles and triangles using origami paper Fold origami paper square to form rectangles and triangles Explore relationships between shapes and experiment with various sizes Cut circle templates to emphasis curved side EXPLORE PROPERTIES AND LANGUAGE OF TWO-DIMENSIONAL SHAPES: How many sides do the shapes have? How many corners do the shapes have? Are the sides curved or straight? EXPLORE TWO-DIMENSIONAL SHAPES USING ICTS: Find the 2D shapes: Find the Shape AND Gem Hunt Properties of 2D shapes: Counting Sides AND Sides and Corners
2D shapes flashcards origami squares Maths Scrapbooks Word Sort cut and paste activity scissors, glue paper bags with shapes digital cameras/ iPods printer homework chart


Resources
WEEK 4
1. REVIEW PRIOR LEARNING: Ten concept Comparing heights using informal units of measurement Properties of two-dimensional shapes 2. NEW LEARNING:
Unifix Ten-Frame Trains, number flashcards Make Tens Game (Booker et al., 2010, p.104) GeoBoards and rubber-bands ICT: Basketball Players
TWO-DIGIT TENS AND ONES NUMBERS (20-99)

INTRODUCE TENS AND ONES NUMBERS USING TEN-FRAMES: Count the number of full ten frames (e.g. 4 tens) Count the number of ones in part-full ten-frames (e.g. 7 ones) Join together to tell how many (e.g. 4 tens 7 ones 4t7 47)
Interactive Whiteboard [IWB]: Virtual Manipulatives Math Tool Chest Ten-Frame Games Tens and Ones Hundreds Board Pan Balance Shape Pattern Maze
GROUP ROTATIONS:
PLACE VALUE CHARTS AND WRITING TENS AND ONES NUMBERS

(i)TENS AND ONES NUMBERS: Use bundling sticks on place value charts to represent tens and ones numbers Use an arrow to indicate the side on which the ones are to be placed Write number of tens directly beneath the bundles, with a t for tens (e.g. 4t) Write number of ones directly beneath the sticks in the ones column (e.g. 7) Write the two answers together, leaving the t between the tens and ones (e.g. 4t7) Say the number, and then omit the t to write and say the two-digit number (e.g. 47) (ii) TENS AND NO ONES NUMBERS: Use bundling sticks on place value charts to represent tens only, no ones Write the number of tens directly beneath the bundles, with a t for tens (e.g. 7t) Write 0 in the column where the ones materials would usually appear Emphasise the importance of 0 when writing t wo-digit numbers with no ones Write the two answers together, leaving the t between the tens and zero (e.g. 7t0) Say the number, and then omit the t to write and say the two-digit number (e.g. 70) EXPLORE TENS AND ONES NUMBERS USING ICTs: Identifying tens and ones numbers from MAB representations: Tens and Ones Match tens and ones numbers to MAB representations: Matching Game Drag base ten materials to the whiteboard to build a given number: Build that Number Count the tens and ones and choose the correct number: Dolphin and Shark Swim Identifying tens and ones numbers: Help Freda Frog
Teacher aide / parent help chalk laminated hundreds board enlarged ten-frames, coloured markers large cardboard dots counting objects - buttons, pasta, small toys etc. Unifix cubes Bundling Sticks, straws, toothpicks Ten-Frame Bingo Maths Scrapbooks, pencils digital cameras / iPods Matching Game Build That Number game large laminated place-value charts Crocodile Numbers desktop number line number lines, one per group, for sequencing numbers large laminated number lines, one per group, for sequencing numbers tens and ones numbers sequence cards paper for writing on coloured beads string desktop ten-frames ten-frame counters coloured markers Maths Scrapbook Unifix cubes 0-10 number line | 15


LINKS TO ICTS:
Resources
ATTRIBUTE OF WEIGHT
(How heavy?)
IDENTIFY THE ATTRIBUTE OF WEIGHT: Explore items of various weights to identify the attribute of weight (how heavy) Identify light and heavy objects by handling, moving and hefting Develop language of measurement associated with weight: heavy, heavier, heaviest, light, lighter, lightest USE DIRECT COMPARISON AND SEQUENCE WEIGHTS: Investigate differences in weights of various objects (e.g. pencil, book, bag of blocks) Smaller is not always lighter AND larger is not always heavier (explore examples) Discuss, compare and sequence items in order of weight (2; then 3 or more) USE INFORMAL UNITS OF MEASUREMENT: Identify possibilities for informal units of measurement (e.g. pebbles) Understand importance of using uniform units of measurement for the purpose of comparison (e.g. comparing number of pebbles with number of pebbles) Use informal units of measurement and a balance scale to compare weights of items (e.g. pencil weighs 2 pebbles; book weighs 10 pebbles; the book is heavier) EXPLORE WEIGHT USING ICTs: Predict which will be heavier: Which is the heaviest? Which weighs more/less, is heavier/lighter? More and Less Compare weights: Comparing Animal Weights Simple number and dial scales: Simple Scales Compare weights of fruits using a pan balance: Mr Pips Fruit Balance
Matching Game Tens and Ones Help Freda Frog Build that Number Dolphin and Shark Swim Which is the heaviest? Comparing Animal Weights Simple Scales More and Less Mr Pips Fruit Balance Shape Pattern Maze
Pan scales Objects to measure and compare: pencil, book, bag of blocks, water bottle, learners arms and bodies Items that can be used to informally measure weight: pebbles, blocks, marbles, small toys within our classroom (Dinosaur, plastic cars, Lego blocks)
Shape Manipulatives: Shape Links, Pattern Blocks, Attribute Blocks, Large Geometric Solids, shape blocks (wood, foam), Shape stamps Shape Games: Giant Geometric Shapes, magazines, A3 laminated photographs of landmarks in our environment Other: adhesive shapes, shape tracing and cutting templates, assorted recycled packaging. magazines
OTHER REQUIREMENTS:
TWO-DIMENSIONAL SHAPES PART B

