centre cut away. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.3.6 Cuisenaire Rods ACMNA289 Compare, order and make correspondences between collections, initially to 20, and explain reasoning. ACMNA004 Represent practical situations to model addition and sharing. ACMMG006 Use direct and indirect comparisons to decided which is longer, heavier or holds more, and explain reasoning in everyday language. Students will use Cuisenaire rods to discover combinations to ten, representing number in a linear representation. Ask students to find the various size of the Cuisenaire rods Using the Cuisenaire rods, give students a number between 1 and 10. Ask students to tell you all they know about that number. For example: What numbers it is bigger/smaller than and the combinations that make the number. Allow the use of Cuisenaire rods for students to demonstrate their answers. Use the Cuisenaire rods to create pictures to a certain value, for example: Make a person that will equal 10 or a boat that equals 9. Mini whiteboards Whiteboard pens FISH kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.3.7 Obstacle Course ACMMG010 Describe position and movement. Students will sequence and use positional language when planning and describing the daily obstacle course as well as simple directions for locations around the school. Planning an obstacle course In small groups allow students to take turns planning the daily obstacle course. Ask students to describe the obstacle course to you in detail. Observe and evaluate the students’ use of descriptive positional and directional language. In particular observe students’ understanding and use of terms such as: Between Near Next to Forwards Backwards Towards Over Mystery Object: Invite a student to select an object in the classroom and give the class clues to its location, such as It’s on the bookcase. It’s near the whiteboard. It’s under the window. Ask students questions: It is to the left of the clock? Is it facing the wall? Encourage students to ask similar questions. Butchers paper Pens Photos of Obstacle course equipment (this will vary depending on your own schools equipment) Positional Language signs
under In On TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.3.8 Calendar 1 ACMMG007 Compare and order the duration of events using everyday language of time ACMMG008 Connect days of the week to familiar events and actions Students will identify and name the days of the week and link specific days to familiar events Play the Jolly Postman Observe students playing with the function machine and use a checklist to record if the students know and can identify the days of the week, sequence the days of the week and link specific days to familiar events. For example: What is the day after Monday? If yesterday was Wednesday and tomorrow will be Friday, what day is it today? Identifying times in a day. Discuss various activities of children, adults and animals during the day and night. Include examples of out of the ordinary behaviour, for example: bakers, owls and other nocturnal animals. The Jolly Postman by Janet and Allan Ahlberg Post boxes Easel, paper, pens Scissors, glue FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.3.9 3D Objects ACMMG009 Sort, describe and name familiar two- dimensional shapes and objects in the environment. Students will sort, describe, name and represent familiar three-dimensional objects. Sort objects Display the 3D shapes: sphere, cube, prism, cylinder, cone. Ask students to select a shape from your description. Find my shape: I am curved around the middle. I have two ends. I have a flat circle shape on each end. I look like a paper roll (cylinder). Find my shape: I have one curved round surface. I am a perfectly round 3D shape like a ball (sphere). Go on a 3D object hunt around the school. Take photos of the 3D objects that you can see and make a class book about 3D objects in the school. 3D objects: sphere, cube, prism, cylinder, cone. A collection of real life 3D objects For example: Sphere: marble, ball, orange; Cone: party hat, traffic cone, ice-cream cone; Cube: dice, rubix cube, box; Rectangular prism: blocks, book, tissue box; Cylinder: candle, can, paper towels. Mystery Box – Cardboard box about 25x25x35cm with a lid. Cut holes in each side (leaving a flap) as in the
diagram FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.3.10 Tally Marks ACMSP011 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond. ACMNA002 Subitise small collections of objects. ACMNA003 Compare, order and make correspondences between collections, initially to 20, and explain reasoning. ACMNA289 Answer yes/no questions to collect information. Students will draw and read tally marks to identify a total. Play Dog Bone Tally Observe students when answering questions about the monthly weather chart. Note if students are able to recognise the tally mark symbol for 5. Use tally marks to record data when investigating a topic in class, for example: Use tally marks to record the results when investigating how many handmade boats floated or sunk. Large piece of cardboard Pens Bowls Dog Bones Numbers 1 - 10 Mini Whiteboards Whiteboard pens