K-2+Space+and+Measurement

16th July || SDD || 20th July || **Volume and Capacity** - Take turns playing the game; [] - Order 6 containers from smallest to largest in volume. Check how big they are by filling the containers with blocks and counting. Rearange if needed. - Demonstrate different ways to make a box using a piece of A4 paper. - The students are to make two boxes each using A4 paper. - Put all the boxes together and get the students to work as a group to estimate the smallest to largest capacity. - Fill the boxes with blocks and count how many are in each. Rearrange the order if needed. - Discuss the results. || 23rd July || **Volume and Capacity** - Students are shown a number of containers. They are also shown a small cup. - Students estimate and record how many cupfulls will fit in each container. -They then fill the containers using the cup and record how many cupfulls the containers hold. ** ES1; ** Holds more holds less; - Students work out how many different sized cups of drink could be obtained from one bottle of soft drink. - They then need to work out how many bottles of soft drink they would need to buy for a class or family. || 27th July || Ball Games Carnival || 30th July || **2D Shapes** - Shape Walk (Two- and Three-dimensional Space), Students walk around the school and describe the various shapes they see eg ‘These leaves look round.’ Students are asked to take pictures to show what they found. These are then printed and glued into their book. The student then has to draw the shape they can see on top of the picture. - Students draw 5 pictures of things they can see in the classroom and labell its shape. - Students take photos of areas in the classroom. The photos are printed and the studnets have to use textas to draw the shape in the photo that they can see. - Fast finishers; [] || 3rd August || **2D shapes** - Print It- Students collect objects from the environment and classroom. They investigate the different parts of the object and then paint and print it onto paper. - Discuss what "flip, slide and turn"are. Take turns practising playing the following game. [] - As a group practise making flips slides and turns using the pattern blocks. - Using the pattern blocks follow the worksheet (found at nasa.gov) to flip, slide and turn the blocks and then trace the pattern. - Discuss tesselation and what it is. Give students a worksheet (found at nasa.gov) to work through independanty in which they have to test which shapes tesselate. - During this time test the S1 students individually using the website above on their knowldge of flip, slide and turn recording results. ASSESSMENT Fast finishers: [] || 6th August || **2D Shapes** - Discuss what tesselation in (shapes that go together leaving no spaces). - Students take turns placing shapes on the board in this game making sure they tesslate with no spaces.[] Print It (they started collecting objects last week) Students select an object from a collection of environmental and commercial materials such as fruit, stones, boxes and pattern blocks. They are asked to investigate the different parts of the object that can be painted and printed onto paper. Students share and discuss the printed shapes and the ways they were able to create particular shapes. - Give the students each a piece of A4 paper. - Tell them they are pretendind to tile a floor for their bathroom. Let them know they can choose any pattern or colours but they must leave no gaps. Use the coloured pattern shape blocks and trace round the blocks. ASSESSMENT || 10th August || **2D Shapes** - Students are given a number of different sized shapes and have to sort into groups. [] -Students are given a number of shapes and have to match the properties to shapes- eg corners, side and lines of symmetry. || 13th August || **Stage Day** || 17th August || **Time** - Play 'The Four Seasons- TabTale' On the Ipad. - Find a picture on each season on goggle. Cut and glue into book. - On smart notebook the student is to sort the pictures into the correct seasons. ASSESSMENT
 * **Week** || **Learning Plan** ||
 * 1 Monday
 * 1 Friday
 * All;**
 * - D**iscuss what is capacity and volume.
 * ES1;**
 * -** The student is given 5 different sized conatiners. They first need to estimate the order from smallest to largest capacity. They then fill the containers with blocks and count out how many fit in each container. Paste the photos of the containers in their book in order and trace the number of blocks above each photo.
 * S1;**
 * 2 Monday
 * All **;
 * - ** Students find containers that have larger or smaller capacity than a given container by filling conatiners with blocks or by pouring sand from one container to another.
 * S1 ** Planning a party;
 * 2 Friday
 * 3 Monday
 * Brodie and Stephanie; ** [] []
 * S1;** []
 * -** Lines and Shapes in the Environment, Students identify lines and shapes in the classroom and playground eg the flag pole, a telegraph pole, the edge of the roof, the edge of the floorboards.
 * 3 Friday
 * ES1**
 * -** Finish off mondays activity- gluing photos into book and tracing the shapes seen
 * S1**
 * 4 Monday
 * All:**
 * Brodie and Stephanie;**
 * S1;**
 * 4 Friday
 * ES1**
 * -**The teacher shows student a shape they have to try and name it. Paste into book with written name. ASSESSMENT
 * S1**
 * 5 Monday
 * 5 Friday
 * ES1**
 * -** Ask the student to name the days of the week. ASSESSMENT TASK

