FORWARD PLANNING DOCUMENT
TERM/WEEKS: 1 YEAR LEVEL: 1
General Capabilities:
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
WEEK/ AUSTRALIAN CURRICULUM
LESSON LINKS
N&A
Lesson 1 – Count collections to 100 by
Place Value partitioning numbers using
place value (ACMNA014)
Recognise, model, read,
write and order numbers to at
least 100. Locate these
numbers on a number line
(ACMNA013)
LEARNING AREA/TOPIC: Mathematics
WESTERN AUSTRALIAN CURRICULUM MATHEMATICS
ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence
Asia and Australia’s engagement with Asia Sustainability
SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Prof
Fluency, Students will be able partition Record any Get to know you (5 min) 10-sided dice
Reasoning, 3-digit numbers into 100s, 10s observations or Pop sticks (100+)
Understanding and 1s using pop sticks. anecdotal evidence. Begin with a brief discussion to get to know and Elastic bands
familiarise with students. String
Students will be able to Collect and analyse  How old are you? Pegs
represent 3-digit numbers on a students work  Favourite food? Blank Paper squares
number line. samples.  Cats or dogs? White board and marker
 How many in your family?
Complete a checklist  Favourite game?
for the tasks: Share briefly about self so that the students are more
 Count total pop comfortable.
sticks
 Bundle and Quantity Exploration (10 - 15minn)
count in 10s
 Bundle and Bundling Task:
count 100s Students are given a large collection of pop sticks.
 Correctly place Students take turns rolling the dice and they must Is there a better way
on number line collect that many pop sticks. Once time is up the to count?
(2-digit) students must count their pop sticks.
 Correctly place  How many do you have?
on number line  Is there a better way to count? (prompt for How many 100s,
(3-digit) 10s and 1s do you
counting in 10s)
The students bundle the pop sticks into groups of 10s. have?
 How many 10s do you have?
 How many are left over?
The students combine all their pop sticks.
 How many are there in total?
 How many 10s are there?
 How many left over?
 Could we group this even further? (prompt
for 10 bundles of 10 for 100)
Students bundle there ten tens into 100, this is a 100
bundle.
 How many 100s do you have?
 How many 10s do you have?
 How many 1s do you have?
The teacher shows how this directly corresponds to
how we write numbers and discusses with students.

The students are asked If they had a given number of

bundles how many pop sticks would they have.

Investigation (20-25min)

Number Line Task:

The teacher lays out a string as a number line and
pegs 0 and 100 at either end. Students take turns at Why did you place
rolling two 10-sided dice. The students write down the number there?
the number they rolled and must peg it onto the
number line. Students are asked to reason their
choices.

If the students are completing this task accurately,

change the 100 to 1000 and complete with 3-digit
numbers.

Reflection (5-10 min)

The teacher discusses the lesson with the students

 What did we do?
 What did you learn?
 What are you not sure about?