FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 4 Week 3 YEAR LEVEL: One LEARNING AREA/TOPIC: Mathematics

AUSTRALIAN CURRICULUM MATHEMATICS

(Counting)
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N&A M&G S&P (include learner diversity)
Prof
Understanding

Recognise, Student D = GP1, Student E = GP1, Student F = GP1

Fluency

model, read, Students will be able to: Assessment Strategies:

write and Growth Point 1 = Rote counts the number sequences to at least 20, but
order numbers Confidently count and Observation – observing is not yet able to reliably count a collection of that size
to at least 100. order numbers from 1 to students’ participation and
Locate these 20. understanding of the 1. Students will gather on the mat in front of the teacher
numbers on a activity and how they 2. The teacher will introduce themselves to the students and play a Who remembers
number line Identify the numbers that performed fun game to activate prior knowledge what we did last
(ACMNA013) come immediately before Firefly counting clip cards lesson?
and after a given number Photo and video 1. Students will receive a pile of counting cards, which have been Fireflies cards
Develop between 0 and 20. recordings – recoding shuffled How many fireflies printed and
confidence students performing the 2. Students will grab a card and count the number of fireflies on the on the card? laminated;
with number activity and taking photos card Do your counters 30 Pegs;
sequences up Read and represent of the students’ finished 3. The student says the number of fireflies, counts out a matching match the card? Counters
to and down numbers up to at least 20 products number with counters and places a peg on the number they think is Is the peg on the
from 100 by using both physical items correct correct number?
Week 3 ones from any and visual cues. Checklist – teacher will 4. When finished the children check their answers by turning the card How do you
Lesson 3 starting point. finalise observations and over to make sure their pegs align with the dots on the back giving know?
Skip count in anecdotal notes and the answers.
twos, fives and assess the students Extension: Students can race each other to see who can complete their
tens starting against their objectives pile of cards first
from zero through a checklist and
(ACMNA012) use a rating scale to mark Number-line Can you order the
them. Give a clear 1. Students are given numeral cards from 1-20 all jumbled up number cards from
identification of where the 2. Students are to line up their numbers in order. 1 to 20?
student is at 3. Teacher will ask questions about the numbers and if they are in the Is the order Number cards 1
correct order correct? to 20 for each
Key: 4. Students will count from 1-20 and then backwards from 20-1 Can you find 15? student
X = Not evident yet 5. Students will face away from their piles and the teacher will pick up What number
random numeral cards from their number lines comes before and
/ = Developing 6. Students will receive the missing numbers from the teacher after 15?
7. Students will turn around and face their number-lines and put their Why did you place
understanding of concept missing numbers back in the correct spot that number
8. Teacher will ask why the students placed the cards in that position there?
 = Some understanding 9. The teacher will mix the students’ cards up again and the students
will race each other to see who can order the number-line the
of concept fastest. Can you find
number 3, 7, 10,
 = Good understanding of Subi Swat etc?
1. Students will stand in front of the wall where there are post-it notes Can you find the
concept with different dot patterns on them number before 7, 3 fly swatters;
2. Students read the number of dots on each post-it note so they know 6, 5, etc? Set of dot
where each number is. Can you find the arrangement
3. Students will each receive a fly swatter number after 3, 4, post its
4. The teacher will call out a prompt. 8, 9, etc?
5. The students will swat the answer to the prompt using their fly
swatter, and for every correct answer they receive a point How do you know
6. The student with the most points wins you are correct?

Extension:
1. Consider varying the type of prompts you give to your students to
reach the ability level of all plyers. For example, you could give
really simple prompts to your "sweet & lows" - "swat the dot
arrangement that represents the number 2"; "swat 4", "swat 7", etc.
2. For higher flyers, you could make the prompts a bit more
challenging. "Swat the dot arrangement that represents 4 less than
7"; "Swat the dot arrangement showing 6 more than 0"; etc. How many dots on
3. Switching up the questions will help keep your students engaged the ladybug, petals
while providing learning on their level! on the flower or
eggs in the nest?
Spring Counting game – numbers 1 to 20 Are you moving
1. All players place their games pieces at “start”. forwards or Laminated game
2. Then the first player draws a card from the pile. backwards? board and cards;
3. Each card will either say "move ahead..." or "move backward..." How do you Counters
with the size of the move determined by counting something on the know?
card (e.g. dots on the ladybirds). Can you find the
4. They then count the quantity of dots shown on their card and move matching number
to the nearest matching number (either forward or backward, on the game
depending on what the card says) on the game board. board?
5. For example, where it says, "Move backward..." and the total
number of spots on the card is twelve, they would move backward
to the nearest twelve.
6. Players then take turns drawing a card, counting and moving their
game piece accordingly around the game board. Did we count
7. The first player to land on the "finish" space is the winner! correctly?
What number are
Conclusion: we counting to?
1. The teacher will teach the students a fun maths rhyme and game How far can we
“Bubble gum, bubble gum, bubble gum splat how many will you pop count to?
/ wish? (Student to choose a number between 1-20, e.g. 5) 5 – 1, 2,
3, 4, 5”
2. The students will copy and practice with the teacher
3. After this the teacher will teach the “clapping the circle” and the
“elimination” parts of the game
4. Students will sit in a circle with their knees touching the person next
to them and their hands facing palm up on each knee
5. Students are to put their left hand on top of the right hand of the
person next to them
6. Students are to clap their left hand onto the next person’s right
hand to create a beat – one clap per beat
7. Once they have achieved a constant beat going around the circle,
they are to start singing the song.
8. Whoever lands on the word “pop” or “wish” chooses the number
between 1 and 20, which will be the target number the students
have to count to
9. Whoever lands on the target number when passing on the clap is
out of the game.
10. The game continues until there is one person left
Extension: Students could count backwards from the target number,
students could skip count to the target number or skip count until they
cannot count anymore, or simply count normally

Reflective questions:
What activity did you enjoy?
What did you find difficult?
What do you want to do again?