PATTERNS WITH TWO-DIMENSIONAL SHAPES: Continue patterns with 2D shapes Create patterns with 2D shapes EXPLORE TWO-DIMENSIONAL SHAPES PATTERNS USING ICTs: Choose a pattern and follow it through the maze: Shape Pattern Maze
Digital camera, printer, paper, scissors, glue
16


Resources
WEEK 5
1. REVIEW PRIOR LEARNING: Identifying and writing two-digit tens and ones numbers 20-99 Comparing weights using informal units of measurement Continuing and creating patterns using two-dimensional shapes 2. NEW LEARNING:
Bundling Sticks and rubber bands tens and ones numbers - sequence cards Pan scales and objects to weigh adhesive 2D shapes and paper 2D shape tracing and cutting templates
REPRESENTING AND WRITING TENS AND ONES NUMBERS (20-99)

FURTHER REPRESENTATIONS OF TENS AND ONES NUMBERS (0-99): Read and represent tens and ones number symbols using Unifix cubes Recognise and write tens and ones numbers represented by Unifix cubes Practise counting large numbers of objects (print and tactile) by grouping into tens and ones (e.g. 1cubes, pasta, buttons, marbles); write the numbers obtained EXPLORE TENS AND ONES NUMBERS USING ICTs: Counting the number of tens and the number of ones: Place Value Identifying tens and ones numbers: Help Freda Frog Choosing tens and ones that make up a given number: Place the Penguin Count base-ten materials to identify the correct number Shark Numbers Identify numbers in tens place and ones place: Scooter Quest
Interactive Whiteboard [IWB]: Virtual Manipulatives Math Tool Chest Tens and Ones Hundreds Board Coloured markers
GROUP ROTATIONS:
ATTRIBUTE OF CAPACITY (How full?)

IDENTIFY THE ATTRIBUTE OF CAPACITY: Explore containers of various sizes to identify the attribute of capacity Develop language of measurement associated with capacity: full, fuller, fullest, empty, emptier, emptiest, holds more, holds less, holds the same USE DIRECT COMPARISON AND SEQUENCE CAPACITIES: Use direct comparison to compare how full (e.g. differing levels in identical cups) Discuss and compare capacities of various containers (e.g. cup, jug, bowl, bucket) Predict and test predictions about which containers will hold more / less / the same Compare and sequence containers in order of capacity
Teacher aide / parent help Tens and Ones game: tens and ones number cards, Unifix cubes, Dice Bundle a Ten game: A4 ten-frames, one per player as visual prompt; paddle pop sticks; rubber bands, egg timer Two-digit Numbers Bingo: Bingo placemats for each player, featuring 2-digit number representations; 2-digit number symbol calling cards; counters to mark called numbers Matching Game Build That Number game large laminated place value charts large laminated hundreds board concrete materials for counting, such as: 1 cubes, pasta, buttons, marbles etc. enlarged number lines, one per group, for sequencing numbers tens and ones numbers sequence cards
desk-top ten-frames ten-frame counters coloured markers desktop place value charts Unfix cubes Bundling sticks and rubber bands Maths Scrapbook, pencils Crocodile Numbers desktop number line More or Less worksheet | 17

Teaching strategies and learning experiences USE INFORMAL UNITS OF MEASUREMENT: Identify possibilities for informal units of measurement (e.g. lids, spoons, tubs) Understand importance of using uniform units of measurement for the purposes of comparison (e.g. comparing number of cups with number of cups) Use uniform informal units of measurement to compare capacities of containers (2; then 3 or more) Identify which one holds more: Which holds more? Link bigger to more and smaller to less: More and Less Identify the container that holds more/holds less: Holds More Holds Less Answer and print worksheet: Which jar has less? Number of bottles to fill a bowl: Invisible Ape

LINKS TO ICTS:
Resources
EXPLORE CAPACITY USING ICTs:
Place Value Help Freda Frog Numbers to Twenty Place the Penguin Shark Pool Place Value Scooter Quest Caterpillar Ordering Count Us In Which holds more? More and Less More or Less Holds More Holds Less Which jar has less? Invisible Ape What object is that? 3D shapes 3D Objects Memory Shape Matching Game You Tube Video Activity: Find the Shapes
THREE-DIMENSIONAL OBJECTS PART A

IDENTIFY AND CREATE THREE-DIMENSIONAL OBJECTS Distinguish between two and three-dimensional shapes and objects Identify and name three-dimensional objects in feely bag Identify three-dimensional objects within the school environment Build a tower by forming three-dimensional shapes with plasticine and matchsticks EXPLORE PROPERTIES AND LANGUAGE OF THREE-DIMENSIONAL OBJECTS: How many faces does the object have? Are the faces curved or flat? What shape is each face? How many corners does the object have? How many edges (where two faces meet) does the object have? EXPLORE THREE-DIMENSIONALOBJECTS USING ICTs: Choose the correct name for the three-dimensional object: What object is that? Match the name to the object memory game: 3D Objects Memory YouTube Video Activity: Find the Shapes
Recycled materials from which to choose items that can be used as informal units of measurement for capacity e.g. ice cream containers, deep lids, yoghurt tubs, spoons, boxes, bags, cups, straws etc. Various size containers for measuring water, such as cups, jugs, bowls, pots and pans, buckets, measuring cups and spoons, bottles, Tupperware items etc. Other resources to measure capacity: sand trough, sand pit, plastic tubs of coloured rice and barley, , water trough, funnels , towels
Shape Links Pattern Blocks Attribute Blocks Large Geometric Solids shape blocks (wood, foam) recycled materials paper bags plasticine matchsticks Solid Shapes Bingo game Guess the Shape game Sort the Objects Sort the Pictures Face Trace activity
18


