K-1+Maths+T1+2014

Length ||  ||   ||   || - counting on the 100 chart: by 1's forward and backwards, by 2's, 5's and 10's. Covering numbers and the students have to work out the number hidden. - Math number bingo [|Early Math] || Area || ** ES1 ** MAe 1WM MAe 2WM MAe 3WM MAe 4NAS1 MA1 1WM MA1 2WM MA1 3WM MA1 4NA || warm up activity: [|Ginger Bread Man]
 * **Week** || **Focus** || **Outcomes** || Monday || **Tuesday** || **Wednesday** || **Thursday** ||
 * 1 || Whole number
 * - ** matching objects into pairs worksheet
 * - ** math games:
 * 2 || Whole number
 * S1**

- Use the 100 chart to count up and back from 1-30.Choose a number for students to count on from and back from. - Share number cards 1-30 between students. As a class order the numbers 1-30. - Using the numeral cards 1-30, give students a card and get them to use paddle pop sticks to represent the number.

As a class: [|Frogs Counting on]

Demonstrate then students play individually at computers: (Maddy, Kai, AJ- up to 20, Tash up to 100) [|Number Bingo]

Demonstrate then students play individually at computers: [|Connect the dots] Connect the dots 1-20 or 1-30 || - Count up to 30 and backwards from 30 to 1 using the 100 chart. - As a whole class take turns playing: [|Counting backward] and [|Number track]

- Make two sets of cards containing the numbers one to five. One set of cards should display dot patterns for each numeral and the other set display the numerals. Place the two sets of cards face down on a table forming two rows. Students take turns to turn over two cards. If the cards match, that is a dot pattern and a numeral card for the same number, the student keeps the pair. If the cards do not match, the student turns the cards back over. The game continues until al l cards have been matched. - Play 2 round of number bingo as a class. - If time permits students can play the following individually on a computer [|Number Bingo] || - Discuss what is area? - As a class modell estimating the area of an object and then using square blocks to measure how big the object is. - Get the students to choose an object each and complete the same process. Record as you go on the white board. - Discuss which had more area and why. || ** - ** using the 100 chart practise counting from 1 to 30 and then backwards from 30 to 1. - Discuss: what is area? - Hold up two objects and ask the students which is larger. Discuss how they know this and how they could check. (they used blocks to work out the area of objects yesterday) - Discuss how shapes can look different but still be the same size in area. - Take turns playing [|Shapes Area]

- Worksheet- ES1 pg 13 Maths Plus K - Worksheet- S1 pg 9 Maths Plus 1 - If time permits as a class play numbers bingo. || V & C || **ES1** MAe-5NA MAe- 11MG MA1-5NA Ma1-11MG || **Focus: Addition**
 * 3 || Addition & Subtraction
 * S1 **

TEN: Assessment

Inform: Today we will be learning about numbers that add together to make 10

Discuss: - what is addition?

Model: Throw one dice. Put the corresponding numbers of teddies on the ten frame. Question the students- how many spaces are their on the cart- how many more teddies do we need to make ten- how to I write this as an addition sentence. Discuss the symbols: + and =. Repeat process.

Group: As a group get the students to throw a dice and place the corresponding number of teddies on the 10s cart. Ask them how many more teddies do we need to make ten. Get the S1 students to record this on the white board.

Independent: ES1 work with the teacher completing the same process. S1 work individually completing the same process and recording in their book.

__ [|Butterfly 10 Frame] __

Conclusion: - what did you learn?

. || ** Focus: Addition **

Inform: Today we will be writing addition sentences

Discuss: - what is addition?

Model: Throw two dice, add together, record on the white board.

Group: As a group get the students to throw the dice and record on white board.

Independent: Give each student two dice and complete the same activity recording in their math book. Get S1 to use 3 dice once they are comfortable using 2.

Assessment: write their own addition number sentence and explain using mathematical terms.

[|Butterfly Wings]

Conclusion: - what did you learn? - what are some other ways that we can add? using fingers, objects& 100 chart. || **Focus: Volume & Capacity**

Inform: today we are learning about how to measure the capacity of different sized containers.

- Discuss: the term 'capacity' as the amount of liquid a container can hold- what do the terms full, empty and half full mean.

Split the students into groups. Each group will have one ES1 student and one S1 student. The ES1 students use a container and water to demonstrate 'full, half full and empty'. The S1 students take a photo of each using the Ipad.

Discuss: How can we find out which container hold the most?

Demonstrate this using two containers. Question: which held the most, how do you know

ES1 students work individually-comparing two containers- pour water from one container to another- which one holds more.

Discuss with S1-what is a more accurate way to measure a container.

