review prior learning: Connecting number names, numerals and objects Language associated with measurement Sorting and describing squares, circles, triangles, rectangles, spheres and cubes 2. New learning: Number and Algebra: Number and place value (ACMNA012) (ACMNA013) (ACMNA014) ONE-DIGIT NUMBERS 0-9 Introduce structured patterns on ten-frame: Numbers 1 – 4 Compare 0 Concept of 0 as ‘none of something’ Numbers 5 – 9 Write number symbols and words Number and sequencing: One more, one less Counting on, counting back Compare and sequence numbers Ordinal numbers INTRODUCE Number line: 0 – 9 Locate numbers on number line One-more, one less Counting on, counting back Ordinal numbers EXPLORE 0–9 USING ICTs: Practise with ten-frames: Matching number symbols to ten frame patterns: Counting: AND Counting, matching, ordering numbers: Counting, matching, ordering numbers: Recognise, count and write numbers: Conservation of number: AND Fill in the missing numbers: iPad: AND Measurement and Geometry: Using units of measurement (ACMMG019) ATTRIBUTE OF LENGTH (How long?) LM uses document to identify any students that may require additional support and the possible interventions. Teacher aide will be required throughout term 1 for mathematics to provide support for group and individual students as the LM assesses the classes’ understandings, strengths, weaknesses and learning styles. Other adjustments will be made on a day-to-day, week-to-week basis and will be included in weekly plans and lesson plans as difficulties or challenges arise. ict links for learners requiring additional support: Number symbol/ word /objects or picture matching whole-class learning: Interactive Whiteboard [IWB]: Virtual Manipulatives Coloured markers rotations: Teacher aide / parent help enlarged ten-frames large cardboard ‘dots’ coloured marker pens game game game game game Challenge labels and hat Obstacle course equipment Scavenger hunt lists start and finish lines Ordinal position rosettes, 1st -9th (several sets) number cards, pegs String, mini number blu-tack Digital camera, printer, paper, glue, scissors individual learning: desktop ten-frames ten-frame counters pencils desktop number line links to icts:
Mathematics Weekly Overview - Year 1A WEEK 3 Learning Focus Lesson Overview Resources Monday Time: 1 hour Tens frames- representing tens and ones using concrete materials Introducing terminology- 10 ones equals 1 ten Review prior learning Revise numbers 1-9 using ten frames (IWB)-I do Use virtual manipulatives (IWB) with fruit bin ten frame – we do Have students use laminated ten frame “show me” boards to demonstrate knowledge of numbers to 9- you do New learning Introduce adding one more to make a full ten discuss terminology (one full ten frame= ten of something or 1 ten or 10 ones) Use Unifix cubes to compare ten ‘ones’ with one ‘ten’ Use variety of concrete materials to create representations of ten (e.g. pasta, buttons) Students glue these onto a ten frame to represent ten Students write number symbol and name for ten next to their ten frame Use marked work samples to assess learning and determine readiness for follow up lesson “multiples of ten” Conclusion Review the lesson using choral response and question and answering to check for learning IWB- Laminated ten frames and whiteboard markers Unifix Concrete materials (buttons, pasta) ten frame work sheets Previous lessons number line IWB number line
(tens frames and number lines) tens frames Unifix Concrete materials for tens frames Number lines Unifix trains Ten frame games (Booker, bond, sparrow, swan, 2010,p.104) Flash cards IPad apps- tens frame 123 sheep Tens frames Unifix cubes Concrete materials for tens frames – number lines Bundling sticks Hundreds board Handprints Ten frame games with bundling sticks (Booker, bond, sparrow, swan, 2010,p.104) IWB game Tape measure- formal measurement Hands- informal measurement Mind maps Wordwall 2D shapes Origami paper Paper bags and shapes
Mathematics Weekly Overview - Year 1A WEEK 4 Learning Focus Lesson Overview Resources Monday Time: 9am – 10am numbers & algebra ACMNA012 ACMNA013 ACMNA014 Tens and Ones Numbers and Place Value Introduce tens and Ones using Tens frame Identify familiar two digit numbers Review Prior Learning: Revise terminology of 10 ones equals 1 ten unific cubes with all students (I DO) Use Flash cards from previous week to review tens numbers (WE DO) Learners participate in group rotations: (YOU DO) 1. create multiples of ten using concrete materials and saying the number aloud to a partner (bundling sticks, buttons) 2. Using chalk write out the multiple of tens numbers from 0 – 100 in hopscotch squares on concrete outside and have students Practice skip counting in tens 3. Group Bingo Game: Students practice identifying multiple of tens numbers on a laminated hundreds board Learners discuss mathematical thinking as they participate in group rotations LM performs ongoing formative assessment through observations and questioning to check for understanding. (observations can be videoed) for review of learning: Flash cards for hopscotch game bundling sticks, straws or toothpicks, counters, buttons (etc.) laminated hundreds board whiteboard markers for whole-class learning:
Use concrete materials (bundling sticks, tens-frames to represent tens and ones numbers use ICT to represent tens and ones numbers from MAB representations New Learning: Explain to learners there are different ways of representing a two-digit number. Today explain we will represent two digit numbers on the tens frame. Two Digit Numbers on a Tens Frame – At desks LM introduces tens and ones using a tens frame as follows: LM starts by reviewing what a full ten looks like and how that is represented. How many is this? Now what would happen to our tens frame then if we added one more? Give students time to discuss this with a partner. Select students to share their ideas. LM models how to represent the number 11 in a tens system. Explain to students you want to provide them with a challenge, a really big number. Let’s work out together then how to represent the number 47 on a tens frame. Electronic whiteboard IWB enlarged tens frame for individual learning: ten-frame bundling sticks coloured markers IWB markers for students to use for group learning: large cardboard ‘dots’ coloured marker pens Ten-Frame Bingo bundling sticks or other counting materials links to icts: Hundreds Board Matching Game Build that Number
