Week 1: Counting Patterns

Counting on activities (1s, 2, 10s)

Number recognition to 100 (Hundreds board)

Complete the hundreds board and colour the

patterns

Introducing counting by 2s & 10svisual/verbal aide of songs

Focusing on counting by 2s using number

lines- Find the missing number

Buzz Game using 2s Whole class activity

Small Group rotations each afternoonfocusing on Patterns

Week 1: Considerations (learning and assessment)

Students may count on by including the
original number instead of tapping the next
number (e.g. Count on 2 from 33, students
taps 33 then 34 but answer is 35)
Loses track when counting in 10s
Week 1: Adjustments (students needs):
Modification:
Model counting patterns while students are
individually working.
Extra time for students would still grasping
concept of 1s and 2s- counting forwards and
backwards before moving onto 10s
Scaffold learners with accuracy techniques
(explicit instruction- counting on and backwards)
Extension:
Students count by 2s & 10s but starting with an
alternate number (e.g. count in 2s from 5)

Show-me boards
Whiteboard pens
100s board print out- Individual
Interactive Whiteboard (Hundreds board)
Counters (various colours)
Group rotation activities & manipulates
Work sheets in relation to counting by 2s &
10s -Worksheet
Large hundreds board (2 colours)
Hand display
Number cards

Week 2: Counting Patterns

Counting by 2s, 5s, 10s- visual/verbal aide of

songs

Investigating pattern sequences using

hundreds board

Pattern Game- Create a life size hundreds

board on concrete (chalk), students explore
2s, 5s & 10s patterns

Focusing on counting by 5s & 10s using

hundreds boards- Compare the number
patterns

Small Group rotations each afternoonfocusing on Patterns

Collect formative assessment informationCounting patterns 2s, 5s & 10s

Week 2: Considerations (learning and assessment)

Students may count on by including the
original number instead of tapping the next
number (e.g. Count on in 2s from 33, students
taps 33 then 34 but answer is 35)
Loses track when counting in 5s or 10s
Misconceptions of all 10s are multiple of 5s so
all 5s must be multiples of 10s.
Week 2: Adjustments (students needs):
Modification:
Model counting patterns while students are
individually working.
Extra time for students would still grasping
concept of 1s and 2s- counting forwards and
backwards before moving onto 10s
Scaffold learners with accuracy techniques
(explicit instruction- counting on and backwards)
Extension:

Whiteboard pens
Show-me boards
100s board print out- Individual
Interactive Whiteboard (Hundreds board)
Counters (various colours)
Group rotation activities & manipulates
Work sheets in relation to counting by 5s
Large hundreds board (2 colours)
Chalk
Large concreted area

Videos- Counting 100s, Counting 1000s, patterns,

ways to count

Explore patterns of 5s & 10s starting from a

different number (e.g. 8). Compare patterns to
100s chart with patterns starting at 0.
Investigate/explain similarities

Week 3: Months/Seasons

Evaluate students prior knowledge by

brainstorming to assess understanding of
months, seasons, and calendars.

Establish the characteristics of each month

and season.

Discuss the task and outcomes of how we

might understand the calendar.

Cut and paste activities identifying the months

and seasons of the year.

Activity to order events in a timeline.

Collect data of students birthdays, then a bar

graph using the calendar as a reference and
discuss order and least and most common
terms.

Calendar/Date activity- Find dates through-out

the year (Extension- Linking seasons)

Week 3: Considerations (learning and assessment)

Students may have trouble remembering the

order of the months.

Student may have trouble with an analogue

watch as todays technology is digital.
Week 3: Adjustments (students needs):
Modification:

Include mnemonic devices that will help

student remember the order such as the
month of the year song.

Include concrete materials such as interactive

clock to provide a hands on approach in order
to facilitate learning.
Extension:

Students could investigate the origins of the

months.

Students could log the times of their favourite

TV shows.