Resources
WEEK 6
1. STUDENTS REVIEW & CONSOLIDATE NEW LEARNING: Students participate in whole-class discussions and informal group rotations to review, discuss and consolidate knowledge and understanding of Weeks 1 - 5 concepts: NUMBER AND ALGEBRA: One-digit numbers 0-9: structured patterns on ten-frames; concept of zero as none of something; writing number symbols and words (matching to ten-frames); one more, one less; counting on, counting back; comparing and sequencing; ordinal numbers; number line 0-9 Ten concept: structured pattern of ten on ten-frame; representations of ten; number line 0 1; multiples of ten; skip counting in tens; tens number line; using bundling sticks to represent groups of ten Two-digit tens and ones numbers 20 - 99: identification of two-digit numbers from full and part-full ten-frames; use of various concrete materials (e.g. Unifix cubes, small objects) to practise counting and creating representations of tens and ones numbers Place value charts and recording two-digit numbers 20-99: represent and record two-digit numbers 20-99 including tens and ones numbers and tens and no ones numbers MEASUREMENT AND GEOMETRY:
Using units of measurement (ACMMG019) Number and Place Value (ACMNA012) (ACMNA013) (ACMNA014) Patterns and Algebra (ACMNA018)
Selected materials from previous weeks which are considered suitable for revision prior to mid-term assessment. LM decides which resources would benefit students revision and consolidate learning.
WHOLE-CLASS REVISION:
Interactive Whiteboard [IWB]: Virtual Manipulatives Math Tool Chest other IWB resources chosen for revision
NUMBER AND ALGEBRA MATERIALS:
small concrete counting materials: shells, buttons, pasta, marbles etc ten-frames, markers, counters number lines place value charts Unifix cubes Bundling sticks, rubber bands 100s board other numbers resources chosen for revision
Length: use direct comparison to compare lengths of like and unlike items; use uniform informal units of measurement to compare and sequence items of different lengths; use language of measurement (long, longer, longest, short, shorter, shortest) Height: use direct comparison to compare heights of various objects; use uniform informal units of measurement to compare and sequence items of different heights; use language of measurement (tall, taller, tallest, short, shorter, shortest, high, higher, highest, low, lower, lowest) Weight: use uniform informal units of measurement to compare and sequence items of different weights; use language of measurement (heavy, heavier, heaviest, light, lighter, lightest) Capacity: use direct comparison to compare capacities of various objects; use uniform informal units of measurement to compare and sequence containers of same and different capacities; use language of measurement (full, fuller, fullest, empty, emptier, emptiest)
items for informal units of measurement lengths of string/ribbon etc. various containers and jugs water trough, sand trough, rice, barley pan scales word wall mind maps other measurement resources chosen for revision
19

Teaching strategies and learning experiences Measurement and Geometry: Shape (ACMMG022) Identify and discuss shapes: identify and name shapes found within everyday items; discuss the properties of shapes (e.g. sides, corners, straight, curved) Visually process shapes: recognise shapes from various viewpoints; recognise that the orientation of a shape does not change the shape Identify two-dimensional shapes and their properties: name two-dimensional shapes, tell how many sides and corners each shape has, and whether the lines are straight or curved Two-dimensional shapes patterns: identify and continue pattern sequences using two-dimensional shapes; create own pattern sequences using two-dimensional shapes Identify three-dimensional objects and their properties: name three-dimensional objects; identify shape of face and tell how many faces, corners and edges each threedimensional object has; tell if the faces are curved or flat 2. MID-TERM ASSESSMENT: CLEVER COUNTING This task provides an opportunity for students to demonstrate their knowledge, skills and understanding of Number and Algebra: Number and place value (ACMNA012) (ACMNA013) (ACMNA014) Patterns and algebra (ACMNA018) concepts taught so far within this unit of work. A rubrics for marking and Considerations for Implementation are also attached with the assessment. SHAPE TREASURE HUNT Students are given an opportunity during this week to work in collaborative groups to complete this task. Students engage in a treasure hunt around their school to identify, label and sort a variety of 2D shapes in their environment into groups depending on their unique properties. They must present their findings to the class in a video format (iPad). The video will form part of an oral assessment in both mathematics and English. Students will be assed based on their ability to identify and name 2D shapes, and also their ability to justify use appropriate mathematical terminology, their sorting strategies.
MEASURING MY FRIENDS

Resources
GEOMETRY RESOURCES:
everyday items and recycled materials for identification of 2D shapes and 3D objects (names), such as dice, cardboard boxes and rolls, clock, tennis ball, ice cream cones etc. shape flash cards small adhesive shapes for patterning Shape Links Pattern Blocks Attribute Blocks Large Geometric Solids 3D blocks (wood, foam) other geometry resources chosen for revision
SUMMATIVE ASSESSMENT
Clever Counting Task Sheet A pencils Bundling Sticks, Unifix cubes, and other collections of objects e.g. coloured matchsticks, toothpicks This is a one on one teacher student task, so ESO will be required to work independently with other students while this occurs. Shape Treasure Hunt Checklist of shapes students need to find during the treasure hunt. IPad one per group of 4 students Facts sheet this will assist students when identifying the properties of their 2D shapes. Measuring my friends Interactive Power Point or flipchart Printed copy of each slide for learners to write down (or teacher scribe) the answers given by learners.
An animated PowerPoint that tells the story of Finley the Fish measuring his sea friends. The story gives learners and opportunity to analyse and then demonstrate their understanding of the differences between ordering through comparison and measuring with non- standard units of measurement. Students work through the interactive story and answer questions along the way that will provide LM with evidence of their learning and allow students to use terminology to show their problem solving abilities.


