Maths Term 2: Numbers sense/addition and subtraction KEY IDEA

Children construct their concepts of counting numbers, simple fractions and the base 10 number system using symbols and collections from everyday life. Towards std 1 In their daily activities, children construct meaning from operations with numbers. They explore ways of deconstructing and combining numbers that represent collections of objects, units of comparison and amounts of money. Towards std 1

OUTCOMES 1.6 Uses the base 10 number system and fractions to represent numbers
when working with their peers, collections of objects, measurements and data.

1.7 Describes, represents and uses a variety of couting strategies and the
four number operations to estimate and quantify collections of objects, units of comparison and amounts of money.

ELABORATIONS •
Children construct their concepts of counting numbers and the base 10 number system using collections from everyday life. • Children construct meaning from operations with numbers. They explore ways of deconstructing numbers that represent collections of objects.

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 to quantify collections of objects.

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

UNIT OUTCOMES
• • • O1 O2 O3 O4 Identify numbers and uses a variety of counting strategies Base 10 number system Understand and use addition Understand and use subtraction

TEACHING & LEARNING ACTIVITIES OUTCOME 1 Identify numbers and uses a variety of counting strategies Big picture: • • • Why do we have numbers When do you use numbers Where do you see numbers

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 Snake and ladder Subitise: Cup cake game, play cards, Natural Maths pp4 Grouping: paddle pop sticks Number grid, identify numbers, Natural Maths pp 89 Write numbers with doted paper and then by themselves Memory game Ladybirds, Natural Maths pp 25 Calendar activity (could use interactive whiteboard’s calendar) Natural Maths pp 65

• •

Reception •
Recognise, record and use numerals to 10 o o o Identify numbers using the laminated cards with numbers Can you put the numbers in the right order Ascribes a number by recognising the arrangement (subitise) using the laminated cards with dots,


• •

o

Matches numeral to small group of objects/use cards with numbers and the ones with objects

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Recites number names up to 10 o o o Forwards Backwards Counting rhymes


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,

• •

Counts groups of objects to at least 10 using 1:1 correspondence Writing numeral

Year 1
• Recognise, record and use numerals to 30 o • Matches numeral to small group of objects

Peta’s party, Natural Maths pp 24

Simulate with toys first, have them record they findings and then do the sheet

Recites number names up to 30 o o Forwards Backwards

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Natural Maths pp 70 Natural Maths pp 142

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Counts groups of objects to at least 30 using 1:1 correspondence Ascribes a number by recognising the arrangement (subitise) up to 10 o o What is subitising Look at grouping so it is easier to identify the quantity without counting o ASSESSMENT: The assessment for this outcome will be primarily based on observation, participation in class activities and collecting their maths books. I will use a grid with the children’s names and record what I see and how they participate and interact together. Furthermore, I will also use a rubric and note at what stage the children are. The rubric will go from ‘hasn’t grasped the concept yet’ to ‘go beyond the concept taught’.

• • •

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

OUTCOME 2 – Base 10 number system
Use a place value mat and base 10 blocks or unifix blocks Show the children what a unit is. Show the children what a 10 is. How many units do I have in a 10 (guess, then count)? Have them drawing in their book a unit and a ten. • Explore base 10 using concrete materials and number grids Use groups of tens and ones to describe and make numbers to 30 Place value

Banker game with egg timer: Roll the dice Make bundle of ten When the egg timer rings, check how many bundle you have Should count by 10 Double-digit Die pp 12 maths game book Make-name-record: 63= 6 tens and 3 units, read it, write 63 Win a green TM pp 29, 30

.

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Extension work for year 1
• Use base 10 to arrange numbers (27 is 2 groups of tens and 7 units) ASSESSMENT: This outcome will be mostly for the year one’s children and will be based on hands on activities/games. The assessment for this outcome will be primarily based on observation, participation in class activities and collecting their maths books. I will use a grid with the children’s names and record what I see and how they participate and interact together. Furthermore, I will also use a rubric and note at what stage the children are. The rubric will go from ‘hasn’t grasped the concept yet’ to ‘go beyond the concept taught’.

