Mathematics Strand: Whole Number Unit 2

Year:

Outcomes
A student:
- Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA1-1WM
- Uses objects, diagrams and technology to explore mathematical problems MA1-2WM
- Supports conclusions by explaining or demonstrating how answers were obtained MA1-3WM
- Applies place value, informally, to count, order, read and represent two-digit and three-digit numbers MA1-4NA

Maths Stage Statement

Students count, order, read and write two- and three-digit numbers and use a range of strategies and recording methods.

T3 Week 1: Continuum Focus: Numeral ID

Unit Description
In this unit, the students will:
- Develop confidence with number sequences to 100 by ones from any starting point (ACMNA012)
- Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
- Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tns from any starting point, then moving to other sequences (ACMNA026)
- Group, partition and rearrange collections of up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA08)
- Count and order small collections of Australian coins and notes according to their value (ACMNA034)

Diocesan Learning and Teaching Framework Focus

Quality Learning Environment - Explicit Quality Criteria

Intellectual Quality - Deep Understanding

Significance - Background Knowledge

Background Information
Students to develop different counting strategies, eg count out groups of 10 and then count the groups.
Students to learn correct rounding of numbers based on the convention of rounding up if the last digit is 5 or more and runding down if the last digit is 4 or less.

Language

Students should be able to communicate using the following language: count forwards, count backwards, number before, number after, more than, less than, number line, number chart, digit, zero, ones, groups of tens, grou
The word and is used when reading a number of writing it in words, eg five hundred and sixty-three.

Resources
Unifix blocks, counters, pop sticks, blank 100s charts
MAB material: thousands, hundreds, tens and ones, MAB resource sheets

Assessment For Learning

Assessment As Learning

Assessment for Learning written assessment

Student progress in lessons anecdotal observations

Guided Maths sessions

Evaluation:
How effective was the program in differentiating for all learners?
What learner knowledge and skills have been achieved?
How effective were the pedagogical practices employed?

Lesson 1 (Mon Wk 1)
As whole class revise that halves refer to two
equal parts of a whole, and quarters refer to four
equal parts. Revise a variety of halves and
quarters of a whole.

Lesson 2 (Tue Wk 1)
Lesson 3 (Wed Wk 1)
NUMBER SENSE FOCUS - FRACTIONS & DECIMALS
With a partner students to manipulate different
Revise halves and quarters of a variety of
shapes of paper eg: square, rectangular and
collections and recorded in different formats: Eg:
circular. Then colour and label half and quarter
12 students standing; rectangular chocolate bar
with words and appropriate fraction.
in 16 squares; dots within a larger circle.

LEARNING INTENT
Read, write & order three-digit numbers.

LEARNING INTENT
Read, write & order three-digit numbers.

LEARNING INTENT
Read, write & order three-digit numbers.

Lesson 4 (Thur Wk 1)
Revise a variety of halves and quarters using
numbers.
What is a half of 24? A quarter of 24?

LEARNING INTENT
Read, write & order three-digit numbers.

INTRODUCTION
As a whole class play Celebrity Head using a 2
digit then a 3 digit number with teacher being in.
Student to choose a number and write it on the
board. Teacher to identify number by asking a
variety of questions. Discuss and record on
board the questions teacher asked.

In 3-4 student Maths groups, students to prepare

several - no more than 5 of each - cards using
simple pictures to represent 1s 10s & 100s. In
their groups students to play Celebrity Head
trying to identify the number with the student
facing away from the cards laid out before them
Eg: Do I have more than 3 suns? ( to represent
1s). Do I have less than 4 houses?( to represent
10s). Do I have more than 2 clouds? (to
represent 100s). Each take a turn to identify their
number.

Discuss meaning of ascending and descending

order. Go outside where there are several steps
and demonstrate ascending/descending order
starting at a given number as you
ascend/descend steps and count numbers out
loud. All students to have several attempts to
practice ascending/descending and counting out
loud.

CONSOLIDATION

1) Discuss and demonstrate number sequences

ascending/descending by 2s, 3s 5s & 10s from
any starting point with 3-digit numbers.
2) Discuss the place value and role of zero in a
number. Ascertain students prior understanding
of place value of zero.

