K-2+Math+T1+2015

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point. Connect number names,numerals and quantities, including zero, initially up to 10 and then beyond.
 * **Week** || **Focus** || **Content/Outcomes** || **Monday** || **Tuesday** || **Wednesday** ||
 * 2 || Whole Number || //ES1//

//S1// (1) Develop confidence with number sequences to 100 by ones from any starting point (2 digit) (2) Develop confidence with number sequences from 100 by ones from any starting point (3 digit) || TEN

Targeting Math Workbook: K- pg 1- pg 2- pg || TEN

K-2: counting by 1's and finding given numbers. Counting by 2's, 5's, 10's.

K- puzzle worksheet counting from 1-10

1/2- puzzle worksheet counting by 5's and 10's and skip counting app on the ipad || (kinder away)

TEN

before and after - ordering teen numbers

Targeting Math Workbook: 1- pg 2- pg || S1
 * 3 || Addition & Subtraction || ES1
 * Represent** practical situations to model addition and sharing
 * 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 || TEN

ES1 All: Numbers 1-5 workbook

S1 Kai & AJ: [|Plus 1 Bingo] Tash & Maddie: [|Plus One Bingo Version 2] || TEN

All: [|Dolmino Addition]

ES1: Numbers 1-5 workbook

S1 Kai & AJ: [|Plus 1 Bingo] Tash & Maddie: [|Plus One Bingo Version 2]

All- [|Hide the cubes] All- [|Make Ten]

Tash & Maddie- [|Make 10 worksheet] || (Kinder Away) Tash & Maddie- make 10 worksheet Kai & AJ- make 10

All- [|Ten More]

All: [|Doubles towers] make and record in book.

All- [|Doubles Concentration] cut and paste into book. || **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 || TEN
 * 4 || Addition & Subtraction || ES1

ES1

All: [|Build 5 Towers]

S1 All: [|One less than] All: [|subtract from 10]

ES1 Discuss what equal groups means. Modell how to share counters equally between a group of people. Students share a given number of counters equally between small groups or in pairs. Nich & Beau: [|Two equal groups] Peter, Shanae, Harriet: [|Three equal groups]

S1 Modell how an array can be written in a word problem eg __rows with__ in each row equals __Discuss different ways this can be recorded/written. Students write their own multiplication word problem to match given array picture cards.__ __[|Array Picture cards]__ || TEN

S1- addition to 10 mentals K- introduce the shapes- square, circle, rectangle and square. Find each within a group of shapes and draw on whiteboards.

Rainforst Math- 2D shapes.

K Targeting Math pg 10 and 11

S1- practise counting by 2's, 5's and 10's using the 100 chart.

1- Targeting math pg 62 and 63 2- Targeting math pg 71 and 72

1/2- ipad apps: skip counting and the counting game. || (Kinder Away)

TEN

Ipad App- skip counting 1- 2 skip counting worksheets, counting by 2's, 5's and 10's 2- 2 skip counting/multiplication worksheets ||
 * 5 || DENS Testing ||  || TEN

Test all students individually using the DENS assessment tasks.

Independent activities for other students to complete during this time:

K: [|Roll, count and write] worksheet [|very hungry caterpilla]- putting stickers onto the caterpillar to match the given number.

1/2: [|roll, add and write] worssheet Doubles addition math mental- using stickers. || TEN

Test all students individually using the DENS assessment tasks.

Independent activities for other students to complete during this time:

K: [|Roll, count and write] worksheet

1/2: Doubles addition math mental || Kinder away

DENS testing

independent- targeting math text book and app ||
 * 6 || Time ||  || TEN

DENS Testing- finish Maddie and AJ testing || TEN

All: read the hungry caterpillar and complete the following worksheet:



[|days of the week interactive]

K- order the days of the week [|Days of the week cut and paste] 1- [|days of the week] [|computer activity days of the week]

Year 2- seasons and months for each || TEN

K- revise days of the week. Watch videos and chant out loud in order.

students cut and paste pictures of day and night time.

they count to see how long everyday things take to do and compare.

1/2- Taregting Math mentals

Revise the seasons. place images that match each season together and the corresponding months.

1/2- revise how to tell the time to the hour, half hour and quarter hour.

students match digital and analogue clock faces.

students complete worksheet where they have to convert digital to anologue and reverse.

students play stop the clock individually on a computer. ||
 * 7 || Subtraction || 1- takeaway subtraction counting backwards 2- subtraction to 10, counting back, difference between numbers || TEN

K- [|Bears in the cave] record in their books.

[|Subtraction Interactive]

[|Cut and Paste Subtraction Word Problem]

1/2 math mental

vocabulary sort & subtraction manipulative [|learning add subtract]

[|Bubble Fun Math- subtraction] || TEN

K- [|subtraction bowling]

[|Subtraction Interactive 2]

[|fish bowl subtraction]

[|loose tooth subtraction]

1/2 math mentals

Find the difference- roll a dice and make a tower of the number. roll the dice again and make a tower. Compare the two towers and work out the difference between.

Targeting Math- Operations, Patterns & Algebra pg 24, 25

Extension- pg 37 || TEN

K- [|Math match cards]

Ipad App- subtraction for kids

[|Little Math Book- Subtraction]

1/2 math mentals

revise vocabulary sort subtraction terms. subtraction word problems

[|learning add subtract] || heavy & light, heavy, heavier, heaviest 1- Comparing mass- heavier/lighter Measure using informal units eg blocks and balance scale Compare by hefting 2- Hefting or use balance scales to find heavier or lighter items Measure using balance scales and informal units || TEN
 * 8 || mass || k-

K- students use hefting to sort objects into heavy or light. (obvious differences) They record this in their book using

targeting math- measurement pg 54

1/2- students are given a number of bags filled with different materials. They use hefting to place the bags into order from lightest to heaviest and then discuss how they can check, record in their books using pictures. || TEN

All: revise heavy and light show students how to use the equal arm balances. Discuss what happens to the balance and what this means. choose items and compare. students record this in their book drawing two items in an equal arms balance and what happened.

K- [|heavy and light cut and paste]

1/2- use balance scales pg 57 || TEN

K- heavy, heavier, heaviest. put 3 objects into order from lightest to heaviest by hefting.

[|heaviest vs lightest worksheet]

1/2- use balance scales and informal units to weight and compare objects. record in math book.

. || halves 1 Halves Half of a group Share between two 2 Halves and quarters Half a collection of items Sharing a collection of items ||  ||   || 2- pg 36,37 || Full, empty, half full Comparing capacities 1 Measuring capacity using informal units eg container Comparing capacities- holds more or less 2 Choose an informal unit to measure capacity Order capacities Volume of shapes (using cube blocks) || All: discuss the terms full, empty and half full. Model each. Add the words to the word wall.
 * 9 || fractions || K
 * 10 || volume & capacity || K

K- fill containers using various objects to each of the above levels and take photos using the ipad.

1/2- comparing capacities- holds more or less and then order || K- cut, paste and sort the pictures taken yesterday into the catergories- full, empty, half full

K- Provide students with a container and blocks. Students pack the blocks to determine who can fit the most blocks in the container. Discuss the results and how the blocks can be packed without gaps.

1/2- measure capacity using informal units and order volumes. || pg 40 ||