FORWARD PLANNING DOCUMENT

TERM 2 Weeks 7-10 Year Level 1

YEAR LEVEL DESCRIPTION

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands:
number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the
content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.
The achievement standards reflect the content and encompass the proficiencies.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Below Standard Differentiation

At Standard Differentiation

Above Standard Differentiation.

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Recognise, Identify chance to do Outcome 4.3 1. Get students to sit in a circle. Coins
describe and with simple events with and 5.4 2. Place a lot of coins on the mat.
order Australian everyday language. 3. Ask students what they are? What can you do with it?
coins according 4. Can you tell me which is worth the most? Can you tell me which
to their value is worth the least? Which is the biggest in size? Which is the English
LESSON OBJECTIVES smallest in size? What are the names of the coins? Can you Magnetic
describe the coins? Coins
As a result of this lesson, students will be able to:
 Order silver Australian coins from smallest to largest in 5. Explicitly state that size does not equal value. Using magnetic
numerical value, individually. coins, ask a student to place the coins in value order.
 Order all Australian coins from smallest to largest in numerical 6. Look at their work and redo, based on their actual value. Explain
value, individually. that the gold coins are worth the most and that $2 is the largest in
 Order all Australian coins from smallest to largest in numerical value, then $1, 50c, 20c, 10c and then finally 5c. Get student to
value and add a brief description of the coins.
just focus on silver coins and order them.
 With assistance tally and total how may of each item they receive
and write which was found the least and most. 7. Give all students every single coin ask them to put them in the
 Individually, tally, total and graph the chance statistics of order based on value. Prompt and help students as required.
collected materials and write which was found the most and least. 8. Explain that they are now going to be looking at coins and
 Individually tally, total and graph the statistics of collected statistics and probability. There are two groups.
materials and write some questions around the data collected.  Coin rubs and order. This is where children on an A4 piece
ASSESSMENT
of paper rub all of the coins in value order. Only focussing
Anecdotal notes on their coin rub and order with matching on silver coins. Get to do both silver and gold coins.
work samples.  Object and order hunt. Students go outside with a clipboard
Checklist on chance activity. they collect a variety of different materials on the list. They
then tally and workout how much they have of each item Paper
and the probability of picking that item. Get them to do this
activity first as they have a greater understanding of
statistics from pre-primary. Item hunt
9. Get students to all reconvene on the mat. Have the magnetic coins
worksheet.
on whiteboard again out of order. Ask them to reorder these coins
as a class. Get student to reorder the coins.
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Recognise, Identify chance to do Outcome 4.3 1. Get students to sit in a circle. Coins
describe and with simple events with and 5.4 2. Place a lot of coins on the mat.
order Australian everyday language. 3. Ask students what they are? What can you do with it?
coins according 4. Can you tell me which is worth the most? Can you tell me which
to their value is worth the least? Which is the biggest in size? Which is the English
LESSON OBJECTIVES smallest in size? What are the names of the coins? Can you Possible
describe the coins? and
As a result of this lesson, students will be able to:
 Order silver Australian coins from smallest to largest in 5. Explicitly state that size does not equal value. Using magnetic
impossible
numerical value, individually. coins, ask a student to place the coins in value order.
card.
 Order all Australian coins from smallest to largest in numerical 6. Look at their work and redo, based on their actual value. Explain
value, individually. that the gold coins are worth the most and that $2 is the largest in
 Order all Australian coins from smallest to largest in numerical value, then $1, 50c, 20c, 10c and then finally 5c. Get student to
 value and add a brief description of the coins. just focus on silver coins and order them.
 With assistance tally and total how may of each item they receive 7. Give all students every single coin ask them to put them in the Paper
and write which was found the least and most.
order based on value. Prompt and help students as required.
 Individually, tally, total and graph the chance statistics of
collected materials and write which was found the most and least. 8. Explain that they are now going to be looking at coins and Object and
 Individually tally, total and graph the statistics of collected statistics and probability. There are two groups. order hunt
materials and write some questions around the data collected.  Coin rubs and order. This is where children on an A4 piece worksheet.
ASSESSMENT of paper rub all of the coins in value order. Only focussing
Anecdotal notes on their coin rub and order with matching on silver coins. Get to do both silver and gold coins. Get
work samples. student to write and describe the coin.
