WEEK 1

TUESDAY

Whole Numbers 2: MA1-4NA

Working mathematically: MA1-1WM & MA1-3WM

WHOLE CLASS
MODELLED

GUIDED & INDEPENDENT ACTIVITIES

LEARNING
SEQUEN
CE

Make cards labelled with the digits 0-9 on one side and zero on the back. Also make several commas. Pass out the
cards randomly and then say a number (ex. 6,291). The students with the cards work to build the number. Check to
make sure they are correct and write it on the board.

Remediation
LEARNING
SEQUEN
CE
S2

Give each student a sheet of paper or large note card with a numeral between 0 - 10.
Call two students up to the front of the class. Any two students will work as long as they are not both holding a 0
card.
Have them show their numerals to the class. For example, one student is holding a 1 and the other is holding a 7.
Ask the class, What number do they make when they stand next to each other? Depending on where they are
standing, the new number is 17 or 71. Have students tell you what the numbers mean. For example, with 17, the
"7" means 7 ones, and the "1" is really 10.
Repeat this process.
Move on to three digit numbers by inviting three students to come to the front of the class. Lets say that their
number is 429. As in the above examples, ask the following questions:
What does the 9 mean? What does the 2 mean? What does the 4 mean?
As students answer these questions, write the numbers down: 9 + 20 + 400 = 429. Tell them that this is called
expanded notation or "expanded form". The term expanded should make sense to many students because we
are taking a number and expanding it into its parts.
After doing a few examples at the front of the class, have the students begin writing the expanded notation down
as you invite students up to the board. With enough examples on their paper, when it comes to more complex
problems, they will be able to use their notes as a reference.
Continue adding students to the front of the class until you are working on four-digit numbers, then five-digit, then
six. As you move into the thousands, you may want to "become" the comma that separates thousands and the
hundreds, or you can assign the comma to a student.

Extension

Have students write 987,654 in expanded notation OR the largest number that they are able to.
Have them write 20,006 in expanded notation

EVALUATION
&
REFLECTION

Write the following numbers on the board and have students write them in expanded notation:
1,786

30,551

516

WEEK 1 THURSDAY

Whole Numbers 2: MA1-4NA

WHOLE CLASS MODELLED

GUIDED & INDEPENDENT ACTIVITIES

LI: We are learning that 10 units equals a ten, 10

tens equals a hundred, and 10 hundreds
equals a thousand.

LEARNING
SEQUE
NCE

SC: I can show how many units, tens and hundreds are
in a number

Remediation

I can exchange units for tens, tens for hundreds and

hundreds for thousands to show their equal value

LEARNING
SEQUE
NCE

Watch the following clip to review content taught in

S2

Working mathematically: MA1-1WM & MA1-3WM

Students use manipulatives to complete the exchange matching set activity

below.

E1
Exchange matching set
Each exercise consists of eight or ten problem cards to be matched with one or
two other pieces.
Provide students with the exchange cards to figure out the simplified value ie.

Term 1 & 2

Matching the 1st set and the 2nd set.

https://learnzillion.com/lesson_plans/8328-identify-anequal-number-of-ones-tens-and-hundreds

1st

2nd

8 te n s , 1 2 o n e s

9 2

Exchange 1

1st

Exchange 1

2nd

8 te n s , 1 4 o n e s

9 4

Exchange 1

Using place value blocks place a random quantity

before the class. For example, 1 thousand, 14
hundreds, 6 tens, and 13 units

1st

Exchange 1

2nd

8 te n s , 1 9 o n e s

9 9

Exchange 1

1st

Exchange 1

2nd

1 te n , 2 2 o n e s

3 2

Exchange 1

1st

Exchange 1

2nd

1 te n , 1 2 o n e s

2 2

Exchange 1

1st

Exchange 1

2nd

1 te n , 3 2 o n e s

4 2

Exchange 1

1st

Exchange 1

2nd

4 te n s , 1 6 o n e s

5 6

Exchange 1

1st

Exchange 1

2nd

4 te n s , 1 3 o n e s

5 3

Exchange 1

1st

Starting with the units, model changing the 13 units to

one ten and 3 units.

Exchange 1

2nd

4 te n s , 2 0 o n e s

6 0

Exchange 1

1st

Exchange 1

2nd

4 te n s , 2 3 o n e s
Exchange 1

Conceptual Learning Materials

LEARNING
SEQUE
NCE

www.conceptuallearning.com

6 3
Exchange 1
Copyright 1994 Dianne M. Knesek

Students create cards similar to the ones above and quiz their friends to find
matching sets these can be extended to 4 & 5 digit numbers

Extension
Now there are 1 thousand, 14 hundreds, 7 tens, and 3
units.

