[UNIT|PLAN-|MATHEMATICS]

Title: Extending number strategies Year Level: R/1

Learning Area: Mathematics Strands: Number and algebra

Learning Intention:
§ Students will be able to use concrete materials or visual strategies to add small groups of numbers
§ Students will develop a range of mental strategies to solve addition and subtraction problems
§ Students will understand and use the language of addition and subtraction
§ Students will be able to organise objects or drawings into equal sized groups to make computing easier.

AUSTRALIAN CURRICLUM- Content Descriptor:

§ Reception: Represent practical situations to model addition and sharing (ACMNA004)
§ Year 1: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)
AUSTRALIAN CURRICLUM- Achievement Standard: AUSTRALIAN CURRICLUM- General Capabilities:
§ Reception: § Numeracy
§ Year 1: They carry out simple additions and subtractions using counting strategies § Critical and creative thinking
AUSTRALIAN CURRICLUM- Cross Curriculum Priorities: AUSTRALIAN CURRICLUM- Cross Curricular Links:
n/a n/a

Learning|Experiences
Lesson 1: Tuesday 4 th September Resources
Lesson Aim: Gain an understanding of students’ prior knowledge in order to more effectively differentiate tasks to suite their needs § Photocopy of pre-
§ Start lesson by talking about addition and ask students what the plus and equals sign means in order to gage where students’ understanding is at. test (one per
§ Briefly explain the different types of pre-test questions to ensure that all students understand what each question means student)
§ Emphasise the importance of trying your best and just doing as much as you can because some questions may be tricky because the aim of the task is
to see what students know so that I can support their learning
§ Talk about how they may need to draw things to help them
§ Conclude task with ‘too easy, too hard or just right’ student feedback sheetà re-explain it to students: colour in the bowl that best describes how you
feel about the task (discuss how it feels if its too easy or too hard)
Lesson 2: Wednesday 5 th September Resources
Lesson aim: To introduce the concept of counting on using dice § Dice (one per
 § Start out by drawing two squares on the board like the faces of a dice and get a student to roll the dice and ask them to tell you how many dots you student)
need to drawà draw the dots inside one of the squares and ask another student to roll the dice again and ask them to tell you how many dots to put § Counters
in the second square. Then demonstrate counting all of the dots and then ask students if there is an easier way to do it? If no one says counting on § Maths books
demonstrate that if you pick the bigger number and count on it is to add the numbers together. § Pencils
§ Draw a number line on the board to demonstrate counting on for the diceà show the jumps from one number to another
§ Continue the process above a few more times, asking students to roll the dice and drawing the dots on the board and counting on
§ Explain to students that they need to draw the faces of the dice that they roll e.g. 6 dots if they roll a 6 in their book and use the counting on strategy to
help them add the numbers together.
§ Call a few students up at a time and ask them to get a dice and find a spot on the floor with their book and a pencil
§ Walk around and talk to students about how they are adding the dots/ numbers together
§ Finish off the task by asking students to fill out the student feedback sheet: explain how you may feel if its too hard, too easy or just right.
Support:
• Demonstrate for students how you could use counters to support your counting if you’re finding it challenging to add the numbers up.
Extension:
• If students feel comfortable ask them to roll the dice three times or more and this will allow them to add up larger numbers. Students can also write the
numerals underneath their pictures of the dice to make up a number sentence.
Lesson 3: Thursday 6 th September Resources
Lesson aim: To extend students ability to use the counting on strategy when adding numbers together § Dice (1 each)
• Start by talking about the strategy we used in the last lesson (counting on) and discuss how this can help us to add up § 1-4 dice
• Demonstrate that they need to start from one on the 1-100 grid then roll the dice and move the amount of dots. Show on board what they need to write § Copies of blank
on the recording sheet (in the square put the number they land on and on the lines they put their starting number + the number on the dice). vertical addition
• Explain that once they are done they can continue what they were doing the previous day in their books (rolling the dice and adding numbers together). sheet
Support: § Laminated addition
• Ask small group to stay on the floor. Give them dice and counters and ask them to roll the dice, put the counters in one circle and then roll again and add mats
the counters to the other circle. They will then need to count on using the number line to support them and use whiteboard markers to show their § Counters
‘jumps’. They will then record their final answer in the equals box and record their sum in their book. § Photocopied 100
• Get students to do as many as they can in the time that they have. grids
Extension:
• Using dice with numbers 1-4 get students to roll the dice 4 times to pick numbers for each square on the vertical addition sheet. When explaining task
demonstrate vertical addition and use the 1-4 dice to show how to do it. Give students the sheet with the blank vertical addition boxes and ask them to
fill it out and stick it in their books.
• If finished early ask them to complete more in their books without the grid to guide them in order to show understanding of how vertical addition is set
out.
Lesson 4: Friday 7 th September Resources
Lesson aim: To extend students ability to use counting on when adding numbers together using number lines
• Start lesson by demonstrating using a number line on the board to count up and use examples from the sheets to show how to do it.
