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Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics .

School name

Mackay State Primary

Unit title

Grooving Moving Mathematics

KLA:

Mathematics

Year Level

1

Duration of unit

Term 3 10 Weeks

Unit outline

Students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations through the three strands and relevant sub-stands of the Australian Curriculum: Number and Algebra - Number and Place Value, Money and Financial Mathematics and Patterns and Algebra Measurement and Geometry - Using Units of Measure, Shape and Location and Transformation Statistics and Probability Data Representation and Interpretation

Through-out the unit, students will: Order objects based on lengths and capacities using informal units of measure. Collect data by asking questions and draw simple data displays. Distinguish between size and value of Australian money and interact with monetary transactions. Name and classify 2D and 3D shapes and create decorations with 3D nets Skip count in twos, fives and tens starting at zero Locate numbers on a number line Describe number patterns formed by skip counting

The big ideas of the unit include: The process of measurement involves comparing an attribute of an object with a unit of measure that has the same attribute Comparing is a form of measurement It is essential to build estimation skills Estimation skills are used in daily life The use of non-standard units is important to developing measurement sense. Non-standard units of measurements must be uniform Making meaningful measurements and estimating measurements both depend upon a personal fluency with the unit of measurement being used Measuring skills are essential to successful numerate behaviour in managing day-to-day situations

Unit outline

Data can be collected, organised and displayed to answer questions and convey particular messages A graph will show information or answer a question more clearly and easily than a response sheet Simple questions that give yes/no answers are used for the information presented in a picture graph A picture graph is one where a single picture represents a single response and shows the object in question Representing categorical data in a graph (picture graph) Interpreting picture graphs Investigating data in a context (planning a school disco) Investigate similarities and differences between Australian coins and notes. Understand their properties Use 100 block poster to visualise the value of each coin Skip counting in 5s and 10s to see the value of the coins increase Skip counting adding values to get to bigger value Grouping coins to make equivalent value. Use dots in simplistic way. Adding dots together to get bigger equivalent amount of dots Students interact with monetary transactions with their own plastic money. Students to comprehend value of money Create a tuck shop price list displaying the price in coins Name 2D shapes and identify their properties in song-a-long song Draw 2D shapes with individual whiteboards (listen for clues of shape) Classify 2D shapes in labelled hoops and justify using properties Name 3D shapes using catchy rhyme and search in class for examples Compare 2D and 3D shapes. 3D shapes comprise of many 2D shapes Cut and build 3D nets as decorations for school disco Develop confidence with number sequences to and from 100 Skip count by twos starting at zero Skip count by fives starting at zero Skip count by tens starting at zero Recognise numbers to at least 100 Read numbers to at least 100 Write numbers to at least 100 Order numbers to at least 100 Locate numbers on a number line (up to 100) Investigate number patterns formed by skip counting Investigate patterns with objects Describe number patterns formed by skip counting Describe patterns with objects

Unit outline

Inquiry questions for the unit: What is students preferred snack to eat and drink to have at the disco? (Three options for each) What is the most liked game for students to play at the disco? (Three options) How many students are going to the disco and of those students how many would like to buy a glow stick? How can Mrs S. successfully carry the supplies? Which is the shortest distance to carry the supplies from the car-park to the disco area? How many of each of the glow products will be needed for sale? How can we make sure every-one knows when the disco is on and where it will be? How are the coins/notes the same? How are the coins/notes different? How many 10s in a 50? How many 10cent coins will then go in 50cent? Etc. What coins makes 50c? Are there other ways to make 50c? How can we pay for things in the store? Do you have enough money to buy this item? How is a square different from a triangle? (compare other shapes) Can you think of or look for something in the class that looks like this shape? (2D and 3D) Where can we find shapes? What shapes are in this 3D net? Do I know all my numbers up to 100? Can I skip count in twos, fives and tens (0-100)? For the disco data collection, am I able to recognise one tally mark represents one data value? For the disco data collection, am I able to recognise five tally marks represents five data values? For the disco data collection, am I able to produce a simple tally table? Am I able to represent skip counting on a number line? Am I able to represent skip counting as a pattern?

Identify curriculum

Content descriptions to be taught Number and Algebra Number and Place Value Develop with confidence number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) 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) Measurement and Geometry Using units of measurement Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019) Describe duration using months, weeks, days and hours (ACMMG021) Statistics and Probability Data Representation & Interpretation Choose simple questions and gather responses(ACMSP262) Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263) General capabilities and cross-curriculum priorities Literacy Use appropriate mathematical language Understand learning area vocabulary Technical vocabulary and everyday language used in mathematical contexts (e.g. length, weight, area, holds more/less) Develop the language of 2D and 3D shapes World knowledge (currency & value) Understand how visual elements create meaning Composing texts through speaking, writing and creating Compose spoken, written, visual and multimodal learning area texts Grammar knowledge Develop fluency with the number word sequence Numeracy develop flexible approaches to measure and compare objects according to their length, mass or capacity Estimate and calculate with whole numbers Use and understand numbers in context Develop fluency and strategies when working with numbers

Shape Recognise and classify familiar twodimensional shapes and threedimensional objects using obvious features (ACMMG022) Location and transformation Give and follow directions to familiar locations (ACMMG023)

Patterns and Algebra Investigate and describe number formed with skip counting and patterns with objects (ACMNA018)

Identify curriculum

Understanding Connecting names and shapes That in order to compare objects/lengths the unit of measure must be the same size Understanding one-to-one correspondence (one picture equals one response to an investigation question) Understanding the value of a number ICT capability Select and use navigation features in interactive stories, learning objects and teacher-selected websites Locate keys on a keyboard and operate major keyboard functions Use and manipulate the mouse including 'click and drag' Use digital technologies to . Critical and creative thinking Use reasoning includes explaining direct and indirect comparison of length using informal Be clear and seek clarity Restrain impulsivity Respond appropriately to others feelings and level of knowledge. Persevere Generate new ways of viewing a situation that are outside the boundaries of standard conventions Inquiry identify, explore and organise information and ideas Inquiring identifying, exploring and organising information and ideas Organise and process information Identify and clarify information and ideas Investigate, describe and use strategies when working with numbers Intercultural understanding

Fluency Counting in sequences Comparing lengths of objects directly Following simple directions to familiar places Using comparative language of more, less, greater and fewer when interpreting displays such as picture graphs Problem Solving Using materials to model authentic problems and discussing the reasonableness of the answer. Giving and following directions to familiar places and unfamiliar places. Using informal units of measure to investigate capacity, length and distance. Determining which questions will gather appropriate responses for a simple investigation.