Whiteboard
Days of the week: YouTube Clip
12 months in a year: YouTube Clip
Months of the year cut and paste activity
Classroom calendar

Week 4: Time

Explore Various types of clocks

(analog/digital)- discussing attributes & prior
knowledge (personal)

AM/PM activities- matching pictures and time

of day

Hourly timeline- Discussing/Creating their day

Activity to order events in a timeline (within

24hr period).

Create their own analog clock- Paper

manipulate

Small Group rotations/games each afternoonfocusing on Time

Week 4: Considerations (learning and assessment)

Students may confuse the hour hand and minute
hand. (use clock with colour coded hands)
Use worksheets as formative assessment (does
the students understand am/pm in 24hour period)
Week 4: Adjustments (students needs):
Modification:
Be mindful of students who may have different
structure within a day (may have dinner before
shower or only brush teeth at night time etc.)
Extension:
Using 24hour time to arrange timelines

Large Interactive analogue clock face

Student Interactive analogue clocks Paper
cut outs
Whats the time? YouTube Clip
Small group activities & Manipulates
Images (Timeline activity)
Whiteboard
AM/PM worksheet


Week 5: Time

Brainstorming word wall- language and

meaning previous (oclock, thirty) introducing
past. Using large colour coded hands Clock to
demonstrate, Using (individual) paper
manipulates to reciprocate

Focus on the term past- make connection to

numbers 1-5 (5, 10, 20, 25)

Focus on the term to- make connection to

numbers 7-12 (35, 40, 50, 55)

Small Group rotations/games each afternoonfocusing on Time

Matching game online- analog & Digital

Formative assessment

Week 6 Data
Demonstrating Tally marks- Class Survey of
Birthday (Months) - Discuss terms such as
Compare, Sort etc.

Create a Numeracy wrap Activity: Tally the toysDisplay your data in a picture graph and then a
column graph.

Class survey results- Develop a pie chart with tally

marks from previous lesson

Small Group rotations on data

Investigate timeframe (e.g. how long are we at

school?)
Week 5: Considerations (learning and assessment)
Students may confuse the hour hand and minute
hand. (use clock with colour coded hands)
Confusion may arise from exposure to 24 digital
clocks
Explicit teaching on when to use terms to and
past
Week 5: Adjustments (students needs):
Modification:
Focus on mastering half past first before moving
on
Use of a verbal clock my assist students with
learning difficulties
Extension:
Apply new knowledge: ordering of clocks that
include concepts of to and past (20 to 5, 5
past 5 etc.)
Include AM/PM into ordering activities
Week 6: Considerations (learning and assessment)
Students to understand pie charts can be used as
fractions (divide whole number into multiple
parts) and to display data information (multiple
grouping)
Week 6: Adjustments (students needs):
Modification:
Students may find it difficult to draw charts (blank
templates will eliminate time being lost)
Extension:
Provide extension questions to assess
students skills in Interpreting data

Time definition cards (e.g. of half past & 10

to
Large Interactive analogue clock face
Student Interactive analogue clocks Paper
cut outs
Small group activities & Manipulates
Whiteboard
AM/PM worksheet
Internet- Link to Matching online game Stop
the clock
Video: Telling the time
Small group activities & Manipulates

Whiteboard

Butcher paper

Numeracy wrap Activity

Picture (represent various factors compare)

Small group activities & Manipulates

Ability group activity- explore/compare (2, 3 & 4

factors) Create basic column graphs using cut out
pictures

Week 7: Measurement

Evaluate students prior knowledge by

brainstorming to assess understanding of what
measurement means.

Establish the characteristics of measurement

e.g. small, medium and big.

Provide opportunities to use mathematical

terms of measurement.

Discuss the task and outcomes of how we

might understand how to measure

Use concrete materials to demonstrate

explain measurement

Discuss which objects they found longest and

shortest.

Use ribbons to measure objects in the

classroom.

Use a table to record and compare results

collected.

Make predictions on height of students and

record in a bar graph. Discuss the results to
see if their predictions were correct.

