have been created Considering different levels Level 1 Students who are working at this level could: Locate a series of numbers between 0 and 100 on a number line Skip count by 2s, 5s and 10s. Assessment ideas Students: Identify collections of objects and name, and place in order of size on a number line Investigate and compare way teen numbers are spoken and represented in different languages. Resources DET (Victoria) FUSE Various FUSE resources: for , and NZ Maths nRich Notes Topic 0.1.5 Features of 2D Shapes Strand: Measurement and Geometry Sub-strand: Shape Recommended teaching time: 1 week Mapping to F–10 curriculum in Victoria
Assessment ideas Students: Take turns to wear a blindfold: one student wears the blindfold and the other gives instructions so that their peer can safely make their way through an obstacle course. Resources FUSE nRich NZ Maths Notes Topic 0.1.10 Adding and Sharing Groups Strand: Number and Algebra Sub-strand: Number and Place Value Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Represent practical situations to model addition and subtraction Achievement standard (excerpt in bold) Foundation Level Level 1 Level 2 Students classify and sort objects into sets and form simple correspondences between them. They decide when two sets are of equal size, or one is smaller or bigger than another. They develop an understanding of the concepts of number and numeral, count, Students recognise, represent and order numbers to at least 100 using materials, diagrams, words, numerals and a number line, and apply this with respect to the value of Australian coins. They group and skip count by twos, fives and tens, and count to 100 by partitioning and using place Students recognise, model and order numbers to at least 1000 and use a variety of strategies to count efficiently, including skip counting forwards and backwards by twos threes, fives and tens, with and without the use of technology. They explore the relationship between
Topic 0.2.2 Revisiting Measurement - Comparisons of Lengths, Masses and Capacities Strand: Measurement and Geometry Sub-strands: Using Units of Measurement Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language Achievement standard (excerpt in bold) Foundation Level Level 1 Level 2 Students compare common objects with respect to length, mass and capacity, and order events and compare their duration. They make rough estimates and simple measurements with respect to informal units. Students name, sort and describe familiar everyday shapes and objects, and describe position and movement in their immediate environment. Students use uniform informal units to measure and compare length and capacity. They tell time to the and use time and calendar terms such as hours, days, weeks and months to describe duration. Students use terms such as corner, edge and face to classify familiar shapes and objects, and are able to give and follow directions to familiar locations. Students compare and order sets of shapes and objects based on length, area, volume and capacity using uniform informal units. They compare masses using balance scales, tell the time to the quarter hour, and use months and seasons to describe sequences of events over a longer time frame. Students describe sets of shapes and objects defined in terms of properties, and draw examples of these with and without the use of technology. They use simple maps and identify relative locations, and investigate the effect of simple transformations of slides, flips, half and quarter turns, both by hand and using technology.
Students classify and sort objects into sets and form simple correspondences between them. They decide when two sets are of equal size, or one is smaller or bigger than another. They develop an understanding of the concepts of number and numeral, count, order, add and share using small sets of objects. They create and continue simple patterns. Students recognise, represent and order numbers to at least 100 using materials, diagrams, words, numerals and a number line, and apply this with respect to the value of Australian coins. They group and skip count by twos, fives and tens, and count to 100 by partitioning and using place value. Students solve simple addition problems, and share into two equal groups or parts to model one-half. Students recognise, model and order numbers to at least 1000 and use a variety of strategies to count efficiently, including skip counting forwards and backwards by twos threes, fives and tens, with and without the use of technology. They explore the relationship between addition and subtraction, and use a variety of strategies to solve problems, including missing number problems. Students use groups and arrays to represent multiplication and division and solve simple problems, including finding halves, quarters and eighths of sets and shapes. They count and order by value, small collections of Australian coins and notes. Activities Proficiencies Review numbers practiced so far Develop counting backward to and from 20, and extend from 20 for able students Use familiar nursery rhymes and stories to develop fluency for counting backwards and forwards Use tens frames, number beads and arrow cards to support understanding of place value when counting backwards and forwards Review teen and ty numbers to re-enforce ties to place value Use games that involve moving forwards and backwards to develop idea of numbers getting bigger and smaller Compare numbers: which is bigger, which is smaller? Develop awareness of patterns, e.g. 40’s begin with 4 in the tens column Understanding through being able to order numbers by size Fluency through counting to and from a number by 1s Problem solving requiring understanding of the patterns in a number system Reasoning through using understanding of place value, teen and ty numbers to decide which is larger smaller Considering different levels Level 1 Students who are working at this level could: Create calendars that help them count forwards and backwards up to and including 31, and up to and including 2020. Assessment ideas Students: Write numbers from smallest to largest to as high as they can.