Reasoning Explaining direct and indirect comparison of length using informal units and justifying representations of data. Explaining direct and indirect comparison of capacity using informal units of measure and justifying reasoning. Describing displays by identifying categories with the greatest or least number of objects

Identify curriculum

Recognising culture and developing respect Aboriginal and Torres Strait Islander histories and cultures Students will explore the culture of Torres Strait Islanders in a ?? Asia and Australias engagement with Asia Students will know many countries use different currencies Declarative Knowledge The learner will know and understand that: DK DK DK DK DK DK DK DK DK DK DK DK Simple questions are used to gather data for yes/no picture graphs In a picture graph a single picture represents a single response and shows the object in question this is called one-to-one correspondence The comparative language used to describe displays includes - more, less, fewer, greater. The size/distance directly relates to length. The size of the object directly relates to capacity. That people need to give and follow directions to and from a place. That giving/following directions involves turns, direction and distance The meaning of forwards, left, right, turn and next to Recognise and describe Australian coins Order Australian coins according to their value Addition and subtraction Name and classify 2D shapes PK PK PK PK PK PK PK Procedural Knowledge The learner will be able to:

PK Create an object graph using plastic objects.

PK PK PK PK PK

Pose simple questions to gather appropriate responses for a simple investigation. Create a simple table to collect data. Convert data in table into a picture graph. Describe displays by identifying various categories. Describe displays by identifying categories with the greatest or least number of objects Use comparative language when making statements describing displays. Follow directions to familiar locations Compare, sort and discuss objects based on length. Compare, sort and discuss objects based on capacity. Interpret directions around familiar surrounds Follow directions to familiar locations Compare coins from different countries

Identify curriculum

DK DK DK DK DK DK DK Name and classify 3D shapes Know the numbers to 100 Represent numbers to 100 Understand number sequences Understand Skip counting Locate numbers on a number line Number patterns PK PK PK PK PK PK PK PK PK PK PK PK Identify coins by describing their features Understand that coin value are not related to size Take part in monetary transactions Sort, describe and classify 2D & familiar 3D shapes using obvious features Describe shapes using everyday words such as corners, edges & faces Cut and build 3D nets Recognise, read and write numbers to 100 Order and model numbers to 100 Sequence numbers to and from 100, by ones, from any Skip count in twos, fives and tens Locate numbers up to 100 on the number line Investigate and describe number patterns formed by skip counting starting point

Context For Learning Essential Inquiry Question Pose an authentic problem: This term the school will be holding the annual P- 2 school disco. The disco has been a source of great discussion and excitement. As students in this year one cohort have displayed an active interest in their immediate environment the school disco event is considered a relevant and personally significant context. Problem Solving: A member from the P&F committee makes a visit to the year 1 classroom with a special request for assistance in preparing for the upcoming P 2 school disco. Could the Year 1s please help? The following inquiry problems are posed: How can Mrs S. successfully carry the supplies? Which is the shortest distance to carry the supplies from the car-park to the disco area? How many of each of the glow products will be needed for sale?

Vocabulary Student will know technical vocabulary and everyday language used in mathematical contexts. Students will use appropriate mathematical language specific to this unit, including:

Number Number is written in numerals and words. It can be sequenced both forwards and backwards from any starting point. It can be counted by both one to one correspondence or grouped. Numeral, digit, sequence, forwards, backwards, skip counting, count on, before, after, one, group, pairs,

Queensland Studies Authority January 2012 | 7

Language

Identify curriculum

How can we make sure every-one knows when the disco is on and where it will be? Investigation: Packing cylinder cans into various containers to choose the most appropriate for transporting drinks. Water and sand play activities to investigate, compare, sort and discuss capacity of various containers. How far is the classroom to the disco/tuckshop area? Which is the most direct/shortest distance to travel? Whole Class/groups: Select and use informal units of measure to investigate distances. Difference and similarities between coins. Other countries money Play: (Ideas to extend upon) Play shopping: Purchase items from tuck shop in class using plastic money Provide opportunities to play movement games and create constructions with 3D shapes. Refer to wide, narrow, closer, further, longer, shorter. Provide opportunities to create visual representations of 2D shapes which will be displayed in the school lunch area. Active learning Student exploration: Explore and test questions such as; which is pathway from the car-park to disco area is the shortest? Which container would be best to carry all the supplies to the disco area? Place your shapes in labelled hoops and justify why its placed there Create poster/flyer for the P 2 school disco which provides location/time/duration Create tuck shop poster displaying price in coins visual representations of 3D shapes for the school disco decorations Student cohort profile: This preparatory year cohort has twenty-six students in total and is made up of fourteen boys and twelve girls. The room layout is designed to maximise student performance whilst minimising behavioural problems. The individuals in this group offer a diverse range of characteristics and attributes. While the

8 | Year X unit overview Australian Curriculum: Mathematics

order, zero

Patterns Patterns can be represented in many ways. Color, shape, size and orientation. Concrete materials can be used to represent both one to one correspondence and grouping of numbers (skip counting) Represents, object, more, less, group, one

Language

Measurement

Length Capacity Length, height, longer, shorter Full, empty, most, least, big, tall, small, short

Geometry

2D Square, Triangle, Rectangle, Circle, Oval, Pentagon, Hexagon, side, corner, flat shapes Cube, Sphere, Pyramid, Cone, Cylinder, Rectangular prism, face, edge, corner, solids

3D

Money

Coins, Notes Dollar, cent, currency, change, note, coin, sale, electronic transactions

Identify curriculum

socioeconomic standing of the group is quite equal, the cohort has a vast range of academic ability and behavioural capabilities.

Cohort Identifier Class Profile Year 1B - 2014 Students: 26 Girls: Boys: 12 14 Academic Ability Level P-3 P-3 P.1 Numeracy Op & P.S L 6

Direction Location Right, left, forwards, turn Next to, under, beside, near

Data Data is a collection of information gathered by observation, questioning or measurement. It is often organized in graphs or charts for analysis and may include facts, numbers or measurements. More, less, fewer, greater. Information that can be grouped by similar characteristics. Through the use of concrete objects an object graph will show information or answer a question more clearly than a tally or response sheet. Picture graphs show us that a single picture represents a single response and depicts the item in question

Socio Economics: Low MED - High Disabilities: Student L - Under-going asst. Student A Mod Speech impair. Gifted: Student M - Mathematical

Object graph

3 P.3 1 8 6 M

Picture graph

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 and draw simple data displays.

Relevant prior curriculum In the Australian Curriculum: Mathematics at Preparatory Year Numbers and Algebra: Establish understanding of the language and processes of counting by naming numbers in sequence Connect number names, numerals and quantities, including zero Patterns: Sort and classify objects. Copy, continue and create patterns

Curriculum working towards In the Australian Curriculum: Mathematics at Year 2 Numbers and Algebra: Recognise, model, represent and order numbers to 1000 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting Patterns: Describe patterns with numbers and identify missing elements Money and financial mathematics

Measurement and Geometry: Using units of Measurement Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language Compare and order the duration of events using the everyday language of time Connect days of the week to familiar events and actions Shape Sort, describe and name familiar two-dimensional shapes and threedimensional objects in the environment Location and Transformation Describe position and movement Statistics and Probability Data Representation and Interpretation Answer yes/no questions to collect information Pose questions about themselves and familiar objects and events Represent responses to questions using simple displays, including grouping students according to their answers Use data displays to answer simple questions such as how many students answered yes to having brown hair?

