Teaching Resources for Year One Primary School Children

Resource 1
CLASS: Year 1 DATE: August 2014 TIME START: 11:45am
KEY LEARNING
AREA: Mathematics:
Simple Addition. Number
sense, Formula Sense
(Macmillan, 2013)
Bishops Category:
Counting (Bishop, 1988)
LESSON PLAN: In a cleared area at the front of the classroom, the children should form a circle.
Wait for quiet and for the students are ready to play.
The teacher will explain the rules Teacher starts the game by throwing the dice to the middle of the circle. The two
top numbers are to be added together and the first student to call out the correct answer is the next to throw the dice
(NRICH, n.d.).
RECENT PRIOR LEARNING EXPERIENCE: Children are able to count backward and forward to twenty, are familiar with grouping and counting
on.
CURRICULUM OUTCOME(S): ACMNA015
Represent and solve a range of simple
addition and subtraction problems using a
range of strategies including counting on,
partitioning and rearranging parts (ACARA,
2014).
INDICATORS OF LEARNING FOR THIS
LESSON:
Have a faster recall of friends of twenty
(numbers that add to make twenty).
ASSESSMENT: The teacher monitors
students for participation noting in
particular those who do not participate,
those with many wrong answers or those
students whom excel, with a view to
scaffolding these children in other activities
as needed.
SAFETY ISSUES: Students throw the dice downwards to the floor. Use a large soft foam dice to
prevent injury if the dice accidentally strike a student.
RESOURCES: A soft large foam dice with
printed either numerals or dots as units.

Rationale
The activity outlined for Resource 1 (Figure1), is a dice game involving the whole class. The activity is also suitable for
individuals, smaller groups, and pairs. The game requires students quickly recognise numerals, or if using die with dots, subitise,
and recall number facts to twenty. This is done by throwing two die and adding the top numerals mentally (ACMNA015). Children
find games engaging and are motivated to linger, giving teachers the opportunity to pull back, observe, and assess (Pennant, n.d.).
Further, the dice game gives students the opportunity to advance their number and formula sense (Wakefield, 1997). Engaging
students in this manner of dynamic or collaborative learning requires them to take turns, communicate, and utilise active thinking
skills rather than rely on memory. Developmental intrinsic and interpersonal motivations such as challenge and cooperation are
incorporated also (Macmillan, 2013). Thus, students are enthusiastic and will play repeatedly. The repetition and active
engagement results in a deeper more embedded understanding and recall (Wakefield, 1997). That the dies have both lower and
higher numerals or dots to add, allow learners of all competencies to participate and feel valued for their contribution.
Teachers facilitate learning ensuring the dies have number facts up to twenty. By doing so teachers restrict the possibility of
students becoming bored, withdrawn, or overwhelmed. Additionally the teacher may demonstrate the game before allowing
commencement so students have an opportunity to grasp the rules and ask questions. Lastly, the teacher should encourage all

children to participate by use of praise and recognition of effort, as well as results. The goal of the lesson is, to embed number facts
and formula to lay a foundation for further learning and to enhance confidence in students own numerate identity.
Figure 1. Screen Shot of source adapted for resource 1. <http://www.nationalnumeracy.org.uk/numeracy-vs-maths/index.html

Resource 2
CLASS: Year 1 DATE: August 2014 TIME START: 11:45am
RECENT PRIOR LEARNING EXPERIENCE:
Some experience naming shapes and using directional language. Some prior exposure to use of informal measurement. Several opportunities to
discuss the plan and layout of the playground and project. Some understanding of scale and conservation (Munakatay, 2011).

CURRICULUM OUTCOME(S):
Measure and compare the lengths and
capacities of pairs of objects using uniform
informal unit (ACMMG019).
Recognise and classify familiar two-
dimensional shapes and three-dimensional
objects using obvious features (ACMMG022).
Give and follow directions to familiar
locations (ACMMG023), (ACARA, 2014).
Bishops Categories and Numeracy Sense:
Spatial sense, Locating, Measurement, Data
Sense (Macmillan, 2013).
INDICATORS OF LEARNING FOR THIS
LESSON:
Correct use of directional language.
Correct naming and representing of familiar
shapes.
Effective collaboration, peer-to-peer, and
student-to-teacher.
Correct use of informal units of
measurement.
Engagement in the process of
mathematisation.
ASSESSMENT:
The teacher will offer suggestions but allow
children the control of map making and will
ask students to explain, the parts of the map
they have made how and why in that way.
The teacher will note use of correct language
to assist in assessing student progress.
The teacher spreads the lessons over several
days, to allow for observation, discussion,
collection and design and creation.
The teacher ensures students are guided
toward appropriate materials and their use
when necessary (Van den Heuvel-Panhuizen,
2000).
SAFETY ISSUES: Appropriate use of
scissors and glues. Awareness of allergies to
any natural item (grasses or dusts for
example).
RESOURCES: Recycled paper with one side blank, sticky tapes or good glues, textas, colouring
pencils, scissors and old cardboard.