Demonstrate using a small container to measure a larger container counting the cup fulls and recording.

S1 work individually-filling a small container with water and using it to measure larger containers.

[|Capacity]

Discuss: - what did you learn? - what is capacity? - what else could you use to measure capacity? || ** F ocus: Volume & Capacit **

Inform: today we are learning about different ways to measure volume

Discuss: the term 'capacity' as the amount of liquid a container can hold. Discuss 'volume' the amount of space an object occupies. Discuss the difference between the terms.

- discuss the photos taken yesterday. Get students to say a sentence about each and write it below the picture. Make sure they use the terms full, half full and empty.

Model the following activity. Then divide the students into two groups. Each group with 1 ES1 student and 1 S1 student. The students then repeat the activity using a different container.

Fill a container with plastic cubes by each of two methods: - picking up the cubes in handfuls and dumping them into the container - packing the cubes into the container by placing them neatly next to each other and building up the layers. Students record the number of cubes used for each method.

As a class discuss: - which method holds more cubes? - why?

Teacher fills a container with marbles, and questions the students whether it is full or not full, and whether there are any spaces.

Draw a table up on the white board and record the students ideas on what objects/liquids would leave gaps and would not when measuring. Get the students to explain why and which would be the most accurate to use when measuring. || Mass || MAe-5NA Mae-12MG MA1-5NA uses Ma1-12MG || ** Focus: Subtraction **
 * 4 || Addition & Subtraction

TEN- Rabbits ' ears pg 105 Ask students to put their hands above their head. Ask them to show various numbers by raising the correct number of fingers. Get the students to check if they are correct. Get them to count on from a number when checking.

Discuss: what is subtraction (take away)?

Inform: today we will be learning about takeaway

http://www.k-5mathteachingresources.com/support-files/how-many-bears-in-the-cave.pdf

Bears in the cave: each student gets 5 bears. Move some of the bears into the cave. Discuss: How many bears did you start with? How many bears are now in the cave? How many bears are left outside? Show your work using pictures, numbers, or words. S1- use more teddies. - Students fill out worksheet showing their activity in a subtraction sentence.

worksheets: ES1: Maths Plus K pg 31 S1: Maths Plus 1 pg 6

Conlusion: - what did you learn?

If time permits: [|Eggs in a carton] || ** Focus: Subtraction **

TEN- Rabbits ears

Discus: what is subtraction? how do you use it?

Inform: today we will be learning more about subtraction

Students count out 10 objects. They roll a die and take away that number of objects. They determine how many objects are left and record what has been done. The game is repeated for a pre-determined number of throws. - Students fill out worksheet showing their activity in a subtraction sentence.

Model using two towers of blocks and determining the difference between them. Get the students to have a go individually with given numbers.

students complete worksheets: ES1: Maths Plus K pg 55 S1: Maths PLus 1 pg 18

If time permits: __Penguin Pins__ || **Focus: Mass**

TEN- Rabbits ears

Discuss: the terms light and heavy.

Give students a pile of objects and get them as a class to sort them into two piles- light and heavy.

Discuss: how can we check which items are light and which are heavy? are any objects in the wrong place? Get students to heft the objects and check.

In small groups students are given four items. They need to estimate, heft and place them in order from lightest to heaviest. They need to discuss this with their group and share their answers with the class. || **Focus: Mass**

TEN- Rabbits ears

Discuss: what does light mean? what does heavy mean? how can we find out which is heavier of two objects?

Give students an object each. Ask them to find something heavier. Get them to swap with a partner and check by hefting. Repeat asking the students for something lighter and something about the same. Draw this in their books.

ASSESSMENT- get students to complete the following worksheets. Record if they complete the worksheet by using hefting or not. ES1 Maths Plus pg 21 S1 Maths Plus pg 21 || Time || MA1-6NA MAe-6NA MAe-1WM MAe-2WM MA1-2WM
 * 5 || Multiplication & Divison

ES1- Investigate and model equal groups S1- count by twos, fives and tens starting from 0 || TEN- caterpillars 97 Students place the numbers in order. Tash- counting by 2's chart.

[|Multiplication Video] Watch the video and complete the activities

Students are given a packet of smarties. They are told they have to share them equally. Get students to think, pair, share how this could be done. As a group the students need to share the smarties equally and count how many they have each. They then need to work out the total of all the smarties.

Students are given problems such as: ❚ there are 20 legs. How many dogs? ❚ there are 24 legs. How many people? ❚ there are 50 fingers. How many hands? || TEN- caterpillars

cooking || TEN- caterpillars

[|Ordering events] Watch the video and complete the activity. Think, pair, share things you do in the morning, middle or the day, and night time.

