Hvps - Mathematics Unit

Happy Valley Primary School Mathematics Unit
Due to this being the children’s first year of school, none have been formally identified with special
needs. There are three students with speech difficulties, one student on a behavior plan, one with a
completed sensory profile and one who may be considered gifted. Unit designed in conjunction with
Tierney Kennedy’s Back-To-Front mathematics.
How we order numbers

Subject Mathematics Unit Plan and how numbers
ordering things
Strand Number and Algebra Year Level Foundation Year
Achievement Standard Content Descriptors
By the end of Foundation year, students […] count to Compare, order and make correspondences
and from 20 and order small collections. between collections, initially to 20, and explain
reasoning (ACMNA289)
Establish understanding of the language and

processes of counting by naming numbers in
sequences, initially to and from 20, moving
from any starting point (ACMNA001)
Know Understand Do
Students will know… Students will understand… Students will be able to…
Key Terms: That numbers can be placed in Order collectives of numbers and
ordinal, first, second, third (up to order, growing larger or smaller items.
tens), last, before, after, in regular increments.
between, next, near, Identify the number words in
sequence.
That you can tell which number
comes next, before, or between Reason with number sequences
two numbers if you know the to establish the language on
order. which subsequent counting
experiences can be built.
That ordinal numbers are used to
Indicate ordinal position in a
describe position and can be
sequence using terms such as
used to order actions. ‘first’ and ‘second’.
Essential Question
How can we use numbers to order things?
Assessment
Pre-Assessment:
Lesson 1 – pre-assessment of student knowledge of ordering collections. Students will sit in a circle for
the teacher to mentally check whole-class understanding of the concept.
Lesson 5 – assessing where students have seen ordinal numbers before and which ordinal numbers they
can recall.
Formative Assessment:
Lesson 2 – assessment for learning where students order numbers on a number line in their books.
Teacher to check over students’ work during/after the lesson to keep track of student understanding.
Lesson 3 – teacher to check photographs of students’ ordered envelopes for referral.
Lesson 6 – Teacher to check students’ shopping bag recordings to ensure students can recall and use key
terms correctly.
Summative Assessment:
Lesson 4 – combines ordering collectives with ordering numbers. Teacher to assess whether students
have matched and ordered the items correctly, noting students who need additional support in future
lessons.
Lesson 7 – Students use their knowledge of ordinal numbers to follow a set of instructions to colour in
ice-cream scoops correctly. Students must be able to count ordinally as well as identify the ordinal
number in the instructions.
Lesson 1
Subject: Year level:

Number Sequence (Cardinal) Reception
Teacher: Strand:
Lucinda Blom Teen and Two Digit Numbers
Curriculum Links:
Compare, order and make correspondences between collections, initially to 20, and explain reasoning
(ACMNA289)
Learning Goal:
Students will know…
Key terms: order, smallest, largest, next, between and before
Students will understand…

That numbers can be placed in order, growing larger or smaller in regular increments.
Students will be able to…

Order collectives of objects and begin to use key terms while doing so.
Success Criteria
Students will be able to put their collectives of items into order from smallest to largest or vice versa.
Resources: Additional Notes:

- Ziplock bags for the number of students - Prepare Ziplock
- Ziplock bags for the number of groups bags before the
- Random objects varying in size to be sorted into each Ziplock bag lesson
- Larger items for ‘Introduction’ activity on the floor
- Uno’s Garden by Graeme Base
- Post-it Notes
Lesson Content Annotations
Tuning In: Interdisciplinary learning:

