K-2+Space+&+Measurement 

**//MAE13MG//** sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks
 * **Week** || **Topic** || **Outcomes** || **Learning Plan** || **Assessment** ||
 * 1 || time || **//MAE-1WM//** describes mathematical situations using everyday language, actions, materials and informal recordings
 * // 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- 13MG //** describes, compares and orders durations of events, and reads half- and quarter-hour time
 * //MA1-3WM//** supports conclusions by explaining or demonstrating how answers were obtained || **ES1**

working with Aid- Looking at a calendar students find the days of the week. Play hangman using the days of the week.

watch the video - days of the week [|Days of the week]

place days in order on the smart board and discuss what you do on each day and if it is the weekend or a week day

complete worksheet Book A Page 6

If finished- revise months of the year.


 * Year 1 & Year 2**

[|Summer, Autumn, Winter, Spring song]

Students work together to sort the months into seasons. Students then work out which images match the seasons.

Mathletics Book C Pg 6 and 7

If finished- find pictures in a magazine that match the seasons.

[|four season images] [|four season trees] [|season matching cards] || TIME ASSESSMENT || **//MAE13MG//** sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks
 * 2 || time || **//MAE-1WM//** describes mathematical situations using everyday language, actions, materials and informal recordings
 * // 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- 13MG //** describes, compares and orders durations of events, and reads half- and quarter-hour time
 * //MA1-3WM//** supports conclusions by explaining or demonstrating how answers were obtained || **All:** using the clock on smart notebook revise oclock, half past and quarter past.

- play memory matching digital and analogue clocks to the hour [|Stop the clock] worksheet:
 * ES1**

- play memory matching digital and analogue clocks. [|Stop the clock- 1 min] [|Stop the clock - 5 mins] [|stop the clock - 15 mins] - worksheet:
 * S1**

[|memory card printable]

[|Time worksheet] ||  ||
 * 3 || length || ** MAe-9MG ** describes and compares lengths and distances using everyday language.
 * MA1-9MG** measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres. || All: teacher asks students to make a line from shortest to tallest. The teacher asks questions eg who is the tallest, shortest, who is taller than___?

ES1 Am I taller or shorter? Students move independently around the classroom and identify three objects that are taller than or shorter than themselves. Record by drawing and labelling.

S1 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. ||  || Longer Than- Shorter Than
 * 4 || length || **MAe-9MG** describes and compares lengths and distances using everyday language.
 * MA1-9MG** measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres. || Es1

Step 1 • Introduce the lesson as a length activity, or by talking about long, short or the same length as. • Discuss how objects can be described as being long or short. • Display two sticks which are obviously long and short. • Discuss how to compare length, i.e. hold the sticks side by side. • Model how to use terms longer, shorter, the same length as. • Introduce the task. Demonstrate how to record, if necessary. Step 2 • Students in pairs cut their string or streamer and then move around the room to compare their length with other objects. Check that students • are using terminology long, short, the same as • place two lengths side by side. Step 3 • Revise the terminology used to describe length. • Ask students to report on what they found || LENGTH ASSESSMENT || A small group of students is given a copied handprint. Students have to make their own handprint, cut it out and compare it with the copied print to find whether their own is a larger or smaller area or about the same area. Superimpose the handprints and paste on top of each other to order the area.
 * 5 || area || **MAe-10MG** describes and compares areas using everyday language
 * MA1-10MG** measures, records, compares and estimates areas using uniform informal units. || Handprints:

ES1 Find a bigger area 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.

S1- Year 1 using grid paper the student is given a size in cm3 to make as many shapes as they can using the same area. discuss.

TM worksheet pg 78

S1- Year 2 TM worksheet pg 78 TM worksheet pg 80 || ASSESSMENT AREA || In pairs, students use a variety of containers and substances (eg water, sand, beans, marbles, small blocks) to represent each of the labels. K/1- empty, half full & full. 2- 1/4 full, 3/4 full. Take photos of each using the I pad.
 * 6 || area || **MAe-10MG** describes and compares areas using everyday language
 * MA1-10MG** measures, records, compares and estimates areas using uniform informal units. || Natasha Away- sick ||  ||
 * 7 || volume || **MAe-11MG** desrcribes and compares the capacities of containers and the volumes of objects or substances using everyday language.
 * MA1-11MG** measures, records, compares and estimates volumes and capacities using uniform informal units. || **Full or Empty**The teacher provides a set of labels with the terms ‘full’, ‘empty’ and ‘about half-full’.

[|Which holds more game] K/1 [|how many mL in L] 2 [|Measure capacity] 2

worksheets: ||  || - get students to practise hefting objects and discuss is this accurate? why/why not?
 * 8 || mass || **MAe-12MG** desrcibes and compares the masses of objects using everyday language **MA1-12MG** measures, records, compares and estimates the masses of objects using uniform informal units. || question: If I have two objects and I want to find out which is heavier how can I do this?

Modell how to use a balance scales. ES1- comparing the weight of two objects and finding which is heavier and lighter. Record in math book S1- choosing items and then counting how many blocks it takes to equal the same. Record and order from heaviest to lightest in their math book.

Worksheets: ||  ||
 * 9 || mass || **MAe-12MG** desrcibes and compares the masses of objects using everyday language
 * MA1-12MG** measures, records, compares and estimates the masses of objects using uniform informal units. || Natasha off Class- Students worked K-6 and complete number revison worksheets and activities. ||  ||
 * 10 || capacity || **MAE-11MG** describes and compares the capacities of containers and the volumes of objects or substances using everyday language.
 * MA1-11MG** measures, records, compares and estimates volumes and capacities using uniform informal units ||  ||   ||