10 | Year X unit overview Australian Curriculum: Mathematics

Count and order small collections of Australian coins and notes according to their value

Measurement and Geometry: Using units of Measurement Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units Tell time to the quarter-hour, using the language of 'past' and 'to' Name and order months and seasons Use a calendar to identify the date and determine the number of days in each month Shape Describe and draw two-dimensional shapes, with and without digital technologies Describe the features of three-dimensional objects Location and Transformation Interpret simple maps of familiar locations and identify the relative positions of key features Investigate the effect of one-step slides and flips with and without digital technologies Identify and describe half and quarter turns

Statistics and Probability Data Representation and Interpretation Identify a question of interest based on one categorical variable. Gather data relevant to the question Collect, check and classify data Create displays of data using lists, table and picture graphs and interpret them Recognize the usefulness of tally marks Identify categories of data and using them to sort data

11

Assessment

Type of assessment Number and Algebra Number comprehension pre-test Ability to read, write and order numbers to 100 Week 1, Day 2 (help of support staff, may take up to few days to complete) Week 1, Day 4 Week 2, Day 1-3 Week 2, Day 4 What will be assessed? When will it be assessed?

Make judgments

Ability to write number in words, model number, partition using place value, sequence before, after and count on Skip count in twos Skip count in fives Skip count in tens All skip counting

Formative Summative

Formative Summative

12

Assessment

Type of assessment What will be assessed? When will it be assessed?

Make judgments

Formative (Diagnostic) Assessment 1 Brainstorming Session Data representation and interpretation Teacher will observe through students through class discussion students prior knowledge of concepts and vocabulary learned in prep. Teacher and students will create a new word wall and teacher will record/tick diagnostic checklist to gauge each students level of understanding.

Prior knowledge of data representation and interpretation. Understanding and vocabulary terms

Formative Diagnostic

Formative Assessment 2 Work Sample: Collect work sample of students picture graph to assess Students then paste worksheet into scrapbooks Students will create a simple table and collect data to answer a simple yes/no question. Students will translate their data table into a yes/no picture graph and answer questions to draw conclusions about the graph. Teacher-Student Interview Students with answer questions and justify answers in a one to one interview with the teacher.

PK: Students can use a simple question to gather data for yes/no picture graphs PK: Students create a simple table to collect data. PK: Students convert data in table into a picture graph. PK: Students know that in a picture graph a single picture represents a single response PK: Students use comparative language used to describe the picture graph (more, less, fewer, greater)

Formative

13

Assessment

PK: Pose simple questions to gather appropriate responses for a simple investigation. PK: Create a simple table to collect data. PK: Convert data in table into a picture graph. PK: Describe displays by identifying various categories. PK: Describe displays by identifying categories with the greatest or least number of objects PK: Use comparative language when making statements describing displays. Week 8-9

Make judgments

Summative Assessment

Summative Assessment Consultation and Work Samples: Students will survey peers to collect data in the form of a categorical data table. Students will translate their data tables into categorical picture graph. Students will interpret picture graphs and make statements and draw conclusions as to the preferred types of snacks/drinks and games to have at the upcoming school disco.

14

Assessment

Type of assessment Measurement & Geometry What will be assessed? When will it be assessed?

Make judgments

Formative (Diagnostic) Assessment 1 Observation checklists: Measurement Teacher will observe students throughout class discussions, group rotations and word wall. Record/tick observations to gather diagnostic evidence of prior knowledge. Prior knowledge of measurement understanding. Vocabulary terms. Formative Assessment 2 Consultation: Consult with students about: How they compare the length of two - three objects. Modification for student L. Consult with student about: - How she compares the length of two - three objects. Extension for student M. Consult with student about: - How he compares the length of four five objects. Collect Photographic evidence & Work Sample. Paste worksheet in scrapbooks. DK Students understand that size and distance relates to length PK - Compare Students are able to compare objects based on height Compare height of created towers PK Sort Students are able to sort objects shortest to longest PK Discuss Students are able to discuss objects based on length DK

Queensland Studies Authority January 2012 | 15

Formative/Diagnostic

Learning Experience Two & Three Consultation: Group rotational activities 1,2 & 3 Photographic Evidence Group Activity 1 & 2 Work Sample: Group activity 3

Formative

Assessment

How they compare the capacity of three four containers/objects Modification for student L. Consult with student about: - How she compares the length and capacity of two - three objects Extension for student M. Consult with student about: - How he compares the length and capacity of four five objects Students understand the size of the object directly relates to capacity PK Students are able to compare, sort and discuss objects based on capacity PK - Compare Students are able to compare objects based on volume which container holds the most PK Sort Students are able to sort objects by capacity Least - Most PK Discuss Students are able to discuss objects based on volume/capacity Learning Experience Six - Group rotational activity 3 Water Play - Individual Activity at group tables Learning Experience Five - Group rotational activity 3 Water Play - Individual Activity at group tables

Make judgments

Formative

Formative Assessment 4 Work Sample: Collect Photographic evidence throughout volume report consultation Work Sample. Paste worksheet in scrapbooks.

Formative Assessment 5 Consultation: Consult with students about: How they give directions - vocabulary Formative Assessment 6 Work Samples: Directions Hand out

PK Students are able to discuss how to get to a familiar location using words such as; turn, left, beside.

Formative Assessment Learning Experience Eight and Nine - Group hidden objects activity

Formative Assessment

Summative Assessment

16 | Year X unit overview Australian Curriculum: Mathematics

Assessment

Consultation and Work Samples: String Measuring Activity Estimate, Compare and explain (Focused Analysis criteria Rubric) Estimate, Use uniform units of measure, record

Make judgments

Week 10 PK Students are able to estimate and make accurate comparisons Summative Assessment

Summative Assessment Walking School Bus Diagram (Focused Analysis criteria Rubric)

PK Students are able to give, follow and record directions to a familiar location using correct terminology.

Week 10

Summative Assessment

17

Assessment

Type of assessment Number and Algebra Money and Shape MONEY Formative Assessment 1 Class discussion Differences and similarities of coins What will be assessed? When will it be assessed?

Make judgments

Prior knowledge of Australian monetary system. Understanding and vocabulary terms. PK - Compare coins from different countries; Identify coins by describing their features; Understand that coin value are not related to size

LEP 1

Formative Assessment

Formative Assessment 2 Work Sheet Grouping and sort coins Adding coins by skip counting Sort coins to make same value groups (coin combinations)

Formative Assessment

LEP 2

Formative Assessment 3 Play Tuckshop Sort through plastic coins to find appropriate amount of money to purchase item for sale.

LEP 3

Formative Assessment

Summative Assessment Create Tuckshop Poster Create Tuck shop poster/menu Follow instructions of menu Cut and paste item and coin picture next to item for price

PK Follow instructions; Understand that coin value are not related to size

Week 9

Summative Assessment

18

Assessment

SHAPE Formative Assessment 1 Class discussion Describe shape inside bag using everyday words Fill new Word wall extending vocabulary

Make judgments

PK - Sort, describe and classify 2D & familiar 3D shapes using obvious features

LEP 1

Formative Assessment

Formative Assessment 2 Classify shapes Place shapes in labelled hoops and justify reason for placing in chosen hoop Fill Word wall extending vocabulary

PK - Describe shapes using everyday words such as corners, edges & faces

LEP 2

Formative Assessment

Formative Assessment 3 Guess my shape LM place sticky on student. Student ask rest of class for clues using appropriate vocabulary to guess the 2D or 3D shape.