- Guess the date- One person chooses a date and doesnt tell anyone else. They give hints (such as its on Tuesday the second week in the month) The first one to get the right date then chooses the next and the game continues. [] ASSESSMENT TASK - Students are given a calendar. The teacher asks them to draw specific shapes and pictures on specific days. ASSESSMENT TASK || 20th August || **Time** - Using a clock discuss what it means when the long hand is on the 12 (its an o'clock time). Count around the numbers to find out what time it is. - Practice getting the student to tell you what time it is and then get them to make times you ask. - Stephanie- can match the number in the time to a number card. - Get the student to play the following game independently and record how many they get right. [] ASSESSMENT TASK OCLOCK TIMES - Play 'The Four Seasons- TabTale' On the Ipad - Discuss what happens in each season. - Take turns playing the following game on the smart board; [] - Students are given cards with digital and analogue clocks with times on them. The students play memory with the clocks needing to match the digital to the analogue time. While this occurs students will take turns to do the following: - Take turns on the ipad app 'Telling time'. They have to answer 20 questions and then show the teacher their results. This checks their ability to convert analogue time to digital time on the hour. ASSESSMENT CONVERTING TIME - If time permits students may take turns playing Tell time lite on the ipad and showing the teacher their results. || 24th August || F&N Carnival || 27th August || **Length** Learning today: Discussing the words; long and short. Comparing the height of two people. Sorting pictures into the categories; short and tall. Comparing the height of different objects. - Discuss the words; long and short. - Who is tall, who is short; Brodie stands next to Stephanie. Take a photo of them. Then question Brodie, who is tall and who is short? Discuss why. Print out the picture and they can glue it into their books and label tall and short. - Short and Tall worksheet [] ASSESMENT SHORT AND TALL - Students are given a piece of string. They are given a table which has longer than, about the same as and shorter than. The students have measure the string against objects in the classroom and draw pictures in the table according to its labels. - The students need to work together to order themselves from shortest to tallest. Question who is the tallest, who is the shortest, how did we work this out? - Finding the shortest and longest activity [] - Discuss how to measure using informal units. Discuss how to measure effectively eg lining up the measuring equipment to get the correct results. Model this. - Students choose three things to use to measure objects eg pencils, rubbers, blocks. - Students have to measure three objects using all three informal measurements. They then record these. - Discuss as a class the results, which was easiest etc. || 31st August || **Length** Learning today: Understanding the language; shortest and longest. Sorting straws from shortest to tallest. Find the shortest and longest activity. - Put a group of pencils on the table. Question which is the shortest, which is the longest? How can we find this out. - Straws in order; the students are given 6 different sized straws. They need to put them in order from shortest to longest. During the process discuss- how do we find out which is the shortest etc. (Make sure they line the straws up so the bottoms are at the same place) - Find the shortest and longest activity [] ASSESMENT COMPARING HEIGHT
 * S1**
 * -** Calendar bingo- Students get a month calendar. They draw 6 pictures (one per square). The teacher calls our dates and the students mark off the days on the calendar. The first student with all their dates are crossed off wins the round.
 * 6 Monday
 * ES1**
 * -** Ask the student to name the days of the week. ASSESSMENT TASK DAYS OF THE WEEK
 * S1**
 * -** Discuss what students know about time. Discuss o'clock and half past times on both digital and analogue. Take turns making times on clocks.
 * 6 Friday
 * 7 Monday
 * ES1**
 * S1 **
 * 7 Friday
 * ES1**

