moving from any starting point. ACMNA289 Compare, order and make correspondences between collections, initially to 20, and explain reasoning. objects understand mathematical language classroom, We have 1 fridge in our classroom, We have 2 bins in our classroom, We have 3 computers in our classroom. Number Fans Numerals 0-9 Early Years FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.1.2 More or Less ACMNA003 Subitise small collections of objects. ACMNA289 Compare, order and make correspondences between collections, initially to 20, and explain reasoning. There are many ways to represent numbers Simple Collections use of concepts most, least, more, less, few, same count rhythmically to identify number patterns count with one to one correspondence make correspondences between collections compare and order numbers or groups of objects understand mathematical language First Steps in Mathematics – Number Course Book Diagnostic Task – The More Game page 34 Class Statistics: Work out class statistics for hair colour, eye colour, pets, family numbers and so on. Large collection of assorted counters Large dot Cards Early Years FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.1.3 Subitisation ACMNA003 Subitise small collections of objects. ACMNA289 Connect number names, numerals and quantities including zero, initially up to 10 and then beyond. View: Jump into number DVD “Subitisation” Source: Cairns Catholic Education Services, QUT and ISQ 2009 What do you see Observation Checklist recognise a dot pattern for a number make and recognise different arrangements for the same number apply counting strategies to solve While children are playing ask questions that encourage students to identify small numbers without counting. Large Subitising Dot Cards Collections of counters Subitising Flies Felt squares Five Frames Subitising Snap Cards Early Years
TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.1.6 Different Representations ACMNA001 Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point. ACMNA002 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond. ACMNA289 Compare, order and make correspondences between collections, initially to 20, and explain reasoning. Compare and order using one-to-one correspondence Counting objects in a group eg. Student asked to join a group of two other students (daily routine) Show Me frame Ask learner to find matching word, dot and collections cards for a given numeral and explain why their match is right. Ask learner to show examples of word, dot and collection cards which are not right and explain why . Assessment Observation Checklist recognise numbers in a variety of contexts Use 10 as a reference make correspondences between collections Peg Cards: Give students a card with a number on it. Students are to read the number and attach the same number of pegs to the cards. Subitisation cards – numerals, words, dots and collections 'Show Me' frame Show me frame - digits, words Number puzzles Early Years FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.1.7 Body Patterns ACMNA005 Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings. A group of items form a pattern only if there is an element of repetition or regularity that can be described with a rule Copying rhymes or rhythmic patterns-what is repeated? Use observational checklists and monitor students ability to: create a repeating pattern by clapping, body movements or music. Describe and copy a pattern that has been demonstrated Pattern Study: Bring in an assortment of wrapping paper for the students to study. Find a repeating pattern in the paper and cut off a section. Glue the section onto a strip of blank paper and ask students to continue or copy the pattern. Hang competed patterns around the Pattern Cards 5 X 5 Grid Pattern Cards Early Years FISH Kit
classroom. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.1.8 Daily Timtable ACMMG007 Compare and order the durations of events using the everyday language of time. ACMMG008 Connect days of the week to familiar events and actions. Measurement of length and duration. How long and how many Days have names Observe and use checklist to determine students understanding of the sequence of the days events and their ability to identify the distinction of time in correspondence with events. For example: bath time is at night before I got to bed. Birthdays: Using the large class calendar, ask students to determine what day of the week their birthday will occur on this year Timetable picture cards Story door board Daily Events Cards Early Years FISH Kit Calendar Kit (Closing the Gap Project) TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.1.9 2D Shapes ACMMG009 Sort, describe and name familiar shapes and objects in the environment. Shapes and their properties can be described mathematically Identify basic shapes –overall appearance Give the student one of each of the shape types: circle, square, rectangle, and triangle. Ask them to select a shape, describe one attribute, for example: it is curved, and then name the shape. This could be done as a transitional activity Observational Checklist: • use understanding of shape properties to sort shapes, explaining the criterion used • name and describe features of 2D shapes, including square, rectangle, triangle, circle Shape Drawings: Draw a shape on a small whiteboard and DO NOT show it to the students. Describe your shape and then ask the students to draw the shape that they see in their head. Discuss how your shapes are the same/different. Possible Questions: My shape has four sides, what might my shape look like? or I made a picture using only circles and squares. What might my picture look like? 2D shapes: circle, rectangle, square, • triangles – equilateral, isosceles, right and • scalene. Use commercial attribute blocks or cut from cardboard: 2D shapes Mystery Box – Cardboard box about 25x25x35cm with a lid. Cut holes in each side (leaving a flap) as in the diagram. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.1.10 ACMSP011 Answer Many data collection Sort students into Observe students as they Finding Answers: Voting Sticks
Vote Yes or No yes/no questions to collect information activities are based on sorting information into meaningful categories familiar categories eg. gender As students to suggest other categories respond to questioning when using the yes/no voting cards , or as they categorise information based on a question. Respond to questions students spontaneously ask by suggesting data collection. For example: Are there going to be enough brushes for everyone? Ask: Do we have to rely on guessing? How could we find out? Draw out that collecting data enables us to answer questions. Identity Sticks/icons Voting Cards (Yes/No) Early Years FISH Kit