K-1+Math+T2+2014

//Number// || **Tuesday** //Number// || **Wednesday** //Number// || **Thursday** //Space& Meas// || **Friday** //Space& Meas// || Data || Whole Number- ES1 MAe 1WM MAe 2WM MAe 3WM MAe 4NA S1 MA1 1WM MA1 2WM MA1 3WM MA1 4NA
 * **Week** || **Focus** || **Outcomes** || **Monday**
 * **1** || Whole Number

Data- ES1 MAe‑1WM MAe‑3WM MAe‑17SP S1 MA1‑1WM MA1‑3WM MA1‑17SP || SDD ||  || -finish yesterdays math - colour by number - counting backwards and forwards and finding numbers Indiviudal Testing - TEN || TEN number games (from last term)

- show students a number of different graphs, discuss each graph. - as a class take a survey and model drawing up and labelling a graph

-Students work in a group with SLSO or to survey the class on their favourite sport, food, colour, number, etc. Students make a column graph and discuss. || cross country carnival || ES1 revision S1 Chance || Chance- S1 MA1‑1WM MA1‑3WM MA1‑18SP || TEN
 * **2** || Whole Number

S1 Chance Content-
 * Identify outcomes ** **of familiar events** involving chance and describe them using everyday language, such as 'will happen', 'won't happen' or 'might happen'


 * Identify practical activities ** and everyday events that involve chance || TEN || TEN || TEN

//**Never-ever Book**// Students are asked to contribute a page to a book about the things that never ever happen eg ‘It never ever rains cats and dogs.’ Students share their page with a friend.

//**Likely or not?**// The teacher prepares cards with ‘always’, ‘likely’, ‘unlikely’and ‘never’ on them and orders them on the floor. They pose the question: ‘How likely is it that someone in another class has a vegemite sandwich today?’ Students stand behind the chance card that they think is the best answer to the question and explain their reasons.

Math Plus worksheet- ES1 & S1 pg16 (maths plus 1) || athletics carnival || Length || Add & subt- ES1 MAe 1WM MAe 2WM MAe 3WM MAe 5NA S1 MA1‑1WM MA1‑2WM MA 1‑3WM MA1‑5NA
 * **3** || Addition & Subtraction

Length ES1 MAe‑1WM MAe‑3WM MAe‑9MG S1 MA1‑1WM MA1‑3WM MA1‑9MG || Add & Subt content 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


 * Solve simple addition and subtraction problems ** using a range of efficient mental and written strategies

In Early Stage 1, addition and subtraction problems should be related to real-life experiences that involve the manipulation of objects.

Modelling, drawing and writing mathematical problems should be encouraged in Early Stage 1. However, formal writing of number sentences, including the use of the symbols +, − and =, is introduced in Stage 1. || **Rabbit Ears**

The teacher models making ‘rabbit ears’ by putting their fists at the sides of their head, saying a number less than 10 and raising that number of fingers.

Students are asked to: ❚ raise two fingers on one hand and three fingers on the other hand. How many fingers are raised altogether? ❚ show six rabbit ears. How many fingers have been raised on each hand to make six altogether? ❚ raise two fingers on one hand. How many fingers need to be raised on the other hand to make four altogether?

Students should be encouraged to raise their fingers while their hands are still at the side of their heads. Then they can check if they have the correct number by looking at and counting their fingers. Some students may be selected to model and explain their solution eg ‘I made 6 with 5 fingers on one hand and 1 more.’

The teacher prepares a set of dot cards for the numbers 1 to 10 and a set of number cards from 11 to 19, as shown. All dot cards are turned face down, but kept in sequence. In small groups, a student turns over two of the dot cards and states how many dots there are altogether. If the answer is one of the teen number cards, the student removes the number card and the dot cards are turned face down again. Play continues in turn until all of the teen number cards have been collected.
 * Teen Numbers Plus (Maddie, Kai, AJ)**

Students toss three standard dice and race to see who can state the total number of dots first. Students are asked to share and explain their strategies. For this example, student strategies could include: ❚ counting all of the dots ❚ starting with the highest number and counting on the other dice one-by-one ie 4, 5, 6, 7 ❚ starting with the known sum of two dice and counting on the third eg ‘4+1=5 and 2 more.’ ❚ using visual imagery eg ‘I took the one dot and pretended it jumped onto the ‘four’ dice to make 5 dots, and then I added 2 more.’ Possible questions include: ❚ can you find a quicker way to add? ❚ can you add five more? ❚ how many do you have altogether? ❚ how did you get your answer?
 * Toss and Add (Tash)**

ES1- Math Plus Pg 35 S1- Math Plus Pg 14 || **Blocks on the Bowl**

In pairs, students are given a collection of cubes (up to 10) and a bowl. The bowl is turned upside down on the desk. Student A places the blocks on top of the bowl and Student B counts the blocks.

While Student B looks away, Student A removes some of the blocks and places them under the bowl. Student A asks

Student B ‘How many blocks are under the bowl?’