PK - Describe shapes using everyday words such as corners, edges & faces

LEP 4

Formative Assessment

Summative Assessment Make 3D decorations Cut out 3D net, build and decorate for disco dcor.

Week 10

Summative Assessment

19

Teaching strategies and learning experiences

Adjustments for needs of learners Resources

Lesson 1 Intro: P&F committee makes a visit to the year 1 classroom with a special announcement. This term the school will be holding a P 2 Disco! There is so much planning to do that the P&F member makes a request for assistance in preparing for the upcoming P 2 school disco. Could the Year 1s please help? Body: Whole Class Discussion; LM model use of correct language & prompt students to use accurate language Introduce Essential Inquiry Question by posing authentic problem In groups students find examples of everyday objects and classify them as long or short. Estimation scavenger hunt Conclusion: LM model (I DO): Write pictorial or symbolic sentences to explain comparisons Verbally share group work findings. Explicitly state summative assessment of Key Inquiry Questions & hand-out classroom ready task sheets. Disco musical corners Lesson 2 Warm up: Slideshow- Numbers 0 to 100 Body: -Random number generator: http://andrew.hedges.name/experiments/random/ Desk groups: Mab blocks, word cards, sequence count on, before and after, expanded addition -Think board for random number (I DO) -Number comprehension pretesting -Practice for decade transitions (common error) Song- The animals went in by two

20 | Year X unit overview Australian Curriculum: Mathematics

P & F committee member Monitor Student M for on task behaviour and respect for guest Special class invitation

Slideshow PPT

Cards & MAB blocks Group work to be differentiated based on need Think board activity sheet

Teaching strategies and learning experiences I DO: Skip counting in twos Song- The animals went in by two Represent skip counting in twos to 20 (Number line and patterns) Plough back: Discuss content covered today Song- The animals went in by two

Adjustments for needs of learners Resources

Lesson 3: Warm up: Slide show- Numbers 100 to 0 -skip counting in twos Body: Random number generator: http://andrew.hedges.name/experiments/random/ Desk groups: Mab blocks, word cards, sequence count on, before and after, expanded addition Think board for random number (WE DO) WE DO: Skip counting in twos Song- The animals went in by two Represent skip counting in twos to 50 Plough back: Discuss content covered today Song- The animals went in by two Lesson 4: Warm up: Slide show- Numbers 100 to 0 -skip counting in twos

Slideshow PPT

Cards, MAB blocks Differentiated depending on ability low students to do parts of the sheet Teacher help for students You tube link-song

Low students up to 20

Slideshow PPT

21

Teaching strategies and learning experiences Body: Random number generator: http://andrew.hedges.name/experiments/random/ Desk groups: Mab blocks, word cards, sequence count on, before and after, expanded addition Think board for random number (WE DO) YOU DO: Skip counting in twos Formative Assessment Song- The animals went in by two Represent skip counting in twos to 50 Plough back: Discuss content covered today Song- The animals went in by two

Adjustments for needs of learners Resources

Differentiated depending on ability low students to do parts of the sheet Teacher help for students

Low students up to 20

Assessment sheet

You tube-song

Lesson 5: Warm up: Slide show -skip counting in twos -skip counting in fives Body: Random number generator: http://andrew.hedges.name/experiments/random/ Desk groups: Mab blocks, word cards, sequence count on, before and after, expanded addition

Slideshow PPT

low students to do parts of the sheet, scaffolding from teacher Think board assessment sheets

22

Teaching strategies and learning experiences Introduce skip counting in fives using tally marks

Adjustments for needs of learners Resources

MATHS ROTATIONS: 1. Bingo 2. Patterns (using 2 & 5) 3. Dino dig (using grid/number lines) 4. pairs- word and numeral match 5. Problem solving activity

Bingo set Beads & buttons IWB pair cards Activity sheet

Plough Back: Discuss content covered over week and how it was used in maths rotations

Lesson 6: Warm up: Slide show -skip counting in twos -skip counting in fives (song) Body: Random number generator: http://andrew.hedges.name/experiments/random/ Desk groups: Mab blocks, word cards, sequence count on, before and after, expanded addition

Slideshow PPT

Cards and MAB blocks low students to do parts of the sheet Teacher help for students Think board sheet

Queensland Studies Authority January 2012 | 23

Teaching strategies and learning experiences Using tally marks (Refresh last week)

Adjustments for needs of learners Resources

Plough back: Skip count in fives as a class Share pattern sequence (3 students) Song

Lesson 7: Warm up: Slide show -skip counting in twos -skip counting in fives Body: Random number generator: http://andrew.hedges.name/experiments/random/ Desk groups: Mab blocks, word cards, sequence count on, before and after, expanded addition

Slideshow PPT

Think board for random number (YOU DO) Formative Assessment Skip counting: YOU DO- two and five I DO- Introduce skip counting in tens Represent on Number Line & Patterns

Assessment sheet

Plough back: Skip count in tens as a class Share pattern sequence (3 students)

Ensure one of the low students gets to share their pattern to ensure a sense of

24

Teaching strategies and learning experiences

Adjustments for needs of learners Resources

achievement

Lesson 8: Warm up: Slide show -skip counting in twos, fives and tens Body: Random number generator: http://andrew.hedges.name/experiments/random/ Desk groups: Mab blocks, word cards, sequence count on, before and after, expanded addition

Slideshow PPT Differentiated depending on ability Cards and MAB blocks low students to do parts of the sheet

Skip counting: YOU DO- two and five WE DO- skip counting in tens

Low students complete WE DO activity with assistance Number line sheet Ensure one of the low students gets to share their pattern to ensure a sense of achievement beads

Plough back: Skip count in tens as a class Share pattern sequence (3 students)

25

Teaching strategies and learning experiences Lesson 9: Warm up: Slide show -skip counting in twos, fives and tens Body: Random number generator: http://andrew.hedges.name/experiments/random/ Desk groups: Mab blocks, word cards, sequence count on, before and after, expanded addition

Adjustments for needs of learners Resources

Slideshow PPT

Skip counting YOU DO- two and five and tens (Formative assessment)

26

Teaching strategies and learning experiences Lesson 10: Warm up: Slide show -skip counting in twos, fives and tens Body: Random number generator http://andrew.hedges.name/experiments/random/ Desk groups: Mab blocks, word cards, sequence count on, before and after, expanded addition

Adjustments for needs of learners Resources

Slideshow PPT

Cards and MAB blocks Low students assistance dependant on results from yesterday testing, scaffolded assistance may be necessary Number line and pattern activity sheet

MATHS ROTATIONS: 1. Bingo 2. Patterns (using 2 & 5) 3. Dino dig (using grid/number lines) 4. pairs- word and numeral match 5. Problem solving activity

