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Term 3 - 2015
Week 1: Number/Fractions & Decimals
Term 3 - 2015
Week 2: Number/Addition & Subtraction *focus on subtraction
Term 3 - 2015
Week 3: Multiplication/Area
Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to estimate and check areas using informal units.
Australian Curriculum Area lesson:
Learning Intention: I will be able to skip count in twos, fives and tens.
http://www.australiancurriculumlessons.com.au/2014/07/19/learning-about-area-a-geometryAssessment will be through anecdotal observations and successful completion of maths mastery badges
lesson-plan-using-objects-in-your-classroom/
skip count in twos, fives and tens.
Introduction to area video:
https://www.youtube.com/watch?v=hmvwAUGxbkM
Lesson Suggestions
Area introduction *from Australian
Area follow up activities
Multiplication activities
Problem Solving/Reflection
Curriculum
Ask students to sit at their desk and to
Roll the dice twice Student A rolls dice to find out how many tiles to
Recognise that x is the symbol for
You have been given the task of
use one hand to feel over the surface
put along the top row of an array. Student B rolls the die to find out how multiplication. Complete number
designing a chocolate box. There
of their desk. Ask whether they think
many rows to make. Students draw the array on grid paper and
sentences to describe arrays.
are to be 24 chocolates in the box.
their desk is bigger than the
calculate the total area.
How many ways could you arrange
whiteboard, or the playground. Explain
the chocolates in the box
that we are thinking about the concept
The teacher shows the students a collection of 4 or 5 small rugs. The
ART LINK:
Multiplication DENS GAMES
of area. Show the introduction to area
teacher then poses the problem: I want to use one of these rugs for
Extension activity: The Government
Dice games; Lolly Drop In; Whisper Counting;
video to the class (link above).
my pet dog/cat. Which one will give my pet the largest area to lie on?
has announced that it will be
Body Percussion; Teddy Tummies(p269),
Students estimate which rug has the largest area. In small groups,
building a new mini-zoo in Sydney.
arrays, circle bob, Friends to 10; Unifix blocks;
Informal measurement of desk area
students select materials to cover the rugs to measure which one has
Students have been
Even Stevens game; Beads,2x ten frames,
students are explicitly shown how to
the largest area.
asked to submit design plans for a
AFL- counting on, buzz (p275) handprints
measure area using a flat surface in
zoo that will hold 6 animals.
(p195); Sharing collections mail sorts (p123);
the classroom.
Using grid paper, students design
The teacher provides students with a 10 cm 10 cm grid.
Guess my square (p191); Calculating groups
In small groups, students are each
their zoo according to the set criteria
Students estimate and count how many square centimetres it contains. (p191); Trucking teddies (p271); Hundreds
given an item to use as a measuring
(e.g. monkeys need an area of 3x3.
Students then brainstorm items around the room that might be less
chart (p273); Units for two (p273); Calculating
tool (books, dvds, unifix cubes for
than, more than, or about the same area as 100 square centimetres.
groups (p199); Tagging (p273); Rolling groups
extension group) and must measure
Students collect items; compare them with their grid and record results (p277)
the surface area of their table. Discuss in a table.
the results at the conclusion of the
lesson.
Term 3 - 2015
Term 3 - 2015
Week 4: Multiplication & Division/2D Shapes
Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to flip, slide and turn common 2D shapes.
Flip, slide, turn song:
https://www.youtube.com/watch?v=sSsasVyYcdM
Learning Intention: I will be able to identify the following shapes: circle, square, rectangle, triangle,
Flip, slide, turn game: http://www.harcourtschool.com/activity/icy_slides_flips_turns/
pentagon, hexagon, octagon, quadrilateral
Extension Game - Falling leaves: http://www.counton.org/games/map-fractions/falling/
Learning Intention: I can share a collection or divide an object into quarters and halves.
