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OneSchoolUnit Plan

Name: Unit 2 - Mathematics Year 1 (V8)Duration: 8 Weeks

Year Level: Year 1

Applicable LearningAreas/Subjects: Mathematics

Unit Plan

Through the proficiency strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of:

Number and place value - represent and record counting sequences, partition two-digit numbers, represent and record the tens number sequence, investigate quantities and equality, represent two-digit numbers, standard partitioning of two-digit numbers, model double facts, identify and describe addition and subtraction situations, apply addition strategies, solve subtraction problems, connect addition and subtraction, represent, record and solve simple addition problems.

Fractions and decimals - investigate wholes and halves, partition to make equal parts. Money and financial mathematics - explore features of Australian coins. Patterns and algebra - investigate and describe repeating and growing patterns, connect counting sequences to growing patterns, represent the tens number

sequence, represent and record counting sequences, describe number patterns. Using units of measurement - describe the duration of an hour, explore and tell time to the hour. Shape - investigate the features three-dimensional objects and two-dimensional shapes, and describe two-dimensional shapes and three-dimensional objects. Location and transformation - explore and describe location, investigate and describe position, direction and movement, interpret directions.

For further information to support teaching of the unit, view the: Year level plan Teacher lesson overview Supporting learning resource - Misunderstandings and misconceptions

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure Attachments/Information Communication and Technology/advice.DOCX.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 54

Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)

Year: 1Learning Areas/Subjects: Mathematics

Duration: 8 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Creating and describing skip counting in tens (Yr 01)Students describe number sequences resulting from skip counting by 2s, 5s and 10s. To continue simple patterns involving numbers and objects.

Monitoring Mathematics Unscheduled

Describing two-dimensional shapes and three-dimensional objects (Yr 01)Students describe two-dimensional shapes and three- dimensional objects.

Interview Mathematics Unscheduled

Investigating the value of Australian coins (Yr 01)Students use simple strategies to reason and solve a money inquiry question

Assignment/Project Mathematics Unscheduled

Using the language of direction (Yr 01)Students give and follow directions to familiar locations.

Observation Mathematics Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Patterns and algebra Number and place value Using units of measurement /

Location and transformation Number and place value Shape Number and place value Fractions and decimals Money and financial

mathematics

Resources Attachments Plan Resource Bank

Assessment Assignment/Project - Investigating the

value of Australian coins (Yr 01) Interview - Describing two-

dimensional shapes and three- dimensional objects (Yr 01)

Monitoring - Creating and describing skip counting in tens (Yr 01)

Observation - Using the language of direction (Yr 01)




Duration: 8 Weeks

Australian Curriculum

Mathematics – Year 1

Year 1 Achievement StandardBy the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.

Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences.

Content Descriptions

Measurement and Geometry Number and Algebra

Shape Recognise and classify familiar two-dimensional shapes and three-dimensional

objects using obvious features (ACMMG022)Using units of measurement

Describe duration using months, weeks, days and hours (ACMMG021) Tell time to the half-hour (ACMMG020)

Location and transformation Give and follow directions to familiar locations (ACMMG023)

Patterns and algebra Investigate and describe number patterns formed by skip-counting and patterns with

objects (ACMNA018)Number and place value

Count collections to 100 by partitioning numbers using place value (ACMNA014) Develop confidence with number sequences to and from 100 by ones from any

starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) Recognise, model, read, write and order numbers to at least 100. Locate these

numbers on a number line (ACMNA013) Represent and solve simple addition and subtraction problems using a range of

strategies including counting on, partitioning and rearranging parts (ACMNA015)Money and financial mathematics

Recognise, describe and order Australian coins according to their value (ACMNA017)

Fractions and decimals Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)




Duration: 8 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

making connections between number names, numerals and quantities to 10 counting to and from 20 and ordering small collections connecting events and the days of the week explaining order and duration of events using appropriate language to describe location sorting shapes and objects.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

identifying representations of one half explaining time durations counting to and from 100 carrying out simple addition using counting strategies partitioning numbers using place value continuing simple patterns involving numbers and objects telling time to the half hour using the language of direction to move from place to place describing two-dimensional shapes and three-dimensional objects recognising Australian coins according to their value.




Duration: 8 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Using measurement

Information and communication technology (ICT) capability Investigating with ICT Communicating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social awareness Social management

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.




Duration: 8 Weeks

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.For access to model lessons to address Aboriginal and Torres Strait Islander histories and cultures visit the website YDM-CCP teacher resources (QUT) http://ydc http://ydc.qut.edu.au/resources/YDM-CCP-teacher-resources.jsp

Username: CCPYDM Password: Curriculum#1

Assessing student learningAssessment name: Using the language of directionAssessment description: Students give and follow directions to familiar locations.

Assessment name: Describing two-dimensional shapes and three-dimensional objectsAssessment description: Students describe two-dimensional shapes and three-dimensional objects.

Assessment name: Investigating the value of Australian coinsAssessment description: Students use simple strategies to reason and solve a money inquiry question.

In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

recall, represent and record counting sequences - ones, twos (up to 20) and tens (to 100) accurately count collections represent counting sequences represent two-digit numbers with materials match numerals and number names to numbers which are multiples of 10 represent and sequence multiples of ten record the tens number sequence partition two-digit numbers using standard place value partitions (tens and ones)




Duration: 8 Weeks

record standard partitions using the part-part-whole model compare quantities and identify number relationships represent addition and subtraction situations record addition and subtraction number stories demonstrate the commutative principle and the addition process select and use thinking strategies to solve simple addition problems explain their thinking as they solve addition problems share a 'whole' object, quantity or collection represent halves using different models and materials use materials to represent and identify a 'whole' (as an object, collection or quantity) create repeating and growing patterns identify analog and digital clock features identify o'clock times create o'clock times on analog and digital clocks identify and describe geometric features of three-dimensional objects identify and describe geometric features of two-dimensional shapes give and follow directions to locate objects.

Monitoring taskMonitoring name: Creating and describing skip counting in tensMonitoring description: Students describe number sequences resulting from skip counting by 2s, 5s and 10s. Students continue simple patterns involving numbers and objects.

