Fluency includes in sequences readily forward and backwards, locating numbers on a line, and naming the days of the week Problem Solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, and using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer Reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of , and explaining patterns that have been created MAG Planning Term 4 Year 1 TOPIC CONTENT DESCRIPTOR KEY IDEA Review/Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.1 Function Machine ACMNA015 Represent and solve Simple addition and Subtraction problems Using a range of Strategies including Counting on, partitioning and Rearranging parts. Use materials to answer problems Follow the rule – Using a function machine, observe whether children can follow the rule to answer problems Students can consistently follow a given rule to add or subtract 1 or 2; and reverse the rule to change a number back to its original value. Use the function Machine as per Normal but do not tell the students the rule, only the ‘function machine worker’. When the students card is outputed, the students then need to work out what the rule is that was applied to their number. • Early FISH • Function Machine box • Function Machine arrows • Digits 0--‐20 two sets TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.2 Number line ACMNA013 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line Making connections between names, numerals and quantities. Ordering numbers on a number line Observe students as they place numbers on the number line. Note their ability to explain their reasoning for the placement. Cut a 100’s board Into strips to create A number line to 100. Play Find the Opera Man from extensions • Number line mat with some graduations • Echidnas • Whiteboard marker • Number Bibs 1--‐10 • Number Bibs 15--‐25 • Early FISH TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.3 100 Boards ACMNA018 Investigate and Explain patterns that have been Filling in a blank 100 grid Observe students: • Can place numbers on 100s Board Puzzles Ask students to cut • 10 X 10 floor grid • 1 – 100 Numeral cards
and Prediction windows describe number patterns formed by skip counting and patterns with objects. created. the 10 x 10 grid. Observe if the student identifies the position by recognizing the pattern (move horizontally you are moving in one’s; move vertically you are moving in ten’s) or by counting in ones. You could have students follow-up by answering questions like, "What number comes between 24 and 26? What number comes after 50?" • Can predict what number comes before and after 9; 13; 19; 20; 29; .....99; 100. It into a puzzle. Swap with another Student and Complete the puzzle. • Prediction window • Early FISH TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.4 ACMNA015 Represent And solve simple addition and subtracton Problems using a range Of strategies including Counting on, partioning And rearranging parts. Use materials to model problems Review Strategy activity. Ask students to answer The following facts and Explain how they Worked out the answer: • 8 and 1 • 2 Add 13 • 17 plus 0 • Double 7 • 6 + 5 • 5 + 9 While answering these questions, encourage students to verbalise their thinking. Ask open--‐ended questions wherever appropriate. Choose a number Between 5 and 20. Students are to Write all the subtractions they Can using that number. For example: if the number was 11 they could write 11--‐6=5; 15--‐11=4; 13--‐2=11. Note those students Who can generate Strings of related Facts and use The number in Different posi,ons In their subtractons, That is, the starting number, the amount taken away • Addi,on and Subtraction strategy practice cards • Addition and Subtraction strategy test cards • Double sided counters • Cuisenaire rods • Empty twenty frames • Dominoes • Strategy retrieval chart • Early Years FISH
or the answer. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.5 Money – 4 ACMNA017 Recognise, Describe and order Australian coins According to their value. Use money materials to model problems Review coins and place in order of value • Observe students as they order the coins from least value to highest value. • Observe students as they select a catalogue item and match it with the coin they would need to buy that item. Invesigate different Ways to represent $1 using one coin, two coins, three coins four coins and five coins. • Collection of play coins • Early Years FISH • Catalogue items with rounded prices up to $5 TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.6 ACMNA012 Develop confidence with number sequences to and from 100 by ones from any starting point. ACMNA018 Investigate and describe number patterns formed by skip counting and patterns with objects. Counting in patterns and explaining patterns that have been created. High and Low activity process 1. Observe students when completing The “How far can you go?” activity. The number strips can be used as evidence of students ability to skip count from any number in varying increments. Use the 100s grid, Turn over numbers In a counting sequence and ask students to continue the pattern by turning over the remaining numbers in the pattern. Double Sided Counters 0-100 cards 100s grid Whiteboard markers Early Years FISH TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.7 Fractions – 3 ACMNA016 Recognise and describe one half as one of two equal parts of a whole Representing halves Ask students to fold paper in half to create two equal size sections. Give them 10 counters and observe whether they can share equally into the two sides Provide students with A collection of objects. Ask students to count out a small group and then divide the collection in half. Ask students to explain their answer and how they came to it. repeat with odd and Even numbers. Liquid Halves: Provide students With a 1 litre bottle Of water and a Variety of cups/containers. Ask students to Determine how Much is half of the liquid. Ask: What are the different • Blocks • Square paper • Animal counters • Early Years FISH
ways of finding half the water? How would you know if you were close enough to half? How could you Record your methods for finding Half a of the water? TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.8 Directions to familiar places ACMMG023 Give and Follow directions to Familiar locations. Giving and receiving directions Read a familiar text and have students suggest events and landmarks and describe the path taken. Throughout the activity process, teachers observe the students ability to follow and give directions. Use anecdotal notes and observations to record students’ ability to give and follow directions using language of position and direction. Treasure Hunt: Prepare a class treasure hunt using positional language in the clues. Leave clues at different collection points around the school that describe the next collection point before students locate The position of ‘X” marks the spot. • Rosie’s Walk by Pat Hutchins • Rosie’s Walk Activity Cards • Grid paper, pens • 5x5 Grid for positions and directions A3 TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.9 Digital and Analogue ACMMG020 Tell me time to the half--‐hour. ACMMG021 Describe duration using months, weeks, days and hours. Observe and describe time to half-hour Make predictions about time to perform certain activities and then have them work in pairs to check their predictions Print a worksheet using analogue and digital representations (from the SEN teacher resource site). Laminate and cut into strips. Give each student three different strips to fill--‐in using a washable marker. What things could You do that take about half an hour? Students draw two columns and write a list of things that take 30 minutes at home and at school. • Class clocks digital and analogue representations • Individual whiteboards and markers • Individual clocks: BLM from Ideal resources • Online stopwatch: stopwatch/ • Online egg timer:
countdown/full--‐screen/ TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.10 Data & Graphs 2 ACMSP262 Choose Simple questions and gather responses ACMSP263 Represent Data with objects and Drawings where one Object or drawing Represents one data value. Describe the displays. Justifying representations of data My Family Activity as per MAG 1.4.10 Observe students: Representing the data By making a pictograph On their own 10 x 10 grid. Ask questions: How many (apples) Are there? Which has The most/least/more/less. How many more (oranges) than (bananas) are there? Ask students to look through magazine and newspaper to find graphs. Discuss the use for the graphs. • 10 x 10 floor grid • Square grid paper • Post it Notes • Coloured Blocks