Checklist on chance activity.  Object and order hunt. Students go outside with a clipboard
they collect a variety of different materials on the list. They
then tally and workout how much they have of each item
and the probability of picking that item. Go outside with the
students and help them tally the data. Giving example.
 Get students to all reconvene on the mat. Have the magnetic
coins on whiteboard again out of order. Ask them to reorder
these coins as a class. Get student to reorder the coins. Get
student to label the coins names.
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Recognise, Develop confidence Outcome 4.3 1. Get students to sit on the mat.
describe and with number and 5.4 2. Do a mathematics warm up PowerPoint. Students are to first
order sequences to and from skip count by 2’s to 100. Guide counting. Allow for children PowerPoint
Australian 100 by ones from any to self-count and make mistakes. Count by 2’s beyond 100.
coins according starting point. 3. They then are to do tens frames of the teen numbers. They
to their value. Choose simple must as a group add a second tens frame to get a teens English Coins.
questions and gather number. Do a simple number such as 11. Do numbers from
responses and make 12 to 16 and get to show in a variety of ways on the tens
simple inferences. frame. Do beyond the teens, twenty and beyond.
LESSON OBJECTIVES 4. There are three activities that can be completed over the next
As a result of this lesson, students will be able to: few days.
 Order silver Australian coins from smallest to largest in numerical  Coin rubbing. This is where children on an A4 piece of
value, individually. paper rub all of the coins in value order. Only
 Order all Australian coins from smallest to largest in numerical focussing on silver coins. Get to do both silver and Paper
value, individually. gold coins. Get student to write and describe the coin. Coin
 Order all Australian coins from smallest to largest in numerical addition
value and add a brief description of the coins.  Coin addition. This is where students have a bunch of
 Match the correct coin value to the written number, individually. coins and bunch of things they need to buy. They use sheet.
 Collect the correct money for at least two objects, individually. the coins to make the value of the objects they need
 Collect the correct money for at least five objects individually. to buy. Only matching coins value to coins written Statistics
 Collect data from a self-written question, individually. name. Looking at a combinations that only need two sheet.
 Collect and summarise data from a self- written question. coins. like 25c and 55c. Looking at coin addition in
 Write, collect and summarise data from a self-written, self-guided
 questions. multiple different ways. For example 25c can be
ASSESSMENT made with a two tens and a five or one twenty and a
Checklists on students’ coin rubbing, coin addition and five.
statistic’s hunt.  Statistic hunt. This is where students are to write a
question and collect data from their peers and
annotate the data. Get students to just collect data
from peers. Get students to collect and answer simple
questions on their data. Get students to write their
own question with no guiding ideas. Collect and
answer questions on that data.
5. At the completion of the lesson get students to all skip count
again but by 5’s. Or 3’s.
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Recognise, Develop confidence Outcome 4.3 1. Get students to sit on the mat.
describe and with number and 5.4 2. Do a mathematics warm up PowerPoint. Students are to first PowerPoint
order sequences to and from skip count by 2’s to 100. Guide counting. Allow for children
Australian 100 by ones from any to self-count and Pop sticks.
coins according starting point. 3. Give students up to twenty pop sticks. Coins.
to their value. Choose simple 4. Ask students to make 15. Give students an opportunity to English
questions and gather show before showing them bundling. Give students only up
responses and make to 15 so they can see what this looks like. Guide them
simple inferences. through bundling. To do up to twenty. Bundling beyond 20.
LESSON OBJECTIVES What does 100 look like.
As a result of this lesson, students will be able to: 5. Once they have all bundled ten get them to then show you a
 Order silver Australian coins from smallest to largest in numerical teen number and say that number.
value, individually. 6. Do two more directed examples. Paper
 Order all Australian coins from smallest to largest in numerical 7. There are three activities that can be completed over the next Coin
value, individually. few days. addition
 Order all Australian coins from smallest to largest in numerical
value and add a brief description of the coins.
 Coin rubbing. This is where children on an A4 piece of sheet.
 Match the correct coin value to the written number, individually. paper rub all of the coins in value order. Only
 Collect the correct money for at least two objects, individually. focussing on silver coins. Get to do both silver and Statistics
 Collect the correct money for at least five objects individually. gold coins. Get student to write and describe the coin. sheet.