Resources
WEEK 7
1. REVIEW PRIOR LEARNING: Place value 20 99 Comparing capacities using informal units of measurement Properties of three-dimensional objects 2. NEW LEARNING:
2-digit Numbers Bingo; Tens and Ones game; coloured rice, funnels, various containers; 3D objects and flashcards, plasticine, matchsticks; Solid Shapes Bingo, Guess the Shape game
WHOLE-CLASS DISCUSSIONS :
Interactive Whiteboard [IWB]: Virtual Manipulatives Math Tool Chest Tens and Ones coloured markers
GROUP ROTATIONS:
TEEN NUMBERS
INTRODUCE CONCEPT OF TEEN NUMBERS: Establish the following: Teen means ten Teen numbers consist of one ten and 0 9 ones (use ten-frames) Teen numbers are not read left to right, like other two-digit numbers Teen numbers are read right to left, beginning with the ones and ending in teen Contrast the way other two-digit numbers are read and said compared with the way teen numbers are read and said (e.g. 68 is six-t-eight, but 19 is not one-t-nine) EXPLORE TEEN NUMBERS BASED ON NUMBER NAMES: Use place value chart and bundling sticks to represent 19, 18, 17, 16 and 14 Identify one ten in the tens column, and 9/8/7/6/4 ones in the ones column Write numbers directly beneath materials in each column Emphasise the right to left reading of the teen numbers (e.g. 19 is nine-teen) Practise reading teen numbers right to left Practise creating teen numbers 19, 18, 17, 16, 14 using other concrete materials Practise writing teen numbers
Teacher aide / Parent help concrete materials for counting, such as: 1 cubes, pasta, buttons, marbles etc. ten- frames and counters ten-frame trains and counters large laminated place value charts Bundling Sticks and rubber bands Unifix cubes coloured markers teen numbers sequencing cards enlarged number lines, one per group, for sequencing numbers Tens and Ones game: teens number cards, Unifix cubes, Dice Teens Line-Up and Teens Scrambled Eggs: laminated teen numbers cards Teens Bingo game Teens Snap and Memory cards Glittering Teens: paper plates, glue, glitter Rainbow Teens: chalk, coloured markers Cut and paste activity
EXPLORE TEEN NUMBERS BASED ON ORDINAL NAMES: Follow the procedure above for teen numbers based on ordinal numbers: 15, 13
desk-top ten-frames ten-frame counters coloured markers desktop place value charts Unfix cubes Bundling sticks and rubber bands Maths Scrapbook, pencils Find the Missing Teen worksheets Crocodile Numbers desktop number line Four Handed Teens worksheets | 21

Teaching strategies and learning experiences INTRODUCE TEEN NUMBERS WITH NO TEEN: Use ten-frames to focus on ten and one more for eleven Use ten-frame to focus on ten and two more for twelve Use place value chart to show one ten and 1 one for eleven; write 1 in tens column and 1 in ones column, directly beneath materials Use place value chart to show one ten and 2 ones for twelve; write 1 in tens column and 2 in ones column, directly beneath materials Practise creating teen numbers 11 and 12 using other concrete materials Practise writing 11 and 12

Resources
IMPORTANCE OF MEASURING ACCURATELY

MEASUREMENT AT SCHOOL, WORK AND HOME: Identify types of measurement used in various occupations and real-life situations Discuss importance of measuring accurately; consequences of measuring inaccurately MEASURE ACCURATELY IN THE KITCHEN: Groups work collaboratively to measure and bake cakes: Read a simple recipe and discuss how much of each ingredient is required Identify mixing bowls, measuring devices and baking pans of correct capacities Measure and weigh ingredients accurately, according to the recipe Observe LM demonstrate inaccurate measuring using the same recipe (e.g. too much flour, not enough sugar) for the purpose of later comparison Compare results of cakes measured accurately with cake measured inaccurately Discuss feelings of personal satisfaction and self-confidence derived from being able to measure correctly and achieve the desired goal
Laminated images of measurement being used in various occupations and real-life situations Examples of measuring devices used in real-life contexts: measuring tapes, cups, tablespoons, scales, rulers etc. Laminated images of the results of measuring inaccurately (e.g. pants made too short, overfilling water tanks, cake not setting, building collapsing) IWB and internet connection: Google images to search images of people performing measurement in everyday situations Printer: print selected images from Google search Wall space for displaying researched images kitchen space, including oven/s butter cake recipe and ingredients several mixing bowls and spoons several sets of measuring cups and spoons comparison matrix sheet digital camera
THREE-DIMENSIONAL OBJECTS PART B

