K-1+Math+T4+2014

//Number// || **Tuesday** //Number// || **Wednesday** //Number// || Use the langauge of money
 * **Week** || **Focus** || **Content** || **Outcomes** || **Monday**
 * **2** || Money || __ ES1 __

__ S1 __
 * Recognise, describe and order** Australian coins according to their value


 * Count and order** small collections of Australian coins and notes according to their value || counts to 30, and orders, reads and represents numbers in the range 0 to 20 **MAe 4NA**

applies place value, informally, to count, order, read and represent two- and three-digit numbers **MA1 4NA** || - recognising coins (on SMART NOTEBOOK) - practise counting by 1's & 2's using respective coins

K (Math plus) pg 11 1 (Targeting Math) pg 43

Targeting math App- Money- coins || - recognising coins (on SMART NOTEBOOK) - practise counting by 5's, 10's and 50's using respective coins

K Math Plus pg 120 1 Targeting Math pg 44

Targeting math App- Money- coins || - recognising notes (on SMART NOTEBOOK) - practise counting 50's using respective coins

- using catelogues students discuss the price of items and group into over and under a certain price. 1 pg 45

[|adding money] ||
 * **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__
 * MA1‑5NA ** uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers || Rainforest Math CD 1- Addition

Concentration- two over two cards, if they add to ten you get to keep them, if not turn them back over.

k pg 40 1 pg 40

Play snakes and ladders using two dice so the students have to add. || - Number bingo (ABC Ya)

Concentration- two over two cards, if they add to ten you get to keep them, if not turn them back over.

k pg 41 1 pg 98 || Hidden Objects- place 5 objects on the floor. count them with the children. cover the objects. "i am going to add two more blocks. How many will there be all together" uncover and count

Concentration- two over two cards, if they add to ten you get to keep them, if not turn them back over.

k pg 94 1 .pg 99

Bean bag targets- draw on concrete and use bean bags. Students add the total of two throws to get their score ||
 * **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__
 * MA1‑5NA ** uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers || subtraction story

revise- what is subtraction, what do we use it for.

create a subtraction problem as a class and model.

k pg 26 1 pg 26

Targeting Math Ipad App || Rainforest Math- subtraction activities modell on smart board and complete in workbooks: Roll a dice and take away the number from ten, recording the number sentence.

Targeting Math text books: k pg 48 1 pg 29

handwriting practise worksheet- numbers 1-10 || counting back - put number line on the smart board, demonstrate how to count forward and backwards

k pg 118 1 pg 128 (tash) or 28 (AJ)

subtraction assessment worksheet (Targeting Math Teaching Guide) K pg 145 1 pg 125 ||
 * **5** || Multiplication and Division || __ES1__
 * Record** grouping and sharing using informal methods

__S1__
 * Skip count** by twos, fives and tens starting from zero
 * Recognise and represent**multiplication as repeated addition, groups and arrays
 * Recognise and represent**division as grouping into equal sets || __ES1__
 * 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 || GK Excursion || Multiplication

Discuss and modell: how do we share objects into equal groups. Revise- what does 'equal' mean.

rainforest math k- group tadpoles, share cicadas

K- [|Two equal groups] 1- [|Three equal groups]

k pg 85, 86 1 pg || Multiplication

Discuss and modell: how do we share objects into equal groups. Revise- what does 'equal' mean. Vary the number of groups and amounts needed.

Students make up own sharing stories eg peter and shelly have 10 ballons, they share them and have 5 each.

k pg 126, 127 1 pg ||
 * **6** || Multiplication and Division ||  ||   || multiplication

in pairs- one child states an array for the other to make eg 4 rows of 6. The other child makes it and then works out how many alltogether. They check the answer.

number array cards- read the word poblem, make using counters and record.

assessment (found in teaching guide) K pg 147 1 pg 136 || Natasha doing best start testing Gabrielle working with class

Pre K- learning the number 5 and worksheets 1-10 puzzle worksheet

K/1- revision worksheets in text book. coutning by 10's puzzle worksheet

All: number bingo || Division

Give students a plate each. Get the students to take turns being the 'leader'. This person has to equaly share the objects given between the students. Discuss and record in math books.

[|Divison Interactive] [|Division Interactive Two] || **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__
 * MA1‑7NA ** r epresents and models halves, quarters and eighths || Take turns on the Targeting Math app- fractions.

Discuss and modell halves, quarters and eighths.

K pg 101, 104 1 pg 109, 110 || pre schoolers-listening to number songs from youtube. making numbers from play dough [|Play dough numbers] numbers 1-5 dot-to-dot

K/1- SA spelling test ( with Mrs Smith and years 3-6) || revision worksheets from math text book.Targeting Math App || All: math plus pg 31 || Pre schoolers
 * 8 || Fractions and Decimals ||  ||   || revise half: practise dividing shapes into half, groups of objects into half, and numbers into half.

Independant learning activities - tracing numbers 1-10 - counting and circleing numbers 1-10 -

learning groups- (A) peter, Beau, & Shanae (B) nick & harriet

Ipad App: Or worksheets based around counting and the number 5

K/1 All: revise quarters. practise dividing shapes into quarters and then groups of objects into quarters. Math plus pg 71

Targeting Math App- fractions. || All: revise quarters. practise dividing shapes into quarters and then groups of objects into quarters. Math plus pg 71

If time permitts: writing fractions math plus pg 125

Targeting math Ipad App > fractions ||
 * **9** || Patterns and Algebra || __ES1__
 * Copy, continue and ****create ** patterns with objects and drawings

__S1__ **MAe‑8NA ** recognises, describes and continues repeating patterns
 * Investigate and describe**number patterns formed by skip counting and patterns with objects
 * Solve problems** by using number sentences for addition or subtraction || __ES1__

__S1__ Targeting Math K pg 64. 1 pg 64
 * MA1‑8NA ** creates, represents and continues a variety of patterns with numbers and objects || All: using coloured shape blocks students make and decscribe patterns, sharing with the class. discuss number patterns and practise counting by 2's. 5's & 10's

Tergting math app- patterns ||  ||   ||
 * **10** || Patterns and Algebra ||  ||   ||   ||   ||   ||