NUMERACY PROGRAM Grade: 2 Term: 2 Week: 4

Session 1 (Number) Session 2 (Number) Session 3 (Number) Session 4 (Topic) Session 5 (Topic) Session 6 (Topic)
Victorian Recognise and represent Number and algebra Number and algebra Use a calendar to identify the Use a calendar to identify the Statistics and Probability
Curriculum multiplication as Number and Place Value - Number and Place Value - date and determine the number date and determine the number Chance
links repeated addition, Multiplication Multiplication of days in each month of days in each month Identify practical activities and
groups and arrays Recognise and represent Recognise and represent (VCMMG119) (VCMMG119) everyday events that involve
(VCMNA108) multiplication as repeated multiplication as repeated chance. Describe outcomes as
addition, groups and arrays addition, groups and arrays ‘likely’ or ‘unlikely’ and identify
(VCMNA108) (VCMNA108) some events as ‘certain’ or
‘impossible’ (VCMSP125)
· Explain why they think an event is
'certain' or 'impossible'.

FOCUS / Good mathematicians Good mathematicians know Good mathematicians know that Good mathematicians can read a Good mathematicians can read a  Good mathematicians
LEARNING use arrays to solve their turn around facts. repeated addition is a strategy to calendar accurately. calendar accurately. identify events as certain or
INTENTION: multiplication problems. solve multiplication problems. impossible.

VOCABULARY groups of, repeated groups of, repeated addition, groups of, repeated addition, Days of the week, months, year, Days of the week, months, year, certain – it will definitely happen,
addition, equal groups, equal groups, multiply, equal groups, multiply, times, date, before, after, calendar. date, before, after, calendar. impossible – there is no chance,
multiply, times, adding, times, adding, product, adding, product, altogether, turn chance, what is the chance of
product altogether, turn around facts, around facts, rows, columns something happening
Groups of is the same as rows, columns Groups of is the same as x.
x.
RESOURCES Unifix MAB, https://www.youtube.co Unifix
m/watch?v=BYshA2ybFd http://www.abcya.com/
Y calendar_word_problem
s.htm
Whole Class (20 mins)

ENGAGE/WAR Show covered array on Handicap counting by 3’s. Worded problem 30 days has September Focus: use of language such as Focus: skip counting backwards
M UP PowerPoint. Ask students Sam has a box dog treats. The box https://www.youtube.co “two/five/three times as long” by 10’s
how we could solve this says there are 18 treats inside. He Unifix Tower.
Count by 3’s, the m/watch?v=BYshA2ybFd
problem. Model how you wanted to give them to his dogs If I had a tower that was 2 unifix Daniel has 53 marbles and he
would solve it. Write the student that has Spot and Sparky. So that it is fair, Y high and you had a tower that gives his friend 10. How many
numbers vertically counted the highest Sam makes sure they get the same Play song, students can sign was 5 times as high, how many does Daniel have left?
(groups) (1, 2, 3, 4, 5), correctly within 1 amount of treats each. How many along. Ask students if they have unifix high would your tower be?
write the numbers treats could each dog get? other ways of remembering how Get students to identify the most
minute gains a 10
horizontally (per group) Refer to problem solving many days go into each month. If I had a snake that was 10 efficient method to solve.
(1, 2, 3, 4), write as a second handicap. strategies unifix long and your snake
worded problem (5 x 4=) E-40 sec
was 2 times as long, how long
skip count by 5’s. Y-10 sec Ask students to look at problem
solving strategies and identify is your snake?
V-10 sec
which method they would use to
ensure the treats are shared
evenly.
 LAUNCH/ Model how to solve 4 x 5
INTRODUCTIO using an array,
N 1|||||
2|||||
3|||||
4|||||
groups of ((…..) (…..) (…..)
(…..)) and repeated
addition (5 + 5 + 5 + 5 =).
Model using 1-4 vertically
when making an array.
INDEPENDENT Beginning
TASK Using groups of bingo
cards “word cards”
students choose one, glue
into books and draw a
picture to represent the
groups of.
PART (30 MIN)
Model using with MAB how
to multiply. Use MAB to
model an array and show the
flipped array and how it
looks different but the
answer is still the same. 6x2=
2x6
Be explicit about making
rows and groups of first and
then fill across.
If I can’t work out 5 x 6
because I don’t know my 6s. I
can do 6 x 5 and skip count
by 5s
Model how you would check
that you have made the
correct array. Check for
accuracy.
Middle: Give students
partially covered arrays and
ask them if they can calculate
the total without finishing
the array.
Remind students that they
can turn the equation, use
repeated addition or skip
count to solve problems.
Covered arrays sheet saved
in folder.
If I had 5 buckets with 2 balls in
each how many would I have
altogether?
How can I work this out?
Model using an array and link the
repeated addition to skip count.
Repeat steps with:
*If I had 7 baskets with 2 eggs in
each, how many would I have
altogether?
*If I had 9 lolly bags with 2 lollies
in each, how many would I have
altogether?
Refer to problems solving posters
in classroom.
*Draw array, groups of and
repeated addition so all children
understand*
Beginning:
Year 2 - Operations with Number-
Repeated addition.
Working with Tracie*
When we look at a calendar the
days of the week continue even
though the month has finished. A
new month doesn’t always start
with a Monday.
Looking at the calendar in the
PowerPoint circle the last day and
first day in each month and
discuss the days of the week. See
how they rollover. (See buddy if
unsure)
Middle and Extension
Calendar Call. Students share one
month between two. One player
rolls the die, they have to identify
what day of the week the number
they land on would be. If correct,
place a counter on that day in the
middle of board. First player to
get 3 in a row wins.
Calendar Game
http://www.abcya.com/
calendar_word_problem
s.htm
Beginning:
Months of the year worksheet.
Read the clues, using the
laminated calendars, answer the
questions.
Early finishers to join in with
Calendar Call.
2 sides
Teacher to pose scenarios
students to split to that side of
the room depending on if they
believe whether the scenario is
certain or impossible.
- Eg “cats will fly today”
- “We will eat lunch
today”
Certain – it will definitely happen
Impossible – there is no chance
Middle and Extension:
Students will complete the
worksheet
Maths Ebook: (saved in t drive)
Chance and Data
Year 2
Page 1
When finished - On the back of
the page students make a t chart
and write different scenarios.
(certain/impossible) or
(likely/unlikely)
Teacher to collect for