Use magazines to find pictures for small,

medium and big objects and glue the items
into the correct columns

Use coloured counters to measure the area of

a shape.
Week 8: Capacity
Predict & investigate activity- arrange in order
(unknown capacities)
Transition game Which cup hold the most
Investigate how to record capacity (various
types of containers)
Language specific to capacity: litre, millilitre
(word wall & term cards)

Week 7: Considerations (learning and assessment)

Students may not know how to repeat units

and may leave gaps when measuring with
non-standard units. E.g. Ribbon or cubes.

Students may have trouble comparing lengths

and heights.
Week 7: Adjustments (students needs):
Modification:

Demonstrate and provide opportunities for

students to measure items that are longer
than the ribbon so that students move the
ribbon repeatedly to measure the length of an
item.

Provide modeling and examples to help

scaffold learning.

Provide measuring equipment that is easy to

use.
Extension:

Use problem solving questions. How many

ribbons/cubes/counters bigger is ____ than
____?

Mystery bag with items varying in length

Rubix cubes
Videos: counting by 2s, counting by 5s, counting
by 10s
Whiteboard
Polar bear song
1m length Ribbons
Objects around the room
Recording sheet.
Butchers paper for graph
Big and small video
Shapes song
Magazines
Large paper for tables
Pens, scissors, glue
Shape bag with 30 different sized cardboard
shapes.
Coloured counters.

Week 8: Considerations (learning and assessment)

Students may make misconceptions with mm and
ml- make specific reference which each measuring
unit is referring to (length or capacity)
Week 8: Adjustments (students needs):
Modification:
Provide modeling and examples to help scaffold
learning.

Transition game

Small group activities & Manipulates

Measuring jugs

Measurement representation activity

Worksheets

Measurement representation activity

Worksheets- Capacity (formative assessment)
Group investigation activities
(estimate/record/evaluate)

Week 9 Revision
Revision lessons on required topics that need
assistance (evaluate formative assessment)
Provide opportunities to revise content using
written/verbal/hands on tasks
Practice quiz
Group rotation in afternoon vary according to
lesson content in the morning session
(Patterns/Time/Measurement/Data)

Week 10: Assessment

Provide the class with hands on tests based on
measurement and separate one on time.
Students demonstrate understanding of
measuring and recording various items (using
mms, cms & ml, Ls)
Interpret digital time and display on analog
clocks, verbalizing various times displayed
Written test on number recognition, number patterns,
Months/seasons and data.

Provide measuring equipment that is easy to use.

Extension:
Students may be able to make connections
between ml & L (1800mls = 1.8 L).
Have students arrange in order (Container holding
the least to the most amount of liquid) with
different base units.

Week 9: Considerations (learning and assessments)

Students are giving extra guidance based on where
they are having difficulties understanding. (formative
assessment to provide information)
Week 9: Adjustments (students needs):
Modification:
Extra teacher aide time or one on one teacher time if
available for students requiring extensive assistance.
Peer tutoring activities would also help students
struggling to grasp certain concepts.
Extension: Provide opportunities for activities to
extend beyond basic topics (such as counting patterns
in 3s, 4s & 7s, comparing different measuring units (ml
& L), interpretation questions on data etc.
Week 10: Considerations (learning and assessment)
Students who have reading process issues, fine
motor skills issues or learning difficulties- aide
guidance & extra time.
Provide time to explain and model the test before
students proceed on their own to ensure
understanding
Students who struggle with writing based test may
verbally respond with teacher/aide assistance
Provide students with manipulates to assist in the
test (e.g. counters, rulers etc)

IWB

Containers

Trough

Video on capacity

Extension activities

Practice quiz
Small group activities
(Pattern/Time/Data/Measurement)
Measuring equipment (rulers etc.)
Clocks
Test sheets
Manipulates
Objects to measure (e.g. liquids, toys etc.)
Teacher aide
Stationary

Measuring tapes
Rulers
Measuring jugs
Clocks
Test sheets
Manipulates
Objects to measure (e.g. liquids, toys etc.)
Teacher aide
Stationary
Formative assessment