UNIT PLAN TEMPLATE

SUBJECT: Numeracy
SPECIFIC TOPIC: (including Australian Curriculum content descriptor)

Numbers zero (0) to 20

Number and place value:

Connect number names, numerals and quantities, including zero, initially up to 10 and
then beyond
Specifically, understanding that each object must be counted only once, that the
arrangement of objects does not affect how many there are, and that the last number
counted answers the ‘how many question’

YEAR LEVEL: Foundation LESSON DURATION: 50 minutes

LEARNING INTENTIONS: Numeracy Continuum (TfEL)

Level 1a:
1. Demonstrate concepts of counting using every day experiences.

2. Recognise the effects of adding to and taking away from a collection of objects.

Level 1b:
1. Connect and order number names, numerals and groups of objects using numbers
up to two digits

2. Solve everyday addition and share stories

ASSESSMENT: success criteria for students

Outcome: Students are able to make connections between number names, numerals and
quantities.

Formative:
By making observations of students’ engagement with the various ways of demonstrating
numerals and quantities of the number name.

Summative:
At the end of Term 1, students will be assessed using the “Numbers to 10” assessment
sheet (refer to Assessment tab).

LESSON RUNNING SCHEDULE:

1. Using ‘Numbers Galore using print font’ booklet, introduce the numbers of the day
by working through the page which includes tens frame, drawing picture to show
 the number, tally, adding and subtracting one, and splitting the number into two
‘bubbles’ to decide whether it is odd and even.

Revisit the definition, as explained by E., of odd and even:

odd = when you split into two group and one group has more than the other;
even = when one group has the same amount as the other.
*Or, encourage a few other students to explain/share their definition.

2. Then, encourage students to do similar task for the next number. By doing so, it
provides some data on students’ understanding of the task and connections
between number names, numerals and quantities.

TRANSITION: (how will I transition students from previous activity to this activity in an orderly
and time efficient manner? How will I gain and focus their attention?)

- Be consistent with the strategy used to gain their attention (i.e. ‘123 eyes on me,
12 eyes on you’ or ‘hands on top, that means stop’).
- Provide reward for student who stay on task, or does a better job through Punch
Step Card.
- Using table colour group (i.e. blue, red, yellow and green) or various coloured
octagon spot to reduce ‘traffic’ in collecting their book from their trays or
collecting their recess/lunch.

DIFFRENTIATION: (are there any students that I need to personalise the activity for?)

For students who seems to struggle being ‘motivated’ in engaging or staying in-focus,
encourage them to work towards a smaller yet achievable task (e.g. engage with the 4-
grid task: draw, tally, adding and subtracting – short break then back to the rest).

For students who could easily connect number names to numerals and quantities, further
support them by challenging them (e.g. show different ways of splitting the quantities into
groups).

UNIT TIMETABLE: (weekly overview)

WEEK BEG. MON TUES WED THURS FRI
Week 3 4&5 - Number 2 Number 3 Number 4
(revision) (revision) (revision)
Week 4 5 - 6 Number 1-5 Book Making
(revision)
Week 5 Cont. book - Cont. book Number 5 -
making making (revision)
Assessment
(check for Formative - Formative Formative Formative
learning)

EVALUATION & REFLECTION: How effective was this unit?

Students

Level of Engagement
low high

Challenge for students

low high

Achievement/progress towards goals

low high

All learners catered for

low high

Future teaching suggestions: what information did this unit provide about the future
teaching/learning needs of these students?

The students are starting to develop a better understanding of the numerals and its quantities,
especially from numbers 5 and beyond. They still require support in counting beyond 10 at this
early stage. Activities that uses concrete objects are encouraged to assist these students. Games
are highly suggested as it creates a fun way of learning the numbers and the children’s
engagement will increase. It also creates opportunities for social development for these
Foundation year students.