 Collect data from a self-written question, individually.  Coin addition. This is where students have a bunch of
 Collect and summarise data from a self- written question. coins and bunch of things they need to buy. They use
 Write, collect and summarise data from a self-written, self-guided the coins to make the value of the objects they need
questions.
to buy. Only matching coins value to coins written
ASSESSMENT
name. Looking at a combinations that only need two
Checklists on students’ coin rubbing, coin addition and coins. like 25c and 55c. Looking at coin addition in
statistic’s hunt. multiple different ways. For example 25c can be
made with a two tens and a five or one twenty and a
five.
 Statistic hunt. This is where students are to write a
question and collect data from their peers and
 annotate the data. Get students to just collect data
from peers. Get students to collect and answer simple
questions on their data. Get students to write their
own question with no guiding ideas. Collect and
answer questions on that data.
8. At the completion of the lesson get students to all skip count
again but by 2’s. By 3’s. Or 5’s.

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Recognise, Develop confidence Outcome 4.3 1. Get students to sit on the mat.
describe and with number and 5.4 2. Do a mathematics warm up PowerPoint. Students are count
order sequences to and from from nine to twenty. Get them to count from one to assist.
Australian 100 by ones from any Guiding them through. Counting individually up to twenty.
coins according starting point. Counting from 100 to 120. Unifix cubes.
to their value. Choose simple 3. Give students twenty unifix blocks. Ask them to make 13. English PowerPoint
questions and gather Give only 15 unifix cubes. Guide through making the stacks
responses and make of ten. Give 20 unifix cubes. Do up to 100 unifix cubes in
simple inferences. groups. Coins.
LESSON OBJECTIVES 4. Show students to stack one lot of ten and then stack the rest
As a result of this lesson, students will be able to: they need to make 13.
 Order silver Australian coins from smallest to largest in numerical 5. Give two more directed examples and then get students to
value, individually. show you one individually.
 Order all Australian coins from smallest to largest in numerical 6. There are three activities that can be completed over the next
value, individually. few days.
 Order all Australian coins from smallest to largest in numerical
value and add a brief description of the coins.
 Coin rubbing. This is where children on an A4 piece
 Match the correct coin value to the written number, individually. of paper rub all of the coins in value order. Only Paper
 Collect the correct money for at least two objects, individually. focussing on silver coins. Get to do both silver and Coin
 Collect the correct money for at least five objects individually. gold coins. Get student to write and describe the coin addition
 Collect data from a self-written question, individually.  Coin addition. This is where students have a bunch of sheet.
 Collect and summarise data from a self- written question. coins and bunch of things they need to buy. They use
 Write, collect and summarise data from a self-written, self-guided the coins to make the value of the objects they need Statistics
questions.
to buy. Only matching coins value to coins written sheet.
ASSESSMENT
name. Looking at a combinations that only need two
Checklists on students’ coin rubbing, coin addition and coins. like 25c and 55c. Looking at coin addition in
statistic’s hunt. multiple different ways. For example 25c can be
made with a two tens and a five or one twenty and a
five.
 Statistic hunt. This is where students are to write a
question and collect data from their peers and
annotate the data. Get students to just collect data
from peers. Get students to collect and answer simple
questions on their data. Get students to write their
own question with no guiding ideas. Collect and
answer questions on that data.
7. At the completion of the lesson get students to count from
one to twenty. Showing the number of unifix blocks each
time. Counting 100 to 120.
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Recognise, Develop confidence Outcome 4.3 1. Do a mathematics warm-up writing teens numbers and adding Warm-up
describe and with number and 5.4 numbers on the interactive whiteboard. Get students to come up PowerPoint.
order Australian sequences to and from one at a time to participate and complete the activity. Get students
coins according 100 by ones from any to work in low teen numbers only doing activities where they feel
to their value starting point. comfortable. Getting students to work in mid to high teen English
(ACMNA017) Choose simple numbers and show different ways of adding the teen numbers.
questions and gather Get them to show numbers for 110 to 120.
2. Explain the three activities for the week.
responses and make
 Adding money. Students have some items that they have
simple inferences.
to make the correct amount of money for. They then order
objects from most to least expensive. Working out items
less than 50c in value. Not ordering the items. Working
out items up to 100c. What makes $1? Working out
different ways to make the same value. Working with over
$2. Adding
  Ice-cream survey. Students create a question to ask peers money
about what ice-cream flavour or topping they like more. activity
They then tally, graph and answer questions based on their cards.
data. Only doing two ice-cream choices. Teacher scribing
question answers. Doing up to four ice-cream choices Ice-cream
asking 10 people. Doing up to six ice-cream choices and survey
asking as many people as they would like. worksheet.