INTERACT WITH PATTERNS USING THREE-DIMENSIONAL OBJECTS: Continue patterns with 3D shapes Create patterns with 3D shapes EXPLORE THREE-DIMENSIONAL OBJECTS USING ICTs: YouTube Video - 3D shapes story: 3D Shapes by Snap Smart Kids Identify three-dimensional objects: Shapes Shoot AND 3D Shape Sorting
3D objects for creating patterns Shape Links Pattern Blocks Attribute Blocks Large Geometric Solids 3D wood and foam blocks recycled materials plasticine matchsticks Solid Shapes Bingo game Guess the Shape game Sort the Objects Sort the Pictures
LINKS TO ICTS:
3D Shapes by Snap Smart Kids 3D Shape Sorting YouTube Shape Maker Shape Splat Shapes Shoot Rainforest Maths Shape Sorting
22


Resources
WEEK 8
1. REVIEW PRIOR LEARNING: Teen numbers Importance of measuring accurately Continuing and creating patterns using three-dimensional objects 2. NEW LEARNING:
Teens Snap game, Teens Memory game Teens Scrambles Eggs cards for sorting into order Measurement images Google searched last week Mixing bowls, measuring cups & spoons, rice, barley 3D blocks, manipulatives
NUMBER PROCESSES WITH TW0-DIGIT NUMBERS:

Comparing, sequencing and ordering two-digit numbers to tell which is greater: COMPARE MATERIALS WITH MATERIALS: Compare how many groups of ten first If tens are the same, compare the number of ones COMPARE MATERIALS WITH SYMBOLS: Compare how many groups of ten materials with tens digit in symbol If tens are the same, compare ones materials with ones digit in symbol COMPARE SYMBOLS WITH SYMBOLS: Compare tens digits If tens digits are the same, compare ones digits ORDER AND SEQUENCE TWO-DIGIT NUMBERS: order tens and ones number cards (e.g. 16, 39, 57, 76, 89, 91) sequence tens and ones numbers on prepared number lines (e.g. 40, 41, 42, 43, 44, 45, 46, 47, 48, 49) Identify missing tens and ones numbers on sequential number lines (e.g. 60, 61, __, 63, 64, __, 66, 67, __, 69) EXPLORE TWO-DIGIT NUMBERS USING ICTs: Sequencing two-digit numbers: Caterpillar Ordering Place two-digit numbers in order: Numbers in order
Interactive Whiteboard [IWB]: Virtual Manipulatives Math Tool Chest Tens and Ones Place Value Charts Number Lines coloured markers
GROUP ROTATIONS:
Teacher aide / Parent help concrete materials for counting, such as: 1 cubes, pasta, buttons, marbles etc. Large laminated Place Value Charts Two-digit number cards Bundling Sticks and rubber bands Unifix cubes Coloured markers paddle-pop sticks straws rubber bands large laminated100s board Two-Digit Line-Up game Two-digit number sequencing cards
laminated desk-top place value chart coloured markers Bundling Sticks and rubber bands Unfix cubes coloured markers laminated desktop 100s board printed 100s boards Bingo marker pens 100s board Find the Missing Numbers Maths Scrapbook, pencils, glue Cut and paste sequencing activity Number lines worksheets Crocodile Numbers desktop number line
23


LINKS TO ICTS:
Resources
PURPOSEFUL APPLICATION OF MEASUREMENT

DIFFERENTIATE BETWEEN ATTRIBUTES: Differentiate between attributes of length, height, capacity and weight DETERMINE WHICH ATTRIBUTE TO MEASURE: Understand that the attribute to be measured depends on the item being measured Understand that the attribute to be measured depends on the information required Identify which attribute/s to measure to gain the required information Example: Where can we position the bookshelf in our classroom? we do not measure how heavy the bookshelf is (weight) we do not measure how full the bookshelf is (capacity) we do measure how long and how tall the bookshelf is (length and height) we do measure how long and how high the walls are (length and height) we do want to know the length and height of both the bookshelf and the walls IDENTIFY APPROPRIATE UNITS OF MEASUREMENT: Determine the most appropriate uniform informal units of measurement to measure different attributes, in different situations, for different purposes Collaborate with peers to complete measurement tasks within the school environment: Identify correct attribute/s to measure Select appropriate uniform informal units of measurement Perform measurement task and record details Discuss why the measurement information might be useful Example Task: How long is the school oval? Example Student Response: What attribute do we need to measure? Length. How could we measure the length of the oval? Footsteps. Why might this information be useful? To mark start and finish lines for races. Example Task: Which container holds more: ice-cream container, mixing bowl or cooking pot? Student Response: What attribute do we need to measure? Capacity. How could we measure the capacity of these items? Yoghurt tubs. Why might this information be useful? To see which one will hold the most jelly.
Numbers in order Caterpillar Ordering Shapes Game What's My Shape Mathletics Shapes Game
Scenario Cards: Pictures of various everyday situations in which measurement takes place Group Measurement Task Sheet: Basic questions to stimulate measurement tasks; school grounds and supervision; digital camera; informal units of measurement e.g. string, various size containers, record sheets


Resources
RELATIONSHIPS BETWEEN 2D SHAPES AND 3D OBJECTS:

EXPLORE RELATIONSHIPS BETWEEN 2D SHAPES AND 3D OBJECTS: Manipulate 2D shapes and 3D objects to investigate and identify relationships DESIGN AND CONSTRUCT WITH 2D SHAPES AND 3D OBJECTS: In groups: Select 2D shapes and 3D objects from recycled materials (e.g. square ice-cream lid, rectangular prism toothpaste box) Discuss how the materials might be used to construct a strong building Assemble the building, making any alterations necessary to strengthen the project Present the finished product to peers: identify 2D shapes and 3D objects used; explain the choices made, and any alterations that were necessary to strengthen the building Photograph project using a digital camera; print photograph for Poster Project EXPLORE 2D SHAPES AND 3D OBJECTS USING ICTs: Identify relationships between 2D shapes to 3D objects: Whats my shape? Match 2D shapes and 3D objects: Mathletics Shapes Game
Recycled materials from which 2D shapes and 3D objects can be selected e.g. boxes, lids etc. glue sticky-tape on dispensers making tape on dispensers double-sided tape string, ribbon large paddle-pop sticks scissors digital camera printer
25


