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TERM/WEEKS: Term 4 Week 2 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
Recognise, Student D = GP1, Student E = GP1, Student F = GP1
Understanding
Fluency

model, read, Students will be able to: Assessment

write and Strategies: Growth Point 1 = Rote counts the number sequences to at least 20, but is not
order numbers Confidently count and yet able to reliably count a collection of that size How many pegs
to at least 100. clearly say each number Observation – on the number-
Locate these up to 20 verbally and observing students’ Introduction: line?
numbers on a with objects participation and 1. Students will gather on the mat in front of the teacher How many pegs
number line understanding of the 2. The teacher will introduce themselves to the students and play a fun are on number
(ACMNA013) Read, write and activity and how they game for the students to get to know each other 4, etc?
represent numbers up to performed Number Line Activity How do you Measuring tape/
Develop at least 20 using 3. The teacher will layout a measuring tape in front of the students know? printed number
confidence physical items and Photo and video 4. The teacher will hand out different coloured pegs to each student How can we find line
with number movements recordings – recording 5. The teacher will ask students questions about the students in the class out if we are
sequences to students performing involving numbers. correct? 40 different
and from 100 Count in ones or group the activity and taking 6. The questions could be: Is there another coloured pegs
in ones from and skip count in photos of the students’ How old are you? way we can
Week 2 any starting multiples of twos, threes, finished products How many letters in your name? And last name? count the
Lesson 2 point. Skip fives and tens when How many people in your family? numbers?
count by twos, counting teddies in their Checklist – teacher How old are your siblings? What number
fives and tens group will finalise How many pets do you have? comes before
starting from observations and What’s your favourite animal? And how many legs do they have? and after?
zero anecdotal notes and What is your favourite number? If we start
(ACMNA012) assess the students 7. Once they know the answer to the question, they place a peg on the counting at this
against the objectives number end, will the
through a checklist 8. The pegs stay on the measuring tape until all the questions are answered answer be the
and use a rating scale 9. The teacher will ask students how many pegs are on each number same?
to mark them. Give a
clear identification of Lesson Body How many
where the student is at Move the Teddies teddies?
1. The teacher will have scenario cards for the students How many
2. Students will read the scenario cards and match the teddies to the card altogether?
and move the teddies to a different scenario card as the scenario How do you 50 teddies
continues. The teacher will ask students questions as to how they got know? Scenario cards
their answers 10-sided dice
Key: 3. Students will also each be given scenario card without numbers; students Is there another
X = Not evident yet will roll a dice to make the numbers for the scenario way to count the
4. Students will make up the number with the teddies teddies?
/ = Developing 5. With their teddies and their scenario, the student will tell a short story Can you tell me
about their teddies. without counting
understanding of 6. The teacher will ask questions about their teddies them?
Tell me a story
concept Movement Counting
1. To get the students up and moving as a break, the teacher will ask the Are we counting
 = Some students to do certain movements. in order? Outdoor area
2. Each movement will have a different number of times to do it, and each Can we skip
understanding of time they do the movement they count how many times they do it. count?
Movements: Can we count
concept 4 frog jumps together?
12 star jumps How many claps
 = Good 16 high knees did I do?
20 claps with partner Can you show
understanding of 8 cross tap feet me
10 air punches
concept 5 knee taps
3. After this the teacher could clap a certain number and the students have How many
to state how many claps the teacher did and copy teddies are in
each group?
Making groups race (with teddies) Can you tell me
1. Using a dot dice, the teacher will roll the dice without counting Dot dice
2. Whatever the number lands on, the students have to make as many them? 80 teddies
groups of that number as possible, by the time the timer goes How many all Stopwatch
3. Students have a minute to make the groups together?
4. The teacher will ask questions as to how they got to their answer and if Is there another
they are correct way we can
5. The teacher will see if the students can count their teddies through skip count the
counting, e.g. skip count in 2s, 3s, 5s and 10s teddies?

Lesson Closure: How many dots 10 flash cards

As a short conclusion activity, students will participate in a short quiz on the card? with dots
Quick as a Flash Can you tell me arranged on
1. The teacher will show 10 cards to the students with dots arranged in without counting them
patterns them?
2. For the first 5 cards, students will tell the teacher how many dots on the How can you Exit slip
page as quick as a flash check?
3. For the last 5 cards, students write their answer on a small exit slip

If there is time play, Bubble gum, bubble gum splat.