Plough back: Discuss we will come back to tally work in week 9 as a prelude to the summative assessment

27

Teaching strategies and learning experiences

Adjustments for needs of learners Resources

Money

Lesson 1: Introducing Australian Money Intro: Coins and Notes Hand out plastic money. Students look for similarities or differences. Make word wall Body: Work through YouTube video describing coins Notes Colour and value Ppt have coins with no value students complete verbally Conclude: Rhyme properties of coins with plastic money as per video to consolidate. Rhyme for notes. Reinforce word wall Lesson 2: Grouping coins Intro: Reinforce coins and notes from previous lesson Body: How many cents in coin value? (cents and dollars) Do skip counting in 5s,10s,20s & 50s to 100. LM demonstrate to sort coins and add together with class. Students repeat examples in pairs (TA) Conclude: Activity circle coins needed to make bigger coin value. LM demonstrates with I DO strategy. LM and TA assist students by repeating info in smaller groups with activity. Activity sheet displayed big on projector Ppt and money cut outs assisting visual and kinaesthetic learners. LM pause through video to give more time to students to absorb new knowledge. LM explains video throughout and checks for understanding Word wall for constant checking of names Projector - YouTube video Australian Coins , PowerPoint Word wall Money poster LM - Big plastic money print outs Stud Small plastic money print outs

Projector - Ppt LM - Big plastic money print outs Stud Small plastic money print outs 100 block poster Teacher Aid (TA) Activity sheet

Lesson 3: Going shopping Intro: Probing questions How can we pay for things?

28 | Year X unit overview Australian Curriculum: Mathematics

Visual and interactive lesson LM ask same price qs or lower price after

Teaching strategies and learning experiences Money/Card/vouchers. Show examples Body: Students receive items with price values. LM offers items for sale, students select from their plastic coins to buy them. LM introduce a SALE for previous item sold. Ask s tudents where theyve seen sales in real life. Conclude: Students lucky draw receive a voucher. Winners tells class what they can get form tuckshop with the value.

Adjustments for needs of learners items. LM use product types/toys that students might like to purchase themselves. Resources poster Stud Small plastic money print outs 100 block poster Teacher Aid (TA)

Lesson 4: Applying problems Intro: Student recall features of coins as revision LM: What coins make up 50c? Stud show. LM asks if there are other ways for getting 50c. Body: Counting on 10s,20s to make up bigger coin amounts. Play card game. Find pairs that make up same value. Students check each others pairs Conclude: Activity - draw/paste big coin value for smaller coins with same value

Incorporating known matching card game adjusted with money values Sing coins feature song with hand gestures as revision LM provide coin combination up to 2 eg 10c + 50c = 60c. Extension: Find more combinations

Projector Ppt LM - Big plastic money print outs Stud Small plastic money print outs Matching card game Teacher Aid (TA) Activity sheet

Lesson 5: Disco Tuckshop poster Intro: What does Coles/Bunnings/Toys R Us sell? What could we buy/sell at our disco? Let us tally which items to select: raise of hands Body: LM display different types of posters including schools tuckshop. Student cut and paste or draw pictures of items and add price of item.

Allow time for student contributions with thoughtful questioning. Allow creative freedom of making a poster. TA assists conversing with students if their prices are reasonable

Tally on board Brochures and price posters Scissors, pictures and glue Teacher Aid (TA) LM - Big plastic money print outs Stud Small plastic money print outs

29

Teaching strategies and learning experiences Conclude: LM presents finished posters to class Reinforce all the coins and notes learnt this week

Adjustments for needs of learners Resources

Lesson 1: Data representation and interpretation Asking Questions to collect data. Introduction: Explain to students that over the coming weeks they are going to be extending our knowledge about data representation by learning about the types of questions we can ask to gather information for different math investigations and how we can display our information in tables and graphs. Diagnostic Assessment 1: Assess prior knowledge from earlier units of work prep year. Discuss vocabulary. Introduce students to the summative assessment task. Use explicit teaching to introduce students to the objective of the lesson: to use bears to make an object graph. Introduction Use plastic bears to demonstrate to students a number of groups they could be divided into. Articulate some examples of possible groups. Explain to students the object graph will show us which group of bears has the most in it without having to count the number in the group. Body: Students divide their bears into various groups. Call on students to demonstrate and articulate some of the group characteristics they have chosen. Explain the layout of the object graph to the students bear pictures at the bottom of each column - identify the colour groups and their labels. Ask students to group their bears per the colour groups Demonstrate to students how to place the bears on the object graph in their colour have a student come and demonstrate for the class. Ask students to read the colour words and place all the red bears in the red bear column on their object graph. Have students place the remaining bears on their object graph Compare the number of bears in each group by discussing the length of the columns made by each group on the graph students answers will vary. Conclusion: Explain and demonstrate how to fill out the focus questions to be answered

30 | Year X unit overview Australian Curriculum: Mathematics

Vocabulary words displayed on word wall Plastic bears About my object graph work sheet Pencils

Encourage student A to give verbal responses provide support and paraphrase his responses to the class

Monitor student L & C for on task behaviour teacher/TA prompting to complete tasks in a timely manner Encourage student A to participate in class discussion

Teaching strategies and learning experiences using comparative language of more, less, greater and fewer. Have students interpret findings by filling out their sheet. Call on students to share their findings. Lesson 2: Representing yes/no data as a picture graph Introduction: Revise how data was displayed on the bear object graph from last lesson Explain the concept of a human object graph to students Discuss concept and attributes of yes/no questions with students Brainstorm a number of possible questions to be answered (e.g. have you had your birthday yet this year?) Body: Guide students to answer the question yes/no by collecting a yes or no card then forming a line behind either yes or no Translate the students human graph into a picture graph set out on white board Model including a title and labels on the graph Conclusion: Have students draw conclusions about the yes/no picture graph Literacy: - have students write a statement about the information given on the graph (e.g. more children have had their birthday this year.) Lesson 3: Creating a simple table to record data Introduction: Revise comparative language: more, less, greater, fewer Revise, brainstorm and decide on a simple yes/no answer (e.g. do you have a pet?) Body: Model for students how to create a simple table to collect their data include the question and two columns with the labels yes and no. Tick for yes or cross for no. Translate the table into a picture graph Conclusion: Have students draw conclusions about the data on the picture graph with a partner to answer questions (e.g. Do more people have or not have a pet?) then write a sentence using comparative language of more, less, greater, fewer (e.g. more people have a pet.)