S2
EVALUATIO
N&
REFLECTIO
N

Recap on content and have students watch the following:

https://learnzillion.com/lesson_plans/6230-understand-the-value-of-a-number

Change 14 hundreds to 1 thousand and 4 hundreds.

Now we have 2 thousands, 4 hundreds, 7 tens, and 3
units or 2,473.

1st

2nd

8 te n s , 1 2 o n e s

92

Exchange 1

1st

Exchange 1

1st

8 te n s , 1 9 o n e s
Exchange 1

1st

1 te n , 2 2 o n e s
Exchange 1

1st

1 te n , 1 2 o n e s
Exchange 1

1st

1 te n , 3 2 o n e s
Exchange 1

1st

4 te n s , 1 6 o n e s
Exchange 1

1st

4 te n s , 1 3 o n e s
Exchange 1

1st

4 te n s , 2 0 o n e s
Exchange 1

1st

4 te n s , 2 3 o n e s
Exchange 1

Conceptual Learning Materials

www.conceptuallearning.com

Exchange 1
Copyright 1994 Dianne M. Knesek

200

Exchange 4

1st

63

Exchange 4

2nd

2 0 te n s

Exchange 1

2nd

20

Exchange 4

1st

60

Exchange 4

2nd

20 ones

Exchange 1

2nd

1300

Exchange 4

1st

53

Exchange 4

2nd

1 3 h u n d re d s

Exchange 1

2nd

130

Exchange 4

1st

56

Exchange 4

2nd

1 3 te n s

Exchange 1

2nd

13

Exchange 4

1st

42

Exchange 4

2nd

13 ones

Exchange 1

2nd

2100

Exchange 4

1st

22

Exchange 4

2nd

2 1 h u n d re d s

Exchange 1

2nd

210

Exchange 4

1st

32

Exchange 4

2nd

2 1 te n s

Exchange 1

2nd

21

Exchange 4

1st

99

Exchange 4

2nd

21 ones

Exchange 1

2nd

120

Exchange 4

1st

94

2nd

1 2 te n s

Exchange 1

2nd

8 te n s , 1 4 o n e s

1st

Exchange 4

2nd

2 0 h u n d re d s

2000

Exchange 4
Hands-on Development Sets for School and Home

Exchange 4
Copyright 1994 Dianne M. Knesek

Exchange 04

WEEK 1 FRIDAY

Whole Numbers 2: MA1-4NA

WHOLE CLASS MODELLED

GUIDED & INDEPENDENT ACTIVITIES

LI: We are learning how to draw a representation

of a3-digit number by breaking it apart by
place value

LEARNING
SEQUENC
E

SC: I can write a 3 digit number in expanded

notation

Remediation

I can show a visual representation of a 3 digit

number

LEARNING
SEQUENC
E

Display 3 & 4 digit numbers on the board and

guide students in answering the following
questions:

Working mathematically: MA1-1WM & MA1-3WM

Students complete the activity using 2 digit numbers

E1

S2

Can you read each number aloud?

How Many Ways?

Select a four-digit number and record it on the board. Students express and
present the number in as many ways as they can. A time limit may be imposed.
Students can show the class what each variation looks like using concrete
materials or drawings.
For example:

Can you order the numbers in ascending and

descending order?
Can you state the place value of each numeral?
What is the largest/smallest number?
What is the next largest/smallest number?
Can you identify the number before/after
How many different ways can you represent
each number? (expanded notation, in words)
Can you count forwards/backwards by
tens/hundreds from one of the three-digit/fourdigit numbers?
Discuss how numbers can be represented in
various ways
https://learnzillion.com/lesson_plans/6222draw-a-visual-representation-of-a3-digit-number

LEARNING
SEQUENC
E
Extension
S3

EVALUATION &
REFLECTION

Students complete the activity using 5 digit numbers and using the stems:
____ thousands + ______ hundreds + _______ tens + ______ units
______ hundreds + _______ tens + ______ units
____ thousands + _______ tens + ______ units
____ thousands + ______ hundreds + ______ units

Have students share their representations

Discuss the importance of understanding place value and how it may help with
addition/subtraction and trading

WEEK 2 MONDAY

2D space: MA1-15MG

WHOLE CLASS MODELLED

LI: We are learning to describe amounts of turns as
quarter, half, three-quarter or full turns.
SC:
I can turn on the spot through whole, half or quarter
turns, either clockwise or anticlockwise
I can complete the exercise book activity
independently
Display the clocks and review what students know
about clockwise and anticlockwise movements. Ask
a volunteer to show these movements on the clock.