FeedbackFeedback in this unit this may include:

recall of the ones, twos and tens counting sequences skip counting using multiples of ten, 2 and 1 comparison of quantities evidence of part-part-whole understanding recording addition and subtraction problems use of thinking strategies for solving simple addition problems partitioning into two equal parts comparison and sorting of Australian coins understanding repeating and growing patterns identifying the rule for a number pattern identify and describe the geometric features of three-dimensional objects and two-dimensional shapes.




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

5 Lessons Patterns and algebra Lesson 1: Describing patterns involving objects and numbers Lesson 2: Describing growing patterns in counting sequences Lesson 3: Counting by tens Lesson 4: Representing and recording counting sequences Lesson 5: Describing number patterns

5 Lessons Number and place value Lesson 6: Representing multiples of 10 Lesson 7: Comparing quantities Lesson 8: Recording equal quantities Lesson 9: Representing two-digit numbers Lesson 10: Partitioning two-digit numbers

5 Lessons Using units of measurement / Location and transformation Lesson 11: Describing the duration of an hour Lesson 12: Telling time to the hour Lesson 13: Describing location and position Lesson 14: Describing direction and movement Lesson 15: Assessing student learning

4 Lessons Number and place value Lesson 16: Modelling double facts Lesson 17: Connecting addition and subtraction Lesson 18: Solving addition problems 1 Lesson 19: Solving addition problems 2

4 Lessons Shape Lesson 20: Identifying features of three-dimensional objects Lesson 21: Identifying features of two-dimensional shapes Lesson 22: Describing two-dimensional shapes and three-dimensional objects Lesson 23: Assessing student learning

3 Lessons Number and place value Lesson 24: Identifying and describing addition problems Lesson 25: Representing addition and subtraction Lesson 26: Working with subtraction




Duration: 8 Weeks

Curriculum Plan Topics

Duration Topic

3 Lessons Fractions and decimals Lesson 27: Representing one-half Lesson 28: Identifying halves Lesson 29: Partitioning to make equal parts

3 Lessons Money and financial mathematics Lessons 30-32: Investigating the value of Australian coins

32 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Patterns and algebra Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students describe repeating and growing patterns, identify patterns in counting sequences and use skip counting by tens.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Describing patterns involving objects and numbers

Lesson objectivesStudents will:

Describe repeating and growing patterns.Evidence of learningCan the student:

Describe and continue repeating patterns involving objects and numbers?

Describe and continue growing patterns involving objects and numbers?

Example learning sequence Establish learning context Describe and continue repeating patterns Describe and continue growth patterns Describe number patterns

Resources Supporting learning resource - Describing patterns involving objects and numbers Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Monster choir: Look and listen (TLF L494) Education Services

Australia CC BY-SA 3.0 http:creativecommons.org/licenses/by-sa/3.0/au/ Learning object - Sound and movement patterns Learning object - Hundred board materials for pattern making e.g. attribute blocks, counters, linking cubes, pasta,

shells digital camera

Helpful information Website - Mathematics library

https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html

Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html

Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html

Supporting learning resource - Monitoring audit - by the end of Year 1 https://learningplace.eq.edu.au/cx/resources/items/07c3b137-31f5-41a1-bc5e-6c4bc570c648/0/Mth_Y01_SLR_MonitoringAudit.docx

Supporting learning resource - Patterning https://learningplace.eq.edu.au/cx/resources/items/dd968653-8284-46cf-b52c-30a42d1065f3/0/Mth_Y01_U3_SLR_Patterning.docx

Website - About patterns and algebra http://www.qcaa.qld.edu.au/downloads/p_10/kla_maths_info_pattern.pdf

Supporting learning resource - Making balance scales https://learningplace.eq.edu.au/cx/resources/items/0adab87e-f9eb-44a4-b9d3-dacb5dd3e48c/0/Mth_Y01_U3_SLR_MakeBalScales.docx

Attachments Lesson plan




Duration: 8 Weeks

Teaching Sequence




Lesson 2

Describing growing patterns in counting sequences


Identify patterns within counting sequences.Evidence of learningCan the student:

Describe the patterns in counting sequences?Example learning sequence

Establish learning context Recall counting sequences Connect counting sequences to growing patterns Record the counting sequence Use counting to quantify a collection

Resources Supporting learning resource - Describing growing patterns in counting sequences Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Hundred board various materials for counting (e.g. a box filled with blocks, counters, buttons,

paperclips, beads, marbles, shells, rocks, pegs, ice-cream sticks)Helpful information



Supporting learning resource - Making balance scales https://learningplace.eq.edu.au/cx/resources/items/0adab87e-f9eb-44a4-b9d3-dacb5dd3e48c/0/Mth_Y01_U3_SLR_MakeBalScales.docx





Duration: 8 Weeks

Teaching Sequence




Lesson 3

Counting by tens


Identify the numbers in the tens counting sequence. Use skip counting by tens to quantify a collection.

Evidence of learningCan the student:

Use skip counting forwards in tens starting from zero? Represent and record a tens counting pattern? Count in tens to quantify a collection?

Example learning sequence Establish learning context Skip count by tens Represent skip counting by tens Record skip counting by tens pattern Identify missing element in the tens number pattern

Resources Supporting learning resource - Creating and describing skip counting in tens Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Hundred board Sheet - Number cards 1-100 Sheet - Hundred board 1-100 a card with zero written on the front place value bead strings materials suitable for counting hundred board linking cubes or similar materials

Helpful information Supporting learning resource - Patterns

https://learningplace.eq.edu.au/cx/resources/items/db57f9b4-7094-4ef6-a46a-b909fb3e4807/0/Mth_Y01_U3_SLR_Patterns.docx

Supporting learning resource - Using place value beads https://learningplace.eq.edu.au/cx/resources/items/5f2b0781-d610-4238-b007-8f801515f358/0/Mth_Y3-6_SH_UsingPlaceValueBeads.docx





Duration: 8 Weeks

Teaching Sequence




Lesson 4

Representing and recording counting sequences


Recall the ones, twos and tens counting sequences. Skip count a collection.


Recall the ones, twos and tens counting sequences? Identify counting sequence patterns?