Adjustments for needs of learners Resources

Plastic bears and printed chart White board and markers Yes and No printed cards Yes and No labels Students exercise books Pencils TA to guide student L & C to follow instructions when forming the human graph

Engage student M to peer teach her understanding of how to translate the table into the picture graph TA to supervise student L & C for on task behaviour & engagement in discussion with partners

Whiteboard Markers Picture cut outs of student with pet and student without Students exercise books Pencils

31

Teaching strategies and learning experiences Lesson 4: Creating a picture graph Introduction: Discuss a simple yes/no question for students to answer (e.g. did you eat cereal for breakfast this morning?) Body: Have students create a simple table to collect the data include a question title and yes/no columns Have students translate the data into a picture graph Conclusion: Use the picture graph to answer questions Discuss with students the attributes of a yes/no question Prompt students to think of questions the graph cannot answer (e.g. what did the no people have for breakfast?) Lesson 5a: Monitoring student learning Make a yes/no picture graph Formative Assessment: Students will: Collect yes/no answers form ten students in the class to answer the question: Do you like dogs? Create a simple table to collect the data Translate the table into a picture graph using the work sheets yes/no graph and cut out dogs Use the picture graph to answer the questions located at the bottom of the work sheet

Adjustments for needs of learners Ensure student A is participating equally in discussion with partner Resources

Ensure students L & C are paying close attention in this lesson to consolidate understanding of procedure to make a picture graph as they will need this foundation for future lessons Call on student M to give example of questions to scaffold classmates understanding

Monitor students L & C for on task activity Ensure student M is producing work that extends her ability

Lesson 5b: Revise, reinforce and extend Introduction: Review formative assessment task and give feedback Work through a completed task sheet as a whole class activity. Pose a series of focus questions for students to answer. Consolidate students understanding of object graphs they show information or answer a question more clearly than a tally or response sheet. Picture graphs show us that a single picture represents a single response and depicts the item in question. Body:

Provide Student M with feedback and ideas to extend her critical thinking habits of mind Ensure students L & C are actively engaged and clear about the task

A completed Do you like dogs task sheet White board and marker ICT link soft drinks in the fridge ICT link the best birthday

32

Teaching strategies and learning experiences Introduce the concept of categorical data Brainstorm with students things that can fall into categories Use ICT tool soft drinks in the fridge picture graph to work through how to categorize the cans. Use think aloud strategy to pose and answer the focus questions (available in LEP) Conclusion: As a whole class activity use the ICT tool The Best Birthday Present Pose and answer the focus questions with students (available in LEP) Students to verbally reflect of data collected today (questions available in LEP) Lesson 6: Exploring categorical data Introduction: Revise through brainstorming the concept of categorical data Body: Discuss and establish a simple question for students to answer (e.g. what type of shoes are students wearing? Discuss with students the different categories their shoes could fall into. List the categories (e.g. laces, Velcro, slip on and sandal) Create an object graph on the carpet out of masking tape to mark out columns and spaces for the graph label the columns with categories of shoes and give the graph a title (e.g. Types of shoes) Have students place their shoe in the appropriate column on the graph As a whole class use the object graph to ask and answer questions (e.g. are there more shoes with Velcro or laces? How can you tell? If you owned a shop, what type of shoes would you sell? Why Conclusion: Translate the object graph into a picture graph. In pairs students pose and answer questions about the graph Lesson 7: Representing categorical data in a graph Introduction: Revise with students the similarities and differences of yes/no picture graphs and representing categorical data in a picture graph Discuss with students a simple question and some possible answers (e.g. what is your favourite party game: pin the tail on the donkey, musical chairs, pass the parcel and egg

Adjustments for needs of learners Ensure students L & C understand the definition of categorical data Call on student M to give examples to demonstrate the things that can be categorized and also the different ways things can be categorized Encourage and support student A to participate in answering questions give positive feedback and paraphrase his response to class if necessary Resources present

Ensure students L & C are clear about the instructions of the task and monitor for on task activity Suggest student M think of some other higher order thinking questions that could be asked about the graph

Whiteboard and marker Masking tape Nikko pen Students shoes Coloured pencils Students exercise book rulers

33

Teaching strategies and learning experiences and spoon race) Revise displaying data using a human graph from previous lesson then have students categorise themselves according to their preference. Translate the human graph data into a table and picture graph Remind students to add the question as the title and names of games as labels of the columns Guide students to interpret the picture graph by posing questions and making statements (e.g. what is the favourite party game? How many people prefer pass the parcel than the egg and spoon race? If you had to choose only three games for your party what would they be? Why? Conclusion: Give students extra opportunities to interpret additional picture graphs to answer questions and make statements Lessons 8 and 9: Investigating data - Planning a day at the lagoon During the following two lessons, students engage in activities where they practice collecting, displaying and interpreting data about favourite things to do at the lagoon and food and drinks to have there Students will display the collected data in object graphs and in picture graphs Supply students with a Planning a day at the lagoon work booklet Students will interpret data by answering a variety of questions and making statements (e.g. How many people like the water slide? Are soft drinks more popular than juices at the canteen? How many people prefer to eat hot chips more than a packet of chips?) Lesson 10: Revise, reinforce and extend learning Provide students with feedback on the completion of their work booklets Revise any necessary content - give students opportunities to consolidate their understanding Have student revise yes/no picture graphs learned at the beginning of the two week unit by asking them to collect data to answer the following question: How many students in Prep to Year 2will be attending the school disco and of those students, how many would like to purchase a glow stick? Have students create a simple table, collect data, create a yes/no picture graph and present findings. Prepare students for the summative assessment task

Adjustments for needs of learners Have student M as well as students L & C write up the labels for the human graph using masking tape and Nikko pen Resources Masking tape Nikko pen Coloured pencils Students exercise book Rulers

TA to support students L & C to translate and interpret the graph Spend extra time with student A to practice articulating ideas

Monitor students L & C for on task behaviour when collecting data Ensure students L & C are actively listening to the instructions of the task as this will be the basis of the next two lessons and the foundation of the summative assessment task Encourage student A to have a go at answering all questions verbally

Students exercise books Coloured pencils Pencils Rulers Planning a day at the lagoon work booklets

Ensure students L & C are listening to the requirements of the summative assessment task

34

Teaching strategies and learning experiences

Adjustments for needs of learners Resources

Lesson 1 Intro: Whole Class Story: Tall by Jez Alborough. Revise Prior Knowledge - discussion tall/short animals from the focus text & alphabet animals. Class Discussion: LM model use of correct language & prompt students to use accurate language Body: Animal length classification game Building blocks create the tallest observation tower for the zoo Everyday Objects: Estimate/guess, measure (direct and indirect comparisons) and sort (shortest to longest) Worksheet circle and colour long/tall and short/small objects. LM & S (We DO): Jointly write pictorial or symbolic sentences to explain comparisons Discuss outcomes of group rotations Review learning. Add to word wall. Mark on calendar days until new snack area. Provide speech therapy activity (Measurement sound game ipad) for student A. Calender Consult Extension for student M provide additional prompting during consult Provide positive feedback for display of correct behaviour for all students S. placed in ability groups for rotational activities: Worksheet x3 levelled abilities Consult - Modification for student L. provide additional objects Story involving height (Tall, by Jez Alborough) Tall & small, Long & short animals. Jungle playmats x2 Laminated labels Objects to compare Tall/Short worksheet Consult sheets & digital camera Measurement sound game

Conclusion:

Leap frog measurement pond game Lesson 2 Intro: Tell the students that you have brought in two of your special pets to visit today. Encourage students to guess what they could be while giving clues. Estimation scavenger hunt: find something the same length as our special pets. Revise previous lesson Whole class activity Estimate and then directly compare objects (e.g. blocks, string) to decide which is longer. Shorter/taller and explain reasoning

