K-1+Math+T3+2014

//Number// || **Tuesday** //Number// || **Wednesday** //Number// ||
 * **Week** || **Focus** || **Content** || **Outcomes** || **Monday**
 * **1** || Whole Number ||  ||   || SD D || TEN testing || Testing ||
 * **2** || Whole Number || __ ES1 __**Establish understanding of the languag **e and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
 * Compare, order and make** **correspondences** between collections, initially to 20, and explain reasoning

__S1__
 * Recognise, model, read, write and order** numbers to at least **100**; locate these numbers on a number line **Recognise, model, represent and order** numbers to at least **1000** || __ES1__
 * MAe 4NA** counts to 30, and orders, reads and represents numbers in the range 0 to 20

__S1__
 * MA1 4NA A **pplies place value, informally, to count, order, read and represent two- and three-digit numbers


 * interactive notebooks ** || TEN Activities- AJ & Kai ( Add two dice DENS 1 pg 163), Maddie & Tash (Celebrity Head DENS 1 pg 221)

AJ and Kai- working with teacher to recognise numbers 1-30 when not in order

- Number activity: matching numbers 1-10 with corresponding dot pattern and number words ** [|picture, numeral, word] **.
 * All students:**

Kai: r** [|epresenting in 3 ways] ** AJ, Tash & Maddie ** [|cross the decade] **

ES1:
 * [|missing number grid]**

S1: //Race to 100// This is a partner activity. The players will take turns rolling the dice, adding each number rolled onto their previous total using base ten blocks, and racing to reach 100. Players continue adding and trading until they have enough tens to trade for a 100 block. The first player to reach 100 is the winner. || TEN Activities

AJ and Kai- working with teacher to recognise numbers 1-30 when not in order

- counting on from a given number
 * All students:**

ES1
 * [|Nearby ten game]**

S1: // Less than and greater than //

In pairs, students are given three dice of different colours, representing hundreds, tens and ones. Students take turns to throw the dice, record their three-digit number and state the number before and after the number rolled.

ES1 Math Plus pg 122- numbers up to 30 S1 Math Plus pg 23 - numbers up to 100 || TEN Activities

AJ and Kai- working with teacher to recognise numbers 1-30 when not in order

- counting by tens on and off the decade.
 * All students:**

ES1 Math Plus pg 114- counting by tens then adding S1 Math Plus pg 27- counting by ten then adding on

ES1: Cup cakes Activity- Sample Units of Work pg 15

S1: //Less than and greater than//

In pairs, students are given three dice of different colours, representing hundreds, tens and ones. Students take turns to throw the dice and record their three-digit number. Students nominate whether their number will be 'greater than' or 'less than' their partner's number. ||
 * **3** || Addition and Subtraction || __ ES1 __
 * Represent** practical situations to model addition and sharing

__ S1 __ **Represent and solve** simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts
 * Explore** the connection between addition and subtraction || __ ES1 __
 * MAe 5NA** combines, separates and compares collections of objects, describes using everyday language, and records using informal methods

__ S1 __ ES1
 * MA1‑5NA ** uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers || All
 * [|counting on cup]**
 * [|race to trace]**
 * S1**
 * [|race to trace 2]**

- TEN Activities - the teacher has six counters and hides some in their hand. The students have to work out how many they have hidden in their hand. Students continue this activity in partners. Math Plus K- pg 43 Math Plus 1- pg 26 [|Domino Addition] - For Maddie if she finishes quickly [|Addition with Pictures] (level 1 K, Level 2 Yr 1)- modelled as a class and students play individualy on computers ||
 * [|sums of 5] **
 * [|10 and more]** || EDUC WEEK || TEN Activities
 * **4** || Addition and Subtraction || __ ES1 __**Represent** practical situations to model addition and sharing

__ S1 __ **Represent and solve** simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts
 * Explore** the connection between addition and subtraction || __ ES1 __**MAe 5NA** combines, separates and compares collections of objects, describes using everyday language, and records using informal methods

__ S1 __ All - Taking away blocks- students count out ten objects. They roll a dice and take away that many objects.They then determine how many are left and record in their book. S1 must record using correct number sentence.
 * MA1‑5NA ** uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers || TEN Activities

S1 & Maddie Race from 100(Sample UOW pg 46)

All- Subtraction story Problem. Joint construction as a class and then students complete their own individually. Students share theirs with the class.

possible activities: [|Subtraction teeth worksheet] [|subtraction worksheet] || TEN Activities ES1 & S1- Money matters (Sample UOW pg 46) Part A - all Part B- S1

Math Plus K Pg 113 Math Plus 1 pg 109 || STAGE DAY || ** Record ** grouping and sharing using informal methods
 * **5** || Multiplication and Division || __ ES1 __

__ S1 __ **Skip count** by twos, fives and tens starting from zero ** Recognise and represent ** division as grouping into equal sets || __ ES1 __
 * Recognise and represent ** multiplication as repeated addition, groups and arrays
 * MAe‑6NA ** groups, shares and counts collections of objects, describes using everyday language, and records using informal methods

__ S1 __ **MA1‑6NA** uses a range of mental strategies and concrete materials for multiplication and division || EXCURSION || EXCURSION || EXCURSION || Tash & Maddie- Number Balances DENS 1 pg 245
 * **6** || Multiplication and Division ||  ||   || AJ & Kai- Trading game DENS 1 pg 151

Kinder: Rainforest Math: grouping tadpoles K- Targeting Math pg 82 - show a group of 8 toys to the students, getting them to count them. discuss how can we record the number of toys we have. spilt the toys into 2 equal groups discuss how can we record the number of toys we have now. - give children 20 counters each. Flash a numeral card 1-20. Children put out that number of counters. tell them to make 2 equal groups. Ask how many is in each group.