Example learning sequence Establish learning context Recall counting sequences Represent counting sequences Record counting sequences

Resources Supporting learning resource - Representing and recording counting sequences Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Number line Learning object - Hundred board Sheet - Number line 0 to 40 Sheet - Number cards 1-100 Sheet - Blank number tracks number line to 40 materials such as counters, buttons, blocks

Helpful information Supporting learning resource - Counting in twos

https://learningplace.eq.edu.au/cx/resources/items/7e4a4b4c-38ec-4ed0-aaca-a2df51ca9518/0/Mth_Y01_U3_SLR_CountInTwos.docx

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 1 and Sample learning activities





Duration: 8 Weeks

Teaching Sequence




Lesson 5

Describing number patterns


Identify the rule in a number pattern. Connect representations of number patterns.


Identify the rule in a number pattern? Connect different representations of number patterns?

Example learning sequence Establish learning context Identify the pattern of a counting sequence Connect representations of number patterns Identify patterns created by skip counting from different starting

points Use number patterns

Resources Supporting learning resource - Describing number patterns Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Hundred board and calculator combo Learning object - Number line Sheet - Blank number tracks materials to model number patterns calculators

Helpful information Text - Department of Education Western Australia (2013), First Steps in

Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 1 and Sample learning activities





Duration: 8 Weeks

Teaching Sequence

Topic Number and place value Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students sequence multiples of ten, compare quantities, represent and partition two-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 6

Representing multiples of 10


Skip count by tens. Connect numerals, number names and quantities. Sequence multiples of 10


Count in tens to quantify a collection? Represent multiples of 10 numbers with materials? Match number name, numeral and representations for multiples of

10?Example learning sequence

Establish learning context Represent multiples of 10 Match quantities, number names and numerals Sequence multiples of 10

Resources Supporting learning resource - Representing multiples of 10 Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Hundred board Sheet - Ten words and digits: 20 to 90 Sheet - 10 frame place value beads (100 string) cards with the numerals and words for multiples of ten to 100 materials suitable for counting paper plates ten frames number line representations classroom display of numerals and number names for multiples of ten

Helpful information Supporting learning resource - Using place value beads

https://learningplace.eq.edu.au/cx/resources/items/5f2b0781-d610-4238-b007-8f801515f358/0/Mth_Y3-6_SH_UsingPlaceValueBeads.docx

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 1, 4 and 5





Duration: 8 Weeks

Teaching Sequence




Lesson 7

Comparing quantities


Compare quantities. Make small collections equal.


Compare quantities? Describe quantities as equal or not equal?

Example learning sequence Establish learning context Compare quantities Make quantities equal

Resources Supporting learning resource - Comparing quantities Supporting learning resource - Mathematics tool kit Years P-2 Video - Balance balance scales collections of small materials suitable for comparing quantities such as linking cubes

or counters objects with the same and different mass/size dice (0 to 9) materials such as counters and blocks


Lesson 8

Recording equal quantities


Record equal expressions. Explain how the total remains the same regardless of the order in

which the parts are combined.Evidence of learningCan the student:

Connect simple number expressions using the equals symbol? Explain the equivalence between two expressions?

Example learning sequence Establish learning context Record equivalence Represent commutativity

Resources Supporting learning resource - Recording equal quantities Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Balloon match balance scales materials suitable for using with the balance scales Sheet - Ten frames





Duration: 8 Weeks

Teaching Sequence




Lesson 9

Representing two-digit numbers


Partition two-digit numbers. Represent two-digit numbers.


Represent two-digit numbers with a variety of materials? Partition two-digit numbers and identify the parts?

Example learning sequence Establish learning context Represent two-digit numbers Identify and record the tens and ones Represent two-digit numbers using partitioning

Resources Supporting learning resource - Representing two-digit numbers Supporting learning resource - Mathematics tool kit Years P-2 Sheet - Number cards 1-100 Sheet - Folded cards Sheet - Place value chart two-digit number cards (words and symbols) materials suitable for counting place value beads maths mat or grid drawn on the floor ice-cream sticks, kidney beans and craft glue linking cubes

Helpful information Supporting learning resource - Writing numbers

https://learningplace.eq.edu.au/cx/resources/items/2431a81d-f4e1-42a6-8cf1-d3d445a37602/0/Mth_Y01_U3_SLR_WritingNum.docx


Supporting learning resource - Using the maths mat https://learningplace.eq.edu.au/cx/resources/items/8242d1fc-2698-486b-a356-22f467b146f3/0/Mth_SH_UsingMathsMat.docx





Duration: 8 Weeks

Teaching Sequence




Lesson 10

Partitioning two-digit numbers


Use standard place value and flexible partitioning to represent two-digit numbers.


Partition two-digit numbers using standard place value? Partition two-digit numbers flexibly? Record the partitions in a part-part-whole model and as an

addition number sentence?Example learning sequence

Establish learning context Identify standard place value partitions of two-digit numbers Record standard place value partitions of two-digit numbers Flexibly partition two-digit numbers

Resources Supporting learning resource - Mathematics tool kit Years P-2 Supporting learning resource - Partitioning two-digit numbers Sheet - Thinkboard: Partitioning Sheet - Folded cards Sheet - Place value chart Sheet - Buccaneer bower bird bingo! materials suitable for counting place value beads linking cubes

Helpful information Supporting learning resource - Partitioning - What is it?

https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc


Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 4 and 6





Duration: 8 Weeks

Teaching Sequence

Topic Using units of measurement / Location and transformation

Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students describe the duration of an hour, tell the time to the hour and describe location, position, direction and movement.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 11

Describing the duration of an hour


Describe the duration of an hour. Represent the duration of an hour on a clock.


Describe the duration of an hour? Represent the duration of an hour on a clock?

Example learning sequence Establish learning context Identify the language of time Investigate the duration of an hour Identify different types of clocks Explore the features of a clock (analog and digital)

Resources Supporting learning resource - Describing the duration of an hour Supporting learning resource - Mathematics tool kit Years P-2 pictures of clocks (digital and in books and magazines) analog clock digital clock materials such as paper plates and split pins to make clocks (optional)


Lesson 12

Telling time to the hour


Tell the time to the hour on an analog and digital clock.Evidence of learningCan the student:

Read and display o'clock times on analog and digital clocks?Example learning sequence

Establish learning context Model o'clock times on an analog clock Match analog times to digital times Practise making o'clock times on analog and digital clocks

Resources Supporting learning resource - Telling time to the hour Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Matching o'clock time Learning object - Clocks: Analog and digital Sheet - Analog clock face classroom timetable, TV guide Text - Carle, E 1977, The grouchy ladybug, Harper Collins Publishers, New York





Duration: 8 Weeks

Teaching Sequence





Lesson 13

Describing location and position


Locate objects from positional descriptions. Describe the location of objects.


