We can use the repeat function on a calculator to work more quickly SESSION NUMBER KEY IDEA LEARNING INTENTION TOOL SESSION A short, sharp task relating to fluency in mental computation or the focus of the lesson. WHOLE CLASS FOCUS Sets the for what students do in the independent session. INVESTIGATION SESSION Extended opportunity for students to work in pairs, small groups or individually. A time for teacher to probe children’s thinking or work a small group for part of the time. REFLECTION Focused teacher questions and summary to draw out the mathematics and assist chn to make link/s. TEACHER ASSESSMENT We are looking for... Session 1 (may run over a few days) LEARNING INTENTION Counting is a skill we need to make maths quicker and easier. TOOL SESSION ‘Next Nine Numbers’: students are a choice of numbers (for differentiation) and must write the next nine numbers after their choice of number. WHOLE CLASS FOCUS Introduce topic of Counting and discuss some of the principles of counting: one-to-one correspondence, accuracy, sequence of numbers, subitizing. Brainstorm situations in which people need to count. INVESTIGATION Task: ‘Counting Beans’ (directions found here - adapt to fit time) Extending and Enabling Prompts: Within article there are prompts that will help. Is a quick way to count these? What’s the difference between these two numbers? What are you noticing? Students’ level of mastery of numbers for their grade standard (Vic Curric) Gr 3: to at least 10 000 Gr 4: to at least tens of thousands Session 2 LEARNING INTENTION We need to count forwards, TOOL SESSION ‘Next Nine Numbers’: students are given a choice of numbers (for differentiation) and must write the next nine numbers after their choice of number. Get a partner to check. INVESTIGATION Task: ‘Number of the Moment’ Extending Prompts: Suggest higher numbers for students (fractions, negative numbers) Students choose 1 or 2 of the sentences to complete (could be done orally or written in Learning Journal) Yr 3: Students and order numbers to and from 10 000. They classify numbers as either odd or even, continue number patterns
next few numbers be? -If you were counting backwards by fives from 98, what would the next few numbers be? continue number sequences involving multiples. Session 4 LEARNING INTENTION We need to count forwards, backwards, skip count and count from any starting point. We can use the repeat function on a calculator to work more quickly TOOL SESSION ‘Odd and Even’: students are shown a series of random number cards and must stand for the evens and sit for the odds. Extend using the online random number generator: WHOLE CLASS FOCUS Demonstrate how we use the repeat function on a calculator Online Calculator link: INVESTIGATION Students choose a number (can use the random number generator) and choose a number to skip by. Students record the next 10 numbers then use the repeat function to check their answers Enabling: Smaller numbers as starting points and simpler skip counting options Extending: Higher numbers as starting points and more complex skip counting options REFLECTION Students choose 1 or 2 of the sentences to complete (could be done orally or written in Learning Journal) I was able to… My success rate… I learnt that… I can … to learning intentions) Next time I would... This lesson could be repeated counting back instead of forward. Yr 3: Students count and order numbers to and from 10 000. They classify numbers as either odd or even, continue number patterns involving addition or subtraction, and explore simple number sequences based on multiples. Yr 4: Students identify unknown quantities in number sentences. They use the properties of odd and even numbers. Students continue number sequences involving multiples. Students who did not complete SINE assessment questions 1-4 correctly to repeat the questions. Has there been improvement?