Year 1: - duscuss what comes in 2's- twins, slippers, gloves etc - counting by 2's out loud while tapping legs. Counting by 2's on the 200 chart. Rainforest math 2s patterns IWB Lab 1- counting sheep + counting by 2's 1- Targeting Math pg 62 || CWA DAY || TEN GAMES

Kinder: Rainforest Math- share cicadas K- Targeting Math pg 83 - show students 8 toys. share the toys 2-6. discuss- which would you prefer? are they shared equally? how could we share them equally? - put out 6 toys and ask someone to share them equally (they share unequally) and the other student needs to fix the mistake.

Year 1: - make handprints and count by 5's- hang up the classroom. - counting by 5;s out loud while tapping. counting by 5s on the smart board. lab 1- counting by 5's 1- Targeting Math pg 63 || **Establish** the concept of one-half
 * **7** || Fractions and Decimals || __ ES1 __

__ S1 __
 * Recognise and describe** one-half as one of two equal parts of a whole
 * Recognise and interpret** common uses of halves, quarters and eighths of shapes and collections || __ ES1 __
 * MAe‑7NA  ** describes two equal parts as halves

__ S1 __ Hundred Chart DENS 1 pg 161 (AJ & Kai)
 * MA1‑7NA  **  r  epresents and models halves, quarters and eighths || TEN

Balancing Numbers DENS 1 pg 255 (Tash & Maddie)

number recognition 1-30 (AJ & Kai) number recognition 1-100 (Tash & Maddie)

All: with all different sized regular shapes get the students to cut them into equal halves, share and discuss. - Rainforest Math- Fractions

K pg 30 1 pg 34 || TEN

number recognition 1-30 (AJ & Kai) number recognition 1-100 (Tash & Maddie)

All: students cut out pictures from the magazine and cut into halves- sharing them onto two paper plates.

K pg 31 1 pg 35 || TEN

number recognition 1-30 (AJ & Kai) number recognition 1-100 (Tash & Maddie)

All: draw shapes on the board, dividing them into 2,3 or 4. show both equal and unequal parts. discuss with the class which shapes are equal or unequal. have students correctly divide the unequal shapes.

K Assessment pg 117 1 Assessment pg 127 || Dot pattern Cards DENS 1 pg 169 (AJ & Kai)
 * 8 || Fractions and Decimals ||  ||   || TEN

Doubles Plus One DENS 1 pg 263 (Tash & Maddie)

All: using measuring cups and sand students explore whole, half and quarter cupfuls. K pg 100 1 pg 108 || TEN

All: make a piece of fairy bread for each student. Cut into halves, then quarters and eighths, taking a photo at each stage. K pg 101 1 pg 109 || TEN

All: in pairs students take turn to roll a dice. They share the equivalent number of counters and the remaining are put to the side. Students record this process

K Assessment pg 139 1 Assessment pg 151 || **Copy, continue and ** **create ** patterns with objects and drawings
 * **9** || Patterns and Algebra || __ ES1 __

__ S1 __ **Investigate and describe** number patterns formed by skip counting and patterns with objects ** MAe‑8NA   ** recognises, describes and continues repeating patterns
 * Solve problems** by using number sentences for addition or subtraction || __ ES1 __

__ S1 __ K- making patterns using beads or pattern blocks. 1- put blocks in a pattern. one child takes some blocks away and the other works out what is missing K pg 61 1 pg 10 ||  || K Rainforest Math- Numbers 1 Rainforest Math- 2s patterns practise counting by 2's, 5's and 10's. K pg 62 1 pg 63 || 1 Rainforest Math- 2s patterns
 * MA1‑8NA ** creates, represents and continues a variety of patterns with numbers and objects || K Rainforest Math- Beads, 2D shapes
 * **10** || Patterns and Algebra ||  ||   || K Rainforest Math- Beads, 2D shapes, Numbers

ASSESSMENTS- K: numbers to 20 pg130 patterns pg 128

1: numbers to 30 pg 117 number patterns pg 136 || All: [|Starter Activity - Patterns]

Preschoolers: make patterns using blocks. Then colour in the shapes to make patterns. (worksheet found at above link) K- rainforest Math: beads

ES1: cut and paste making picture patterns. (fruit)

S1: counting by 2's, 5's and 10's. -Targeting Math pg 66

- Targeting Math App if finished. || All: Calendars

Students count from 1 to 30 (31) on a calendar display for one month. They are then asked to discuss the pattern of days – Monday, Tuesday, Wednesday, etc.

Possible questions include: ❚ is there a pattern to the days? ❚ what dates will be Tuesdays? ❚ how many Mondays will there be in this month?

ES1Describing Repeating Patterns using Numbers

The teacher makes a repeating pattern using multilink cubes

This pattern is called a ‘three’ pattern because the pattern repeats after every third cube.

Possible questions include: ❚ how many cubes are in each group that repeats? (three) ❚ how many groups are in your pattern? (three) ❚ what is the total number of cubes in the pattern? (nine)

With teacher guidance, students record the pattern using drawings. They are encouraged to use numbers in their recording

practise counting by 2's, 5's and 10's. || __**Outcomes covering all lessons:**__ ES1
 * MAe 1WM** describes mathematical situations using everyday language, actions, materials and informal recordings
 * MAe 2WM** uses objects, actions, technology and/or trial and error to explore mathematical problems
 * MAe 3WM** uses concrete materials and/or pictorial representations to support conclusions

S1
 * MA1 1WM** describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
 * MA1 2WM** uses objects, diagrams and technology to explore mathematical problems
 * MA1 3WM** supports conclusions by explaining or demonstrating how answers were obtained

TEN

[|Copacabana] [|Count Me In Too Activities] [|Aust Sample UOW] [|multiplication and division activities]
 * Resources **