Body:

Objects to measure - sticks, string, blocks toys, post cylinders, paper clips, bundling sticks, pieces of string, sticks cut from dowel. Graphic Organiser set on

35

Teaching strategies and learning experiences Sort comparisons on class graphic organiser. Plasticine snake activity - students create a long and short snakes explain. Computer station PBS Kids lab Measurement String and Hand span measuring activity using informal units of measure to measure a variety of everyday classroom objects and areas. LM & S (We DO): Jointly write pictorial or symbolic sentences to explain comparisons Group discussion revision/reflection. LM model use of correct language & prompt students to use accurate language Mark on calendar days until new snack area. Disco musical corners Group Rotational Activities Ability groups at pre- prepared work stations

Adjustments for needs of learners Modify levels on PBS Kids Lab computer game to match ability levels DOL1: Feel accepted by T & P -Respond positively to s. incorrect responses or lack of response whole class activity. Resources interactive white board Plasticine & chalk PBS kids lab Calender

Conclusion:

Lesson 3 Intro: Revise last lesson. Measure Me game pairs: Estimate/measure/record DOL 2: Organise Decl. knowledge ask S. to look for patterns of long short comparisons and use graphic organiser size distance relates to length. DOL 2: Shape - opportunities for S. to practice variations of skill - group rotations DOL 5: Critical thinking respond appropriately to feelings and level of knowledge ask S. collecting objects Please share what you have found & I understand what you are saying what else could Objects to measure - sticks, string, blocks toys, post cylinders, paper clips, bundling sticks, pieces of string, sticks cut from dowel. Graphic Organiser set on interactive white board Plasticine & chalk PBS kids lab Leap frog pond game Calender

Body: Group Rotational Activities Chalk drawing activity students draw long and short snakes outside on concrete Computer station PBS Kids lab Measurement Foot span measuring activity using informal units of measure to measure a variety of everyday classroom objects and areas: Estimate/measure/record Students (YOU DO) write pictorial or symbolic sentences to represent comparative relationships Group discussion revision/reflection. LM model use of correct language & prompt students to use accurate language Mark on calendar days until new snack area.

Conclusion:

36

Teaching strategies and learning experiences Intro: Revise weekly learning Estimation scavenger hunt: List of items/length

Adjustments for needs of learners Resources

Body: Group Rotational Activities Measure Me activity - groups Computer station PBS Kids lab Measurement String measuring activity: Estimate/measure/record Leap Frog measurement pond activity formative asst. Students (YOU DO) write pictorial or symbolic sentences to represent comparative relationships Group discussion revision/reflection & Mark on calendar days until new snack area. Compare the capacity of three four objects allow S. selection to provide scope for extension for all students Modification for student L. Consult with student about: - How she compares the capacity of two three objects Extension for student M. Consult with student about: - How he compares the capacity of four five objects Supporting learning card - Volume (provide at tables S. completing worksheet) DOL 1: Use a variety of ways to engage students construct authentic tasks & allow for S. choices of objects for comparisons.

Objects to measure - sticks, string, blocks toys, post cylinders, paper clips, bundling sticks, pieces of string, sticks cut from dowel. Graphic Organiser set on interactive white board Plasticine & chalk PBS kids lab Leap frog pond activity sheet

Conclusion:

Disco musical corners Lesson 5 Intro: Read and discuss: Mr Archimedes' bath, by Pamela Allen. Indirectly compare two objects (e.g. cups, bowls, a drink bottle and a bucket) to estimate which holds more Directly compare two objects (e.g. pour sand/rice/water from one container to another to show which holds more) Describe comparisons using everyday language (e.g. full, empty, holds more, holds less) Conclusion: LM model (I DO): Write pictorial or symbolic sentences to explain comparisons Individual complete Lets play worksheet & add to scrapbook. Provide feedback with motivational stickers in books. Body: Whole Class Activity/Discussion: Modelling Procedural Knowledge

Mr Archimedes' bath by Pamela Allen Containers/objects to measure capacity spoons, ladles, cups, buckets Sheet - Let's play! Water play Sheet - Volume report

Review Learning. Add to word wall. Mark on calendar days until disco Lesson 6 Intro:

37

Teaching strategies and learning experiences Comparing objects - which holds the most? Demonstrate explicit direction for tasks & emphasise steps that are similar and explain differences. LM model use of correct language & prompt students to use accurate language Play - Toys/containers fill and compare capacity Sand Play fill, sort and compare capacity with T. lead discussion Water Play fill, sort, compare & discuss capacity LM & S (WE DO): Jointly write pictorial or symbolic sentences to explain comparisons Review Learning. Add to word wall. Mark on calendar days until disco

Adjustments for needs of learners DOL 2: Construct models Help S. see how process is similar to and different form other processes whole class and group activities DOL 2: Shape proced. knowledge opt. for S. to practice variations of skill - play based learning/group rotations DOL 5: Critical thinking S. required to restrain impulsivity during group activities Resources

Body:

Conclusion:

Round the world game Lesson 7 Intro: View slideshow of photographs from lesson 2 and 4 (groups filling, sorting and comparing capacity and length. At intervals engage class in discussion on comparing and sorting objects based on length and then capacity. Revisit Key Questions Direct Comparison - Which path is longer current or new eating area. S. explains reasoning. How will Mrs S. carry all the snack bags? S. explains reasoning. Comparisons: Allow for prediction. Lightest Heaviest. Provide feathers, paper, blocks and rocks for drop test. Classifying Relay S. are placed in four teams and are allocated eight objects per team. S. need to take turns at taking one object at a time from their pile to the correct hoop placed at the end of the play area. Fastest team wins earns stamps and position at front of the line when walking to new area for the first time. Problem Solving Least/Most Activity. Provide tall thin container and short wide container. Allow for S. predictions show of hands. Each student places their snack bag in container until full. Repeat. Refer to results of Formative Asst. 1, 2 & 3 for focused S. questioning. Watch for opportunity to provide positive behavioural feedback to Student C. Ensure a mix of academic and athletic ability in groups.

Slide show

Body: Class Experiments DOL 3: Extend & Refine Knowledge help S. develop complex reasoning Classifying (grouping into alike categories) Various Objects feathers, large paper, rocks, blocks Variety of Containers tall, short, wide, thin DOL 3: Analysing errors - common misconception tallest container has the greatest capacity & biggest is heaviest provide S. feedback Snack Bags and container Interactive white board Hoops

38 | Year X unit overview Australian Curriculum: Mathematics

Teaching strategies and learning experiences Conclusion: Class Discussion: LM model use of correct language & prompt students to use accurate language Students (YOU DO) write pictorial or symbolic sentences to represent comparative relationships Class evaluation of experiments: Why was the winning team successful? (Speed, sorting, knowledge, process, team work?) Why did short container hold more than the tall?

Adjustments for needs of learners Resources

DOL 5: Evaluate the effectiveness of actions - was the method of comparison effect?

