Assignment 1: Mathematics Unit Plan

By Mayley Harris

Introduction
Mathematics achievements, in this case number sense are a key educational
concern in primary schools. Number sense is easy to recognise but has always
been difficult to define and a lot of the time difficult to teach (Griffin, 2004,
p.173). When children develop number sense it involves them understanding
the concepts of numbers and the ability to use numbers in everyday life with
little to no verbal input (Jordan et al, 2010, p.82). Number sense is something
that students develop, it is a lifelong process, children develop some number
sense long before they can count with the sound and sight recognition of
numbers an important step in their development (Reys et al. 2012, p.142).
Number recognition and understanding of its form is the aspect that will be
focused on in the unit plan.
The lesson plan was constructed for a class of students in their Foundation year
at school where majority of the students were from an English speaking
background. The class comprises of 26 students, 15 boys and 11 girls, all with
considerably different learning styles. In the previous lesson students have
been focusing on establishing an understanding of the language and processes
of counting by naming numbers in a sequence (ACARA, 2012). Students have
learnt to count and understand how many numbers are needed to total to ten.
For example students understand that if you have four counters you need six
more to reach the total of ten. Students also understand that using your
fingers to show what they are counting makes it easier; some students have
progressed and dont need the aid of their fingers. Students will have some
prior knowledge of how the numerals are written. In previous lessons students
have focused on the subitising of small collections, the students can recognise
and say the number of the group of objects.
The lessons in the unit plan will link the students prior knowledge of counting
and grouping of objects into number sense. Students will have appropriate
Mayley Harris

knowledge and practice of counting to ten in the correct order, knowing the
numbers back and forth. Numbers are everywhere so even young children
have an understanding of some number sense, they will be able to sort and
classify the numbers (Reys et al 2012, p. 143). The aim of this lesson plan is
for students to understand and connect numbers with the three ways that they
can be seen. Many students will develop writing the numeral out themselves
but encourage students to draw the amount of objects next to the numeral for
a symbolic representation (Reys et al, 2012, p. 159).

Mayley Harris

Lesson Plan 1 (adapted from The National Numeracy Strategy, 2002)

Introductory
Information
Lesson Outline
Year
Level:(10
Foundation
Introduce:
minutes)

Date: Monday 20 April 2015

Topic:
Number
Sense and
Counting
Today we
are reading1,
2 Buckle
My Shoe together as a class. The book highlights the
different ways
numbers(Australian
are written and
can be counted.
Ask
the students
put their and
hands
Content
Description
Curriculum):
Connect
number
names,tonumerals
behind
theirincluding
backs. When
write a up
numeral,
dots
or abeyond
written(ACARA,
word on 2012).
the board children will
quantities,
zero, Iinitially
to 10 and
then
be
askedObjectives:
to hold up the correct amount of fingers.
Lesson

Explore: (40 minutes)

The students will:
Students will be given a box with the numbers 0-5 written on there in different ways. They will
1. Use concrete materials to explore numbers 0-5
be given objects with 0-5 written on them either with the numeral, dots or name. Allow time
2. Recognise various forms of numbers
for play and exploration with the materials, also allowing students to discuss with their buddy.
Assessment:
Ask students to place certain numbers in the correct slot, ensuring they understand the
Objective
1: Useasking
materials
towhy
correctly
identify should
the different
waysAsnumbers
are
written,
different forms,
them
that number
go there.
each box
and
objects will
focusing
ondifferent,
0-5.
be slightly
each group of tables will be asked to place objects with the corresponding
Objective
2: Accurately
correct
places
their different
forms.
number together
in the place
middleobjects
of the into
table;
showing
thatrecognising
they understand.
Students
will have
a chance to
write their thoughts
in their
allowing
illustrations;
note:ifthis is
Support:
Concentrate
on numbers
0-5, maths
buddy journal,
system if
needed,for
teacher
assistance
not
marked.
needed.
Reflect:
(10 minutes)
Extend: Recognising
up to 10.
Students
will
come
back
together to talk about the numbers 0-5. Ask the students which
Materials:

number is easy to recognise in all of its ways and which one is more difficult. Some students
- 1, 2 Buckle My Shoe
- Numbered Boxes (0-5)
- Numbered Objects
who feel confident enough will get the chance to repeat the start of the class; students will