assessment.

TEACHING Guided Approach Beginning: Shared Middle: Guided Shared Approach Guided Approach Beginning:
GROUP: Middle: Multiplication Mania 2x Students to bring hidden arrays Beginning: Extension Complete a t chart with certain
(Include Roll a 6 sided dice to tables sheet to teacher group. Discuss Print the months of the year and Dexter’s Calendar Game and impossible events. (can draw
student show how many groups. Teacher to link 2x tables to misconceptions. (Not counting top order them with a partner. Print game board 1 between 2. pictures)
names) Number the rows eg. (3 doubles. right square, counting the Students will then complete Students to work in pairs, each Work together to brainstorm
groups) Saved in T drive columns and rows incorrectly which month comes next sheet. 3 will take turns in rolling the die. certain and impossible ideas.
1 Students play game. Teacher when there is only 1 group ie 1 months listed, students required The number they land on is the Once finished get students to
2 roves and assesses. row of 10 equals 10 not 100. to list the month that comes next. question that they need to create T-chart in their own book
3
 Roll again to show how Students getting confused and answer. The first group to answer and draw a picture for 2 events
many in each group. (3 in counting 10 x 10) all questions wins. from each side.
each group) Revising different strategies to
1 *** solve multiplication problems such
2 *** as skip counting, doubles,
3 *** repeated addition.
Make an array to match 2x, 5x, 10x
in their books.
Solve the problem using
skip counting.
Concrete materials can be
used to support if
required.

Extension: Extension: Students to Extension: ICT N/A Middle: ICT N/A

Using Mathletics complete worded problems Give students a document number http://www.softschools.
-Multiplication facts focusing on Multiplication. ext day 2 to record multiplication
Recall 2x multiplication Saved in T drive. facts in order to 10. Eg. 1x2=2, com/math/calendar/acti
facts (ID22182) Recall 5x Multiplication worded 2x2=4 vities/calendar_game/
multiplication facts problems. Each students will be recording a
(ID22228) Recall 10x Write problem in book and different times table- 2s, 3s, 5s,
multiplication facts answer. Do not re-write the 10s.
(ID22186) whole card. Students record the times tables
on their poster in order. Add the
matching array once finished.
Teacher to display in classroom.
Early finishes to write the facts in
their books and repeat them over
again.

SHARE TIME/ As a grade solve the Beginning can share their Middle students to model how to Asking before and after questions Make a poster labelling the parts Students share scenarios they
REFLECTION arrays on the PowerPoint knowledge of doubles. solve an array which is partially focusing on calendars. of a calendar. created and students pick a side.
Whole (10

(eg multiplication covered. Certain or impossible

Mins)

number sentence and

repeated addition
number sentence)
Daily This lesson went well, Using concrete materials to This lesson when well. Students This was a fun lesson, students Students were visibly more Students gained a good
Reflections students were engaged. help explain the concept was could successfully identify had a basic understanding of confident with calendars understanding of certain and
The teacher group worthwhile. More students multiple ways to solve equations. calendars and thoroughly enjoyed throughout todays lesson. The ICT impossible events and were able
grasped the concept understood how an array The teacher group was a great playing the board game. was hard to access for students. to create multiple scenarios.
quickly. works. Teacher group was opportunity to explain any Next time I will change this Teacher group struggled to think
challenging and needed my misconceptions (enforcing that we activity. of certain scenarios but could
full attention. I used MAB to must count the top left square in think of multiple impossible
help solve equations. both our rows and groups. scenarios.
 BEGINNING: MIDDLE: EXTENSION:
Multipl
ication H, B, A, C, J, L, K Si, I, K, Y, H, S, J, C D, E, A, V, T,

BEGINNING: MIDDLE: EXTENSION:

Hark, Be, Ab, Ce, Lo Ku, Jo, Ca, Si, Ni, Sa, Ke, Ju, Is, Aa Ye, Ev, Am, Vi, Ti, Da, Ha
Time