ASSESSMENT:

difficult to carry out easy to carry out

unrelated to outcomes allowed for range of

student responses

EVALUATION:

Week 3:

Monday:

Similar to previous numeracy lesson, we worked through the numbers as a whole class.
We only worked through number 4 and I invited them to solve number 5 by themselves.
The students were able to verbally respond to the questions posed which demonstrated
their understanding of the connection between quantity and numerical number.
However, I’ve found that most students were still copying the ‘answers’ from the board
and some had requested for the answers on number 5 section to be written on board for
them to ‘copy. When refused, they would walk around their table to see what other peers
had in that page. On the other hand, those who managed to try themselves struggles with
showing the number in tally, one less (-1), one more (+1), splitting into two groups and
deciding odd or even. Some also struggle with writing the number.

In the end, we had to work collaboratively to answer number five page and students were
able to finish their task with many prompts. I believe that the students still require explicit
teaching. As well as the concepts of tally, addition, subtraction and odd and even are
challenging for these students at this stage of their development.

Wednesday:

Instead of continuing our number sequence, Supervising Teacher and I decided that the
P1 students need to revisit the numbers 0-5, specifically from 2-5. Even as most students
are able to count beyond 20, they are still unable to demonstrate numerical quantities in
various ways. ST had printed out number two sheet from Mathelatics which
acknowledges the students’ current stage of egocentric with activities relating to self – 2
eyes, 2 hands, 2 legs, 2 ears. The students were able to complete the task. However, there
was a question with a picture of a nose and the wording, “but only”. We were expecting
students to recognise the picture and write one, and even went through that specifically
during group time. However, there were still many students who wrote two next to it.
This shows that the students have been engaged in repetitive activity of writing the
number and not able to fully associate it with 1-to-1 corresponded without the use of
concrete materials.

The activity sheet was short and the usual suspects who often rushed through their work
had completed it, even with loads of reminders to slow down and that it’s not a
competition to finish. With sudden increase in children finishing work and engaging in
non-productive behaviours, I’ve made up another activity on the spot. I’ve invited a few
students to show groups of 1, 2, 3, 4, and 5 using dinosaur counters by demonstrating to
whole class then practice on their own spot. They enjoyed it and were engaged with it for
another 10 minutes.

Thursday:

Similar to previous numeracy lesson, we have revisited the number 3 using Mathelatics
revision. Most students were able to demonstrate their understanding of quantity of 3
but struggled in identifying the correct word spelling of three. Even when discussed
during group time.

Friday:

We have revisited the number 4 using Mathelatics revision. As I’ve acknowledged the
struggle in identifying the correct word spelling in previous lesson, I have decided to
highlight the word, FOUR and encourage children to check the word choices given
matches the highlighted word. Most students were able to complete that task
independently, but a few were unsure of it and needed assistance.

For those students who finishes early, I had displayed the counting game, Counting
Beetles onto the screen and encouraged them to take turns counting the beetles shown.
The students really enjoyed the game and went through all three levels available. They
even requested to have that game available for them to play during Fun Friday.

Week 4:

Revising the numbers 1-5 have been heavily conducted during numeracy lessons as we
would like to strengthen the students’ one-to-one correspondence and connecting it to
the number names and numerals. We noticed that most students are struggling with
addition and subtracting simple numbers (example: take one away from 5) through
observing their engagement with the numeral booklet which we started in the beginning.
To better understand where the students are with numeracy, Supervising Teacher wanted
to conduct one of “Tierney Kennedy’s Intervention in Mathematics” test, specifically
‘Fixing misconceptions in addition and subtraction’. We implement that test on
Wednesday and had our lowest, average and highest groups of students. With this data,
Supervising Teacher planned to group them for future numeracy lesson.

The students started with their counting book by working with their Buddies from Year 4
on their cover. Some students had started with the numbers 1 and 2 of their books.

Week 5:

The students are continuing with their counting book inspired by Anno’s counting book.
We went through the picture book twice and pointed out the different appearance of
things in each number page. Most students were able to correctly draw the appropriate
number of objects associate with the numerals. However, majority of them struggle to
demonstrate number 5 and beyond, even with much revision on number 5.

We re-visit number 5 due to observations of their number book. We took more time
counting out number 5 using various objects (e.g. fingers and counters) together during
mat time. We also went through the questions. Most students had demonstrated the
correct amount for 5, even those who had previously struggled in their counting book.