In small groups, students to play game modelling

their questions from board. Once correct
numbers have been identified. Students to:
*count forwards and backwards from 1s and 10s
from the given 2 digit/3 digit number. *Describe
the number before that number as one less than
or after as one more than the given number.
Record in books: My number was . Record 10
numbers before & after their given number. Use
100s charts and number lines and MAB
materials when necessary.

As whole class and using 1 groups pictures,

record a 3 digit number than represent using
words and pictures. Discuss and represent a
number of examples.
Students to choose 3 of their own numbers and
using the pictures from their group record these
numbers in words and pictures.

In class students to gather in their Maths groups

and using a range of numeral cards, place
numbers in ascending/descending order. Each
student to take a turn to display their cards to
their group. On their second turn, students to
omit one or more numbers and the others to
identify the missing number/s.

1) Students choose several of these number

patterns and create using blocks, counters, 100s
charts & pop sticks. Record and explain these
number patterns in books.
2) Demonstrate a range of 2 & 3-digit numbers
using zero. (This leads into Fri Wk 1 & Mon Wk
2 lessons).

Individually, students record in their books a

range of ascending and descending order and
identify which order it is.
Once students are proficient in
ascending/descending by 1s. May
ascend/descend by 2s, 5s, 10s or as teacher
identifies.

Week 1:

GUIDED GROUPS
Week 1:

Week 1:
Counting
forwards/backwards from a given 2digit number/3-digit number by 1s and
10s crossing decades/100s.

Counting
forwards/backwards from a given 2digit number/3-digit number by 1s and
10s crossing decades/100s.
Displaying a number
represented by words and pictures.

Counting in
ascending/descending order from a
given number using numeral cards.
Counting in
ascending/descending order omitting
then identifying missing number/s.
STUDENT DIFFERENTIATION:

STUDENT DIFFERENTIATION:

STUDENT DIFFERENTIATION:

What did you find difficult/easy?

What would you like to know more about?
Count forward/backward from a 3-digit number
crossing decades/100s.

REFLECTION
What did you find difficult/easy?
What did you find difficult/easy?
Choose simple pictures to represent 1s 10s &
What would you like to know more about?
100s and student to display an identified number Choose a number and show
on the board.
ascending/descending order from that number.

Week 1:
Counting by 2s, 3s, 5s & 10s
using a range of Maths resources.
Representing 3-digit
numbers using MAB.

STUDENT DIFFERENTIATION:

What did you find difficult/easy?

Create a simple number pattern and explain how
the pattern works.
Represent any 3-digit number using MAB
material.

Lesson 5 (Fri

Wk 1)

Lesson
Lesson
NUMBER SENSE FOCUS - FRACTIONS & DECIMALS

With a partner students to use concrete

materials to model a half and a quarter of a
collection. Their partner to establish what an
eighth of the collection would be.
Students to display a half of a collection while
their partner identifies what a whole, a quarter
and an eighth would be.
As whole class, discuss problems arising from
odd number in collection.

LEARNING INTENT
Read, write & order three-digit numbers.
INTRODUCTION
Using place value to partition 3-digit numbers:
Review place value using MAB material and
demonstrate a range of 3-digit (with & without
zero in the numbers).
CONSOLIDATION
Give students opportunity to partition a range of
3-digit numbers using MAB. Highlight two
different ways language is used:
Eg: 326: 3 groups of 100; 2 groups of 10s & 6
ones; as well as 3 represents 300 or 3 hundreds;
2 represents 20 or 2 tens; and 6 or 6 ones.
Students to record in books using both types of
language to represent. Complete visual
representation using 2D MAB glued into books.

GUIDED GROUPS

Lesson

Representing 3-digit
numbers using MAB using both types
of descriptive language.

STUDENT DIFFERENTIATION:

REFLECTION
What did you find difficult/easy?
What would you like to know more about?
Create a simple number pattern and explain how
the pattern works.
Represent a 3-digit number in both ways as
above.