FISH Cards TOPIC CONTENT DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.4.6 ACMNA005 Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings. Students will copy, continue, create and identify the missing elements of a repeating pattern. Using the real world materials, create a simple ABABABAB repeating pattern Take 20 counters/bottle tops/etc. Use 10 of them to make a pattern and the other 10 to make a non pattern. Tell why is one a pattern and the other is not. Touching Patterns: Involve the students in performing and continuing patterns made by touching different body parts. These patterns may include students touching: head, shoulders, head, shoulders or eyes, ears, eyes, ears or knees or feet, knees, feet. Throughout the process – skip parts of the pattern and see if the students can detect what is missing. Collections of materials, for example: buttons, leaves, shapes, counters, plastic fruit, stones, beads. Paper cups Strips of paper FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.4.7 ACMMG007 Compare, order and make correspondences between collections, initially to 20, and explain reasoning. ACMMG004 Represent practical situations to model addition and subtraction. Students will make and explore the number line to 20. Making a Numberline Roll out the number line and place the digits 0 and 10 on it. Give the students any random number that would appear on the number line and ask them to place it in it’s correct position. Ask students to explain their reasoning for placing the number in that position. Create a number line 0 – 10. Then create part of a number line 11 – 20. Discuss what is the same/different about the two. FISH Number Line 1 – 20 numeral cards Birthday cards Foam Numbers Number Ladder String 30 ml cups TOPIC CONTENT DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.4.8 ACMMG023 Connect days of the week to familiar events and actions. Students will identify and sequence the days of the week. Students will connect days of the Place a rule on the front of the function machine. Observe and make progressive observations of what the students are doing and saying. Note their ability to give the name of the today, yesterday, tomorrow Class Calendar: How many weeks in this month? FISH Easel, paper, pens The Very Hungry Caterpillar by Eric Carle Function machine
week with events and actions in their everyday routines. and the month of their birthday. box- with side entry and exit. Calendar kit Hungry Caterpillar Felt Story TOPIC CONTENT DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.4.9 ACMMG010 Describe position and movement. Students will describe the position and movement of objects, including themselves. Using a 5x5 grid. Place the grid reference numbers (1-5) along the vertical axis and the grid reference letters (A-E) along the horizontal axis. Set up the 5x5 grid with grid references. Ask students to either place an object/card at a particular reference or collect an object/card from a particular reference point. Observe students and note their knowledge and understanding of grid references. Maps: Find a simple map that is within a 5x5 grid. Ask students to identify the locations which are at particular reference points. FISH cards Floor grid 5x5 (or make a grid using masking tape). Photo cards of students or name cards for each child playing. Two large dice – one with numbers 1-5 (and roll again) and the other with letters A-E (and roll again). Grid reference cards – ABCDE; 12345 5x5 A3 Mini Grid TOPIC CONTENT DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.4.10 ACMSP011 Answer yes/no questions to collect information. Students will use the 5x5 grid to represent groups of data as bar graphs. Students will use 1 to 1 correspondence to count data sets. Using a 5 X 5 grid Observe students: Asking and answering simple questions Counting using 1 to 1 correspondence Use of concepts most, least, more, less, same Counting collections Counting: How many more? How many less? Read “The Hungry Caterpillar” by Eric Carle. Make a bar graph on the grid to see what the caterpillar ate most / least. FISH Cards 5 x 5 grid Counting materials with five of each category e.g. 5 each of 5 different plastic animals (5 dogs, 5 cats, 5 birds, 5 snakes, 5 monkeys); fruit; coloured stones. Pictures of objects (as above); food; toys; objects from favourite story (eg.