Locate an object? Describe the location of an object?

Example learning sequence Establish learning context Describe familiar locations Use positional language Locate objects

Resources Supporting learning resource - Describing location and position Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Set the table Learning object - Position Learning object - The bathroom Learning object - In the garden shed collection of objects digital camera


Lesson 14

Describing direction and movement


Explore directions and the distance moved. Identify directional opposites, e.g. left, right. Give and follow directions to a specific location.


Give directions to locate objects? Follow directions to locate an object?

Example learning sequence Establish learning context Identify the language of direction and movement Give and follow directions Follow directions on a grid Give directions to locate an object

Resources Supporting learning resource - Describing direction and movement Supporting learning resource - Mathematics tool kit Years P-2 Sheet - Position and movement words Sheet - Direction words Sheet - 5 x 5 grid analog clock whistle or simple percussion instrument collection of objects to hide 5 × 5 grid on the floor or a large 5 × 5 Maths mat objects (e.g. soft toy, chair, ball) programmable floor robots (optional)





Duration: 8 Weeks

Teaching Sequence





Lesson 15

Assessing student learning

Assessment purposeTo give and follow directions to familiar locations.Example learning sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Using the language of direction Assessment task - Using the language of direction: Model response Assessment task - Using the language of direction: Teaching notes





Duration: 8 Weeks

Teaching Sequence


Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students model double facts, connect addition and subtraction and solve addition problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluencyEnd each lesson with a review of student learning in that lesson.


Lesson 16

Modelling double facts


Describe and represent doubles.Evidence of learningCan the student:

Represent a double? Identify the parts and whole of a double?

Example learning sequence Establish learning context Describe double patterns Represent doubles

Resources Supporting learning resource - Modelling double facts Learning object - Double Trouble Slideshow - Doubling using a ten frame Sheet - Seeing double Sheet - Doubles chart 2 to 10 Sheet - Doubles chart 12 to 18 collection of materials, e.g. buttons, shells, linking cubes, toothpicks, ice- cream

sticks, beads, beans, pasta egg cartons sticky tape blank Ten Frame (one per student) collection of counters, two different colours paint brushes Supporting learning resource - Mathematics tool kit Years P-2





Duration: 8 Weeks

Teaching Sequence




Lesson 17

Connecting addition and subtraction


Explore commutativity in addition.Evidence of learningCan the student:

Identify part and whole values in an addition situation? Rearrange the parts to display a related addition fact? Explain that in addition, the whole does not change by rearranging

the parts?Example learning sequence

Establish learning context Combining parts Represent related facts

Resources Supporting learning resource - Connecting addition and subtraction Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Dice combo Sheet - Dominoes Sheet - Words and digits 1 to 9 1 wire coat hanger and 20 pegs (per pair) 20 bead string (one per pair) 20 linking cubes - 10 of one colour and 10 of another colour (per pair) 20 counters - 10 of one colour and 10 of another colour (per pair)





Duration: 8 Weeks

Teaching Sequence




Lesson 18

Solving addition problems 1


Use thinking strategies to solve simple addition problems. Record simple addition problems with numerals and symbols.


Represent and describe part and whole values in addition situations?

Identify and use an appropriate thinking strategy to solve simple addition problems?

Record simple addition problems using numerals and symbols?Example learning sequence

Establish learning context Identify and describe addition situations Use thinking strategies to solve simple addition problems Record simple addition problems

Resources Supporting learning resource - Recording addition Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Introducing the '+' symbol Learning object - Writing addition sentences Sheet - Number cards 1-100 Sheet - Empty jars Maths mat playing cards counters, linking cubes or beads ten frames


Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 1 and 2, and Sample learning activities






Duration: 8 Weeks

Teaching Sequence




Lesson 19

Solving addition problems 2


Rearrange the parts of an addition situation to show commutativity.

Select appropriate thinking strategies to solve simple addition problems.

Record addition problems with numerals and symbols.Evidence of learningCan the student:

Explain and demonstrate how, in addition, the whole does not change by rearranging the parts?

Select an appropriate thinking strategy to solve an addition problem?

Example learning sequence Establish learning context Explain addition facts Explain commutativity in addition Solve simple addition problems

Resources Supporting learning resource - Solving addition problems Supporting learning resource - Mathematics tool kit Years P-2 Sheet - Addition number stories materials suitable for modelling addition ten frames and counters place value beads drawing materials number cards 0-100 place value chart


Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 1 and 2, and Sample learning activities






Duration: 8 Weeks

Teaching Sequence

Topic Shape Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify and describe the features of two- dimensional shapes and three-dimensional objects.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 20

Identifying features of three- dimensional objects


Identify and describe the obvious geometric features of three-dimensional objects.


Identify and describe the geometric features of three-dimensional objects?

Example learning sequence Establish learning context Identify three-dimensional objects Describe three-dimensional objects Sort three-dimensional objects Create structures using three-dimensional objects.

Resources Supporting learning resource - Identifying features of three-dimensional objects Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Face painter: Finding faces 1 Learning object - Shapes at the show Sheet - Shape names variety of three-dimensional objects, e.g. soup cans, balls, duster, books, ice-cream

cones, cereal packets models of three-dimensional shapes, e.g. cube, sphere, rectangular prism, cone,

cylinder, pyramid attribute blocks or pictorial representations of two-dimensional shapes sheets for recording features of three-dimensional objects

Helpful information Supporting learning resource - 3D shapes

https://learningplace.eq.edu.au/cx/resources/items/18fe5454-bc1d-4b4a-a627-2f6d119f8159/0/Mth_Y01_U4_SLR_3DShapes.docx

Supporting learning resource - 3D shapes and objects and 2D shapes https://learningplace.eq.edu.au/cx/resources/items/957bebab-f7ea-4b71-ab2b-955b6fc0a5e1/0/Mth_Y01_U4_SLR_3DShapes2DShapes.docx

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1





Duration: 8 Weeks

Teaching Sequence




Lesson 21

Identifying features of two- dimensional shapes


Identify and describe the geometric features of two-dimensional shapes.


Identify and describe the geometric features of two-dimensional shapes?