 Creating teen numbers. Students have a bunch of pop
sticks they then receive a teen number and are required to Pop sticks.
bundle 10 and then use other pop sticks to create the teen
number. Creating low teen numbers. Creating all teen
numbers and ordering. Creating and ordering numbers
110-120.
3. Get students to reconvene on the mat, counting by 2’s to 100.
Counting over 100.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Match the correct coin value to the written number, individually.
 Collect the correct money for at least two objects, individually.
 Collect the correct money for at least five objects individually.
 Collect data from a self-written question, individually.
 Collect and summarise data from a self- written question.
 Write, collect and summarise data from a self-written, self-
guided questions.
 Bundle groups of ten to make three low teen numbers.
 Bundle groups of ten to make five teen numbers.
 Bundle groups of ten to make numbers from 110 to 120.
ASSESSMENT
Work sample and anecdotal notes on children bundling
work. Checklist with achievement for other activities.
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Recognise, Develop confidence Outcome 4.3 1. Do a mathematics warm-up finding numbers on a number line. Warm-up
describe and with number and 5.4 Get students to come up one at a time to participate and complete PowerPoint.
order Australian sequences to and from the activity. Looking for numbers under 15. Looking for a variety
coins according 100 by ones from any of different numbers. Adding numbers on the number line.
to their value starting point. 2. Explain the three activities for the week. English
(ACMNA017) Choose simple  Adding money. Students have some items that they have
questions and gather to make the correct amount of money for. They then order
responses and make objects from most to least expensive. Working out items
less than 50c in value. Not ordering the items. Working
simple inferences.
out items up to 100c. What makes $1? Working out
 different ways to make the same value. Working with over
$2.
 Ice-cream survey. Students create a question to ask peers Adding
about what ice-cream flavour or topping they like more. money
They then tally, graph and answer questions based on their activity
data. Only doing two ice-cream choices. Teacher scribing cards.
question answers. Doing up to four ice-cream choices
asking 10 people. Doing up to six ice-cream choices and Ice-cream
asking as many people as they would like.
survey
 Creating teen numbers. Students have a bunch of pop
worksheet.
sticks they then receive a teen number and are required to
bundle 10 and then use other pop sticks to create the teen
number. Creating low teen numbers. Creating all teen Pop sticks.
numbers and ordering. Creating and ordering numbers
110-120.
3. Get students to reconvene on the mat, counting by 5’s to 100.
Counting to 150. Counting to 200.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Match the correct coin value to the written number, individually.
 Collect the correct money for at least two objects, individually.
 Collect the correct money for at least five objects individually.
 Collect data from a self-written question, individually.
 Collect and summarise data from a self- written question.
 Write, collect and summarise data from a self-written, self-
guided questions.
 Bundle groups of ten to make three low teen numbers.
 Bundle groups of ten to make five teen numbers.
 Bundle groups of ten to make numbers from 110 to 120.
ASSESSMENT
Work sample and anecdotal notes on children bundling
work. Checklist with achievement for other activities.

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 ON LEARNING S
AREAS
Recognise, Develop confidence Outcome 4.3 1. Do a mathematics warm-up doing a number of the day activity for Warm-up
describe and with number and 5.4 the number 15. Get students to come up one at a time to PowerPoint.
order Australian sequences to and from participate and complete the activity. Writing the number part.
coins according 100 by ones from any Completing number on the tens frames and as a tally. Write as a
to their value starting point. number sentence. English
(ACMNA017) Choose simple 2. Explain the three activities for the week.
questions and gather  Adding money. Students have some items that they have
responses and make to make the correct amount of money for. They then order
objects from most to least expensive. Working out items
simple inferences. Adding
less than 50c in value. Not ordering the items. Working
money
out items up to 100c. What makes $1? Working out
different ways to make the same value. Working with over activity
$2. cards.
 Ice-cream survey. Students create a question to ask peers
about what ice-cream flavour or topping they like more. Ice-cream
They then tally, graph and answer questions based on their survey
data. Only doing two ice-cream choices. Teacher scribing worksheet.
question answers. Doing up to four ice-cream choices
asking 10 people. Doing up to six ice-cream choices and Pop sticks.
asking as many people as they would like.