Students draw a table in their book and labell, morning, middle of the day and night. They need to draw a picture of something they do at each of these times during the day. Get students to cut and paste the events in order of their daily events. [|order events] || TEN- caterpillars

[|seconds, minutes, hours]

Draw a table up on the white board with the headings seconds, minutes and hours. Question the students as to what things take each amount of time to complete and record. Get the students to estimate how long simple everyday activities will take and then check using a timer. eg. writing their name || Time || MAe‑1WM MA1‑1WM MA1‑2WM MA1-3WM || TEN- Play buzz off, counting backwards.
 * 6 || Multiplication & Divison

[|Counting by 2,5 and 10] Watch the video and complete the activities.

Play a game of buzz off counting by 2's, 5's and 10's

S1 complete the following worksheet: [|counting worksheet]

ES1 - discuss what is sharing? - what does sharing equally mean The students are given a number of plastic cups. They have to get a handful of marbells out and share equally between the cups. They draw this in their book and work out how many is in each cup and how many all together.

play on the smart board: [|counting, sorting, comparing game]

S1 Students are given a bucket of 5c coins. They take a handful of coins from the bucket and are asked to use skip counting to determine the total. The teacher models recording the activity using repeated addition eg 5c + 5c + 5c + 5c + 5c + 5c = 30c. Students are encouraged to record their actions in a similar way.

Students are asked to remove the coins one at a time and count backwards by fives. Students are then asked to record their actions using repeated subtraction eg 30c – 5c – 5c – 5c – 5c – 5c – 5c = 0. The same can be repeated using 10c coins. S1 [|Skip counting game] || public speaking day. || TEN- buzz of f

-practise counting by 2, 5 and 10s using the 100 chart. [|Balloon pop skip counting]

Students are given 12 small plastic animals Possible questions include: ❚ can you arrange the animals/counters into equal rows? ❚ how many different ways can you arrange the animals/counters into equal rows? Students record and share their solutions. || TEN- buzz off

[|Months of the Year] [|months of the year song]

[|Months of the year in order]As a class get the students to put the months in order. - order the months of the year independently and glue into workbook. [|worksheet]

- Get students to recall the months of the year aloud

- Discuss what month is each students birthday in. || 2D || Fractions and Decimals: MAe‑1WM MAe‑3WM MAe‑7NA MA1‑1WM MA1‑7NA
 * 7 || Fractions & Decimals

ES1- establish the concept of one-half (focus on dividing one into two equal parts) S1- recognise and describe one half as one of two equal parts of a whole. (describe equal parts of a whole and equal parts of a collection) (represents and models halves, quarters and eights)

2D : MAe‑1WM MAe‑2WM MAe‑15MG MA1‑1WM MA1‑15MG

ES1- manipulate, sort, describe and name familiar two-dimensional shapes in the environment S1- recognise and classify two-dimensional shapes using obvious features... Describe and draw two-dimensional shapes with and without the use of digital technologies. || TEN- Before and after pg 87. On a before and after chart students need to count on and backwards and place the numbers.

Halves

Tell a fraction story that is relevant to the students, for example: “Today, Ms. Armbruster forgot her snack. Ms. Hutcheson brought a chocolate bar for a snack, and she wants to share it with Ms. Armbruster.” Ask the students to brainstorm what Ms. Hutcheson can do—give part to Ms. Armbruster. How can she do it so they each get the same amount? Split the bar in half.

Lead a discussion with the class using relevant fraction vocabulary (half, part, whole) appropriately. Sample: “What does a half mean? What does a whole mean? If Ms. Hutcheson gives half her granola bar to Ms. Armbruster, does she still have a whole granola bar to eat? No, she just has a part left.” Demonstrate with an actual granola bar (or a paper cut-out of one).

Explain to students that when we split one whole thing (like the granola bar) into parts, the part is called a fraction.

Ask the students to think of other things that they can split in half. Discuss ideas with children. Draw some of the suggestions on an smart notebook document. Get the student to draw how they would divide it in half.

K Math Plus pg3 1 Math Plus pg3

[|Halves activity]

[|Halves worksheet] || TEN- before & after

ES1- halves S1- halves, quarters & eights

Revise: what is a half? how can we make a half?

ES1 working independently while teacher works with S1 __K halves worksheet__

Students are given three squares and three circles of paper each. working with the teacher they cut one piece of each to make halves, quarters and eighths. They labell each diagram.

