Term 2

Maths Unit of Work

Unit of Work:
Maths Program: Number and Algebra

Maths

Year Level: Year 1 6 Week Program

Measurement and Geometry

Number and Place Value: Represent and solve simple addition and subtraction problems using a range of strategies includingcounting on, partitioning and rearranging parts(ACMNA015)

Shape: Recognise and classify familiar two-dimensional shapes and threedimensional objects using obvious features (ACMMG022) Location and transformation: Give and follow directions to familiar locations(ACMMG023)

Maths Groups:

Group 1: Michael Johaan Harry Wesley Matthew

Group 2: Jeremiah Emerson Jonathan James C Kai

Group 3: Aidan Bryan Jack James M

Group 4: Ben Fick Jackson Jeho Ben R Ashtin

Group 5: Cameron Lachlan Le Dylan Ben Frank Lachlan Tran

Prior Knowledge

Exemplar Texts

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond Represent practical situations to model addition and sharing Sort, describe and name familiar two-dimensional shapes and threedimensional objects in the environment

Shopping basket by John Burningham The Doorbell Rang By Pat Hutchins One Is a Snail, Ten Is a Crab By April Pulley Sayre, Jeff Sayre, Randy Cecil Grapes of maths Gregory Tang Abu Ali Counts his Donkeys by D.V. Woerhom and Dorothy O.Van Woerhom

Unit Outline
Week

Selected report pointer

Learning Experiences, and Teaching Strategies and Group Structure (whole class, small groups or individual)
Operations: Addition

Resources

Assessments

Explore addition using a counting on strategy: Explore addition using a counting on strategy: Mat session Mat session (whole class) One snail ten crabs book Students will read and discuss the book One snail ten crabs. Mat session Students will complete simple additional sums throughout the reading Packet of Minties of the book. Plastic cups (24) Activity sheet 24 (resource Mat session (whole class) 1) Students will participate in the activity known as minties (see Differentiated group resource 1) MAB blocks Playing board 24 (resource Automatically recall of Differentiated groups (Maths groups above) 2A) basic number facts to ten Students will participate in the make it activity (see resource 2) 12 Spinners Differentiated group Differentiated groups (Maths groups above) Students will participate in grab and count mats where by Grab and count mat 24 Accurately completes they will have a manipulative and will see which hand can simple addition number Instruction sheet 5 collect more. This activity will also involve the students having sentences Manipulative, enough for 24 to add the two hands together using a hundreds chart and Hundreds chart 24 counting on strategy. Use mathematical language relating Accurately completes to addition. Use mathematical language relating to addition. simple subtraction Differentiated groups Differentiated groups (Maths groups above) number sentences Go fish vocabulary cards Students will participate in Maths Vocab go fish (see resource (resource 3) 5 sets 3) Instruction sheet 5 Calculate simple addition problems Calculate simple addition problems using number lines using number lines Matt session (whole class) Matt session (whole class) Students will participate in making number lines using their Number Cards (1 40) body. Calculate simple additional word problems: Calculate simple additional word problems: Differentiated Differentiated groups (Maths groups above) Story problem cards 5 sets Students will participate in draw a story problem Recording sheet 24

Addition (D/F) Anecdotal notes and photos will be taken regarding their ability to comprehend and complete additional problems. These anecdotal notes will be collected on sticky notes and complied at the end of the lesson. Addition (F) Photos will be taken and compiled. Anecdotal notes will be made based on their ability to comprehend the addition sums.

Operations: Addition: Calculate simple addition using doubles strategy: Differentiated groups (maths group above) Student will work through the I have who has cards as they practice their simple addition.

Automatically recall of basic number facts to ten Calculate simple addition using make ten strategy: Differentiated groups: (maths groups above) Accurately completes Student will participate in the activity make 10, whereby tens simple addition number frames and manipulative are used to illustrate the numbers. sentences Mat session (whole class) Students will read The Grapes of Maths and solve the Accurately completes problem as a class by grouping the grapes into tens to count simple subtraction them. (See resource 5) number sentences

Differentiated groups: (maths groups above) Student will select a pop stick and answer the doubles question written on that popstick. Student will then choose to either select another pop stick from the container running the risk of selecting a KABOOM stick or the student can stick with the pop stick ensuring the safety of it. (See resource 4)

Maths Centres (math groups) Students will complete simple addition using the large die and MAB blocks

Calculate simple addition using skip counting strategy: Maths centres (whole class, groups) Students will participate in maths centres. One maths centre will be hopscotch, which will focus on skip counting.

Mat session (whole class) Students will use the skip count carpet number lines to complete simple addition

Calculate simple addition using doubles strategy: Differentiated groups: I have who has cards 5 sets Differentiated groups: Kaboom popsticks 5 sets Instructions 5 Calculate simple addition using make ten strategy: Differentiated groups Tens frames 24 Worksheets 24 Mat session Grapes of maths book Manipulates enough for 24 Mat session MAB blocks enough for 24 24 Worksheet 24 Large die Calculate simple addition using skip counting strategy: Maths centres (whole class, groups) Hopscotch template Chalk

Addition (D/F) Anecdotal notes and photos will be taken regarding their ability to comprehend and complete additional problems. These anecdotal notes will be collected on sticky notes and complied at the end of the lesson. Addition (F) Photos will be taken and compiled. Anecdotal notes will be made based on their ability to comprehend the addition sums.