Book Mouse Shapes: https://www.youtube.com/watch?v=boCHjDfL9pA
Assessment will be through anecdotal observations, work samples and successful completion of the maths
Book The Greedy Triangle: https://www.youtube.com/watch?v=kPuI4XyyZUE
mastery badges 2D shapes, halves and quarters.
Lesson Suggestions
2D Shapes introduction
2D Shapes follow up activities
Division activities
Problem Solving/Reflection
Read The Greedy Triangle and review
Tesselation: introduce the idea of tessellating shapes by showing
How many will each person get?
Division word activities, e.g. How
common 2D shapes with the class.
real-life pictures, e.g. bees hive, pineapple, bathroom tiles etc.
Give students a predetermined number of counters many cars will be in each car park if
Using 2D shapes, students investigate which shapes tessellate.
and tell them how many people they need to share
twenty toy cars are to be shared
Explain to the class that they will be
Students trace around their shape and slide it to a new position
them between. E.g. Here are 8 counters. Here are
among the five car parks. Ecourage
learning how to flip, slide and turn. Ask attempting to cover the surface without any gaps. Students share
4 people. Can you share the counters out so that
students to draw the problem.
students what they think each of these
their results and hypothesise as to why the shapes tessellate.
each person gets an equal share? How many
words means and provide props so
counters does each person get? Repeat for 6 and
that they can flip, slide and turn as a an
3, 12 and 4, 10 and 2, 12 and 6.
example. Play the flip, slide, turn song
and teach students the dance.
In pairs, students make a design by placing a pattern block on
Investigate the number of times lots of cubes can
ART LINK:
paper, tracing around it and then flipping, sliding or turning the
be subtracted from 12, e.g.
Examine the art of M.C Escher, in
Using whiteboards, have students
block to a new position and repeating the process. Students
*I can take 2 away ___ times.
particular Day and Night, discussing
practice flipping, sliding and turning
combine the movements of flipping, sliding and turning to create
*I can take 3 away ___ times.
the tessellating patterns in the
common shapes.
different designs. Students describe the designs they have created *I can take 4 away ___ times.
artwork.
using the language of flip, slide and turn.
Students create their own
To conclude, practise using minute
tessellating artwork. For ideas see
*Simon Says including asking children to make quarter and half
Recognise that
is the symbol for division.
hands on a clock to make quarter, half
http://www.teachkidsart.net/tessellati
turns. *Using digital technologies such as drawing tools to move,
and three-quarter turns.
ons/
flip and rotate items or shapes.
Term 3 - 2015
Week 5: Number/Volume & Capacity
Outcome & key Ideas: Number
MA1-4NA Applies place value, informally, to count, order, read and represent two- and three-digit numbers
- Counts forwards and backwards by ones from any given two-digit number
- Identify the number before/after a given two digit number
- Read and use the ordinal names to at least thirty-first
- Counts collections to 100 by partitioning numbers using place value
- Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line
Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to group items into collections of ten and skip count by tens to find the total. Book Mr. Archimedes Bath
Learning Intention: I will be able to estimate, compare volumes and capacities.
Can you fill it?
http://www.abc.net.au/countusin/games/game15.htm
Assessment will be through anecdotal observations, work samples and successful completion of the maths
Capacity: http://www.abc.net.au/countusin/games/game15.htm
mastery badge counting in tens.
Lesson Suggestions
Volume & Capacity introduction
Volume & Capacity follow up activities
Number activities
Problem Solving/Reflection
Read Goldilocks and the Three Bears. What
Measuring the volume of lunchboxes groups of 5. Students Recognise that bundling into tens makes it easier Design challenge with a partner,
is volume? What is capacity. See lesson
estimate and record before finding a common unit of
to count. Group collections into tens in order to
students make a paper container that
notes on the next page.
measurement to check and record. Students discuss findings make counting easier. Match bundles of ten to
can hold 1 cup of rice. Designs are
with the class.
numerical labels.
tested at the end of the lesson.