 Creating teen numbers. Students have a bunch of pop
sticks they then receive a teen number and are required to
bundle 10 and then use other pop sticks to create the teen
number. Creating low teen numbers. Creating all teen
numbers and ordering. Creating and ordering numbers
110-120.
3. Get students to reconvene on the mat, counting by 2’s to 100.
Counting over 100.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Match the correct coin value to the written number, individually.
 Collect the correct money for at least two objects, individually.
 Collect the correct money for at least five objects individually.
 Collect data from a self-written question, individually.
 Collect and summarise data from a self- written question.
 Write, collect and summarise data from a self-written, self-
guided questions.
 Bundle groups of ten to make three low teen numbers.
 Bundle groups of ten to make five teen numbers.
 Bundle groups of ten to make numbers from 110 to 120.
ASSESSMENT
Work sample and anecdotal notes on children bundling
work. Checklist with achievement for other activities.
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Recognise, Recognise, model, Outcome 4.3 1. Do a mathematics warm-up doing a number of the day activity Warm-up
describe and read, write and order and 5.4 for the number 32. Get students to come up one at a time to PowerPoint.
order numbers to at least participate and complete the activity. Get students to write the
Australian coins 100. Locate these number and place in the tens frame. Student can complete the
according to numbers on a number tally lines and as a picture. Students can write the number English
their value line. sentence and say what numbers are above and below the Teen number
Represent and solve number. representation
2. Explain the four activities for the week. Some student however
simple addition and sheet.
will not participate in all of the activities due to differentiation.
subtraction problems Pop sticks,
 Teen number representation. Students are required to
using a variety of counter,
represent numbers in multiple ways. This includes on a
strategies. number line, tens frame, drawing a picture, writing the whiteboard
LESSON OBJECTIVES markers.
number in the tens and one’s column, using tally lines
As a result of this lesson, students will be able to: and writing a number sentence. Completing low teen
 Collect the correct money for at least five objects in two numbers, on a number line, tens frame, in a picture and Adding money
different ways, individually. activity cards.
 Collect the correct money for at least five objects over $2 in
using bundling. Complete all teen numbers, on a number
three different ways, individually. line, tens frame, picture, place value, bundling, tally and
 Create two low teen numbers in a variety of different ways number sentence. Complete 100’s teens number on an Number line
including, number line, tens frame, picture and bundling. incomplete number line, odd or even, tally, number addition
 Create two teen numbers in a variety of different ways including sentence, place value and more and less than. sheet.
tally, bundling, picture, number line, tens frame, place value
chart and number sentences.
 Money problems. Students are to work out at least three
 Create two hundred teen numbers in a variety of different ways ways using Australian coins to buy certain items. Will Hula Hoops
including, number line, odd or even, tally, number sentence, not complete. Items up to $2. Items over $2. and teen
place value and more and less than.  Using a number line for addition. Students use a pre- numbers.
 Using number line to solve simple addition problems up to 10, written number line to solve a variety of simple addition
individually. problems. Solving simple addition problems with pre-
 Using a number line solve simple addition problems,
individually.
written number line. Solving addition problems up to 20
 Use a number line to solve addition problems up to 100, with pre-written number line. Complete addition
individually. problems over 100 with incomplete number line.
 Identify all teen numbers by sight and counting, individually.  Teen number recognition. Students have hula-hoops
 Identify all teen numbers by sight, individually. with a bunch of items in them or a number, they have to
ASSESSMENT
Work sample and anecdotal notes on teen number identify the number, say the name, count to that number
representation. Checklist with achievement for other and then jump to another hula hoop. All teen numbers
activities. with assistance. Only if needed. All teen numbers with
subitising. Will not complete.
3. Get students to reconvene on the mat, counting by 5’s to 100.
Count beyond 100.

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Recognise, Recognise, model, Outcome 4.3 1. Start students in a circle.
describe and read, write and order and 5.4 2. Get students to go around a skip count by 5’s. One at a time
order numbers to at least students step forward and say the number that they are. Do this Math warm
Australian coins 100. Locate these until all students have had a go. Students complete the up.
according to numbers on a number beginning numbers up to 30. Do the numbers up to 100. English Teen number
their value line. Complete beyond 100. representation
Represent and solve 3. Have the number of the day, 14. Get some students to complete sheet.
 simple addition and the PowerPoint. Give feedback to each child. Get students to Pop sticks,
subtraction problems write the number and place in the tens frame. Student can counter,
using a variety of complete the tally lines and as a picture. Students can write the whiteboard
strategies. number sentence and say what numbers are above and below markers.