Mayley Harris

Lesson Plan 2: (adapted from The National Numeracy Strategy, 2002)

Introductory Information
Year Level: Foundation

Date: Tuesday 21 April 2015

Topic: Number Sense and Counting

Content Description (Australian Curriculum): Connect number names, numerals and
quantities, including zero, initially up to 10 and then beyond (ACARA, 2012).
Lesson Objectives:
The students will:
1. Use concrete materials to explore numbers 0-10
2. Recognise various forms of numbers
Assessment:
Objective 1: Use materials to correctly identify the different ways numbers are written,
focusing on 0-10.
Objective 2: Accurately place objects into correct places recognising their different forms.
Support: Concentrate one 0-5 if need to, buddy system if needed.
Extend: Recognise above 10.
Materials:
-

Wibbly Pig has 10 Balloons

- Numbered Boxes (0-10)

- Numbered Objects

(0-10)
Lesson Outline
Introduce: (10 minutes)
Today we are reading Wibbly Pig has 10 Balloons together as a class. The book highlights the
different ways numbers are written. Like yesterday ask the students to put their hands behind
their backs. When I or any student volunteers, write a numeral, dots or written word on the
board children will be asked to hold up the correct amount of fingers.
Explore: (40 minutes)
Students will be given a box with the numbers 0-10 written on there in different ways. They
will be given objects with 0-10 written on them either with the numeral, dots or name. Allow
time for play and exploration with the materials, also allowing students to discuss with their
buddy. Ask students to place certain numbers in the correct slot, ensuring they understand
the different forms, asking them why that number should go there. As each box and objects
will be slightly different, each group of tables will be asked to place objects with the
corresponding number together in the middle of the table; showing that they understand.
Students will have a chance to write in their maths journal.
Reflect: (10 minutes)
Students will come back together to talk about the numbers 0-10. Ask the students which
number is easy to recognise in all of its ways and which one is more difficult.

Repeat the

start of the lesson, but have different students to yesterdays lesson to come up and write a
numeral, dots or written form of the number on the board, allowing other students to hold up
the correct amount of fingers.
Mayley Harris

Lesson Plan 3: (Maths300, 2010).

Introductory Information
Year Level: Foundation

Date: Wednesday 22 April 2015

Topic: Number Sense and Counting

Content Description (Australian Curriculum): Connect number names, numerals and
quantities, including zero, initially up to 10 and then beyond (ACARA, 2012).
Lesson Objectives:
The students will:
1. Recognise the formation of dots.
2. Recognise that there are three different formats of numbers that can be written and
read.
Assessment:
Objective 1: Correctly group according to their numbers.
Objective 2: Explain why everyone is in their certain groups.
Support: Buddy system, using concrete materials and visuals to aid students.
Extend: Compare the different dot formations, any patterns, study the different formations to
20.
Materials:
-

Eggs 123 Who will the babies be?.

- Numbered Boards

- Maths

Lesson Outline
Introduce: (10 minutes)
As a class we will read and explore the book Eggs 123 Who will the babies be? Students will
be given a chance to asked questions and make them think more about numbers. Why are
numbers written differently? What numbers are easy/harder to recognise? This part of the
lesson will be more of a class discussion so that each student can listen and input ideas. I will
pose questions to them to scaffold their learning and to make them think deeper about the
construction of numbers.
Explore: (40 minutes)
Students will be asked to wear a bib (Appendix A) as such that will either have the numeral,
written number or dot formation of numbers 0-10. Students will be asked to find their group
of three. As a teacher I will take into account the friend situation when handing out the bibs,
it is more about thinking than finding your friends. This task will happen twice, having
students hand back boards for reallocation, ensuring that each person receives a different
number and different format. Students will write in their maths journal.
Reflect: (10 minutes)
When we come back we will discuss how the students felt about doing this task. Did they find
it easy to recognise numbers or did they find it hard? If time permits have students who
havent yet written numerals, dots or name of numbers on the board have a chance with
other students displaying the correct amount of fingers.
Mayley Harris

Lesson Plan 4: (Idea from Rogers, 2015, class lesson)

Introductory Information
Year Level: Foundation

Date: Thursday 23 April 2015

Topic: Number Sense and Counting

Content Description (Australian Curriculum): Connect number names, numerals and
quantities, including zero, initially up to 10 and then beyond (ACARA, 2012).
Lesson Objectives:
The students will:
1. Recognise and practice the different forms of numbers written.
2. Understand the order of numbers correctly.
Assessment:
Objective 1: Correctly construct a number line, using dots, word and numeral of numbers.
Objective 2: Accurately write out the different forms of numbers
Support: Use a buddy system, use concrete materials
Extend: Extend the number line to twenty.
Materials:
-

One, Two, Cockatoo!