Introduce the activity as measuring the Students order McDonalds cups according to size and then
capacity of containers using blocks. Discuss investigate to determine the difference between the three sizes.
the structure of packing. Teacher model the
use of rows, columns and layers. Show students a measuring jug and how to identify the unit of
Remind students that layer patterns will look measurement. Using items (rice, pasta, water) have students
like area grids. Whole class discuss and fill up to a certain point and practice using measuring jugs.
count the blocks in one layer.
Discuss how to
find the total number of blocks. Students Build models with centicubes then count the number used in
work with a partner or small group to choose the construction. Identify the model that:
units, then pack these into their box.
Students draw their packed box and write
*takes up the most space
the total number of blocks used to measure
*used 5 blocks
the capacity. Students record how they
packed the box.
ART/EXTENSION ACTIVITY:
Australian Curriculum Magic Potions
lesson
http://www.australiancurriculumlesson
s.com.au/2013/08/18/magic-potionsmeasuring-volume-and-capacitylesson-234/
*Can be adapted to a whole class
activity by totaling 100 and having
less restrictions
Term 3 - 2015
What is Volume? What is capacity?
Goldilocks and the Three Bears: Read the story to the class. The story provides a starting point for the comparison of different sized containers.
Show the students three different sized bowls and ask them to think which one belongs to Father Bear. In our classroom story the bears are going to eat rice bubbles instead of
porridge. Which bowl do you think has the most rice bubbles in it? Why do you think that one? How could we find out which bowl holds the most rice bubbles?
Let a volunteer demonstrate their idea for determining which bowl hold the most rice bubbles. Discuss.
Ask if anyone has another way for working out which bowl belongs to Father Bear. (Pouring from one bowl to another is the likely approach although it is also possible to pack the
smaller bowl inside the larger one to demonstrate the difference.)
Show the class a collection of plastic glasses and cups. Explain that these are for the bears' drinks. In pairs the students are to find 3 cups for the bears and put them in order for
Father Bear, Mother Bear and Baby Bear. (Use water to compare the volumes of the cups). Alternatively, students could bring in their drink bottles and work out which one would
suit FB, MB & BB.
As the students work ask questions that focus on their thinking: Which cup do you think has the most drink in it? Why do you think that one? How could you check?
Ask the students to record what they have done, drawing the cups for each bear and explaining which holds the most.
You will need: 3 different sized bowls, rice bubbles, drink bottles or plastic cups and glasses.
Term 3 - 2015
Lesson Suggestions
2D shapes and symmetry follow up activities
Students draw the other side of a symmetrical picture, e.g. tree.
Students use pattern blocks to create a symmetrical picture.
Take a photo of each child in the class. Using digital technology
crop the photo so that it is halved vertically. Students then
attempt to finish their portrait by drawing the other side.
Using a metre ruler, strip of paper or masking tape, make a line
down the centre of the floor. Give each child a paper triangle.
Students take turns placing the shapes one at a time on either
side of the line, making sure that the design is symmetrical. See
First Grade Wow for pictures of the activity:
http://firstgradewow.blogspot.com.au/2014/01/equalschmequal.html
This can also be done with pattern blocks and a ruler.
Exploring symmetry through dance:
https://www.teachingchannel.org/videos/teaching-symmetry-withdance
Independent - Symmetry drawing worksheets can be found on
Teachers Mailbox & Teachers Pay Teachers.
Problem Solving/Reflection
Money Mind map:
Give students a set amount, e.g. $2
and have them write as many
combinations of coins to total that
amount.
ART LINK:
Monster symmetry or butterfly
http://mrstsfirstgradeclassjill.blogspot.com.au/2013/10/monste
r-symmetry.html
Term 3 - 2015
Week 7: Patterns & Algebra/Addition & Subtraction
Outcome & key Ideas: Patterns & Algebra
MA1-8NA Creates, represents and continues a variety of patterns with numbers and objects
- Identify and describe when skip counting forwards and backwards by ones, twos, fives and tens from
any starting point
- Represent number patterns on number lines and number charts
- Recognise, copy and continue given number patterns that increase or decrease
- Create, record and continue patterns with objects or symbols
- Model and describe odd and even numbers
Assessment
Learning Intention: I will be able to skip count in twos, fives and tens.
