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Victorian Curriculum
1. Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any
starting point (VCMNA069)
2. Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning
in everyday language (VCMMG078)
3. Compare and order the duration of events using the everyday language of time (VCMMG079)
4. Connect days of the week to familiar events and actions (VCMMG080
Year 1 Content Descriptions
Using units of measurement
1. Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units
(VCMMG095)
Samantha Knight
Learning
Intention:
Lesson 1 Monday
Assess one to
one
correspondenc
e of number
and to revise
previously
learnt
language;
estimate,
actual and
comparison
and more or
less.
PLAN
Samantha Knight
10th
October 2016
Today the lesson will begin will begin with writing whole numbers from 0 until as far as possible in 5 minutes in
maths book. (ASSESSMENT)
Teacher to model one to one correspondence of Unifix blocks make a mistake and choose a student to check
and.then teacher to count slower this time placing the Unifix into groups of tens.
Choose a student to test the strategy.
Using a small box ask the children How many Unifix blocks will fit into the box? Record answers on board.
Revisit terms Estimate, Actual and Comparisons and more or less.
Working in pairs on the floor give the students a box and whiteboard and ask them to estimate how many Unifix
blocks will fit into the container and record on whiteboard and then test their estimate and write their actual
amount.
Test a variety of size boxes and compare practicing using language of more or less.
. (Teacher to roam and test knowledge of one to one correspondence, understanding of language;
estimate and actual and help students as required).
Share time
During whole group share time ask the students to share if the actual amount of Unifix blocks was more or less than
their estimate.
Choose individual pairs to see if they can find a box of similar size in the group.
Estimate as a class which box may have more or less in the box and then count as a class. Explain comparison whilst
completing task.
Students to reflect on their findings.
Teacher
Group
Observations
Chloe
Whole class
share time
Today I found out... prompt questions challenging? (holds more holds less, estimate, actual or compare sizes)
1.
2.
3.
4.
For students to report back using the language of estimate, actual, comparison and more or less.
For students to begin to understand that different boxes hold different capacities.
10 minutes
Success
Criteria:
Samantha Knight
Radin
Samani
Khloe
Aleyna
Alexis
Mila
Learning
Intention:
To explore the
mass of
different
familiar
objects.
Plan
Resources
Large
containers x3
Measuring jugs
& Cups
Variety of
different
containers.
Worksheet.
Samantha Knight
Begin lesson with counting by 1s, 5s, 10s using interactive whiteboard. Briefly revise before and after numbers from
previous weeks math unit choosing two from each group (assessment teacher to take note of understanding of
before and after).
Bring out box of measuring cups and jugs and brainstorm what we may use them for and why.
Pass the jugs around and prompt questioning around the features of the jugs. (numbers, markers/lines)
what could these be used for?
Brainstorm on whiteboard student answers.
Chloe, Radin, Samani, Khloe, Aleyna,
Alexis, Milla
Teacher
Group
Before/after
numbers
Observations
Milla
Ray
Aiman
Alexis
Edison
Hazel
Whole class
share time
10 minutes
Success
Criteria:
Samantha Knight
Features
of
measuring
jug
Ari
Dean
Aleyna
Learning
Intention:
To recognise
before and
after a given
number.
Explore
capacity
Plan
Resources
Rice
Sticky tape
Range of
different size
paper
Poster paper &
magazines,
scissors and
glue.
Samantha Knight
Today the lesson will begin with counting numbers from 10-100 and then from 20 backwards using Nelson maths
100s chart.
Using the 100 chart board randomly ask students to choose a number between 10 and 20 and practice as whole
class counting on.
Before and after numbers, choosing different children (assessment SEE LIST BELOW).
Using whiteboard explore Mathletics activity MG Capacity and model how the activity works. (which holds more
or less and why?
Drayden, Pendar, Ryder, Ty, Dean, Ari, Edison,
Chloe, Radin, Samani, Khloe, Aleyna,
Makayla, Destiny, Munirah,
Hazel
Alexis, Milla
Ellissa, Gracie, Deakin,
Aiman, Ray
Small Space and Large space poster and
Cone containers Teacher focus
Mathletics
magazines.
group
Students to explore
Students work in a group to sort pictures into
Have students select different sizes of mathematic activity
small space and large space on poster paper
paper and make a cone shape
modelled at group time.
using glue and magazines.
securing with sticky tape.