Example learning sequence Establish learning context Identify two-dimensional shapes Describe two-dimensional shapes Sort two-dimensional shapes Create other shapes using two-dimensional shapes

Resources Supporting learning resource - Identifying features of two-dimensional shapes Supporting learning resource - Mathematics tool kit Years P-2 Learning object - 2D shapes Learning object - Plane shapes (1) pattern blocks or cut-out shapes illustrations of two-dimensional shapes 2 metre length of elastic, tied in a loop two-dimensional shape name cards three-dimensional models opaque bag

Helpful information Supporting learning resource - About 2D shapes

https://learningplace.eq.edu.au/cx/resources/items/740bc6b7-7ae2-4e15-9735-301b2a97a7fc/0/Mth_Y01_U4_SLR_About2DShapes.docx

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1





Duration: 8 Weeks

Teaching Sequence




Lesson 22

Describing two- dimensional shapes and three- dimensional objects


Identify and sort everyday shapes and objects. Describe and name familiar shapes and objects.


Identify and sort two-dimensional shapes and three-dimensional objects?

Explain the sort? Describe the features of familiar shapes and objects?

Example learning sequence Establish learning context Identify familiar shapes and objects Sort and describe shapes and objects Compare shapes and objects

Resources Supporting learning resource - Describing two-dimensional shapes and three-

dimensional objects Supporting learning resource - Mathematics tool kit Years P-2 illustrations of common regular and irregular two-dimensional shapes models of common three-dimensional objects pattern blocks or cut-out two-dimensional shapes digital camera


Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1.


Lesson 23

Assessing student learning

Assessment purposeTo describe two-dimensional shapes and three-dimensional objects.Example learning sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment.

Resources Assessment task - Describing two-dimensional shapes and three-dimensional

objects Assessment task - Describing two-dimensional shapes and three-dimensional

objects: Teaching notes Assessment task - Describing two-dimensional shapes and three-dimensional

objects: Model response





Duration: 8 Weeks

Teaching Sequence


Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify, describe and represent addition and subtraction problems and solve subtraction problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 24

Identifying and describing addition problems


Identify the parts and whole of an addition problem. Explain thinking used to solve addition problems.


Identify the parts and whole in addition situations? Explain thinking used to solve an addition problem?

Example learning sequence Establish learning context Identify and describe addition Describe thinking used to solve simple addition problems

Resources Supporting learning resource - Identifying and describing addition problems Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Introducing the '+' symbol Sheet - 10 frame counters and other materials suitable for showing the additive concept of joining addition word wall materials suitable for modelling addition

Helpful information Supporting learning resource - Number facts: addition and subtraction

https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx

Supporting learning resource - Part-part-whole reasoning: addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/25a49a23-d190-45d5-8bce-465dc8db054c/0/Mth_Y02_U4_SLR_PartPartWholeReasoning.docx

Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Understand operations, Key understanding 1





Duration: 8 Weeks

Teaching Sequence




Lesson 25

Representing addition and subtraction


Identify and represent simple addition and subtraction situations. Describe addition and subtraction using parts and whole.


Identify the operation (addition or subtraction) and represent it with materials?

Identify the part and whole values in addition and subtraction problems?

Record simple number sentences using the '=' sign?Example learning sequence

Establish learning context Identify and represent addition and subtraction Use thinking strategies to solve simple addition and subtraction

problems

Resources Supporting learning resource - Representing addition and subtraction Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Interactive number lines Sheet - 20 frame or double 10 frame Sheet - Number line 0 to 40 hoop and balls or similar objects counters number cards 0-100


Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Understand operations, Key understandings 1, 2, 7 and 9





Duration: 8 Weeks

Teaching Sequence




Lesson 26

Working with subtraction


Describe, represent and record simple subtraction problems. Solve simple subtraction problems.


Describe and represent whole and part values in subtraction? Identify strategies used to solve a simple subtraction problem? Record a simple subtraction problem using the '=' symbol?

Example learning sequence Establish learning context Identify, describe and represent subtraction Solve simple subtraction problems Record simple subtraction problems.

Resources Supporting learning resource - Working with subtraction Supporting learning resource - Mathematics tool kit Years P-2 Sheet - 20 frame or double ten frame counters materials suitable for modelling subtraction

Helpful information Supporting learning resource - Number facts: addition and subtraction

https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx

Supporting learning resource - Part-part-whole reasoning: addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/25a49a23-d190-45d5-8bce-465dc8db054c/0/Mth_Y02_U4_SLR_PartPartWholeReasoning.docx


Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Understand operations, Key understandings 1, 2, 7 and 9Attachments





Duration: 8 Weeks

Teaching Sequence

Topic Fractions and decimals Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify and represent one half and partition to make equal parts.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 27

Representing one-half


Share a whole into two equal parts.Evidence of learningCan the student:

Partition a whole into two equal parts? Identify one-half of a whole?

Example learning sequence Establish learning context Describe a 'whole' Share a whole into two equal parts

Resources Supporting learning resource - Representing one-half Supporting learning resource - Mathematics tool kit Years P-2 different objects, materials and models suitable for halving, e.g.

o collections (toys, counters, food items)o shapes (drawings, images, sheets of paper, flat items such as paper plates)o amounts (fruit, balls of playdough, water in a jug, sand in a container, string,

ribbon)Helpful information

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1





Duration: 8 Weeks

Teaching Sequence




Lesson 28

Identifying halves


Identify half of a whole. Describe one-half of a whole.


Identify one-half of a whole? Describe one-half as one of two equal parts of a whole?

Example learning sequence Establish learning context Recognise one-half of a whole Make two equal parts of a whole

Resources Supporting learning resource - Identifying halves Supporting learning resource - Mathematics tool kit Years P-2 variety of materials, e.g. 2D shapes printed on paper, modelling clay, jug of water,

empty jug, string/ribbon, bag of rice bags of materials with an even number of items (20 or less): counters, pegs, blocks,

crayons etc. cup/glass balance scales objects to be halved (e.g. fruit)

Helpful information Sheet - Making balance scales

https://learningplace.eq.edu.au/cx/resources/items/4d203462-c0d4-4a95-befe-058d037e2a91/0/Mth_Y01_U4_SH_MakingBalanceScales.docx

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1

Attachments• Lesson plan




Duration: 8 Weeks

Teaching Sequence




Lesson 29

Partitioning to make equal parts


Partition to make halves. Identify representations of a half.