ICT – IWB used to consolidate knowledge of concept demonstrate their understandings Learners practice identifying tens and ones numbers using Help Freda Frog and practice counting the tens and ones and choose the correct number using Dolphin and Shark Swim At the end of this lesson hand out to students an invitation to a Number Party for the following lesson. Wednesday Time: 30 min Lesson + 1 hour party numbers & algebra Consolidating number concepts Two digit numbers and place value Two digit numbers that contain zero ones model/ represent two digit numbers using materials Number and value (ACMNA013) Number and place value (ACMNA014) Review Prior Learning: Using games … for FUN and social element to introduce maths session … Learners participate in a hopscotch game to practice skip counting in tens Learners work in teams to identify how many in the bag (bundles of tens and some ones are in mystery bags for students to count and identify) Challenge students to write down the number for each bag on the front of the bag. New Learning: A quick review of yesterday’s concept -using the tens-frame to represent a two digit number (Check for student understanding) Looking now at two numbers that contain zero ones. Suggest the number 40. Whole Class Discussion Chalk Hopscotch template outside Mystery bag (brown paper bag) pens tens frames (large and single A4 laminated copies Coloured counters place value cards bundling sticks or straws
21 or 20 may be written for twelve because of the initial ‘tw’ sound 1:1 correspondence group tasks Work samples Matching games with cards- symbols and words Including numbers in spelling lists Word searches When comparing numbers a child may think that ‘seventeen’ is larger than ‘forty-six’ because ‘seven is larger than ‘four’ and it is these larger numbers that are said first 1:1 correspondence Diagnostic testing Place value charts Bundling sticks Counting on and back by ones and tens be confused. 1:1 correspondence Diagnostic testing Before and after game Sixes game 100s board Potential learning issues - MEASUREMENT AND GEOMETRY (ACMMG019) (ACMMG022) The use of the word ‘shape’ can cause confusion for children as it can be interpreted in a number of ways. Willis et al. draw attention to the following: ‘Using the word ‘shape’ to describe both the property of the thing and the thing itself can cause confusion. Asking students to ‘describe the shape of this shape’ highlights one problem. The other problem is that students have to be able to think of all rectangles as being the ‘same shape’, while mathematically speaking all rectangles are not the same shape’ (2005, p. 71). potential learning issues WITH geometry Likely issues/challenges How the lm would diagnose the issue Strategies and resources for remediation Children may meet drawings of 2D figures that are always in the same orientation .Resulting in them being unable to recognise and name a square when it is rotated and presented in a different position. Small group discussions Testing Work samples Origami paper Creative tasks involving construction of different shapes Create posters of shapes in various orientations Shape searches “how many objects in our classroom are shaped like a rectangle?” Most children can recognise circles and squares but are less comfortable with rectangles and triangles. They have difficulties with long thin Diagnostic testing 1:1 correspondence Questioning Geo boards Sorting Card games with 2D shapes e.g. memory
rectangles and triangles where the point is not at the top. Children often concentrate on one particular attribute or feature of the 2D figure to the exclusion of others. E.g. children consider only the ‘sides’ and ignore the angle. 1:1 correspondence Diagnostic testing Secret shape sorting Paint the triangle/shape Celebrity heads- what shape am I? Names for 2D and 3D objects may be confused because of the similarities in the beginnings of names. 1:1 correspondence Testing Work samples Create interesting mnemonics to help students recall Craft activities- construction of shapes and matching the correct word Naming conventions for the parts of 2D figures and 3D objects may also be confused. 2D figures have ‘sides’ while 3D objects have ‘faces’ and ‘edges’ Testing Questioning Rapid recall using flash cards or IWB ‘guess the shape games’ I have 6 faces, so that means I must be a 3D shape” Measuring lengths standard and non-standard units potential learning issues WITH measurement Likely issues/challenges How the lm diagnose the issue Strategies and resources for remediation Mixing units (paperclip and a pencil) Observation 1:1 correspondence Investigate what happens when we use different units- is the measurement accurate? Use graphic organisers such as KWL- what do we know? The table is 10 paddle pop sticks long, what do we want to know? What if we changed the way the sticks lay? What did we learn? Or PROE- predict, reason, observe, explain Using the same unit but not laid out in a uniform manner Observation 1:1 correspondence Questions “what would happen if?” Gaps and overlaps Observation 1:1 correspondence Counting the number of spaces or intervals rather than the marked points on the line. Observation 1:1 correspondence Practise with number lines IWB examples Conclusion