MG- Measuring
The students then explore with rice
Then which holds more.
which cone holds the most rice.
Teacher questioning; whose will hold
the most? Why? Is someones cone
similar in size and capacity in the
group.
Teacher
Group
Observations
Whole class
share time
10 minutes
Success
Criteria:
Samantha Knight
Capacity more
Before/a
or less rice and
fter
cone
numbers
observation/Que
stions
Chloe
Ari
Radin
Ty
Samani
Dean
Khloe
Ryder
Aleyna
Pendar
Alexis
Drayden
Mila
Today we sorted... prompt questions challenging? Tricky? Easy? Fun? (blue group display poster to class)
1.
2.
3.
4.
For students to begin to use language of have an understanding of what holds more or what holds less and whose is
similar.
Learning
Intention:
Whole class
Plan
Resources
Card game 27,
Game board,
different size
containers.
Paper, rice,
sticky tape.
Ice cream
containers,
buckets,
250ml cups
Samantha Knight
Today the lesson will begin with counting numbers from 1-100 by 1s and then 2s
Then choose students from focus group to answer before and after numbers chosen from 100 chart.
(Assessment)
Using whiteboard explore Targeting Maths 1
Then volume lab following prompts.
Guess and check card game 27 (Maths Track TRB 128)
Teacher to explain how the game works, student to work in pairs, require a game board, different size containers
and rice.
Drayden, Pendar, Ryder, Ty, Dean, Ari, Edison,
Chloe, Radin, Samani, Khloe, Aleyna,
Makayla, Destiny, Munirah,
Hazel
Alexis, Milla
Ellissa, Gracie, Deakin,
Aiman, Ray
Cone containers Teacher focus group
Mathletics
How Many?
Have students select different sizes of paper
Students to explore mathematic
Supply students with ice
and make a cone shape securing with sticky
activity modelled at group time.
cream containers and
tape.
MG- Measuring
buckets and 250ml cups.
The students then explore with rice which cone
Then which holds more.
Ask them to predict the
holds the most rice.
number of 250ml cups filled
Teacher questioning; whose will hold the most?
with rice that will be needed
Why? Is someones cone similar in size and
to fill the container. Test the
rice,
worksheet.
Teacher
Group
Drayden
Observations
Pendar
Ryder
Ty
Dean
Ari
Edison
Hazel
Today I
1.
2.
3.
4.
For students to use language to describe capacity, holds more or holds less.
Whole class
share time
10 minutes
Success
Criteria:
Samantha Knight
Before/aft
er
numbers
Radin
Chloe
Samani
Khloe
Aleyna
Makayla
Destiny
found out... prompt questions challenging? Tricky? Easy? Fun? What would you like to know more about?
Learning
Intention:
To be able to
compare the
mass of
familiar
objects.
Plan
Resources
Maths Track
TRB 161
*Rice
Sticky tape
Range of
different size
paper
*ice cream
containers,
buckets, rice,
worksheet.
Mathletics
Students to explore mathematic activity
modelled at group time.
MG- Measuring
Then which holds more
How Many?
Supply students with ice cream
containers and buckets and 250ml
cups. Ask them to predict the number
of 250ml cups filled with rice that will
be needed to fill the container. Test
the prediction and write response.
Samantha Knight
Teacher
Group
Observations
Whole class
share time
10 minutes
Success
criteria
Samantha Knight
Makayla
Before/
after
Munirah
Ellissa
Gracie
Deakin
numbers
Destiny
Munirah
Elissa
Gracie
Deakin
Aiman
Ray
Im most proud of..
1.
2.
3.
4.
For students to use suitable language associated with measurement attributes such as holds more or holds less.
Term 4
Week 2
Maths notes
Drayden
Pendar
Ryder
Ty
Dean
Ari
Edison
Hazel
Chloe
Radin
Samani
Khloe
Aleyna
Alexis
Milla
Makayla
Destiny
Munirah
Ellissa
Gracie
Deakin
Aiman
Samantha Knight
Ray
Reflection
Samantha Knight
Samantha Knight
Exploring the mass of different containers and comparing using language of estimate,
more or less and the same.
Draw
container
Estimate the
amount of
water it will
hold
Actual
amount of
water
Which
container
holds the
most?
Which
container
holds the
least?
Which
container
holds the
same?
Draw container
Samantha Knight
Test prediction