1. Lesson will begin with teacher reading Uno’s Garden. incorporating literacy into
2. Students will be asked during the story what they notice mathematics lessons to show
about the numbers in the book students how sequential numbers
3. Prompting if needed: are they getting bigger or smaller? exist outside of mathematics.
how are they ordered?
4. End book at ‘one snortlepig’ Picture book to engage students in
the lesson content.
Teacher Instruction:
1. After the story ask students to form a circle. Circle allows all students to view
2. Place an assortment of object representing numbers the materials in front of them, face
from 1-5 in the middle of the circle (i.e. 5 NAB blocks, 4 those who are sharing as well as
sticks, 3 counters, 2 teddies and 1 popsicle stick). see and hear the teacher clearly.
3. Ask students: what do you notice about the items? Students are also on display to
(Prompting: noticing that there are more than 1 of each their peers and are therefore more
item) likely to be held accountable for
4. Choose individual students to group all the identical their behavior.
items together.
5. Once all items have been gathered ask students how Materials act as informal units
many objects are in each group. before moving onto numbers.
6. Ask students the different ways these items can be put
into order (prompt: how could you organize them so you Line of questioning allows students
can tell they are in order?) to uncover the knowledge
7. Guide students to order the items from smallest to themselves.
largest (1-5), modelling key terms such as ‘next’, ‘before’
and ‘between’. Task is modelled for what students
8. Prompts: which number will come next? Count with me will be expected to do next.
and see if we have them in order…
Teacher is modelling key terms.
Guided/Independent Learning: Activity designed as a pre-

1. Collect the items and put off to the side. assessment
2. Students remain in the circle, give each student a Ziplock
bag containing different materials representing number Students have their own malleable
1-5 (just as before). to experiment with. Appeals to
3. Ask students to work out how many items there are in student with a behavior plan and
each set of materials. student with sensory profile.
4. Ask students to show you how they would put them in
order.
5. Choose individual students to explain strategy (thought Explaining thought process allows
process). students to think about how they
got their solution.
Wrapping Up:
1. Students put their materials back in the Ziplock bag to be
collected by the teacher.
2. Place the items from the ‘teacher instruction’ section
back in the middle of the circle.
3. Using these items, as students to close their eyes or turn Students are not forced to close
around. While they do, remove one of the numbers from their eyes but are given a choice of
the sequence. doing so or turning around for
4. Students may open their eyes and work out which maintaining student safety
number you took away. (trauma/accidents).
5. Ask students to explain how they worked it out.
6. If students use positional terms such as before, after, Reinforcing key terms for students
between, reinforce the terms by asking students to to remember.
demonstrate what they mean.
7. Repeat activity as required.
Differentiation
Extending Students:
If students have quickly discovered how to place their groups of items in order, teacher to ask them to
order them the opposite way (largest to smallest/vice versa).
Supporting Students:
If students do not understand, ask them how the class ordered the items together last time.
Lesson 2

Teacher: Strand:
Curriculum Links:
(ACMNA289)
Learning Goal:


Order digits from 1-20.
Success Criteria
Students will be able to order numbers from smallest to largest.
Resources: Additional Notes:

- Masking tape - Prepare Ziplock
- Large print outs of numbers for introductory segment (1-20) bags before the
- Zip-lock bags. lesson
- Print outs of numbers to go into each bag for each student.
- Glue, rulers, led pencils and coloured pencils.
Tuning In:
1. Use masking tape to make a line on the carpet Visual number line
(preferably where students can gather around it in a
circle).
2. Choose an example number and place it (printed on a
square piece of paper) somewhere on the line.
3. Now choose another example number and ask the
students to think about where they think it could go on I phrase questions with ‘would’,
the line in relation to the first example number. After ‘could’ or ‘can’ to give them
some time thinking, ask individual students where they impression that there is not wrong
think it could go and why. answer, making students feel more
4. After asking a few students what they think, choose one comfortable to share.
to come forward and put the number where they think it
could go i.e. if the first example number was 5, and the
second example number is 7, the latter would be placed Students are collaborating with
after the former. one another to place the numbers
5. Choose another number and repeat as necessary in the correct spot.
1. Clear the line of numbers and give each student their
own number.
2. Place a new example number on the line in front of the
students.
3. Ask the class ‘who has a number near this one?” *Note:
the number does not have to be next to the example
number.
4. Ask one student to come and stand where their number Students are using their bodies to
would be in relation to the example number. create a number line
5. Repeat by inviting other students to come out and stand
where their number is in relation to the numbers already
positioned.
6. Ask questions like “Which one could be nearer?”, “How
do you know?”, “should they both be on the same or Students are asked questions that
different sides of the number?”, “can your number come will prompt them to verbalize their
before/after the example number?” thought process.
7. Repeat as required.
Guided/Independent Learning:
1. Students will be given a Zip-lock bag containing cut-outs Individual work.
of numbers as well as their math books. Teacher has modelled how student
2. Students will be tasked with drawing a line over two work should look and left it on
pages horizontally with a ruler, as demonstrated by the
display for student referral.
teacher, and ordering the numbers they have in their
bag on the line. Teacher to check first for
3. Once students have finished ordering their numbers and understanding and then may
it is seen by the teacher students may glue the paper support students who need to look
into their Math books. at their numbers again before they
glue it in their books.
Wrapping Up:
1. Students return to the floor and share their work with Sharing allows students to
their peers in a circle. verbalize thinking again and
become more confident with
public speaking.
Differentiation
Extending Students:
Students will have number sets that do not start at 1.
Students’ numbers will start at 1 and have an image of the number as a collective underneath.
Lesson 3