Learning today: What ways can we measure objects, finding objects of a specific length. Finding objects based around cm.
 * S1**

- Discuss what are some ways we can measure objects? Eg a ruler, blocks paperclips. - Students are asked to find as many objects as they can that are longer than three pop sticks but shorter than four pop sticks. Model activity. Students record findings. - Question- what did you find and how did you look for objects? - Discuss what a ruler is and why use a ruler. - Students cut a ten cm strip from grid paper. They label each cm and colour one side to measure from. Line up with ruler to check. - Discuss that this is ten cm and each square is one cm. Discuss what do you think would be ten cm long. - Find and record objects which measure longer than 10cm or less than 10cm. ASSESSMENT MEASURING CM || 3rd September || 2D Space ES1 [] [] - shapes app on the i pad - students complete 3 worksheets- circles, squares and triangles. In these worksheets they trace and name the shapes - ASSESSMENT SHAPE RECOGNITION - Student has a paper triangle, square and circle sitting on the table They are asked to choose which shape when the teacher says a name. This is repeated 10 times. The student is then handed one shape and they need to name it. This is repeated 7 times. - If needed the students focuses on one shape for the remaining time in the lesson. [] - worksheets on symmetry finding whether a shape has symmetry or not. || 7th September || **2D Space** Watch slide show: [] Match the shapes triangle, square and circle to the words. Trace the picture of the house. Colour the triangles and squares specific colours. [] Trace the triangles; find the triangles from a number of shapes and colour. [|http://mrskilburnkiddos.fil.pdfes.wordpress.com/2008/08/triangle-worksheet] Draw your own triangles Draw your own rectangles Test the student again on squares, circles and triangles and rectangles. Put all four shapes in front and ask for the student to point to a specific shape. Repeat. Hand the student one shape and at a time and ask them to name it. Repeat. ASSESSMENT RECOGNISE SHAPES Students guess how many lines of symmetry and then press to see the answer. [] as a class take turns answering how many lines of symmetry a shape has [] Use a straw. One student makes a pattern. They swap and then another student has to make the pattern symmetrical. Look at pictures on [] || 10th September || **GK Science Day** || 14th September || **CAD Factory Practise** || 17th September || **Position**
 * 8 Monday
 * S1 **
 * 8 Friday
 * ES1**
 * S1**
 * 9 Monday
 * 9 Friday
 * 10 Monday

- Discuss what is position, how to we guide someone to a position, what sort of language would we use. activity shown on: [] Students walk around the school observing the main buildings, landmarks and pathways. In small groups, they draw a model of the school from memory. Students are asked to identify the main features of their model eg ‘This is the play equipment.’ Possible questions include: -can you describe the position of features in relation to other features? eg ‘The toilets are next to the play equipment.’ -can you demonstrate and describe the route taken to get to particular parts of the school? -can you sketch your model and mark special routes onto your sketch in different colours? - students had to get a piece of paper each and follow instructions using position words. For example draw a triangle in the middle of the page. Draw a square below the traingle. || 21st September || **Position** @http://www.studyladder.com.au/resources/teacher/mathematics/activity/3256?retUrl=%2Fresources%2Fteacher%2Fmathematics%2Ftopic%2Fposition-448%23sg-1442 - Ask the students to demonstarte doing things around the classroom using positional language eg sit on a chair, stand next to the smart board.
 * All-**
 * ES1**
 * S1**
 * 10 Friday
 * All**
 * -** Go over the position words on the wall from monday**.**
 * -** As a class play the following position game;

- Get out a story book. Ask the students questions focused on the words; above, below and next to.
 * ES1**

ASSESSMENT POSITIONAL LANGUAGE -Complete the following worksheet individually; ASSESSMENT POSITIONAL KNOWLEDGE [] - As a class complete activity on using simple coordinates for position; [] ||
 * S1**