• Tell students that there are 3 choices (smaller numbers, double digits and larger double digits)à either get students to choose their sheet or choose it
for them
• Ask -----, --- and --- to sit on the floorà demonstrate multiple digit vertical addition to them and ask them to choose between 2 digit, 3 digit and 4 digit
addition (After they have completed it get them to tell you what the numbers are).
• Walk around and support students who need it and provide further challenges for those students who need it.
• If students finish early they can do the 10 more… activity
• Finish off by asking students to complete the too easy, too hard or just right feedback sheet.
Lesson 5: Monday 10 th September
Lesson aim: Develop students’ abilities to add numbers that add to 10 using ten frames § Ten frame sheet
§ Start by dropping 6 blocks into a container and then say ‘how many blocks are in the container if I add 4 more?’ § Counters and blocks
§ Discuss with students the different ways we can make 10 and demonstrate using concrete materials in a circle. Demonstrate making two groups using § Led and coloured
10 counters or blocks. pencils
§ Once you have done this demonstrate what this would look like in numerical form and how you would represent this using a ten frame on the board. § Whiteboard makers
§ Explain activity: Ask students to take 10 counters or blocks each and make the different groups that make up 10 then record this by using two different § Dice
colours to visually represent it in a ten frame. Finally students need to write this as a number sentence, filling in the blanks.
§ Finish off by asking students to complete the too easy, too hard or just right feedback sheet.
Support:
• Students use the addition mats to help them to add the numbers up to 10 and complete the recording sheet.
• Keep these students on the floor to complete the task together.
Extension:
• Students can be given a number to represent using ten frames and write it in a number sentence.
• Continue with their vertical addition
Early finishers:
• Students can roll the dice and add the dots to the ten frame and write the number. Students then roll the dice and add the dots in a different colour on
the ten frame and add that number to the blank spot. Then add these numbers together and record the total.
Lesson 6: Tuesday 11 th September Resources
Lesson aim: Continue to develop students’ abilities to show ways to make 10 (rainbow facts) using ten frames § Laminated ten
• Start lesson by getting students to sit in a circle and give them each a ten frame, ask them to place it on the floor in front of them. frames
• Pass around the two containers of counters and ask students to take ten counters each. § Photocopied ten
• Ask students to volunteer ways to make ten and get each student to place counters on their ten frames to model this. frames sheet
• As you go write the facts on the board and model them using the enlarged ten frame on the board. § Counters
• Demonstrate how to complete the making ten sheet: Students will add the missing dots to the ten frame and write it as an addition sum that adds to § Ten frame addition
ten. activity
• Throughout the activity walk around and provide support to students § Vertical addition
Support: sheets.
• Students who require extra support (based on formative assessment from previous lesson) will stay on floor to receive extra support during activity
and will use laminated ten frames and counters in order to gain a concrete understanding of different ways to make ten and support the transfer this
understanding to represent it visually and numerically.
Extension:
• Continue teaching students vertical addition (demonstrate on board again) and allow students to choose whether they add two, three or four digit
numbers.
• Throughout the activity ask students to tell you what numbers they are adding up e.g. 230 + 1260 in order to ensure that they are looking at the whole
number and not just the columns they are adding up.
Early finishers:
• Students can roll the dice and add the dots to the ten frame and write the number. Students then roll the dice and add the dots in a different colour on
the ten frame and add that number to the blank spot. Then add these numbers together and record the total.
Lesson 7: Wednesday 12 th September
Lesson aim: Students will be able to demonstrate their understanding how to add doubles together. § Blank A4 paper
• Start the lesson by asking students what a double is and if students do not know explain that it is two of something or the same number twice. Ask § Pack of cards
how remembering our doubles can help us solve other addition problems. § Counters
• Explain and model partner task: Each pair will be given a blank A4 sheet of paper that they will need to fold in half (demonstrate this). One partner will § Addition mats
need to draw a certain number of something on one side. They will then count it with their partner and the other partner will need to draw the same
number of objects/pictures on the other half of the paper. They will then need to write an addition sentence for their drawing e.g. if they drew 7 dots on
each side they would write 7+7=14.
§ Get students to place their drawings along the front and do a gallery walk so that they can see what other students have done.
§ Next students will pick a card from a pack of cards and visually represent this by drawing double this number. Students will then write this as an
addition sentence. E.g. if students pick up a 10 they will need to draw two groups of ten and write that 10+10=20à model this on the board and
demonstrate counting on as a strategy to add them up. Students can also use counters to help them do this.
§ Once they have completed one they can then pick another card and repeat this process
Support:
• Students can use the addition mats to help them add doubles (put some counters in one circle and put the same amount in the other and add them
together)à students then draw this in their books.
Extension:
• For students who demonstrate their ability to add doubles up to tenà can work in pairs to work out doubles from 11 onwards and go as high as they
can.