Teacher: Strand:
Curriculum Links:
(ACMNA289)
Learning Goal:

That you can tell which number comes next, before, or between two numbers if you know the order.

Order collectives of objects and begin to use key terms while doing so.
Success Criteria
Students will be able to put their group of envelopes into order from smallest to largest or vice versa.
Resources:
- The Jolly Postman picture book.
- A set of 23 envelopes with numbers from 1-30 for students to order in the first activity.
- A set of envelopes with numbers from 1-15 written on them for group 1.
- A post box to mail envelopes.
- iPad and “we are learning to order numbers” laminated slip
Tuning In:
1. Read students the book the Jolly postman. Interdisciplinary learning
2. Halfway through the book, stop abruptly and say, “oh combining literacy and numeracy
no, the Jolly Postman has dropped all his letters and now for transfer of learning.
all the house numbers are mixed up! This is going to take
him forever to put back in order unless… hang on, we Storybook to hook children into
these all have numbers on them, how can we help the the lesson content with a
Jolly Postman?” dramatic, real-world problem to
solve.
1. Give each student an envelope (numbers will range from Students are using their
3 to 25 to get students used to ordering numbers knowledge of sequencing numbers
without always starting at 1). to solve a problem within a
2. Ask students “how can we start?” (prompt towards
context.
finding the smallest number).
3. Ask a student to come up with their envelope facing the
class (preferably with a number in the middle of the
range).
4. Ask the class ‘who thinks they have a number near this This activity mimics the previous
one?” lesson however with a situation
5. Ask one student to come and stand where their number applied to it.
would be in relation to the first number.
6. Repeat by inviting other students to come out and stand
where their number is in relation to the numbers already Students are moving around to
positioned. avoid behaviours from sitting still
7. Repeat until every student is up on the number line. too long.
8. As a class count the number line to make sure all
numbers are in order; at each student they may post Students ‘post’ the letter they
their envelope in the post box. have for play-based learning.
9. Ask students to sit back on the carpet.
1. Tell students that they did such a good job ordering the
numbers on the envelopes that the Jolly Postman has
asked them to sort the rest of his mail.
2. Deliver these instructions:
3. In your groups you will be given a pile of envelopes with
numbers written on them (appropriate to their level of Small groupwork based on
learning) to put into order so that the Jolly Postman can readiness levels determined by the
continue delivering letters. teacher and her mentor from
4. On the whiteboard complete the WALT (We Are Learning previous lessons.
To…) and the WILF (What I’m Looking for). WALT = We
are learning to put numbers in order, WILF = What I’m Display of learning intentions and
looking for is teamwork [like the little red hen book],
success criteria.
sharing and quiet working.
5. Give groups their envelopes. While students are working
walk around with the iPad and the laminated “we are Photographs for parent
learning to order numbers” slip to photograph students’ involvement and for formative
work.
assessment.
6. Students who have finished putting their letters into
order will be tasked with completing mathematics
puzzles (this instruction to be delivered after observing Allowing struggling groups to
the class’s progression through the task). receive support from the teacher.
Wrapping Up:
1. Once the whole class has finished ordering their
envelopes, perform a whole class gallery walk to each Gallery-walk for students to share
group. their learning and to promote
2. At each group stop and count their ordered numbers as
movement within the classroom.
a class. Students post the envelopes as each number is
read aloud by the class.
3. Go back to the WALT and WILF and give the students a
self-assessment. (thumbs up if you think we did this well, Students reflect on their own
to the side if you think we did okay, and down if you learning against the expectations.
think we didn’t do this at all.
4. Time permitting: students can be read the remainder of
the Jolly Postman picture book.
Differentiation
Extending Students:
Students who showed a higher readiness with the previous lessons are put into higher readiness
groups for this task (higher numbers to order).
Students who presented with a lower readiness with the previous lessons are put into lower readiness
groups for this task (lower numbers to order).
Lesson 4