GUIDED & INDEPENDENT ACTIVITIES

LEARNING
SEQUE
NCE
Remediation
LEARNING
SEQUE
NCE
S1

Worksheet 2 Turns 1b: - Students identify clockwise and anti-clockwise turns

from the starting position. All turns are quarter-turns
Assessment - Worksheet 3 Turns 1c: Students identify and describe quarter,
half and full-turns in both clockwise and anti-clockwise directions

Demonstrate a full turn, half a turn and a quarter

turn with reference to the clock face.

Place numbers 12, 3, 6 and 9 on walls to represent

the hours. If you are the minute hand of a clock.
Which way will you turn? We call this clockwise, as
its the same direction that hands move on a clock.
Turn to the 3. How far have you turned? turn. Turn
back to 12. What direction did you turn? Anticlockwise.
Repeat with half and full turns.
Play a game of Simon Says using the amounts and
direction of turn. Make sure all students start facing
the same way.

Show students a shape. They close their eyes. Turn the picture clockwise, a
quarter turn as the students see it. They open their eyes. Ask What have I done?
Prompt for amount of turn and direction. Repeat with different turn and direction
combinations.
Worksheet 1 Turns 1a: - Students identify which picture shows a quarter-turn,
half-turn and full turn from the starting position

Define and Reinforce metalanguage - turn, fullturn, half-turn, quarter-turn, clockwise and
anticlockwise.

Clockwise and anti-clockwise

Using an analog clock face on the IWB students move the minute hand clockwise,
anticlockwise, full half or quarter turns as directed by the teacher.

Investigation: Students walk a given route around the school grounds and
record how many full, half and quarter turns they made and in what direction,
clockwise or anti-clockwise.
LEARNING
SEQUE
NCE

TENS activity: Steve had a large rectangle which is standing on its long side. If he
makes three quarter turns, one full turn and a half turn, what will its new position
be?

Extension
On a grid, students design their own maps and guide their peers to the treasure
using the language of full, half and quarter turns, clockwise and anti-clockwise.
EVALUATION
&
REFLECTION

I can identify which picture shows a quarter-turn, half-turn and full turn from
the starting position.
Start

Start

Start

Start

Start

Quarter-turn

Half-turn

Full-turn

I can identify clockwise and anti-clockwise turns from the starting position.
All turns are quarter-turns.
Start

Start

Start

Start

Start

Clockwise

Anti-clockwise

WEEK 2 TUESDAY

2D space: MA1-15MG

WHOLE CLASS MODELLED

I can determine the number of half-turns

required for a full-turn and the
number of quarter-turns
required for a full-turn
I can copy and manipulate a shape using
the computer function for turn

GUIDED & INDEPENDENT ACTIVITIES

LEARNING
SEQUE
NCE
Remediation
LEARNING
SEQUE
NCE
S1

If you are the minute hand of a

clock, and you make a turn, what
number are you pointing to?

How much time has passed when

Students then create their own man. Using a barrier, they then challenge a peer to replicate
the position of their own character by giving verbal instructions.
Worksheet: clockanticlock.docx
Give each child a square of card with a hole in the centre. The children cut a pattern around
the edge to make a new shape, and then draw an arrow from its centre to one side. Fix a brass
fastener through the hole and through a sheet of paper. Children write the number 12 at the
top of the paper with the arrow pointing towards it. They trace the shape then turn it a quarterturn clockwise. Ask If the paper was a clock face, what number would it be pointing to now?
How much time has passed? Continue until the arrow returns to the 12. Repeat for a half-turn.
Remove the card and examine the pattern produced.
Investigation: Using the various shapes in the Shape Rotator (refer link below), students
determine how many quarter-turns are required for a full turn, and how many half turns are
required for a full turn. (http://www.iboard.co.uk/iwb/Shape-Rotator-117)

Define and Reinforce metalanguage

used, e.g. turn, full-turn, half-turn,
quarter-turn, clockwise and
anticlockwise.

The Clock Face - Place numbers 1, 2, 3,

6 and 9 on walls to represent the
hours.

http://nrich.maths.org/5560/index.

E1

I can connect the use of quarter- and

half- turns to the turn on the
minute hand on a clock for the
passing of quarter- and halfhours

Connect the use of quarter- and

half-turns to the turn of the minute
hand on a clock for the passing of
quarter- and half-hours.