[|S1 quarters, halves and eights]

All students- using play dough the students each make a pizza, cake or cookie and then are asked to cut it into halves (ES1) and quarters& eights (S1) || TEN- before & after -test students on what shapes they know - make shape pizzas. || TEN- before & after

S1- describe shapes (sides and corners) S1- classify using features. || 3D || 3D: MAe 1WM MAe 3WM MAe 14MG MA1 1WM MA1 14MG
 * 8 || Fractions & Decimals

ES1- sort, describe and name familiatr three dimensional objects in the environment , S1 - recognise and classify familiar 3D objects using obvious features - describe the features of 3D objects. -sort decribe represents || TEN- diffy towers pg 119. Students work in pairs. The first student rolls a dice and takes the corresponding number of blocks. The next student does the same. They then compare the number of blocks. The person with the larger tower keeps the difference.

Discuss: half, quarters, eights. Question: do the parts need to be equal? what could we cut into half, quarters etc? [|Pizza Party] ES1- [|halves activity] K Math Plus pg3

S1- [|S1 halving groups activity] Math Plus 1 pg 15 || halves or

quarters

ES1- halves activity booklet

S1- Students are presented with problems that require a knowledge of fractions to solve. Possible problems include: - half of the children in the family are boys. Draw what the family could look like. - if you cut a ball of plasticine in half, how could you check if the parts are equal? -one half of a flag is red and the other half is blue. Draw what the flag might look like. -one quarter of the square is blue, 1 quarter red and 1 quarter green. || Discuss: what are 3D shapes? where can you see 3D shapes? what does 3D mean?

Watch skwirk>3D shapes and complete activity.

Bag full of shapes. Students take turns putting their hand into the bag and pulling out a shape and describing how it feels, showing the class and then discussing. complete skwirk worksheet if time permits. || Discuss: what is a 3D shape? Look at one 3D shape at time. Hand the shape around the students. For each 3D shape as a class fill in a table with the following columns: name, we see, looks like.

As a class: 3d shape sort [|3D shape sort] || Angles || __Patterns & Algebra__ MAe‑1WM MAe‑3WM MAe‑8NA MA1‑1WM MA1‑2WM MA1‑8NA
 * 9 || Patterns & Algebra

**ES1**- Sort and classify familiar objects and explain the basis for these classifications. Recognises, describes and continues repeating patterns.
 * S1-** Investigate and describe number patterns formed by skip counting and patterns with objects. Describe patterns with numbers and identify missing elements. Creates, represents and continues a variety of patterns with numbers and objects.

__Data__ MAe‑1WM MAe‑3WM MAe‑17SP MA1‑1WM MA1‑3WM MA1‑17SP


 * ES1**- Answer yes/no questions to collect information. Represents data and interprets data displays made from objects.
 * S1-** choose simple questions and gather responses. Identify a question of interest based on the categorical variable and gather data relevent to the question. Gathers and organises data, displays data in lists, tables and picture graphs. || TEN- Ten frame flash. Students need to work out how many more needed to get to 10.

Discuss: what is a pattern? Make patterns on the smart board using different coloured shapes. Discuss: what are other ways you can make a pattern? (discuss number patterns)

Es1- Math Plus pg 48 S1- math Plus pg 11 || TEN- ten frame flash

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?

ES1- In pairs, students make a ‘two’ pattern by placing two different-coloured counters/cubes beside each other and repeating these several times. Students name the pattern as a ‘two’ pattern, as there are two elements that repeat. Students are then asked to make a ‘three’ pattern by placing three different-coloured counters/cubes beside each other and repeating these several times. Students name the pattern as a ‘three’ pattern, as there are three elements that repeat. The students are then asked to make and name a ‘four’ pattern.

S1- - counting patterns- 2's, 5's, 10's. Part A  Students are asked to choose three different-coloured counters and create a ‘repeating pattern’. They are asked to assign a counting number to the last counter in each group and discuss. eg 3 6 9 12 Students create a repeated pattern with two, four or five different-coloured counters. They assign counting numbers, record their patterns and discuss their results. ||  ||   || Position || __Position__ MAe‑1WM MAe‑16MG MA1‑1WM MA1‑16MG
 * 10 || Patterns & Algebra

[] [] [] [] https://www.sentrain.net/followupfeedback.asp?studentid=62716 [|http://www.sheppardsoftware.com/] [|mathgames/earlymath/BalloonPopMath_Order.htm] [] [|http://www.curriculumsupport.education.nsw.gov.au] [|/primary/mathematics/k6/teaching/earlys1.htm]
 * ES1**- Describe postion and movement. Describes position and gives and follows simple directions using everdyay language.
 * S1-** Give and follow directions to familiar locations. Represents and describes the postions of objects in everyday situations and on maps. Interpret simple maps of familair locations and relative positions of key features. || TEN- Students roll two dice. They cover one and count on. Tash- roll two dice, add together, roll one dice and add on, keep a running total. ||  ||   ||   ||