Ordinal numbers Reception
Teacher: Strand:
Lucinda Blom Language of order and sequence
Curriculum Links:
Establish understanding of the language and processes of counting by naming numbers in sequences,
initially to and from 20, moving from any starting point (ACMNA001)
(ACMNA289)
Learning Goal:
Key vocabulary: ordinal, first, second, third, last, before, after, between, next

That ordinal numbers are used to describe position

Name the ordinal numbers belonging to at least ten positions (first, second, third etc.).
Success Criteria
The collectives of items/toys will be correctly matched to their ordinal sentence, with each sentence
glued into their mathematics books in order of how the events occurred in the book.
Resources:
- One Ted Fell Out of Bed by Julia Donaldson
- Printed Ted worksheet for each student (see appendix 1).
Tuning In: Interdisciplinary learning

1. Read students One Ted Falls Out of Bed combining literacy and numeracy
2. Students are encouraged to notice the numbers of the for transfer of learning.
text
3. Teacher to model key terms e.g. what could come next,
after that?
Teacher Instruction: Pre-exposure to key terms for

1. After reading the book ask students to try and recall ordinal number lessons to come.
which animal/toy came first, second, last etc. and write Visual display of information on
on the whiteboard. the whiteboard.
2. Model the task for students, showing them the
Storybook to hook children into
worksheet, asking students to come up and point at the
collective that came first. Cut this out and blue-tack it to the lesson content with a real-
the whiteboard. Ask students to come up and point to its world problem to solve.
corresponding sentence, cut out and blue-tack to the Modelling by teacher reduces
whiteboard. anxieties.
1. Students will take a sheet and independently match the Independent learning for
collectives to the ordinal numbers, then order the events assessment purposes.
of the story.
2. Teacher to check before students glue it into their Allows students to receive support
mathematics books. before making a ‘semi-permanent
mistake’.
Wrapping Up:
1. Students will come to the floor to share their work with Sharing with partners and
an elbow buddy, discussing their strategy of ordering the explaining their strategy of
story. ordering the story.
Differentiation
Extending Students:
Students write the word form of the ordinal numbers underneath the numeric general Performa given
to them
The whole class modelled task will be left on the board. Students ask for teacher to check their work
before gluing so teacher can assess and provide support.
Lesson 5

Teacher: Strand:
Curriculum Links:
(ACMNA289)
Learning Goal:

That ordinal numbers are used to describe position

Name the ordinal numbers belonging to at least three positions (first, second, third).
Success Criteria
Students can identify the ordinal position of their peers from first to third.
Resources:
- Ribbons for each student, each with an ordinal number from first to third written on them (see
appendix 2).
- iPad
- Coloured pencils
Tuning In:
1. Show students the video ‘Ordinal Numbers’. Using ICTs to enhance learning
<https://www.youtube.com/watch?v=fR8KyCt5XtA>
2. Ask students to predict which ordinal number would Predictions as a part of
come next in the video, i.e. after first is second.
mathematics, combined with prior
3. Near the end of the video ask students to say the ordinal
numbers along with the narrator of the video. knowledge as a pre-assessment of
4. Ask students to think about where they have seen, heard ordinal number knowledge of the
or used this language before, i.e. in a car race, in line for class.
the library, on a calendar etc.
1. Play the interactive smartboard game ordering race cars Interactive whiteboard to engage
<http://toytheater.com/order/> students.
2. Ask students to come up and match the cars to the
ordinal numbers they finished in.
Allows the teacher to clarify any
3. Repeat as necessary ensuring all students have had a
turn. misconceptions while keeping the
lesson engaging.
1. Students will now be grouped into threes. Flexible grouping
2. Moving to the Play room, students will sit in front of the
play-based learning racetrack.
3. One group at a time will come up to the front of the
class, choose a toy car and stand at the start of the race
track.
4. When the teacher says ‘ready, set, go!’ students will race Play-based learning of concept
their cars along the racetrack.
5. The rest of the class will watch to determine who came Class watching have a
first, second and third. responsibility and are not just
6. Students will be given a ribbon printed on a piece of waiting still.
paper with their respective ordinal position on it.
7. Repeat the race until every group of three has received a
ribbon.
8. Students return to their classroom to colour in their
ribbon and glue it into their mathematics books.
Wrapping Up:
2. Students come to the floor and must find other people Identifying ordinal numbers in a
who had the same ordinal position as them. group.
Differentiation
Extending Students:
Once students have glued the ribbon in their books, they can write the ordinal number that comes
before/after theirs.
N/A
Lesson 6