Link to summative assessment task which container would be most suitable for carrying the supplies to the disco area and Why? Lesson 8 Introduction/Engagement: Read book: Were going on a bear hunt Link to prior knowledge about direction and location Whole class discussion vocabulary (under, over, around) Whole Class Teddy Bear Hunt Activity Model how to record mapping/directions on white board (I DO) Group Bear Hunt directions to locate bear Jointly record bear hunt mapping/directions on handout and board (WE DO) Provide Student M with feedback and ideas to extend her critical thinking habits of mind Ensure students L & C are actively engaged and clear about the task Call on students L & C to respond to check for understand Book and CD Bear Hunt Teddy Bears Bear Hunt Activity Sheets White Board with bear hunt sheet Crocodile Hunt Song

Body:

Conclusion: Revise and discuss learning Crocodile Hunt Song Lesson 9 Intro: The teacher has discovered an old bottle containing a secret map and wants to share it with the students. The map is of the school grounds with a X marking a special spot Whole class treasure map excursion Location of a hidden object - students hide it and direct the teacher Jointly record directions/mapping on hand outs and board (WE DO) Groups Hidden object/directions activity

Body: TA to support students L & C Spend extra time with student A to practice articulating ideas Bottle containing map Hidden object

Conclusion:

39

Teaching strategies and learning experiences Directions Obstacle course relay Students record directions/mapping of obstacle course in books (YOU DO)

Adjustments for needs of learners Resources Directions Map/Sheet Pre-prepared obstacle course

Shape

Lesson 1: Introduce 2D shapes Intro: LM ask if students know any 2D shapes and to describe them Show Shape song. Students sing a-long Body: LM describes shape inside bag, students guess LM monitors students play game with each other Students in groups assigned to look for 10 items of their given shape Students draw shape on whiteboards on carpet as LM reads out features. Make Word wall Conclude: LM & students sing shape song Repeating shape song, reinforce understanding Visual and kinaesthetic learners Charts include pictures, colourful and always visible YouTube: 2D Shape Song; The Lion and the mouse Labelled Hoola hoops Classification Chart Objects in class & shape pictures Geometric shape blocks Shape posters Repeating shape song, reinforce understanding Visual and kinaesthetic learners YouTube: 2D Shape Song 2D shapes inside bag Mini Whiteboard and markers Shape posters Word Wall

Lesson 2: Describe 2Ds shape Intro Students sing 2D song from previous lesson. LM assists. Body LM labels hoops with names. Students fetch cards with shape pictures on and place in hoop. LM and other students check if picture /object placed in correct hoop. LM puts sorted cards on wall in classification chart. Conclude: LM show Video: Story told by shapes Students build their favourite animal with geometric shape blocks & present Lesson 3: Introduce 3D shapes Intro: LM ask if students know any 3D shapes and to describe them. Teach 3D shape rhymes. Allow students to guess rhyming word.

40 | Year X unit overview Australian Curriculum: Mathematics

Teaching strategies and learning experiences LM hands all students wooden/plastic 3D shapes while saying rhymes Body: Compare 2D and 3D shapes. How are they different or the same? Features on Word Wall Students build 3D shapes with connecting shape puzzle. Conclude: Students say their shape and how they build it. Students to bring boxes from home.

Adjustments for needs of learners understanding Visual and kinaesthetic learners Resources Wooden/Plastic 3D shapes Shape posters Word Wall

Lesson 4: Reinforce 2D & 3D knowledge Intro: Reinforce 2D & 3D knowledge. LM says clue students guess 3D shape. LM models first. Body: Game - Students have sticky note attached to their shirt. Students ask clues to guess their 2D/3D shape. Conclude: Students decorate shape guessed for disco LM choose difficulty level of shape per students get to guess shape names. LM models activity Word wall for guidance Shape posters Wooden/Plastic 3D shapes Sticky notes Word Wall Boxes, Paper, cardboard Art supplies Lesson 5: Assessment & Create Shape posters Intro: LM reinforce all shape knowledge Body: Students complete activity sheet naming and describing features of 2D & 3D shapes LM & TA assists Conclude: Students complete decorating shapes for disco Students have shapes in front of them while completing activity Wooden/Plastic 3D shapes Activity sheet Boxes, Paper, cardboard Art supplies

41

Use feedback

ways to monitor learning and assessment Monitoring student learning Student learning should be monitored throughout the teaching and learning process to determine student progress and leaning needs. Each lesson provides opportunities to gather evidence about how students are progressing and what the need to learn next. Specific monitoring opportunities include: Observation Record on student observation checklist and collate photographic evidence. Collect information throughout lesson 2 & 3 regarding students understanding of: The size of the object directly relates to capacity and length.

Consultation Consult with students about the language use to describe comparisons of the length of an object and how much a container holds. Provide specific verbal feedback Samples of student work Check student understanding and provide feedback using: Feedback to students The sheet Volume report to monitor the possible misconception that the tallest container always hold the most The sheet Properties of 2D shapes to monitor the students ability to describe the features of 2D shapes.

Establish active feedback partnerships between students, teachers and parents to find out: How each student is going provide specific feedback to each student throughout Formative Assessments- Consultations & Worksheets verbal feedback, stickers etc. Provide feedback to students during lessons. Provide verbal feedback during activities and stickers for work samples.

Feedback may relate to misunderstanding and common misconceptions. In this unit this may include:

Measurement: Students may be distracted by the overall appearance of an object and think, for example, that the tallest container has the greatest capacity, or the biggest object is the heaviest. Money: Students may be distracted by size of coins, for example, the 50c has greater value than $1 coin, especially since 1 is smaller than 50. Shape: Students may be distracted by one side view in 3D shapes, for example, say that a sphere is a circle or a cube is a square.

42

Reflection on the unit plan Use feedback to inform future teaching and learning. Identify what worked well during and at the end of the unit for future planning. Reflection will include: Activities that worked well and why Activities that could be improved and how Monitoring and assessment that worked well and why Monitoring and assessment that could be improved and how Common student misconception that need, or needed, to be clarified

Analysis of Feedback, Reflection and Student Assessment Results to Inform Future Planning Is the context for learning suitable for future student cohorts? How could the LEPs be modified to enhance student results? Which teaching and learning strategies are will be incorporated into future practice? Which Habits of Mind need fostering to improve learning? How can newly acquire knowledge and skills be expanded through cross curricular integration?

What do students know and need to know? Reflective Questions 1. Did the design of the unit successfully address the ILOs for all students? 2. Did the lesson plans provide suitable teaching strategies to cater for all learning styles? Who was advantaged/who was disadvantaged? What would you change next time? 3. Were the students engaged in the lessons? Were they designed to suitably reflect the interests of the students? 4. What lessons worked better than others and why? What would you modify 5. Did the lessons run to time? 6. Were the resources and task sheets/booklets used effective? What worked well/what didnt? What resources would facilitate st udent learning better?

7. Were the assessments tasks clear enough for students to understand and follow? Were they able to complete the assessment tasks

individually or did they require assistance from the teacher? Were there any intended learning outcomes that needed consolidation?

43

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