Partition to make two equal parts? Identify equal or not equal parts of a whole?

Example learning sequence Establish learning context Describe equal parts Identify different representations of one half

Resources Supporting learning resource - Partitioning to make equal parts Supporting learning resource - Mathematics tool kit Years P-2 Slideshow - An unbearable half Sheet - Butterfly and apple illustration collections of materials, e.g. counters, beads, straws, linking cubes symmetrical paper shapes strips of paper, streamers or tape images or digital images that can be manipulated when partitioning


Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1





Duration: 8 Weeks

Teaching Sequence

Topic Money and financial mathematics Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students complete a Mathematical guided inquiry investigating the value of Australian coins.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 30-32

Investigating the value of Australian coins


Describe, compare, order and sort Australian coinsEvidence of learningCan the student:

Compare, order and sort coins based on physical features and value?

Justify preferences by referring to the features and values of the coins?

Example learning sequence Establish learning context Describe and recognise Australian coins (Discover) Plan how choices will be made (Devise) Explore the functions and features of Australian coins (Develop) Explain selections (Defend) Explore further questions (Diverge)

Resources Assessment task - Investigating the value of Australian coins Supporting learning resource - Investigating the value of Australian coins Supporting learning resource - Mathematics tool kit Years P-2 Supporting learning resource - Guided inquiry poster class collection of coins (Australian and foreign currencies, if possible) Learning object - Choosing coins Learning object - More coins or Learning object - $1 and $2 coins Sheet - Coin concentration cards (printed on cardboard and cut out) Sheet - Price cards (printed on cardboard and cut out) coloured sticky dots containers for sorting examples of recorded money such as price stickers, tags and dockets images and collections of objects that could be sold images of coins (such as digital camera images) purses/wallets or money bags magnifying glasses

Helpful information Website - Royal Australian Mint: Circulating coins (Royal Australian Mint)

http://www.ramint.gov.au/circulating-coins Supporting learning resource - Guided Inquiry: 5Ds

https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx

Supporting learning resource - Guided Inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 8





Duration: 8 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Patterns and algebra Lesson plan - Mth_Y01_U2_LP01.docx Lesson plan - Mth_Y01_U2_LP02.docx Lesson plan - Mth_Y01_U2_LP03.docx Lesson plan - Mth_Y01_U2_LP04.docx Lesson plan - Mth_Y01_U2_LP05.docx

Sequence - Number and place value Lesson plan - Mth_Y01_U2_LP06.docx Lesson plan - Mth_Y01_U2_LP07.docx Lesson plan - Mth_Y01_U2_LP08.docx Lesson plan - Mth_Y01_U2_LP09.docx Lesson plan - Mth_Y01_U2_LP10.docx

Sequence - Using units of measurement / Location and transformation

Lesson plan - Mth_Y01_U2_LP11.docx

Lesson plan - Mth_Y01_U2_LP12.docx Lesson plan - Mth_Y01_U2_LP13.docx Lesson plan - Mth_Y01_U2_LP14.docx Lesson plan - Mth_Y01_U2_LP15.docx




Duration: 8 Weeks


Sequence - Number and place value Lesson plan - Mth_Y01_U2_LP16.docx




Sequence - Shape Lesson plan - Mth_Y01_U2_LP20.docx




Sequence - Number and place value Lesson plan - Mth_Y01_U2_LP24.docx



Sequence - Fractions and decimals Lesson plan - Mth_Y01_U2_LP27.docx



Sequence - Money and financial mathematics Lesson plan - Mth_Y01_U2_LP30_32.docx

Sequence 1 wire coat hanger and 20 pegs (per pair)




Duration: 8 Weeks


2 metre length of elastic, tied in a loop

20 bead string (one per pair)

20 counters - 10 of one colour and 10 of another colour (per pair)

20 linking cubes - 10 of one colour and 10 of another colour (per pair)

5 × 5 grid on the floor or a large 5 × 5 Maths mat

a card with zero written on the front

addition word wall

analog clock

attribute blocks or pictorial representations of two-dimensional shapes

bags of materials with an even number of items (20 or less): counters, pegs, blocks, crayons etc.

balance scales

blank Ten Frame (one per student)

calculators

cards with the numerals and words for multiples of ten to 100

class collection of coins (Australian and foreign currencies, if possible)

classroom display of numerals and number names for multiples of ten

classroom timetable, TV guide

collection of counters, two different colours




Duration: 8 Weeks


collection of materials, e.g. buttons, shells, linking cubes, toothpicks, ice-cream sticks, beads, beans, pasta

collection of objects

collection of objects to hide

collections of materials, e.g. counters, beads, straws, linking cubes

collections of small materials suitable for comparing quantities such as linking cubes or counters

coloured sticky dots

containers for sorting

counters

counters and other materials suitable for showing the additive concept of joining

counters, linking cubes or beads

cup/glass

dice (0 to 9)

different objects, materials and models suitable for halving, e.g. collections (toys, counters, food items) shapes (drawings, images, sheets of paper, flat items such as paper plates) amounts (fruit, balls of playdough, water in a jug, sand in a container, string, ribbon)

digital camera

digital clock

drawing materials

egg cartons




Duration: 8 Weeks


examples of recorded money such as price stickers, tags and dockets

hoop and balls or similar objects

hundred board

ice-cream sticks, kidney beans and craft glue

illustrations of common regular and irregular two-dimensional shapes

illustrations of two-dimensional shapes

images and collections of objects that could be sold

images of coins (such as digital camera images)

images or digital images that can be manipulated when partitioning

Learning object - $1 and $2 coins

Learning object - 2D shapes

Learning object - Balloon match

Learning object - Choosing coins

Learning object - Clocks: Analog and digital

Learning object - Dice combo

Learning object - Double Trouble

Learning object - Face painter: Finding faces 1

Learning object - Hundred board




Duration: 8 Weeks


Learning object - Hundred board and calculator combo

Learning object - In the garden shed

Learning object - Interactive number lines

Learning object - Introducing the '+' symbol

Learning object - Matching o'clock time Learning object - Monster choir: Look and listen (TLF L494) Education Services Australia CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Learning object - More coins

Learning object - Number line

Learning object - Plane shapes (1)