Teacher: Strand:
Curriculum Links:
(ACMNA289)
Learning Goal:

That ordinal numbers are used to describe position and can be used to order actions.

Use ordinal numbers in a real-world setting by assigning them to actions.
Explain reasoning for assigning ordinal numbers to certain actions.
Success Criteria
Students successfully assign ordinal numbers to actions that they took.
Resources:
- Bread Bags.
- Egg Cartons.
- Tomato cans.
- Juice bottles.
- Shapes/small cardboard boxes.
- Reusable bags.
- A4 shopping bag worksheet for each student (see appendix 3).
- A3 shopping bag worksheet to model with.
Tuning In:
1. Watch the video ‘bagging items’ ICTs to enrich learning. Provides a
<https://www.youtube.com/watch?v=_HUueBAvg9s> 2:47- real-world application of
3:26 knowledge.
1. Sit students in a circle. All students have equal access to
2. In the middle of the circle, place a reusable shopping bag see.
and various shopping items around it.
3. Ask individual students to go and place what they think
Limited instruction to allow
should be packed first, second, third etc. with limited
instruction. students to experiment and put in
4. Ask two students to pick up the bag and walk from one what they are truly thinking rather
side of the classroom to the other with the bag. than what the teacher says.
5. Ask different students to unpack the bag and see if any
items are damaged. Talk about why they think those Critical thinking opportunity.
items got damaged.
6. Class discussion of why heavier items are packed first,
and lighter items are packed last.
7. Introduce the concept that packing a shopping bag
requires a procedure/ordinal terminology. Real-world context to apply
learning to.
1. Students may choose a partner to work with.
2. Each pair will receive a shopping bag containing one bread-
bag, one egg carton, one crackers box, one tomato can and
one juice bottle. Play-based learning: learning
3. Students will have approximately 7 minutes to have a ‘play’ though experiences and acting out
with their items (have a look what is in their bag). real-world scenarios.
4. Call student attention.
5. In their pairs students will decide on the order of packing Flexible grouping.
their shopping bag and play out doing so.
6. Each pair will place their shopping bag off to the side.
7. Students will receive a shopping bag worksheet each.
8. Teacher to have their A3 version on display so all students Modelled along with the students
can see. Model drawing the item of the first item you to minimize small mistakes.
packed in the first box. Students to do the same with the
item they decided to pack first.
9. Repeat again with the second box, model how to fill and Instructions are given in short
then ask students to do the same. intervals rather than all at once for
10. Continue until all boxes are filled. the developmental age of the
students.
Wrapping Up:
1. Share the work of students who volunteer to the class, Students reflect on their own and
asking them to explain their reasoning. each other’s learning.
Differentiation
Extending Students:
Students draw the item; however, they also write their reasoning of why they packed that item
first/second/last
The whole class modelled task will be left on the board. Students draw their items rather than write
them.
Lesson 7

Teacher: Strand:
Lucinda Blom Language of order and
sequence
Curriculum Links:
Students will be able to compare, order and make correspondences between collections, initially to 20,
and explain reasoning (ACMNA289)
Learning Goal:

That ordinal numbers are used to describe position in a sequence.