Learning Intention: I will be able to identify odd and even numbers.
Assessment will be through anecdotal observations and successful completion of maths mastery badges:
skip count in twos, fives and tens.
Lesson Suggestions
Addition & Subtraction Introduction
Addition & Subtraction follow up activities
Revise addition and subtraction strategies
Play a range of hands-on addition and subtraction games. DENS
with the class.
activities include:
Toss & Add; Doubles; Dominoes addition (p245); Two Dice add
Play Race to 100 Students work with a
(p243); Friends of 10, tens frames, trading Race to 100, first to
100s chart and start with a counter on 50.
a flat, doubles bingo, five dice (p247); Ring that bell (p181); 3 dice
Turn over cards (1-20 range) and add or
game (p233); Bees (p239); Teddy tummies (p173); Diffy towers
subtract the number according to colour.
(p119); Apple turnover (p121); The beanstalk (p235); Orange
Move the counter on the chart. Explain the
tree (p267)
strategy used to partner. Check using mini
whiteboards and alternate strategy.
Bridging to ten. Revise number bond to ten. Model and discuss
the bridging strategy using tens frames as an example, e.g. 7+5=
becomes 7+3+2
Recognise that a number can be equal to the sum of two other
numbers. Use addition and subtraction strategies to find the
missing number in a balance.
Problem Solving/Reflection
A range of patterns and algebra
problem solving questions can be
found at:
http://www.mathwire.com/problemso
lving/probsk12.html
ART LINK:
Odd and even street
Children discuss their house
number and whether it is odd or
even. Using paper, students create
a house, writing their number on it.
This is then turned into a wall
display with odd house numbers on
one side and even on the other.
Term 3 - 2015
Term 3 - 2015
Term 3 - 2015
Week 8: Number (ordinal numbers)/Time (calendar)
Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to read and use ordinal numbers up to 31st.
Room on a Broom by Julia Donaldson (ordinal numbers)
Learning Intention: I will be able to name and order the seasons, months of year and days of the week.
A range of ordinal number games can be found on this site:
Learning Intention: I will be able to read analogue and digital clocks on the hour and half-hour.
http://www.technologyrocksseriously.com/2012/03/ordinal-numbers.html#.VZ3Qll7gLwI
Assessment will be through anecdotal observations and successful completion of maths mastery badges:
ordinals, months, days, seasons, 30 days has September, analogue and digital badges.
Lesson Suggestions
Calender introduction
Time follow up activities
Ordinal number activities
Problem Solving/Reflection
Revise months of the year/seaons, etc. Discuss how many days in
Discuss similiarities and differences
Read Room on a Broom. Using finger puppets (which can
Questions such as:
each month and teach students a quick rhyme/ trick to remember,
between digital and analogue clocks.
be found online) order the animals according to the order
There are 7 girls in front of
e.g. thirty days has September rhyme, knuckle trick).
Demonstrate how the time on an
they got on the broom, remembering to explicitly teach
Amanda and 3 girls after
analogue clock would look different to ordinal language.
her. What position is
Introduce the calendar activity to the students, explaining that they
the time on a digital clock. Match
Amanda in?
will spend the remainder of the week creating their own calendars
oclock and half past times on
for Fathers Day. The lessons will need to be quite explicit to ensure
analogue clocks to digital clocks.
that final products are consistent. Students can work on their front
Play Musical Clocks. Sit in a circle
Hand out ordinal number cards and call them out in order
ART LINK:
cover page while they wait for others to catch up. Encourage
and pass a small analogue or digital
with students lining up when they hear their ordinal
Creation of 2016 Fathers
students to double-check their work and to work with a partner to
recording card (or both) around to
number.