Learning object - Position

Learning object - Set the table

Learning object - Shapes at the show

Learning object - Sound and movement patterns

Learning object - The bathroom

Learning object - Writing addition sentences

linking cubes

linking cubes or similar materials




Duration: 8 Weeks


magnifying glasses

materials for pattern making e.g. attribute blocks, counters, linking cubes, pasta, shells

materials such as counters and blocks

materials such as paper plates and split pins to make clocks (optional)

materials suitable for counting

materials suitable for modelling addition

materials suitable for modelling subtraction

materials suitable for using with the balance scales

materials to model number patterns

Maths mat

maths mat or grid drawn on the floor

models of common three-dimensional objects

models of three-dimensional shapes, e.g. cube, sphere, rectangular prism, cone, cylinder, pyramid

number cards 0-100

number line representations

number line to 40 materials such as counters, buttons, blocks

objects (e.g. soft toy, chair, ball)

objects to be halved (e.g. fruit)




Duration: 8 Weeks


objects with the same and different mass/size

opaque bag

paint brushes

paper plates

pattern blocks or cut-out shapes

pattern blocks or cut-out two-dimensional shapes

pictures of clocks (digital and in books and magazines)

place value bead strings

place value beads

place value beads (100 string)

place value chart

playing cards

programmable floor robots (optional)

purses/wallets or money bags

Sheet - 10 frame

Sheet - 20 frame or double 10 frame

Sheet - 5 x 5 grid

Sheet - Addition number stories




Duration: 8 Weeks


Sheet - Analog clock face

Sheet - Blank number tracks

Sheet - Buccaneer bower bird bingo!

Sheet - Butterfly and apple illustration

Sheet - Coin concentration cards (printed on cardboard and cut out)

Sheet - Direction words

Sheet - Dominoes

Sheet - Doubles chart 12 to 18

Sheet - Doubles chart 2 to 10

Sheet - Empty jars

Sheet - Folded cards

Sheet - Hundred board 1-100

Sheet - Number cards 1-100

Sheet - Number line 0 to 40

Sheet - Place value chart

Sheet - Position and movement words

Sheet - Price cards (printed on cardboard and cut out)




Duration: 8 Weeks


Sheet - Seeing double

Sheet - Shape names

Sheet - Ten frames

Sheet - Ten words and digits: 20 to 90

Sheet - Thinkboard: Partitioning

Sheet - Words and digits 1 to 9

sheets for recording features of three-dimensional objects

Slideshow - An unbearable half

Slideshow - Doubling using a ten frame

sticky tape

strips of paper, streamers or tape

Supporting learning resource - 3D shapes https://learningplace.eq.edu.au/cx/resources/items/18fe5454-bc1d-4b4a-a627-2f6d119f8159/0/Mth_Y01_U4_SLR_3DShapes.docx

Supporting learning resource - 3D shapes and objects and 2D shapes https://learningplace.eq.edu.au/cx/resources/items/957bebab-f7ea-4b71-ab2b-955b6fc0a5e1/0/Mth_Y01_U4_SLR_3DShapes2DShapes.docx

Supporting learning resource - About 2D shapes https://learningplace.eq.edu.au/cx/resources/items/740bc6b7-7ae2-4e15-9735-301b2a97a7fc/0/Mth_Y01_U4_SLR_About2DShapes.docx

Supporting learning resource - Comparing quantities

Supporting learning resource - Connecting addition and subtraction Supporting learning resource - Counting in twos https://learningplace.eq.edu.au/cx/resources/items/7e4a4b4c-38ec-4ed0-aaca-a2df51ca9518/0/Mth_Y01_U3_SLR_CountInTwos.docx

Supporting learning resource - Creating and describing skip counting in tens




Duration: 8 Weeks


Supporting learning resource - Describing direction and movement

Supporting learning resource - Describing growing patterns in counting sequences

Supporting learning resource - Describing location and position

Supporting learning resource - Describing number patterns

Supporting learning resource - Describing patterns involving objects and numbers

Supporting learning resource - Describing the duration of an hour

Supporting learning resource - Describing two-dimensional shapes and three-dimensional objects Supporting learning resource - Guided Inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx

Supporting learning resource - Guided inquiry poster Supporting learning resource - Guided Inquiry: 5Ds https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx

Supporting learning resource - Identifying and describing addition problems

Supporting learning resource - Identifying features of three-dimensional objects

Supporting learning resource - Identifying features of two-dimensional shapes

Supporting learning resource - Identifying halves

Supporting learning resource - Investigating the value of Australian coins Supporting learning resource - Making balance scales https://learningplace.eq.edu.au/cx/resources/items/0adab87e-f9eb-44a4-b9d3-dacb5dd3e48c/0/Mth_Y01_U3_SLR_MakeBalScales.docx

Supporting learning resource - Mathematics tool kit Years P-2




Duration: 8 Weeks


Supporting learning resource - Modelling double facts Supporting learning resource - Monitoring audit - by the end of Year 1 https://learningplace.eq.edu.au/cx/resources/items/07c3b137-31f5-41a1-bc5e-6c4bc570c648/0/Mth_Y01_SLR_MonitoringAudit.docx

Supporting learning resource - Number facts: addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx

Supporting learning resource - Partitioning - What is it? https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc

Supporting learning resource - Partitioning to make equal parts

Supporting learning resource - Partitioning two-digit numbers Supporting learning resource - Part-part-whole reasoning: addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/25a49a23-d190-45d5-8bce-465dc8db054c/0/Mth_Y02_U4_SLR_PartPartWholeReasoning.docx


Supporting learning resource - Patterns https://learningplace.eq.edu.au/cx/resources/items/db57f9b4-7094-4ef6-a46a-b909fb3e4807/0/Mth_Y01_U3_SLR_Patterns.docx

Supporting learning resource - Recording addition

Supporting learning resource - Recording equal quantities

Supporting learning resource - Representing addition and subtraction

Supporting learning resource - Representing and recording counting sequences

Supporting learning resource - Representing multiples of 10

Supporting learning resource - Representing one-half

Supporting learning resource - Representing two-digit numbers

Supporting learning resource - Solving addition problems




Duration: 8 Weeks


Supporting learning resource - Telling time to the hour Supporting learning resource - Using place value beads https://learningplace.eq.edu.au/cx/resources/items/5f2b0781-d610-4238-b007-8f801515f358/0/Mth_Y3-6_SH_UsingPlaceValueBeads.docx