Student B records their answer. They check the actual number of blocks altogether.

Students swap roles and repeat the activity using a different number of blocks.

Extension: When the students are confident with combinations up to 10, the activity could be extended to include numbers greater than 10.

Possible questions include: ❚ how many are left? ❚ what does ten take away five equal? ❚ I am thinking of a question where the answer is 5. What could the question be? ❚ how many altogether? ❚ six plus what equals nine?

S1


 * Teddy Bear Take-away**

In pairs, students each count out 20 teddy bear counters and line them up in two rows of 10. In turn, students roll a die and take away the corresponding number of bears from their collection. Students should be encouraged to remove all counters from one line before taking them from the other.

Students use their own methods to record the process Race to and from 100

In pairs, students roll a die and collect that number of popsticks. These are placed on a place value board in the ‘Ones’ column. eg The student continues to roll the die, collect popsticks and place them in the Ones column. The total number of popsticks in the ‘Ones’ column is checked and bundled into groups of ten when ten or more popsticks have been counted.

The bundles of ten are then placed in the ‘Tens’ column. When there are ten tens, they are bundled to make one hundred and the game is finished.

After the idea of trading is established, students could record the total number of popsticks on the place value board after each roll.

Variation: Students start with 100 popsticks in the ‘Hundreds’ column. As the die is rolled, the number of popsticks is removed from the place value board by decomposing groups of ten. The game is finished when the student reaches zero. || Length Content ES1

S1
 * Use direct and indirect comparisons ** to decide which is longer, and explain their reasoning using everyday language
 * Measure and compare ** the lengths of pairs of objects using uniform informal units

Students in pairs cut a piece of string and then move around the classroom to find as many objects as they can that are the same length as, longer than or shorter than the string. Students record their findings by drawing and labelling.


 * Who has the biggest head?**

Students measure around their heads with string or paper strips and mark correctly without overlap. Measure the length in units (rods, paperclips, etc.) to find who has the biggest head in the group. Record group measurements and the units used. || **Measure with one unit**

Students are given one specific unit (e.g. one popstick, streamer or 1 m ruler).

Measure and compare objects in the classroom or playground, such as the

circumference of the tree.


 * What’s the difference?**

Students use different units to measure the same object and are asked to explain why

the measurements are different (e.g. Athena measured the book as 5 rods but Alex

measured it as 15 paperclips). Alternatively a 1 m ruler or 10 cm strip could be used. || Area || Area ES1  MAe‑1WM  MAe‑3WM  MAe‑10MG  S1  MA1‑1WM  MA1‑10MG || [|Addition] addition using manipulative's [|Build & Add more] Bulid a number and add more to get the total [|Domino Addition]using dominoes write addition sentences || [|Teddies] || ES1 Students draw a large shape, paint or colour the area and cut it out. Compare the size of their shape with a partner’s by superimposing.
 * **4** || Addition & Subtraction
 * Cover me up**

Students are given a piece of paper and they have to find three areas that are bigger, smaller or about the same size. Teacher models how to compare the areas by superimposing.
 * Find a bigger area**

S1 Students choose units (tessellating and non-tessellating) from a collection to cover a shape. Discuss the suitability of the units, in terms of no gaps or overlaps. Draw and describe how the shape was covered. || Area Content ES1 **Use direct comparison** to decide which shape has a larger area and explain their reasoning using everyday language
 * How will I cover?**

S1 V&C || MAe-1WN MAe-2WM MAe-6NA MA1-6NA MA1-2WM
 * Measure and compare ** areas using uniform informal units ** Compare and order ** several shapes and objects based on area using appropriate uniform informal units ||  ||
 * **5** || Multiplication & Division

MAe-11MG MA1-2WM MA1-3WM MA1-11AG || //ES1// //Investigate and model equal groups// //S1// //model and use equal groups of objects as a strategy for multiplication// //recognise and represent devision as grouping into equal sets// //recognise and represent multiplication as repeated addition, groups and arrays//.

skip counting by 2's, 5's and 10's
 * All:**

The teacher can stress the concept of equal sharing when considering units in the Measurement strand eg ❚ ask students to share out a bottle of water so that there is the same amount in each of a number of glasses ❚ ask students to cut a piece of paper ribbon so that two people get the same length ❚ consider the fair allocation of time for students to be in the play area ❚ ask students to divide a pile of sand into equal amounts
 * Continuous Materials**

introduce studdy ladder and demonstrate how to use || All: The teacher shares out some objects unequally among a group of students and asks whether the objects have been shared equally. In pairs, students are given an odd number of objects and are asked to share them. Students discuss what they can do with the leftover object.
 * Fair Share**

ES1: give the students a number of the same object and ask them to share into equal groups. Get them to draw this.