OUTCOME 3 – Understand and use addition (combining collection)

Dice Plus Bingo maths game book pp 15 Zero and 99 (probably as an extension) maths game book pp29

Addition: join, combine Initial recording: upright to support place value Reception • •
• Year 1 • • • • • • • Make oral statement (2 and 3 is 5) Use objects to add numbers to 20 Record addition informally and begin to use symbols Explore number facts to 10 Explore possible combinations for a given number (9=8+1, 7+2, 5=4...) Recognise which operation to use for a particular situation Count on from the largest Understand that the meaning and the use of making groups. Record addition informally Begins to experiment with the symbol +

• •
• •

MAB dominoes maths game book pp32 Natural maths pp 5 Natural maths pp 33 Dice dots, natural maths pp 34, record in your book everytime

• • • • • •

Terry’s shell collection (could change to bugs) Hopscotch (natural maths pp 96) 3 in a row (natural maths pp 97) Making 10 with a dice and record Rigby maths pp 49 TM 38, 65

Extension: • • Understand and use horizontal and vertical representations of operations Recognise that addition and subtraction are inverse operations

ASSESSMENT: Reception: this outcome will be mostly will be based on hands on activities/games. Year ones: will be going from using concrete material to pen and paper exercises. The assessment for this outcome will be primarily based on observation, participation in class activities and collecting their maths books. I will use a grid with the children’s names and record what I see and how they participate and interact together. Furthermore, I will also use a rubric and note at what stage the children are. The rubric will go from ‘hasn’t grasped the concept yet’ to ‘go beyond the concept taught’.

OUTCOME 4 – Understand and use subtraction (removing

• •

TM 66 Same activities as in addition just reverse

collections) Subtraction: take-away, difference Reception
• • • Understand that groups can be taken apart Record subtraction informally Begins to experiment with the symbol –

ASSESSMENT: Reception: this outcome will be mostly will be based on hands on activities/games. Year ones: will be going from using concrete material to pen and paper exercises.

Year 1
• • • • Use objects to subtract numbers to 20 Make oral statement (7 take away 4 is 3) Recognise which operation to use for a particular situation Record subtraction informally and begin to use symbols

The assessment for this outcome will be primarily based on observation, participation in class activities and collecting their maths books. I will use a grid with the children’s names and record what I see and how they participate and interact together. Furthermore, I will also use a rubric and note at what stage the children are. The rubric will go from ‘hasn’t grasped the concept yet’ to ‘go beyond the concept taught’.

Extension
• Understand and use horizontal and vertical representations of operations

OUTCOME 5 If enough time, introduce money: Reception • • Sorts and compare coins and use the language of money Understand that money may be used in exchange for goods/service • Recognise $ and c symbols

• •

Rigby maths pp 96 TM 107, 109, 111, 119, 121

ASSESSMENT: This outcome will be mostly will be based on hands on activities/games/pretend play. This outcome is only an introduction and will only be assessed if I had enough time to work on it with the children.

Year one • • • • Sorts, compare order and names all coins Use concrete material to explore the value of coins Make up and record amounts of money using 5c, 10c and 20 c Begin to understand purchasing value of coins and that sometimes you may need change • Recognise and begin to use $ and c symbols

The assessment for this outcome will be primarily based on observation, participation in class activities and collecting their maths books. I will use a grid with the children’s names and record what I see and how they participate and interact together. Furthermore, I will also use a rubric and note at what stage the children are. The rubric will go from ‘hasn’t grasped the concept yet’ to ‘go beyond the concept taught’.

References Rigby Maths SA 1, Student Book Maths, Games on the Go, Macmillan Teacher Resources Natural Maths strategies, Book 1, Blake Education Targeting Maths, Lower Primary, Numeration and Fractions, Blake Education

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