- Paper

- Dice

Pencils
-

Counters

- Maths Journal

Lesson Outline
Introduce: (10 minutes)
Today we will be reading One, Two, Cockatoo! Ask students questions about the book. How
many cockatoos can you count? Why? How many cockatoos were there at the end? Did
seeing the birds help you count up how many there were?
Explore: (40 minutes)
On the board will be an example of a number line I have constructed. Allow students to
discuss in their table groups about the different things they could draw on their number line
(Appendix B). Students will then be asked to construct their own number line, displaying the
different formations of numbers (numerals, dots and written). For example, for 6 they will
write the number out, draw 6 things and then write the numeral.
For the last 15 minutes of class have students play a game in pairs, using their number lines.
With a dotted dice they will roll the dice moving their counter along the number line to the
correct position. Students will then write in their maths journal.
Reflect: (10 minutes)
Bring students back together to discuss activities and allow them to ask any questions. What
did students find difficult? How did the game go? Allow the students to discuss what they
found out during the activity and game.

Mayley Harris

Lesson Plan 5: (Idea adapted from Gingras, 2013)

Introductory Information
Year Level: Foundation

Date: Friday 24 April 2015

Topic: Number Sense and Counting

Content Description (Australian Curriculum): Connect number names, numerals and
quantities, including zero, initially up to 10 and then beyond (ACARA, 2012).
Lesson Objectives:
The students will:
1. Practice writing the different forms of numbers.
2. Recognise more information about each number.
Assessment:
Objective 1: Accurately write out information on an all about the numbers board.
Objective 2: Explore the notion of sharing information amongst the group.
Support: buddy system (each student has a different number), use concrete materials to
help students understand.
Extend: Create number boards for numbers 11-20.
Materials:
-

10 Green Geckos

Pencils

- Cardboard/Paper

- Old Magazines

- Glue

- Maths Journal

Lesson Outline
Introduce: (10 minutes)
In todays lesson we will be reading 10 Green Geckos. Allow the students to ask any
questions if they dont understand the numbers. How is 4 written again? How can we draw
zero things? How can we draw 5 dots, can we put them on the geckos back?
Explore: (30 minutes)
In pairs, students will construct an all about the numbers board (Appendix C) that will be
displayed around the classroom. I will have done an example of the zero number board to
show the class. Each pair will be allocated a number and will have to construct the board
showing that they know all the information about it. They will show how to write it, what it
looks like as a tally (dots), show three objects, what number is before it and what number is
after it. There will be some paper with the numbers written out just so that it is easy for the
students to read it in future. Students will then be asked to write in their maths journal.
Reflect: (20 minutes)
In pairs students will discuss to the class about their numbers, there will be some double ups
on numbers but those groups will stand together, ensuring everyone has a chance to speak. I
will go first explaining zero then go in order from 1-10; allowing students to choose the correct
order. I will continually ask questions to the rest of the class; show me why 2 is before 3. How
many lines are there? How many objects are there? How else can the dots be written? As a
class again play the hands behind the back game, there should be a vast improvement from
Mayley Harris