S1: Students are each given a particular number of blocks or counters. The teacher calls out a smaller number for students to make groups or rows of that number. For example, if students are given 15 counters and are asked to make groups of 4, there would be 3 groups of 4 and 3 left over. Students describe their actions and discuss whether it was possible to make equal groups or rows. Students record their findings in their own way using drawings, numerals, symbols and/or words. eg ‘I made 3 groups of 4 but there were 3 left over.’ || ES1 Who Can Hold The Most? (pg 95 TM Lesson Plan) In pairs, students are given a bucket of beans and two identical clear containers. Students investigate who can hold the most beans in their two hands (cupped together). Each student places the beans into one of the clear containers and compares the containers to determine who can hold the most beans in their hands. Students use drawings or numerals to record the results. Variation: The activity could be repeated using different materials eg blocks. Containers with the Same Capacity
 * Leftovers**

S1

Filling with Prisms and Spheres

In small groups, students fill containers with rectangular prisms eg blocks, boxes and cubes. Students then fill containers with spheres eg marbles, golf balls and tennis balls. Students record the results for each material and discuss the difficulties they had in packing spheres. The teacher could suggest containers that would be suitable for packing spheres. Possible questions include: ❚ how can you fill this box? What will you use? Why? ❚ which shapes will pack and stack without leaving spaces? || //ES1// //uses direct and indirect comparisons to decide which holds more, and explain their reasoning using everyday language.// //S1// //measure and compare the capacity of pairs of objects using uniform informal units// //compare and order several objects based on volume and capacity using appropriate uniform informal units.//

All: Arrays Students are briefly shown a collection of counters arranged as an array on an overhead projector. eg Possible questions include: ❚ can you use counters to make what you saw? ❚ how many counters were there altogether? ❚ how did you work it out?

Variation: In small groups, one student is given a set of cards presenting a range of numbers arranged as arrays. The student briefly displays one card at a time for others to determine the total number of dots.

ES1: students sort objects into equal groups. They then skip count to add the total.

S1: The teacher prepares multiple copies of the following cards. pg 49 sample unit of work Each student is given a collection of teddy bear counters. The teacher presents the following scenario: ‘There are 16 bears in a class. The teacher can choose to sit three bears at each of the triangular tables, four bears at each of the square tables or six bears at each of the hexagonal tables.’ Students investigate which table shape the teacher could use so that the correct number of bears is sitting at each table.
 * Arranging Desks**

Possible questions include: ❚ which shapes did you try? ❚ can you describe what you did? ❚ how many square tables were needed? ❚ what table shape could the teacher use if there were 12 bears…21 bears…30 bears?' Hidden Groups

In small groups, students sit in a circle, with a pile of number cards (0 to 5) and a collection of counters in the centre. Student A reveals a card and each of the other students takes the corresponding number of counters and hides them under their hand. Student A then answers the questions:

❚ what is the total number of counters hidden under all the hands? ❚ how did you work it out? Students share and discuss their strategies and repeat the activity. Variation: Different number cards could be used

studdy ladder || ES1 Students select a pair of containers that they think will have the same capacity from a large collection of containers. Students test their prediction by filling one container with water, sand, grain, beads, marbles or other appropriate material, and transferring the contents to the other container. Students demonstrate and explain to others how they compared their two containers. They describe one container as ‘holding more’ and the other as ‘holding less’.

Possible questions include: ❚ how do you know when a container is full? ❚ what does it mean when all of the water from one container does not fit into another container? ❚ are marbles good for measuring? Why or why not?

S1
 * Displacement pg 106 TM**

Studdy Ladder || Mass || MAe-1WN MAe-2WM MAe-6NA MA1-6NA MA1-2WM
 * **6** || Multiplication & Division

MAe-3WM MAe-12MG MA1-12MG || All- count by 1's, 2's, 5's & 10's.

complete the following activities: [|Apples in a bag (ES1)] [|Piggy bank] (S1)

ES1 [|three equal groups]

S1 [|using a number line] || All: counting by1's, 2's, 5's & 10's.

All: [|making equal groups] S1 [|buidling arrays] [|Number story arrays] ||  || ES1 use direct and indirect comparisons to decide which is heavier and explain their reasoning using everyday language S1 investiage mass using a pan balance compare the masses of objects using balance scales ||  || Time ||  ||   ||   ||   ||   ||   || Time ||  ||   ||   ||   ||   ||   ||
 * **7** || Fractions & Decimals
 * **8** || Fractions & Decimals
 * **9** || Patterns & Algebra

2D ||  ||   ||   ||   ||   ||   ||

Assessment T2 W3 Number

http://www.k-5mathteachingresources.com/multiplication-and-division-activities.html

http://www.teacherspayteachers.com/Product/Comparing-Numbers-Alligator-Style-57430 file:///C:/Users/natasha/Downloads/SummertimeMathWorkStationsFREEAdditionandSubtraction.pdf// //file:///C:/Users/natasha/Downloads/NumberSenseCircles.pdf file:///C:/Users/natasha/Downloads/SelfCorrectingPuzzleNumberWords.pdf// //file:///C:/Users/natasha/Downloads/ShamrockNumberOrderMathCenterActivityCards.pdf