Indicate ordinal position in a sequence.
Success Criteria
Students colour in the ice-cream scoop using the ordinal number instructions.
Resources:
- Ordinal Numbers interactive game
<https://www.turtlediary.com/game/ordinal-numbers.html> OR #14
<https://www.internet4classrooms.com/skill_builders/ordinal_numbers_math_first_1st_grade.
htm>
- 23x Ice-cream worksheets for each student (see appendix 4).
- 7x Ice-cream worksheets for advanced students (see appendix 5).
Tuning In:
1. Open the link to the interactive activities.
2. Watch the beginning clip that explains ordinal numbers
in terms of positioning. Revision of key content.
3. Ask students to say the ordinal numbers as they are
being introduced.
4. After the video has finished, make the connection Integration of ordinal numbers as
between the video’s students’ position in their line and a daily routine (first ten in the door
the arrival positioning that we have in the classroom. get their names on the ordinal
number wall).
1. Move on to the first interactive game, counting which Game to hook students into the
ordinal position each animal belongs to. Mute this lesson.
activity.
2. Do the first animal as a class, counting together chorally
Choral repetition to cement ideas.
until its ordinal position is found. Ask a student to come
up and locate the correct ordinal numeral for that
animal.
3. Ask individual students to come up and discover the Assessment of students who are
positions of the other animals. This game has three potentially at risk.
refreshments.
4. Skip the second interactive game and move to the third.
5. Unmute the interactive whiteboard.
6. Play the next interactive game with the students, where
they must listen to the instruction to colour the tree Similar activity to what they will
correctly. complete below to prepare them
7. Ask individual students to come up and complete this for their final assessment task.
task.
Guided/Independent Learning: Whole lesson before this point

1. Students will receive a worksheet that contains an ice- has scaffolded students to
cream cone with 10 scoops of ice-cream on it. complete this formative
2. Next to this cone are instructions that ask the students assessment task.
to locate ordinal positions on the ice-cream cone and
colour it in a certain colour e.g. colour the second/2nd
scoop red.
3. Teacher to model where the first scoop will go using Modelled by the teacher.
enlarged version of the students’ worksheet.
4. Students will be reminded that they are to use 3-star
colouring and will need to write their name and date at
the top of their page. Differentiation for higher achieving
*Higher achieving students will receive an ice-cream
students.
sheet where the ordinal positions are written in words
not digits.
Wrapping Up:
1. Conclude lesson by having students glue their ice-cream
sheet in their mathematics books.
2. Students who have shown 3-star colouring and followed Praising students who have taken
the instructions may be asked if their work can be shown
pride and care in their work rather
to the class.
than rushing.
Differentiation
Extending Students:
Students are extended through the ordinal number sheet which is in writing rather than digits.
Students may come to the floor to participate in a modelled session using the teacher’s A3 version and
their own on clipboards.
Resources
Below is the collection of resources I made to accompany this unit.
Appendix 2
Appendix 1
Back-to-front Mathematics – Problem 9: Language of order a

sequence, ordinal numbers.
I understand that there are special words that can be used to

describe the order of things including: ‘first’, ‘last’, ‘before’,
‘after’, ‘between’, ‘next’, ‘second’, ‘third’…
TASK: participate in a car race and name the ordinal number
belonging to your finishing position. 6-08-18
Appendix 3
Appendix 4 & 5

Hvps - Mathematics Unit

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Hvps - Mathematics Unit

Uploaded by

Copyright:

Available Formats

Happy Valley Primary School Mathematics Unit

How we order numbers

Strand Number and Algebra Year Level Foundation Year

Achievement Standard Content Descriptors

Establish understanding of the language and

How can we use numbers to order things?

Subject: Year level:

Students will understand…

Students will be able to…

Resources: Additional Notes:

Tuning In: Interdisciplinary learning:

Guided/Independent Learning: Activity designed as a pre-

Subject: Year level:

Students will understand…

Students will be able to…

Resources: Additional Notes:

Subject: Year level:

Students will understand…

Students will be able to…

Subject: Year level:

Students will understand…

Students will be able to…

Tuning In: Interdisciplinary learning

Teacher Instruction: Pre-exposure to key terms for

Subject: Year level:

Students will understand…

Students will be able to…

Subject: Year level:

Students will understand…

Students will be able to…

Subject: Year level:

Students will understand…

Students will be able to…

Guided/Independent Learning: Whole lesson before this point

Back-to-front Mathematics – Problem 9: Language of order a

I understand that there are special words that can be used to

You might also like