Operations: Subtraction: Calculate simple Subtraction using counting back strategy: Maths centre: (whole class instructional, small group works) Students will use a number line to learn counting back. Students will deepen their knowledge of 100 charts. (See resource 6) Maths Centre: (small group work) Students will create a subtraction equation using the Fan Automatically recall of Wheels. Students will then use manipulative to practice basic number facts to ten counting backwards. Mat session (Class) Accurately completes Students will read five little ladybugs while using simple addition number whiteboards to record and count backwards as the story sentences progresses. Accurately completes Maths Centre: (small group work) simple subtraction Students will fill in the missing numbers on the one hundreds number sentences chart using simple subtraction and addition. Develop simple Subtraction language: Mat session (class) Students will read shopping basket and calculate the shopping list. Mat session (class) Students will play language Go Fish

Calculate simple Subtraction using counting back strategy: Maths centre: Snakes subtraction number line (24) 100 charts (24) Manipulative Math centre: Fan wheels (24) Manipulative Mat session: Five little bugs Whiteboards (24) Manipulative Maths centre Missing numbers hundred chart worksheet Develop simple Subtraction language: Mat session Shopping basket Whiteboards (24) Mat session Go fish cards (5 sets)

Subtraction (D/F) Anecdotal notes and photos will be taken regarding their ability to comprehend and complete subtraction problems. These anecdotal notes will be collected on sticky notes and complied at the end of the lesson. Subtraction (F) Photos will be taken and compiled. Anecdotal notes will be made based on their ability to comprehend the subtraction sums.

Understand the relationship Understand the relationship between addition and subtraction: between addition and subtraction: Mat session (whole class) Students will read, Abu Ali Counts his Donkeys while using Mat session (whole class) whiteboards to record the donkey movements. Abu Ali Counts his Mat session (whole class, individual) Donkeys Students will use the flower template and resources to Whiteboards (24) determine as many different equations for a given sum. Mat session Students will determine both addition and subtraction 24 flower templates questions. S tudents w ill t hen c ut, g lue a nd d esign t heir o wn 8 petals per student Automatically recall of flower p ot w ith t he a nswer b eing o n t he b ase o f t he p ot, a nd Manipulative basic number facts to ten the various sums being placed in individual petals. (See Draft working sheet resource 8) Class work Accurately completes simple addition number Class work (whole class, individual) Bingo board game (24) sentences Large die (symbol, Students will display their understanding of addition and numbers) subtraction through the game of bingo. Students will be given Accurately completes Group work a sum and will have to determine the answer, which will be simple subtraction Turkey template placed into the board. (See resource 9) number sentences Turkey feathers (4 each person) Group work (individual) Students are to make as many possible equations, which will Manipulative equal the sum, located on the turkeys body. These equations Draft working sheet are to be a mixture of addition and subtraction. (See resource Mat session 10) Cars Interactive whiteboards Mat session (whole class) Group work Students are to understand how subtraction equations can be 5 hang ten game boards altered to become addition questions using the same three 6 markers per board numbers. game Draft working sheet Group work (individual, small groups) Die Students are to participate in hang ten, which will focus on the students ability to count on, count back interchangeably. Students will add on or count backward to make ten.

Operations: Subtraction:

Subtraction (D/F) Anecdotal notes and photos will be taken regarding their ability to comprehend and complete subtraction problems. These anecdotal notes will be collected on sticky notes and complied at the end of the lesson. Subtraction (F) Photos will be taken and compiled. Anecdotal notes will be made based on their ability to comprehend the subtraction sums. Assessment (S)

Students will be assessed on a common assessment focusing on their operations.

Mixed Review 2D and 3D Shapes Understand and make 3D shapes:

Identify and describe common 2D shapes and counts the number of corners and edges on a 2D shape

Differentiated groups (individual) Students will complete the shape race activity, whereby they will be required to pick a card and name that shape in order to be able to move. (See resource 11) Differentiated groups (pairs) Students will roll the die and move the amount of paces shown on die. Students will then have to name the shape and its characteristics in order to stay there Mat session (whole class) Students will work as a team to determine if the shape is 2D,3D, how many vertices, edges, the shape it has and finally what the shape is. Evaluate the test results and teach accordingly this week

Understand and make 3D shapes: Differentiated groups Shape race board game Playing piece (3 per board) Die pattern blocks Cards

Differentiated groups Shape board game Playing piece (2 per board) Die Answer sheet

Shape (F) Anecdotal notes and photos will be taken regarding their ability to comprehend and complete shape problems. These anecdotal notes will be collected on sticky notes and complied at the end of the lesson. Shape (F) Photos will be taken and compiled. Anecdotal notes will be made based on their ability to comprehend the shape sums. Assessment (S)

Mat session

Mystery box 2D/3D shapes Interactive whiteboard

Students will be assessed on a common assessment focusing on their 2D and 3D shapes.

Multiplication and Division Equal groups Mat session (whole class) Students will read the riddle how many legs and try to determine the best method to solve the problem. Differentiated groups (pairs) Students will break into groups to try to solve the maths problem. Mat session (whole class) Students will discuss and demonstrate how they solved the problem. Multiplication: not being assessed Sharing Mat session (whole class) Students will read the doorbell rang Differentiated groups (small groups) Students will re-enact the book using manipulatives. Grouping Differentiated groups (small groups) Students will use manipulatives to help determine the best solution for solving the grapes of math riddle. Students will use break down the riddle using manipulatives.

Equal groups How many legs Matchstick Sharing: Doorbell Rang Plastic food/manipulatives

Grouping:

Multiplication (D) Anecdotal notes and photos will be taken regarding their ability to start comprehending multiplication problems. These anecdotal notes will be collected on sticky notes and complied at the end of the lesson. Multiplication (F) Photos will be taken and compiled. Anecdotal notes will be made based on their ability to start to comprehend multiplication.

Grapes of math Manipulatives