Prep Maths Planner SAMPLE

MATHEMATICS UNIT PLANNER AusVELS Level F Term: 3 Year: 2014

1

STRAND: Number & Algebra SUB-STRAND: Number & Place Value FOCUS: Counting Strategies AusVELS Content Descriptors/Elaborations (include hyperlinks)

• Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)

• Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002) • Subitise small collections of objects (ACMNA003) • Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

Foundation Achievement Standard: Number and Algebra Students connect number names and numerals with sets of up to 20 elements, estimate the size of these sets, and use counting strategies to solve problems that involve comparing, combining and separating these sets. They match individual objects with counting sequences up to and back from 20. Common Assessment Tasks

Assessment FOR Learning Assessment OF Learning Assessment AS Learning

Counting strategies checklist (Lesson 1) Count for ten (Lesson 8) Rich Assessment Tasks, ACU (Red Book) GANAG – goal setting, scoring before and after

Vocabulary Development: Number, numeral, amount, quantity, total, count, strategies, estimate, check, accuracy, before, after, smaller, larger, more than, less than, same as, equal, sequence, order, count on, count back, part, whole, arrange, odd, even Problem Solving/Mathematician’s Toolbox Strategies:

Make a model – Lesson 7

Maths tools & resources: Number lines, number charts, (blank and filled in), counters (variuos – blocks, tiles, teddies, etc.), snakes & ladders boards, numeral cards, dot pattern cards, dice, www.ictgames.com (Caterpillar Counting), Rich Assessment Tasks, ACU (Red Book), Nelson Yr 1 Student Book, clear jars, tins, http://www.primarygames.co.uk/pg2/splat/splatsq100.html


2

Teaching and Learning Sequence

Goal Accessing Prior Knowledge New Information Application Goal (Reflection)

1 I can count and

recognise numbers (ASSESSMENT

FOR)

What’s my number? Think of a number between 0 and 20. Have students ask yes/no questions, e.g. is it bigger/smaller than, is it before/after, etc.

Have 100 chart on board. Let’s count! Have students count orally together as you point to the different numbers. Pause at times to emphasise that we can only say a number when we touch a number. Counting only works if we say one number for each item that we count. Point to different numbers and ask students to tell you what number it is.

ASSESSMENT FOR LEARNING – Observe and note student’s understanding of numbers (0-10, 0-20, 0-100) and counting strategies used (checklist) Number rotations

-‐ snakes and ladders -‐ number match on 100 chart -‐ number fill in

TEACHER GROUP - give each students a pile of teddies – how many are there? Observe counting strategies and record

Reflection sticks A counting strategy I used was… (Add strategies to a class chart) Review goal scores

2 I can name the numbers before

and after

Before and after – have students in a line. Ask individual students - Who is before you in the line? Who is after you in the line?

Revise the sequential nature of numbers – they always stay in order for counting (sometimes we might not count them all but they still stay in order from smallest to largest). Have a number line on the board. Choose a number and cover/hide the numbers before and after. Ask students how they can work out what the numbers before and after are. Model counting on, counting back.

Number before and after activity sheet (Nelson Year 1 Student Book, p7) Have students complete activity sheet to fill in the numbers that come before and after. Encourage students to use counting on and back to try and work them out. Then students should check using a number line.

Reflection sticks A handy hint is… Review goal scores

3 I can use counting

to find missing numbers

Human number line – give students number cards and have them get themselves in order.

Use blank number splat chart on IWB. http://www.primarygames.co.uk/pg2/splat/splatsq100.html Reveal some numbers and leave some blank. Ask students to work out what numbers go in particular spaces. Focus on students explaining how they worked numbers out (e.g. counting on, counting back, counting from…, using patterns, etc.).

Missing numbers Students complete activity sheet to fill in the missing numbers. Depending on number knowledge and understanding, use different sheets:

-‐ number lines 0-10 (Nelson Prep Student Book, p68)

-‐ number lines/charts 0-20 100 chart (Nelson Year 1 Student Book, p32)

Reflection sticks A counting strategy I used was… Review goal scores


3

4 I can put numbers

in order from smallest to largest

Give a student a sticky note with the number 10. Have them stand in front of room. Choose another student, have them write a number on a sticky note larger than 10 and place themselves in order. Choose another student to write a number smaller than 10 and join the line. Continue instructing students to write numbers larger than… or smaller than… until all are in number line.

Show three numbers (e.g. 5, 9, 2) on the board. Which is the smallest? How do you know? (refer to number lines, make models to show smaller and larger quantities). Put the numbers in order from smallest to largest. Continue with examples using different numbers. Use increasingly larger numbers, or numbers over a larger range. Can also use more numbers. *Can use Caterpillar counting on www.ictgames.com on IWB instead/as well

Numbers in order cut and paste Give students activity sheet with numbers across top. Draw dots to show the quantity of each number in the box underneath. Students then cut and stick number in maths book in order from smallest to largest. Vary numbers based on number knowledge and understanding.