Resources
WEEK 9
1. REVIEW PRIOR LEARNING: Number processes: comparing, sequencing and ordering two-digit numbers Identify which attribute to measure and appropriate units of measurement Identify relationships between two-dimensional shapes and three-dimensional objects 2. NEW LEARNING:
LM to decide on further revision materials judging by students readiness for upcoming assessment
Interactive Whiteboard:
Virtual Manipulatives Math Tool Chest Tens and Ones 100s chart Interactive 0-99 Board: Number Lines coloured markers
GROUP ROTATIONS:
Splat Board
COUNTING AND SEQUENCING NUMBERS USING 0-99 BOARD

INTRODUCE 0 99 BOARD: Across the rows, numbers increase by ones Down the columns, numbers increase by tens EXPLORE NUMBER PATTERNS: Count on by ones; count back by ones Count on by tens; count back by tens Identify numbers before and after Identify numbers one more and one less Identify numbers ten more and ten less Identify missing numbers in 0-99 boards Apply ordinal names to two-digit numbers
Teacher aide / Parent help Large 100s board floor mat Individual 100s boards to replay Splat game Two-digit number cards Large laminated Place Value Charts Coloured markers Bundling Sticks and rubber bands Unifix cubes Game: 1 more, 1 less, 10 more, 10 less, spinner Two-Digit Line-Up game Two-digit number sequencing cards 0 99 Charts Count on Bingo Game Count on Leap Frog Game
EXPLORE NUMBERS 0-99 USING ICTs: Interactive 0-99 Board: Splat Board Place the missing numbers on the board: Mend the Number Square Completing a number board: Whats the Next Number? YouTube: Big Numbers Song YouTube: Count by Tens Song YouTube: Count to 100 Hip Hop Song
laminated desk-top 100s boards desktop place value charts coloured markers Bundling Sticks and rubber bands Unfix cubes coloured markers A4 printed 100s boards Bingo marker pens 100s board Find the Missing Numbers Maths Scrapbook, pencils, glue Cut and paste sequencing activity Number lines worksheets Crocodile Numbers desktop number line
26


LINKS TO ICTS:
Resources
UNDERSTAND AND APPLY THE LANGUAGE OF MEASUREMENT

DIFFERENTIATE LANGUAGE USED FOR LENGTH / HEIGHT/ CAPACITY/ WEIGHT: Review Measurement Word Wall to identify, differentiate and discuss words associated with length, height, capacity and weight Identify measurement terms during Hang-man activity, using Measurement Word Wall for clues. Identify the attribute the term refers to. For example: h_gh_r (height) sh__t (length/height) __ll (capacity) h e _ v _ e r (weight) Apply language of measurement in group rapid response cloze activity. For example: This rope is too [short] to reach the boy. I need a [longer] piece of rope to reach him. This table is [short]. This table is [tall]. This table is [taller]. This table is [the tallest]. Chloe has a small cup; it does not [hold much]. Tim has a large mug; it [holds more]. Sophie has a very [heavy] schoolbag. It [weighs] too much for her to carry! Libbys cup is [empty]. Lukes cup is [full]. Libby would like her cup [filled] up! Complete sentence stems using correct language of measurement. For example: The man is The room is The pool is DEMONSTRATE UNDERSTANDING OF LANGUAGE OF MEASUREMENT: Draw items with stated attributes, to demonstrate understanding of measurement terms. For example: A tall lady and a short man. A short tree a tall tree a taller tree. A boy with
short hair and a girl with long hair. Something that is heavy and something that is light. An empty glass. A full swimming pool.
splat board Mend the Number Square Whats the Next Number? YouTube: Big Numbers Song YouTube: Count by Tens Song YouTube: Count to 100 Hip Hop Song Cooking Academy How long? Time to Move Thirsty Dinosaurs Fearless Flying Fleas
Word wall Sentence stems work sheet Pictures on the IWB to match the sentence stems A3 sheets of paper Coloured pencils Hang-man: Word Wall - flashcards with words associated with the language of measurement, specifically linked to length, height, capacity and weight; IWB; coloured markers
EXPLORE MEASREMENT USING ICTs: Measure ingredients accurately to make pancakes: Cooking Academy Combine number skills with measurement, measuring lines: How long? Combine number skills with measurement, choose correct size fish tank: Time to Move Identify watering containers of correct capacities: Thirsty Dinosaurs
Teacher aide / parent help digital images collected throughout term of 2D shapes and 3D objects digital cameras for any remaining images needed printer large blank posters scissors glue tape coloured pencils and markers paper shapes and off-cuts for decoration
PREPARE GROUP POSTERS - 2D SHAPES AND 3D OBJECTS: Photograph any remaining 2D shapes and 3D objects required for group poster Compile photographs on poster and identify shapes and objects using printed labels Present posters, explaining where 2D shapes and 3D objects were found


