collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting. using a place value chart using hundreds, tens and ones. show-me frame place value chart. Students make representations of the desired number. place value arrows. Students record this number using hundreds, tens and ones, expanded notation and numeral. Achievement Standard – count to and from 1000. might it have been? Can children find all possible answers? How do they know they have found them all? Source: Sullivan and Lilburn. 2010. Open-ended Maths Activities. Oxford University Press: South Melbourne. P33 expander Place Value arrows Mini-whiteboard Digits Numeral expander Show me pocket frame Place value dice – 100s, 10s, 1s. TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.2.4 Addition and 2 ACMNA030 Solve simple addition and subtraction problems using a range of efficient mental and written strategies Students will revise addition and subtraction strategies of counting on, to ten, doubles, near doubles, add ten and bridge through ten. Students will add the friendly numbers strategy to their range of strategies. Proficiency Strand: – connecting number calculations with Adding Friendly numbers. The number wheel activity could be used as an assessment item to determine if students can all and subtract ‘friendly numbers’. Achievement Standard: perform simple addition and subtraction calculations using a range of strategies. Give students a number, for example 46. Give students 2 minutes and ask them to write as many questions as they can which have that number as the answer. Source: First Steps in Number – Understand Operations. 2010. Rigby: Port Melbourne.p136 Early FISH Kit Hundreds board Transparent counters Mini-whiteboard and washable pens Bundle sticks Calculator Addition and Subtraction strategy practice cards Who has? More or less Number fact wheel Number line
sequences, combining numbers flexibility, identifying and describing the relationship between addition and subtraction. Reasoning – using known facts to derive strategies for unfamiliar calculations. TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.2.5 The Think Board ACMNA036 Solve problems by using number sentences for addition and subtraction. Students will use a Think Board to link different ways of representing addition and subtraction problems including words, concrete materials, pictures and number sentences. The Think Board helps students to find connections between the different ways of representing a problem. This helps students to focus on the meaning of the operation rather than on just calculating to find an answer. Model working through a word problem using the Think Photograph or photocopy the completed Think Board. Annotate comments made by the student that demonstrate their understanding of the connections between the different ways of representing the problem. Check to see if students select the correct operation, select a suitable representation, and correctly represent the number sentence. Give the students a number story, for example:25-q=16. Write a word problem for this number story. and Early FISH Kit Think board Concrete materials – counters, unifix Bundle sticks Washable pens Word problems – standard addition and subtraction
Board. Initially use standard addition and subtraction problems where the operation is straight forward. TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.2.6 – Repeat Addition ACMNA031 – Recognise and represent as repeated addition, groups and arrays. Students wil represent situations as repeated addition and explain reasoning. Proficiency Strand: – connecting number calculations with counting sequences. Reasoning – using known facts to derive strategies for unfamiliar calculations. Read the book ‘One is a snail, ten is a crab’. Place a crab picture in front of the group. How many crabs can you see? How many legs can you see? Establish that each crab has ten legs. Write 1 group of 10 next to the crab. We can write this another way: 1X10 Place another crab next to the first one? How many crabs do you see now? To find out how many legs, write this number story 10 + 10. Another way of saying this is 2 Observe students as they play ‘How many Apple?’ game. Record students’ explanations and reasoning. Are students able to describe and represent the additive (2+2+2) as well as the multiplicative (3 groups of 2 or 3 X 2) representations? Achievement Standard: represent multiplication and division by grouping into sets. Spotty Henry” Present the following story: Henry is a spotted octopus with 8 legs. He has 2 spots on each leg. How many spots does Henry have? Materials are provided for students to work out a way to solve and record the problem. Share strategies and representations with the group. Source: Students record their answers in the math book Early FISH Kit One is a snail, ten is a crab. By April Pulley Sayre and Jeff Sayre. 2006. Candlewick Press: Somerville. Repeated addition – how many legs? Cards Multiplication – repeated addition apple trees.
groups of 10 or 10 x 10. Skip count to determine how many legs. TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.2.7 Time to Quarter Hour ACMMG039 Tell time to the using the language of ‘past’ and ‘to’. Students will be given to read time on an analogue clock observing the of quarter hour times. Proficiency Strand: Fluency – describing and comparing time durations. Time to the Quarter Hour. Use a hoop. Ask students to place the numerals 1-12 around the clock. Place a long arrow and a short arrow on the clock. Review the o’clock times and half hour times. Give each student a piece of paper and black pen. Simply ask them to “To draw a clock”. Later discuss the clock with each student (tell me about your clock; How do clocks work? What time does your clock show? etc.) to gain further insights. Annotate these for future reference. Source: Downtown, Knight, Clarke, Lewis. 2006. Mathematics Assessment for learning. ACU: Fitzroy. P 104 Show quarter to and quarter past times – ask students to identify the time using language of ‘quarter to’ and ‘quarter past’. Achievement Standard: Tell time to the quarter hour. Problem – show the children a clock with only an hour hand. Say: I have a friend who has a clock – but it only has the hour hand. She has to take her dog to the vet at quarter past 3 (3:15). How will she know when it is time to go? checklist. recording answers. Class clock – drag and move hands to change time. Individual whiteboard clock Numbers to 12 Large circle, hoop, or draw a circle with chalk. Draw 12 marks to assist number placement TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.2.8 ACMMG042 Students will Sorting and Use the mystery box Question: Peter said that he used Students 2D shapes: Circle,