1.1.1 Counting to 100 ACMNA013 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on the number line. The patterns in the place value system can make it easier to interpret and operate with numbers Random number on activities Observa)onal Checklist • applying an understanding of place value and the role of zero to read, write and order numbers (F) • use a number line or hundreds chart to assist with coun>ng and ordering • give reasons for placing numbers in a par.cular order (U) Counting for ten student journal activity The teacher has a container of numbers (1-50) and the children draw out a number, record it and then continue counting by ones for the next ten numbers in the sequence, writing down each number. They then choose another number and repeat this process. Each children does this six times. Note students’ ability to: Count by ones from non-zero starting point Teen numbers Bridging decades • 10x10 floor grid • Double ten frame and counters • Numerals 1-100 •N umber strip 0-9 • Early Years FISH Kit • 0-20 floor ladder TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.1.2 Skip Counting ACMNA012 Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by two’s, fives and tens starting from zero. ACMNA018 Investigate and describe number patterns formed by skip counting and patterns with objects. Number benchmarks (familiar and meaningful) are useful for relating numbers What number do you think the dot on the number line represents describe collections of objects as ‘rows of’ and ‘groups of’ find the total number of objects by using rhythmic or skip counting and repeated addition eg 5 groups of 4 is the same as pose and solve problems based on number patterns (PS) recording a number sentence to reflect drawing Picture Puzzles: (number sentence) Ask students to draw a picture to solve a problem. e.g Five cats sitting on the fence. How many ears? Six children running up the hill. How many legs? Picture Puzzles Challenge: Ask students to draw a picture to solve a problem from a story (number sentence) e.g ‘We All Went on Safari’ Laurie Krebs ‘In the sunset’s fading light…we see. How many animals Number track Numbers to 20 Animal Leg Cards Early Years FISH Kit digit
1.1.8 Calendars CMMG021 Describe duration using months, weeks, days and hours. Develop a sense of the recurring nature of phenomena Make a list of events that recur, daily, weekly, monthly Observe students filling in missing days and numbers from a partially completed calendar month Numbering Knuckles: Make two fists with thumbs touching. Name the knuckles and the valleys with the months of the year in sequence. The high knuckle months have 31 days and the low valley months have less that 30. Record Daily Quiz Daily Quiz: Each morning quiz the students on calendar questions. What is the day today? What will the day be tomorrow? What was the day yesterday? What month is it? What season is it? • Calendar – Grid, months, • Days of week, numbers 1-31. • Current classroom calendar and an alternate calendar using a different configuration of days i.e. week starting with Monday; Initials for days of the week. • Early Years FISH Kit! TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.1.9 2D Shapes ACMMG022 Recognise and classify familiar two-dimensional shapes and three dimensional objects using obvious features Shapes have different dimensions and their properties can be described mathematically You are making a book about yourself. Draw a shape for the cover of your book that tells something about you. Why did you choose that shape? Give the student one of each of the shape types: circle, square, rectangle, and triangle. Ask them to select a shape, describe two attributes (e.g. it is curved and has one side that goes all the way around) and then name the shape (circle). This could be done as a transitional activity. Shape Walk: Go on a shape walk around the school. Ask students to complete a shape quest. For example: Find 6 circle shapes around the school. Tangrams: Allow students to play and create pictures using tangram shapes. 2D Shapes Mystery Box Early years FISH TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.1.10 Gathering Data ACMSP263 Choose simple questions and gather responses Data collection activities are based on the What is the difference between a Ask students questions about the data represented in the Have students each measure the size of Would our display have looked differently if we 10x10 floor grid • Post-it notes or
ACMSP262 Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays. sorting of information into meaningful categories question and a statement graph: •How many people chose popcorn? Fruit? • What is the most popular healthy food for picnics? • What is the least popular food choice for our picnic? •What foods have the same number of votes? •Do you think we would get the same results if we asked another year two class? their foot then compile the data and compare their results. Ask: Have we all measured the same part of our foot? Which part of our foot cold we measure? If we were to compare the size of year 2’s feet with year 7’s feet, which part of the feet should we all measures. had not said a healthy picnic? card to fit the grid squares. •Early Years FISH Kit