WEEK 10 END OF TERM 1 ASSESSMENT - SUMMATIVE TASK THE GROCERY SHOP

This task provides students with an opportunity to engage in a rich task with real -world problems to solve. Students demonstrate their knowledge and understanding of concepts related to number and algebra, measurement (including length and weight, and comparison of these), and geometry (specifically, shapes found within everyday environment), as they perform a weekly grocery shop. This task involves an excursion to a local grocery store, where students will be provided with a number of problems to solve as they do a weekly grocery shop. Students will use their knowledge and understanding of counting on and counting back as they complete problems related to how many. Learners will weigh their fruit and vegetables to ensure they select the correct amount of products to fill their basket. Learners will compare the lengths of a number of different vegetables, and justify their choice of vegetables using appropriate mathematical terminology. Additionally, students will use clues about 2D shapes to find products in the grocery store. The evidence used to make judgements in this assessment will include both written and verbal (oral) examples. Verbal examples will be completed in conversation via the interview format which will allow the LM to observe students use of problem-solving and reasoning proficiencies. Written examples will provide evidence of learning, indicate students fluency proficiency, and provide evidence of their ability to communicate problem-solving skills in written form. Number and Algebra:
Number and place value (ACMNA012) (ACMNA013) (ACMNA014) Patterns and algebra (ACMNA018) WHOLE-CLASS DISCUSSIONS:
Interactive Whiteboard Virtual Manipulatives The weeks leading up to this task will provide learners with the knowledge to complete this task. However, group selections should include opportunities for students who are low academically the chance to work with students from the extension group. This will provide appropriate support to those students in completing this task collaboratively.
Task sheets with a rich task problem to solve. Parent and ESO helpers (6) Camera iPad Pencils Grocery List Risk Assessment Forms
A number of students may need one on one support to complete this task. A parent or ESO could scribe their answers for them.
This assessment example will provide students with an opportunity to demonstrate their understanding of skip counting and number sequences. They will sequence a set of numbers and construct a number line. Learners will identify the skip counting pattern, and count in a forward and backward direction in ones and tens.
The LM will be required to complete this assessment with the learner in a one on one interview environment
Task Sheet
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Teaching strategies and learning experiences WHATS YOUR NUMBER - QUIZ SHOW Students will be given an opportunity to demonstrate their proficiency in problem solving tasks as they relate their understanding of number patterns and counting sequences in an authentic and rich task. The game show provides a fun way for students to explore numbers based on a set of clues, as they find their number on the hundreds board. Learners will also be given a chance to construct their won clues to add to the game over time throughout the year, ensuring the game stays relevant to further number and algebra topics explored in the year one curriculum. This assessment format also provides an opportunity for students to demonstrate their oral language skills as they use mathematical thinking and terminology to work through clues/problems.

This game provides clues for students of all levels of mathematical skill. The attached teacher guide has a representation of the types of questions used for students and extension questions that can also be included as required.
Teacher Outline sheet Clues IWB Interactive Hundreds Board Metal Framed Large hundreds board with metal number tags attached. chairs and Games Score board (tally Sheet).
Measurement and Geometry:

Using units of measurement (ACMMG019)
This assessment will be incorporated in the summative task the Grocery shop which allows students to demonstrate their understanding of this concept in a rich (real world) problem solving task (details above).
Shape (ACMMG022)
Task sheet on 2D shapes This task will need to be discussed with students in detail to support some students who still display some difficulty in understanding the concepts explored in geometry this term.
This is a simple assessment designed for learners to identify 2D shapes and 3D objects in their environment, and organise these into appropriate groups based on the properties of these shapes. Students will be given a task sheet template. Learners will draw what they find during a shape walk around their classroom.
USE FEEDBACK
USE FEEDBACK
WAYS TO MONITOR LEARNING AND ASSESSMENT
Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency. FORMATIVE ASSESSMENT forms the bulk of assessment in the contemporary mathematics classroom. Among the many formative assessment strategies, teachers perform observations, mark checklists and collect work samples for portfolios, to monitor each learners progress and sophistication of mathematical thinking along the way. Formative assessment is particularly useful for identifying the support needs of learners who are experiencing difficulties, providing timely opportunities to address misconceptions before they impact learning severely. Formative assessment , also known as assessment for learning, c an be carried out in a number of ways: OBSERVATIONS: LM regularly documents and photographs individual and group attempts to understand mathematical concepts and processes. Observations detail the mathematical concept being explored, the learner/s, the circumstances involved (such as interaction with peers, including any significant samples of dialogue), the mathematical thinking or processes that take place, and the result of the learning experience. For example, Nicole was having trouble counting on, using a number line. In todays group activity, Nicole attempted to place one at the start of the number line. Peers explained that the number line actually starts with zero. Nicole is now able to count on with success. CHECKLISTS: LM keeps an individual record on each learner, and checks off mathematical skills that have been mastered. ANECDOTAL NOTES: LM makes quick notes throughout learning experience, and immediately afterward, to remember significant events or requirements. For example, 11/03/14 - Maria counted to ten un-aided and 13/3/14 - Lincoln needs 1:1 support to understand concept of tens and ones. WORK SAMPLES: LM incorporates individual tasks which require learners to write answers or construct something (e.g. cut and paste activity) to demonstrate understanding of a mathematical concept. Learners name their work samples and LM collects these to assess students individual progress and inform future planning. TEACHER-STUDENT DISCUSSIONS: LMs create opportunities to involve individual learners in 1:1 discussion. LM facilitates a conversation during which the learner will divulge mathematical thinking processes and any misconceptions. LM uses this information to assess individuals learning prog ress and inform future planning, in terms of extra support or extension required. SMALL GROUP DISCUSSIONS: LM takes time with each group during collaborative tasks to assess groups understanding of mathematical concept b eing explored, and to identify any apparent misconceptions. LM asks questions, such as: How did you do that?, Why did you do it that way? and What were you thinking? LM makes anecdotal notes to inform future planning. WHOLE-CLASS DISCUSSIONS: LM monitors learners engagement and interest in whole -class activities. LM monitors and deals with any common misconceptions developing among learners. LM makes anecdotal notes to inform future planning. SUMMATIVE ASSESSMENT LMs perform mid-term, end of term and end of year summative assessment tasks to assess whether or not learners have achieved learning outcomes outlined in the Australian Curriculum and planning documents. Learners complete carefully chosen test items (e.g. short answer questions, statements that need to be matched to correct responses - such as True or False questions). LMs create summative tasks prior to planning, as a guide to assist planning. LMs ask themselves, What knowledge and understanding will my learner require to answer this question or complete this task? This ensures the appropriate content is covered in learning experiences. Assessment items must be capable of representing all levels of understanding from very poor to very good. Since formative assessment is less formal, and provides the opportunity to provide immediate feedback to learners, this is the preferred method of assessment.
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FEEDBACK TO STUDENTS
Feedback is information, written or oral, provided by the teacher to the student in relation to student progress and achievement (Siemon et al., 2011, p.129). Within this unit of work a variety of forms of feedback will be used to inform students about their successes and what they need to do to improve. The LM will provide verbal feedback throughout rotational activities while students are developing, experimenting and practising skills associated with recognising, modelling, reading, writing and ordering numbers 0 99, and experimenting with early measurement and geometry concepts. This will include individual conferencing with students during which the LM will work 1:1 with individual students to determine individual learners current levels of knowledge and understanding, and identify the strategies individual learners are using as they work through tasks and justify the processes they are using. Such conferencing provides opportunities for the LM to: (i) understand student learning; (ii) discover more about the learners feelings of competency in terms of the mathematical task (knowing the learners belief about their ability is vital); (iii) gain insight into individual learners mathematical thinking processes (including critical thinking and complex reasoning abilities); and, (iv) provide meaningful feedback which explicitly defines areas in which the learner can make real improvements (Siemon et al., 2011, p.132). The LM will provide immediate and timely feedback aimed at facilitating discussion among learners and scaffolding the learning of new concepts. For instance, as students begin to use a range of materials to model numbers, as they identify numbers that are represented on a number line, and as they sequence numbers on prepared number lines, the LM might ask, How did you do that?, Why did you do it that way?, How else might it have been done? and so on. The posing of open-ended questions will not only help to improve student learning through providing multiple perspectives, but also assist the LM to identify and understand how individual learners are approaching given tasks. For example, as students begin to construct number lines it is important for the LM to encourage students to explain their mathematical thinking and justify their decisions. It is not sufficient to believe that a learner who provides the correct written answer understands the mathematics. Therefore, interviews and conversations with learners become an integral part of the feedback process. The LM will make use of existing classroom practices for peer editing and assessment to provide an alternative source of feedback for students during rotational, whole class and small group activities. Students can be given opportunities to assess their own responses, as well as the responses of others, using simple rubrics or checklists for success. For instance, the final summative task for this unit of work is the class grocery shop rich task. Students can be given a simple predetermined criteria to mark their peers on how well they identified the items on the list and provide simple feedback to group members. The Shape Treasure Hunt, which groups participate in during Week 4, also provides scope for effective peer feedback, as learners may be encouraged to comment on peers success in finding all grocery list items. This is a reflective opportunity which encourages learners to use complex reasoning skills as they justify, to group members, the choices they have made. Specific feedback to progress a students mathematical understanding could direct students to: discuss the purpose and nature of number symbols in their environment complete simple number lines and use appropriate counting techniques (counting in ones, skip counting in tens) use language that indicates their ability to count on or count back during the Whats your number game compartmentalise 2-digit numbers into tens and ones, and correctly sequence the numbers answer questions about the ways they are working; to revisit the methods they have used, and reshape practices where necessary consider how they could use other familiar materials to experiment with ordering numbers into sequences discuss the concept of 2-digit tens and ones numbers - what they look like using materials such as tens frames consider examples of mathematical language and evaluate which would best suit a particular problem /solution experiment with skip counting in tens as they begin to develop efficient counting strategies to find how many in a collection make use of existing classroom practices for peer assessment; to provide another source of feedback for students during group activities discuss the purpose and nature of 2D and 3D shapes in our environment complete rich tasks that will help them to recognise 2D and 3D patterns in our environment analyse their mathematical thinking through discussions with LM or a peer, to establish how they made their decisions to complete a problem solving task such as the 2D shape Poster construction activity answer questions based on the properties of 2D shapes; to establish learners ability to evaluate shapes based on unique properties discuss the purpose of measurement in our world; to find the value (length, weight, height, mass) of an object provide scenarios in which the different attributes of measurement are required to find specific information, such as during shopping and cooking experiment with different methods of measuring and comparing length, height, capacity and weight ( take anecdotal notes) participate in whole-class discussion; to provide their own opinions and feedback to others to help guide future learning
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REFLECTION ON THE UNIT PLAN
Identify what worked well during and at the end of the unit, including: activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified.
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EDCU11022 - Numeracy in Action Assessment Item1: Group Written Task

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Queensland Studies Authority January 2012

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Queensland Studies Authority January 2012

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Queensland Studies Authority January 2012

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Digital camera, printer, paper, scissors, glue

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ATTRIBUTE OF CAPACITY (How full?)

Queensland Studies Authority January 2012

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