Lesson 8: Thursday 13 th September

Lesson aim: Students will be able to demonstrate addition in both concrete and visual forms § Addition cards
§ During this lesson students will be given addition cards and will have to use counters to help them add it up. Once they have represented their sum using § Number lines for
concrete materials they need to represent it visually in their books by drawing it and then writing the number sentence they were givenà students adding
demonstrate this on the board. larger numbers
 § Once they have completed one card they can swap cards and repeat the process. § Addition mats for
Support students who need
• Give students a sheet with the images on it and students can write the number sentence and total. If students are able to do this they can take one of further support
the addition cards and use the addition mats to work it out using concrete materials. § Counters and blocks
Extension:
• Students who need extension can use the larger number addition cardsà emphasise counting on (pick larger number and count on using a number line
to help you). If they like they can use counters to help them to add on and can show their adding on visually in their books.
• Those students who worked on working out larger doubles in previous lessons can continue their investigation
Lesson 9: Friday 14 th September
Lesson aim: Students will be able to demonstrate addition in both concrete and visual forms § Addition cards
• Students will continue to work on the addition cards from previous lesson à reiterate what they need to do and the strategies they could use to add § Number lines
the numbers together (concrete materials, drawings or number lines to count on) § Counters and blocks
Support: § Copies of addition
• Give students a sheet with the sums already written on it. Ask students to use concrete materials and then draw the visual representation of the sum. sum sheet and
Students then need to write the numeric answer to the sum. vertical addition
Extension: sheets
• Re-explain vertical addition and give them a choice to add tens and ones, hundreds, tens and ones or thousands, hundreds, tens and ones.

Lesson 10: Monday 17 th September

Lesson aim: Students will continue to develop their ability to demonstrate addition in both concrete and visual forms § Packs of cards- one
• Students will pick up two cards from a pack and use concrete materials to represent them and add them together. Students can then record this in between 2 or 3
their books both visually and in the form of a number sentence. § Counters and blocks
• Once they have added their cards together they can pick another two cards to complete the same process with. § Addition mats
Support:
• Students can use addition mats and counters to represent their cards using concrete materials. They can use the number lines on their mats to help
them add the numbers together.
Extension:
• Students who require extension can add three or more cards together so that they are able to demonstrate their ability to add larger numbers together.
They can use number lines to help them to do this.
Lesson 11: Tuesday 18 th September
Lesson aim: Students will start to develop their ability to solve worded addition problems by identifying the numbers and illustrating the problem visually § Copies of worded
• Talk to students about ways that we could use addition in our real lives and have a whole class discussion about this problems recording
• Write a problem on the board, explain to students that they need to pick out the numbers in the problem and add these together. Next step is to identify sheet
what object/ item needs to be added together so that students can visually illustrate the problem. § Copies of first to fill
• Model how to solve this problem on the board: verbalise your thinking (e.g. ‘I know that we have 6 cookies and another 7 more, if I draw these cookies I game
will be able to count how many I have all together’). § Dice
§ Coloured pencils (for
 • Demonstrate one of the problems from the recording sheet so that students have an example of the type of questions they will have to solve. first to fill)
Support: § Addition mats
• Students who require additional support will be able to use the addition mats to help them (Place the first number of objects in one circle and then the
second number of objects in the other circle and add them together. This will help students to visualise the problem so that they can draw it and add up
the total.
Extension:
• Students who require further support will have a version of the worded problems that include larger numbers.
• Explain to students that they can use the vertical addition strategy that they have been learning to help them to solve the problemsà model how they
would do this on the board.
Early finishers:
• Students will work in pairs and complete the first to fill activity. First they need to decide who will be player A and B so that they know what grid they
need to colour in and collect two dice.
• Students need to take turns to roll both of the dice and calculate the sum of their rolls. Students will then need to colour in the sum and write the
number sentence beneath it.
• Students continue this process until someone fills their grid.
Lesson 12: Wednesday 19 th September
Lesson aim: Too see how student’s skills and understanding have developed throughout the unit § Photocopies of
• Start by discussing the pre-test students completed at the start of the unit and tell students that they will be completing it again to see what they’ve pre/post test
learnt. Talk about the different types of questions and how we have completed these sorts of questions before in order to make students feel more
comfortable.
• Reiterate that its ok to get questions wrong but all students have to do is try their best because I just want to see what they know
• Remind students that this is a quiet working time and they need to make sure they are sitting away from others.
• Discuss the strategies we have learnt throughout the unit that will help students to complete the post test and discuss the different questions
• Observe students during the test and provide support where needed.

ASSESSMENT
§ Pre and post tests
§ Assessment of students work throughout the unit.
§ Observations of students engaging with activities