Reflection sticks A handy hint is… Review goal scores

5 I can recognise

numbers in different patterns

(subitising)

Dice race – roll large die (with dots) or use die on IWB. Tell students that as soon as the dice stops, they need to call out the number as quickly as they can. Have whole class do it together or call on individual students to take turns.

Discuss how students know how many numbers were on the dice so quickly – did you have to count? Show different arrangements of dots representing different numbers and share strategies for recognising how many quickly. Are there groups of dots within them that you know and recognise? e.g. I can see two pairs to make 4. Repeat with lots of dot arrangements.

Subitising and dot pattern rotations -‐ Memory match game (dot

cards) -‐ Snap with playing cards/dot

cards

Reflection sticks I found it useful to… Review goal scores

6

I can break numbers into different parts

Write number 6 on board. Show me 6 fingers. Show me a different way of making 6 fingers. Can you show another way?

Number busting – we can make numbers in different ways and break them up in different ways. Give students 8 unifix blocks in pairs. Ask each pair to “bust up” their group of 8, and share how they have broken it up. Record these on a class chart. These are all ways of making, or breaking up the number 8. Put them back into a tower of 8 and see how many ways you can bust it. Emphasise that we are not adding more or taking any away. It is always 8 blocks, just separated into different parts.

Number busting Each student can choose (or be given) a number to find as many ways as possible to break it into parts. Students record number in box at top of sheet, build a tower of that many unifix, then break it up, draw and write to record the ways they can break it into parts.

Reflection sticks I have kearnt… Review goal scores


4

7 I can make a

model to solve problems

Turn & Talk – what can we use to make a model? Direct students to look at and think about maths trolley items.

Pose the problem – There are 10 new preps coming to MPPS. How many could be girls and how many could be boys? Discuss how we could use making a model to solve it. What could we use to show boys and what could we use to show girls? Model one example, e.g. use 5 blue teddies and 5 red teddies to show 5 and 5 makes ten. How can we record this in our books? Is this the only way it could be?

Problem Solving: There are __ new preps. How many could be girls and how many could be boys? Give students different numbers depending on their ability. All students should try and find at least 3 different possible solutions. (Take photos of students’ models to stick on a page in maths books)

Share different models – did your model work? Why or why not? Reflection sticks I found it useful to… Review goal scores

8 I can estimate how many and count to

check

Show image – how many animals do you think it might be? Is it more than 10? Is it more or less than 20? 100?

Show students a pile of blocks, some blocks in a circle, and some blocks in a line (use similar amounts in each). Ask students – How many do you think are in each group (without counting them all)? Which group do you think has the most? Discuss strategies for estimating. Is one group easier to estimate? Have students demonstrate counting strategies to check how many in each group.

Numbers in a jar Have 4 clear jars or containers with different amounts of blocks (jelly beans?) in them, labelled A, B, C, D. Give each students a sheet with a spot to estimate the amount in each jar. Come to floor, discuss estimates and how they worked them out. Which do they think has most, least, etc.? Divide students into 4 groups and have them work together to count and check the actual amounts in each jar.

Reflection sticks A counting strategy I used was… Review goal scores

9 I can start counting

from different numbers

(ASSESSMENT

OF)

Five finger count – count up to a number and students have to count on 5 more times, using their fingers to keep track. Count backwards and have students count back five more times. Start at different numbers up to 20, or beyond.

Have students count out loud while you place objects into a tin (students should not be able to see the counted objects). Have students close their eyes and listen for objects to drop and count how many drops they hear. Remove objects and count to check. Count some objects into the tin again and have students count on from that number up to a certain amount. Repeat with different number in tin, then students counting on.

Count for ten Give stuents Count For Ten sheet. Instruct students to choose starting numbers from either 0-10 0-20 0-99 OR write starting numbers for students. Students then record the next ten numbers in sequence.

Reflection sticks Today I was challenged by… Review goal scores


5

COUNTING OBSERVATION CHECKLIST

Student 0-10

0-20

0-100 1-1

Touches or moves objects

Arranges objects in line/pairs.

Estimates Skip counts Other


6

Estimate and check!

Container Estimate

Can you make a thinking guess about how many there might be?

Check Count carefully to find out exactly how

many there are.

A

B

C

D

GOAL: I can estimate how many and count to check


7

Count for Ten!

0 _ _ _ _ _ _ _ _ _ _ 0 _ _ _ _ _ _ _ _ _ _ 0 _ _ _ _ _ _ _ _ _ _ 0 _ _ _ _ _ _ _ _ _ _ 0 _ _ _ _ _ _ _ _ _ _

GOAL: I can count starting from different numbers


8

Counting Sheep – estimation


9

Reflection sticks…

Prep Maths Planner SAMPLE

Documents

Transcript of Prep Maths Planner SAMPLE