Day calenders.
ensure they are on track.
music. When the music stops, the
*Students are encouraged to bring in any special family days
student with the clock turns over a
Ordinal number worksheets colour by ordinal position,
(birthdays) that they would like to add to their calendar.
flash card and makes that time on
e.g. colour ice-cream scoop.
their clock face. Have a selection of
http://worksheetplace.com/index.php?function=DisplayShe
On each calendar page students will need to:
oclock and half-past times.
et&sheet=Ordinal-Number-Worksheet*Write the name of the month and draw a symbol to indicate the
1&links=4&id=&link1=40&link2=91&link3=315&link4=89
season.
*Start the month on the correct day, working forwards until they
Ask a range of questions related to
Ordinal number flash cards flash daily at students
reach the last day of the month.
calendar work, e.g. how many
to build up vocabulary. Incidentally, call students
*Add a picture to accompany the month, e.g. April = Easter theme
Mondays will there be in June?
according to ordinal position when lining up.
Term 3 - 2015
Week 9: Number/Chance
Outcome & key Ideas: Number
MA1-4NA Applies place value, informally, to count, order, read and represent two- and three-digit numbers
- Counts forwards and backwards by ones from any given two-digit number
- Identify the number before/after a given two digit number
- Read and use the ordinal names to at least thirty-first
- Counts collections to 100 by partitioning numbers using place value
- Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line
Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to model, read, write and order numbers to at least 100.
The true story of the Three Little Pigs book
Learning Intention: I will be able to discuss the likelihood of an event using relevant language.
Place Value song:
https://www.youtube.com/watch?v=5W47G-h7myY#t=10
Assessment will be through anecdotal observations and successful completion of maths mastery badges:
Place value games can be found on ICT Games.
Forwards 100, Backwards 100, Before and After, More or Less, Ordering numbers.
Lesson Suggestions
Number main lesson
Number follow up activities
Chance activities
Problem Solving/Reflection
Read The True Story of the Three Little Pigs. Race to 100 students roll a dice and collect that amount of
Class discussion about events that are more Whats my number? Students listen to
Model how to build a pig house using flats,
ones. They can trade 10 ones for a long with the aim being to get likely to occur than others. Students draw
a set of clues and guess the number.
tens and ones.
10 longs or 1 flat. This can be easily differentiated to
their own will happen, wont happen, might Students then write their own set of
support/extend students at their own level.
happen pictures with accompanying
clues to guess their own number.
sentences.
Students are then sent back to their desks
and given three-digit numbers. They then
practice building their house using the
Kids as numbers: starting with 2 digits give 2 children a
number
Knock Knock.
ART LINK:
card (e.g. 2 & 4) and have them stand at the front of the room.
Students brainstorm a list of possible people
Students create pig houses using
manipulatives that match their number, e.g.
134 would be 1 flat, 3 tens and 4 ones. See
One student wears a headband stating tens and the other wears who could knock at the classroom door eg
paper versions of MAB blocks.
art link for a follow up activity.
a headband stating ones. Students call out their number, e.g. tens the principal, a teacher, a primary child, an
See for examples:
says 20 and ones says 4. Next, pick a different child and give
infants child, a mother, a father, a
them a number card, e.g. 3. That child then has to decide if they
grandmother, a grandfather. Students write
See for examples:
http://thelemonadestandteachers.blog
will become a ten or one, making the new number either 34 or 23. the names on cards. As a class, students
spot.com.au/search/label/place%20va
discuss and rate people from least likely to
lue
http://thelemonadestandteachers.blogspot.co Keep swapping and then introduce a hundreds headband.
knock to most likely to knock. During the
Ordering numbers from smallest to largest.
m.au/search/label/place%20value
day the students record who comes to the
door.
Place Value card war game: Each player turns over two or
threeAt the end of the day, students discuss
the
findings.
playing cards and makes the largest) number possible.
The player with the largest number wins and takes a counter.
The first player to collect 5 counters wins the game.
Term 3 - 2015