Conclusion
Counting is paramount in the mathematical development of children and
before schooling children have mastered the counting sequence to at least 10
through their everyday experiences (Jordan and Dyson, 2013, p.2). Each
student is different developmentally but through their foundation year of
schooling students will recognise and transfer their knowledge into number
lines, recognition of different forms of numbers (quantity, numeral and name)
through to the addition and subtraction principles. Number sense involves
childrens knowledge of numbers, number relationships and the operations of
numbers, usually in the form of symbolic representations to begin with (Jordan
& Dyson, 2013, p.1). Students and teachers need to remember that learning is
an ongoing process, small steps for the students will allow them to grasp the
new concepts and apply the new knowledge.
The assessments for the five unit plan is primarily formative assessments with
the number board being the tool that allows students to demonstrate their
knowledge and other students to ask questions. The assessment for learning
will be focusing on the students achievements and providing the appropriate
feedback (Reys et al, 2012, p. 67). Most of the assessments will be done
through observation, while they work individually, in pairs or in a class
discussion. Observation is one of the most commonly used assessment tools,
ensuring that the teacher is making notes on what each student is doing (Reys
et al, 2012, p.71). To assist planning in the future it is advisable to note how
the students work, do they work best in pairs, as a group or individually.
Noticing when they discuss certain activities; for example their number boards
and number lines, how each student works at the beginning when each are
asked to hold up the correct amount of fingers. Working in groups or pairs it is
easy for the topic of conversation to stray so it is vital to watch that the
language remains mathematical, that way students are learning the correct
terms appropriately.
Another assessment tool that is being used is questioning. Each student either
individually, in pairs or in the group discussion is being asked questions to
ensure they understand. Questioning is an aspect of teaching that needs to be

Mayley Harris

practiced and developed, asking the right questions actively involves students
and finding out more about where they are at (Reys et al, 2012, p. 73). It is
important to allow each student time to talk, not always having the same
students speak. With class discussions it is creating the safe environment
where students will feel as though they are free to speak; when asked.
Following this unit plan students should be able to increase their confidence
with number sense and counting. The primary aim was to ensure students are
connecting numbers with their three formations; names, numerals and
quantities. In future lessons the students should continue working with number
lines and the number boards to eventually grasp the numbers up to twenty and
eventually addition and subtraction; after realising what number is before and
after.

Mayley Harris

Reference Page
Australian Curriculum Assessment and Reporting Authority 2012, The
Australian Curriculum: Mathematics, Commonwealth of Australia.

Department for Education and Skills 2002, Mathematical activities for the
foundation stage: reception, viewed 2 April 2015, <www.dfes.gov.uk>.

Garson, S 2009, One, Two, Cockatoo!, Andersen Press, Great Britain.

Gingras, C 2013, Make an anchor chart for numbers, Kindergarten Boom Boom,
viewed 3 April 2015, <http://kindergartenboomboom.blogspot.com.au/>.

Griffin, S 2004, Building number sense with Number Worlds: a mathematics

program for young children, Early Childhood Research Quarterly, vol. 19, no. 1,
pp. 173-180.

Grossnickle Hines, A 2008, 1, 2, Buckle My Shoe, HMH Books for Young

Readers, Ohio.

Gwynne, P & Foye, L 2013, 10 Green Geckos, Scholastic Press, Lindfield.

Halfmann, J & Thompson B 2012, Eggs 123 Who will the babies be?, Blue Apple
Books, Maplewood.

Inkpen, M 2011, Wibbly Pig has 10 Balloons, Hodder Childrens books, Sydney.

Jordan, N & Dyson, N 2013, Number Sense Interventions, Paul H. Brookes

Publishing Co., Maryland.

Mayley Harris

10

Jordan, N, Glutting, J & Ramineni, C 2010, The importance of number sense to

mathematics achievements in first and third grades, Learning and Individual
Differences, vol. 20, no. 2, pp. 82-88.

Maths 300 2010, Maths300 Supporting excellence in maths teaching, Maths in

Motion, Education Services Australia, viewed 2 April 2015,
<http://www.maths300.esa.edu.au/index.php?
option=com_content&view=article&id=272>.

Reys, R, Lindquist, M, Lambdin, D, Smith, N, Rogers, A, Falle, J, Frid, S Bennett,

S 2012, Helping Children Learn Mathematics, John Wiley & Sons Australia,
Queensland.

Scootle 2015, Scootle, Education Services of Australia, viewed 2 April 2015,

<https://www.scootle.edu.au/ec/p/home>.

Mayley Harris

11

Appendix A
An example of Bibs

Mayley Harris

12

Appendix B
An example of a Number Line

Mayley Harris

13

Appendix C
An example of a Number Board

Mayley Harris

14