Rationale
The activity outlined above is holistic as the childs overall character is engaged; taking account of social emotional and
cognitive factors (Higgins, 2012). The activity is designed to extend students mathematical thinking by having them participate in
a collaborative project which will enhance communication and literacy skills. In addition, students will be required to utilise
concepts of designing and locating (Bishop, 1998), playing, collecting, sorting categorising, shape, and direction. Students design
their map via collaboration and observation. They then transform this information into a 2D symbolic map using natural items
found in the school playground to form the shape of landmarks and buildings (ACMMG022) (ACARA, 2014). They will also utilise
use directional language to discuss location of where each landmark should belong. In this way, students have control of the
resources they acquire and all students have the same access to those resources. Further, developmental, intrinsic motivations
such as challenge and curiosity are utilised (Macmillan, 2013). Informal measurement requirements (ACMMG019) (ACARA, 2014)
include, for example, the students ensuring the shapes are made with similar lengths of sides as needed. The concept of reduction
is also covered, whereby the playground size is reduced to fit the cardboard (Macmillan, 2013). The teachers role is one of
guidance, whereby (s)he will suggest certain types of materials that may be most useful, perhaps making a list on the board in
collaboration with the class. Additionally, the teacher will ensure all students are respecting the input of others, and (s)he will be
both available and approachable for those who would like to check their strategies or for those who are having problems. By being
involved in this manner, the teacher is able to assess and monitor appropriate use of language, shape and design as well as social

interaction, cues and behavior (Macmillan, 2013). At the conclusion of the map making the students can swap between groups and
use them to find different landmarks in the playground (ACMMG023) (ACARA, 2014).








Resource 3
Figure 2. Sensory Play mat and Peg Characters (2013). < http://familylicious.com/making-a-sensory-play-mat-and-peg-characters/
Source adapted for resource 2.

CLASS: Year 1 DATE: August 2014

TIME START: 11:45
KEY LEARNING AREA: Mathematics: ICT LESSON TOPIC: Counting and ICT skills

RECENT PRIOR LEARNING EXPERIENCE: Some prior use of computers, counting forward and backward and skip counting

CURRICULUM OUTCOME(S):
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 (ACMNA012).
Investigate and describe number patterns
formed by skip counting and patterns with
objects (ACMNA018).
Bishop categories and number sense: Number
sense, Formula sense (Macmillan, 2013).
Counting, Quantifying, Base 10, Zero,
Operations on numbers (Bishop, 1998).
INDICATORS OF LEARNING FOR THIS
LESSON:
Students are able to follow instructions and
navigate the internet to get to the website.
Students are able to navigate the webpage
and successfully select and play.
Students practice maths skills, including, skip
counting, number patterns, counting on and
ordering.
Students showed active engagement with
the activity.
ASSESSMENT:
Students ask for help when needed.
Students successfully located and used
website and games.
Students were able to show improvement
in math skills and knowledge as
demonstrated by correctly answering the
questions within the games.
There was little disruption within the class
demonstrating enthusiasm.
SAFETY ISSUES: Students are not to touch
electrical cords or outlets.
RESOURCES: Access to the computer lab.

Rationale

Efficacy in the use of Information and Communication Technology (ICT) is fundamental to life and progress in the 21
st
century.
This is compelled and reinforced by evidence of computers enriching learning (Edys, Quellmalz, & Kozma, 2011; Pineida, 2011) and is
closely aligned with mathematical principals such as the interpretation of data, representations, class inclusion, probability, and chance
(Macmillan, 2013). Thus, the activity outlined above relies again on students intrinsic motivations, for example, curiosity and challenge
to keep students engaged actively (Macmillan, 2013). Further, the activity allows students to choose, and therefore control, which
particular games they play, as a shared learning experience with both their peers and the teacher within a given range of appropriate
options (Macmillan, 2013). Choice offers students a way to feel validated and interested, practising the disposition of initiative and
allowing development of constructive lifetime traits such as tenacity and diligence (Wakefield, 1997). The use of computers offers
students the chance to enhance their fine motor skills (Hansen, 2009) and reasoning capabilities. The use of ICT allows the teacher to
individualise students learning, by observing students as they work through the games or activities. If the student is finding the tasks
too easy or struggling (s)he can suggest they try other more suitable tasks of varying difficulty accordingly (Sutherland et al., 2004).




Figure 3. Screen Shot of ICT resource 3 < http://www.onlinemathlearning.com/counting-games.html