Students work on the IWB and complete the activities at:

LEARNING
SEQUE
NCE
Extension
S2

EVALUATI
ON &
REFLECTI
ON

Using concrete materials, students investigate why some shapes appear not to move when
rotated through a quarter and/or half turn. Students discuss their findings.
TENS Activity: At Midday, the minute hand of the clock moved 3 quarter turns. What time
would it be after this was done?
Race Around the Track: Students create a racetrack on grid paper and develop a series of
instructions using the terminology; quarter, half and full turns clockwise and anti-clockwise.
Using blank grid paper (each marked with the word START), students then challenge their
peers to race around the track using the instructions.

the minute hand moves this far. So a

turn of the minute hand shows
that hour has passed.

Repeat for and full turn. How

many turns in a full hour? How
many half turns in an hour?

How many quarter turns in a full turn?

_______

How many half turns in a full turn?

_______

How much time has passed

How much time has passed
when the minute hand makes when the minute hand makes
a quarter-turn?
a half-turn?

_____ minutes

______ minutes

Turning clockwise and anti-clockwise

Draw a line to show where the line would be if you moved it.
Draw an arrow to show which direction you turned the line.

clockwise

anti-clockwise

start

A quarter turn clockwise

A half turn clockwise

A quarter turn
anti-clockwise

A three quarter turn

clockwise

A whole turn
anti-clockwise

A half turn
anti-clockwise

A whole turn
anti-clockwise

A three quarter turn

anti-clockwise

2D space: MA1-15MG

WEEK 2 FRIDAY
WHOLE CLASS MODELLED

GUIDED & INDEPENDENT ACTIVITIES

LEARNING SEQUENCE
Remediation

SC:
I can draw my own horizontal, vertical and parallel lines
I can find and trace angles smaller than a right angle and
bigger than a right angle

E1

LEARNING SEQUENCE
S1

Discuss lines with students lines on roads, tennis courts.

Some lines could be curved like lines on a basketball court
and the lines on a road.

vertical

Types of lines

Have students complete exit slip:

Student's name:

Checking up

Make sure your

student completes
this work
independently
for return to the
teacher.

Using Maths Tracks, Stage 1B Unit 44

Space and Geometry: Two-dimensional Space
Entry 3: Lines and Angles

Draw an example of each line.

horizontal

Name:

Brainstorm lines in environment. Provide real life examples

of train tracks being parallel and ladders being horizontal or
vertical depending on position they are lying.
Think-pair-share lines they can see
in
the classroom. Discuss which lines
are parallel, which lines were
vertical and which were horizontal
lines
Using the following visual
displayed on IWB have student
identify the different types of lines

Students draw their own vertical, horizontal and parallel lines

and label them.

vertical

parallel

Trace a pattern block

with a smaller angle.

Trace a pattern block

with a bigger angle.

Copy the angles by drawing on the dot paper below.

Activity 1

horizontal

parallel

In the picture, trace all the vertical lines in red and all the
horizontal lines in blue.

Use green to trace the lines that are parallel.

Using Maths Tracks, Stage 1B, Unit 44

NSW DET 2006

11

Using Maths Tracks, Stage 1B, Unit 44

NSW DET 2006

Activity 2

Look at the angles, or corners, of all these

shapes.

Extension

Which letters in the alphabet have parallel lines?

S2

A B C D E F G H IJ K L M N O P Q R S T U V W XY Z
Are the angles in the small w and the large W the same?
Why? Why not?

These three
angles are all
the same.

Find Student sheet 2: Comparing angles.

Find the pattern blocks and attribute blocks.

Take out a square, a triangle, a hexagon, a
trapezium, a rectangle and a rhombus.
1

Find shapes that have an angle like the one

above.
Trace each shape and write the name of
that shape underneath it.
On each shape, draw a circle on the angle it
shares with the other shapes.

Find a shape that has an angle that is

smaller than the one above.
Trace the shape and write its name
underneath.
Mark the angle you have chosen with a
circle.

Find a shape that has a bigger angle than

the one above.
Trace the shape and write its name
underneath.
Mark the angle with a circle.

Provide feedback for this

activity on the Feedback
sheet.

EVALUATION &
REFLECTION

Feedback:

lots of
help

Using Maths Tracks, Stage 1B, Unit 44

NSW DET 2006

some
help

Supervisor notes

LEARNING SEQUENCE

Student sheet 1

Display an example of a right angle. Have students use their

arms and body to make an angle like
the angle between the wall and the
floor. Have them look around for other
examples of angles like this.
Look at the angles, or corners, of all these shapes
Display various 2D shapes. Guide Ss in identifying right
angles and angles that are greater or less than a right angle.

Adapted from: Maths Tracks Teachers Resource Book Stage 1B Harcourt Education, 2004.

LI: We are learning to identify and name parallel,

vertical and horizontal lines in pictures and the
environment

no
help

Student and supervisor guide

Day 4 Art Math Integration http://www.lessonthis.com/art/name-art/