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Unit Planner Maths

# Unit Planner Maths

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01/03/2015

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KEY IDEA

Children construct their concepts of counting numbers, simple fractionsand the base 10 number system using symbols and collections fromeveryday life.

Towards std 1
In their daily activities, children construct meaning from operations withnumbers. They explore ways of deconstructing and combining numbersthat represent collections of objects, units of comparison and amounts of money.
Towards std 1UNIT OUTCOMES
O1 -Identify numbers and uses a variety of counting strategies
O2 - Base 10 number system
O3 - Understand and use addition
O4 - Understand and use subtraction
ELABORATIONS
1.6
Uses
the base 10 number system to represent numbers when working with their peers and collections of objects.1.7
Describes and uses
a variety of couting strategies and two number operations toquantify collections of objects.
ELABORATIONS
Children construct their concepts of counting numbers and thebase 10 number system using collections from everyday life.

Children construct meaning from operations with numbers. Theyexplore ways of deconstructing numbers that represent collectionsof objects.
OUTCOMES
1.6
Uses
the base 10 number system and fractions to represent numberswhen working with their peers, collections of objects, measurements anddata.
1.7
Describes, represents
and
uses
a variety of couting strategies and thefour number operations to estimate and quantify collections of objects, units of comparison and amounts of money.
ESSENTIAL LEARNINGS & KEY COMPENTENCIES
Thinking – Exploring questions about NUMBERS and the role they are playing in our daily life
Communication – Exploring the language of quantifying applying to the topic of number sense, addition and subtraction
Maths Term 2:Numbers sense/addition and subtraction

TEACHING & LEARNING ACTIVITIESOUTCOME 1
Identify numbers and uses a variety of counting strategiesBig picture:
Why do we have numbers
When do you use numbers
Where do you see numbersReception
Recognise, record and use numerals to 10
o
Identify numbers using the laminated cards with numbers
o
Can you put the numbers in the right order
o
Ascribes a number by recognising the arrangement (subitise) usingthe laminated cards with dots,
o
Matches numeral to small group of objects/use cards with numbersand the ones with objects
Recites number names up to 10
o
Forwards
o
Backwards
o
Counting rhymes
Counts groups of objects to at least 10 using 1:1 correspondence
Writing numeral
ACTIVITIES AND ASSESSMENT
The Very Hungry Caterpillar, Natural Maths pp 6, 7, 8,9
Number recognition: Natural Maths pp 4
Number circle pp 6, Maths Game book
Colour 10 pp 11, Maths Game book
Subitise: Cup cake game, play cards, Natural Maths pp4
Number grid, identify numbers, Natural Maths pp 89
Write numbers with doted paper and then by themselves
Memory game
Calendar activity (could use interactive whiteboard’scalendar) Natural Maths pp 65
Rigby maths 1 pp 9, 13, 18, 21, 26, 27, 38, 39, 58, 59
Targeting Maths (TM) pp 4, 5, 8, 9, 10, 16, 25, 26,34, 35,

Year 1
Recognise, record and use numerals to 30
o
Matches numeral to small group of objects
Recites number names up to 30
o
Forwards
o
Backwards
Counts groups of objects to at least 30 using 1:1 correspondence
Ascribes a number by recognising the arrangement (subitise) up to 10
o
What is subitising
o
Look at grouping so it is easier to identify the quantity withoutcounting
o
Count on orally from different starting points
Grouping (2, 5, 10)
Counting by 2, 5, 10...
Extension work for year 1
Count forward and backyard from a given number
Use base 10 to arrange numbers (27 is 2 groups of tens and 7 units)
Identify odd and even numbers
Peta’s party, Natural Maths pp 24Simulate with toys first, have them record they findings andthen do the sheet
Natural Maths pp 70
Natural Maths pp 142ASSESSMENT:The assessment for this outcome will be primarily based onobservation, participation in class activities and collecting theirmaths books.I will use a grid with the children’s names and record what Isee and how they participate and interact together.Furthermore, I will also use a rubric and note at what stagethe children are.The rubric will go from ‘hasn’t grasped the concept yet’ to ‘gobeyond the concept taught’.