Supporting learning resource - Working with subtraction Supporting learning resource - Writing numbers https://learningplace.eq.edu.au/cx/resources/items/2431a81d-f4e1-42a6-8cf1-d3d445a37602/0/Mth_Y01_U3_SLR_WritingNum.docx


symmetrical paper shapes

ten frames

ten frames and counters

Text - Carle, E 1977, The grouchy ladybug, Harper Collins Publishers, New York

Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 1 and Sample learning activitiesText - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 8Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=trueCalculate, Key understandings 1 and 2, and Sample learning activitiesText - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Understand operations, Key understanding 1Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Understand operations, Key understandings 1, 2, 7 and 9




Duration: 8 Weeks


Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=trueRepresent shape, Key understanding 1

three-dimensional models

two-digit number cards (words and symbols)

two-dimensional shape name cards

variety of materials (e.g. 2D shapes printed on paper, modelling clay, jug of water, empty jug, string/ribbon, bag of rice)

variety of three-dimensional objects (e.g. soup cans, balls, duster, books, ice-cream cones, cereal packets)

various materials for counting (e.g. a box filled with blocks, counters, buttons, paperclips, beads, marbles, shells, rocks, pegs, ice-cream sticks)

Video - Balance


Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html

Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html

Website - Mathematics library https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html

Website - Royal Australian Mint: Circulating coins (Royal Australian Mint) http://www.ramint.gov.au/circulating-coins

whistle or simple percussion instrument

Assessment Planner - Creating and describing skip counting in tens Assessment task - Mth_Y01_U2_SLR_TenTrainsCount.docx

Assessment Planner - Describing two-dimensional shapes and three-dimensional objects

Assessment task - Mth_Y01_U2_AT_2DShapes3DObjects.docx




Duration: 8 Weeks


Assessment task - Mth_Y01_U2_MR_2DShapes3DObjects.docx

Assessment task - Mth_Y01_U2_TN_2DShapes3DObjects.docx

Assessment Planner - Investigating the value of Australian coins Assessment task - Mth_Y1_U2_4_AT_MathGuidedInquiries.docx

Assessment Planner - Using the language of direction

Assessment task - Mth_Y01_U2_AT_SecretObject.docx Assessment task - Mth_Y01_U2_MR_SecretObject.docx Assessment task - Mth_Y01_U2_TN_SecretObject.docx

Assessment Assessment task - Describing two-dimensional shapes and three-dimensional objects

Assessment task - Describing two-dimensional shapes and three-dimensional objects: Model response

Assessment task - Describing two-dimensional shapes and three-dimensional objects: Teaching notes

Assessment task - Investigating the value of Australian coins

Assessment task - Using the language of direction

Assessment task - Using the language of direction: Model response

Assessment task - Using the language of direction: Teaching notes




Duration: 8 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Describing two-dimensional shapes and three-dimensional objects (Yr 01)Type Interview

Date

Description Students describe two-dimensional shapes and three-dimensional objects.

Learning Area Mathematics

Understanding and fluency Problem solving and reasoning

Recognise and classify familiar two-dimensional shapes and three-dimensional objects using features.

Compares the geometric features of three-dimensional objects.

A ◄ Describes all geometric features of familiar two-dimensional shapes and familiar three-dimensional objects. ◄ Comprehensively explains comparisons of geometric features of three-

dimensional objects.

B ◄ Describes all geometric features of a familiar two-dimensional shape and a three- dimensional object. ◄ Explains comparisons of geometric features of three-dimensional objects.

C ◄Describes the obvious geometric features of familiar three-dimensional objects.Identifies and names familiar two-dimensional shapes and three-dimensional objects.

◄ Compares the geometric features of three-dimensional objects to identify everyday items that are the same and different.

D ◄ States the name of a two dimensional shape and a three-dimensional object. ◄ Identifies objects with similar features.

E ◄ States the name of a two-dimensional shape or a three-dimensional object. ◄ Uses non-geometric features to identify an object that is similar or different.




Duration: 8 Weeks

Assessment


AssessmentTask Name

Investigating the value of Australian coinsType Assignment/Project

Date

Description Students use simple strategies to reason and solve a money inquiry question.



Connect and apply money understanding to the inquiry question.Use mathematical language and symbols.

Interpret, model and investigate the relative value of coins.Explain and justify conclusions using mathematical evidence.

A ◄

Recalls and uses appropriate money understanding connected to the inquiry question.Consistently and clearly uses appropriate mathematical language, materials and diagrams.

◄

Develops and applies methods to gather relevant evidence for an appropriate coin selection.Represents and presents evidence logically.Clearly explains mathematical thinking including explanation and demonstration of how answers were obtained.

B ◄Recalls and uses appropriate money understanding connected to the inquiry question.Consistently uses appropriate mathematical language, materials and diagrams.

◄Develops a method to gather evidence to support the selection of coin.Explains mathematical thinking including choices made, strategies used and conclusions reached.

C ◄Describes the obvious geometric features of familiar three-dimensional objects.Identifies and names familiar two-dimensional shapes and three-dimensional objects

◄

Chooses a method to gather evidence to support the selection of a coin.Represents and presents evidence.Describes mathematical thinking including description and demonstration of how answers were obtained.

D ◄Uses aspects of mathematical language, materials or diagrams.Records an answer to the inquiry question.

◄Follows a given method to gather evidence.Makes statements about choices or strategies used when prompted.

E ◄Recognises a coin.Uses everyday language.

◄ Makes isolated statements.




Duration: 8 Weeks

Assessment


AssessmentTask Name

Using the language of direction (Yr 01)Type Observation

Date

Description Students give and follow directions to familiar locations.



Follow directions to a specific location.Formulate a pathway to a specific location.Select appropriate mathematical language to describe position and movement.

A ◄ Precisely follows position and movement directions to a given location.. ◄ Accurately describes alternative pathways to a location using positional and movement language.

B ◄ Precisely follows position directions to a given location. ◄ Accurately describes an alternative pathway to a location using positional language.

C ◄ Follows directions to a given location. ◄ Gives a series of accurate directions to a given location using positional language.

D ◄ Follows some simple directions. ◄ Gives a direction using positional language.

E ◄ Follows a direction. ◄ Gives a direction.




Duration: 8 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

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