LESSON OBJECTIVES the number.
As a result of this lesson, students will be able to:
4. Explain the four activities for the week. Some student however Adding money
 Collect the correct money for at least five objects in two will not participate in all of the activities due to differentiation. activity cards.
different ways, individually.  Teen number representation. Students are required to
 Collect the correct money for at least five objects over $2 in represent numbers in multiple ways. This includes on a
three different ways, individually. Number line
number line, tens frame, drawing a picture, writing the
 Create two low teen numbers in a variety of different ways addition
number in the tens and one’s column, using tally lines
including, number line, tens frame, picture and bundling. sheet.
 Create two teen numbers in a variety of different ways including
and writing a number sentence. Completing low teen
tally, bundling, picture, number line, tens frame, place value numbers, on a number line, tens frame, in a picture and
chart and number sentences. using bundling. Complete all teen numbers, on a number Hula Hoops
 Create two hundred teen numbers in a variety of different ways line, tens frame, picture, place value, bundling, tally and and teen
including, number line, odd or even, tally, number sentence, number sentence. Complete 100’s teens number on an numbers.
place value and more and less than.
incomplete number line, odd or even, tally, number
 Using number line to solve simple addition problems up to 10,
individually. sentence, place value and more and less than.
 Using a number line solve simple addition problems,
individually.  Money problems. Students are to work out at least three
 Use a number line to solve addition problems up to 100, ways using Australian coins to buy certain items. Will
individually. not complete. Items up to $2. Items over $2.
 Identify all teen numbers by sight and counting, individually.
 Using a number line for addition. Students use a pre-
 Identify all teen numbers by sight, individually.
ASSESSMENT written number line to solve a variety of simple addition
problems. Solving simple addition problems with pre-
Work sample and anecdotal notes on teen number
written number line. Solving addition problems up to 20
representation. Checklist with achievement for other
with pre-written number line. Complete addition
activities.
problems over 100 with incomplete number line.
 Teen number recognition. Students have hula-hoops
with a bunch of items in them or a number, they have to
identify the number, say the name, count to that number
and then jump to another hula hoop. All teen numbers
with assistance. Only if needed. All teen numbers with
subitising. Will not complete.
5. Get students to reconvene on the mat.
6. Have students skip count by 5’s as a whole class. Go over 100.
 SCSA LINKS EYLF INTEGRATION
INTO OTHER
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
ON AREAS
Recognise, Recognise, model, Outcome 4.3 1. Do a mathematics warm-up doing a number of the day activity Warm-up
describe and read, write and order and 5.4 for the number 16. Get students to come up one at a time to PowerPoint.
order numbers to at least participate and complete the activity. Get students to write the
Australian coins 100. Locate these number and place in the tens frame. Student can complete the
according to numbers on a number tally lines and as a picture. Students can write the number English
their value line. sentence and say what numbers are above and below the Teen number
Represent and solve number. representation
2. Explain the four activities for the week. Some student however
simple addition and sheet.
will not participate in all of the activities due to differentiation.
subtraction problems Pop sticks,
 Teen number representation. Students are required to
using a variety of counter,
represent numbers in multiple ways. This includes on a
strategies. number line, tens frame, drawing a picture, writing the whiteboard
LESSON OBJECTIVES markers.
number in the tens and one’s column, using tally lines
As a result of this lesson, students will be able to: and writing a number sentence. Completing low teen
 Collect the correct money for at least five objects in two numbers, on a number line, tens frame, in a picture and Adding money
different ways, individually. activity cards.
 Collect the correct money for at least five objects over $2 in
using bundling. Complete all teen numbers, on a number
three different ways, individually. line, tens frame, picture, place value, bundling, tally and
 Create two low teen numbers in a variety of different ways number sentence. Complete 100’s teens number on an Number line
including, number line, tens frame, picture and bundling. incomplete number line, odd or even, tally, number addition
 Create two teen numbers in a variety of different ways including sentence, place value and more and less than. sheet.
tally, bundling, picture, number line, tens frame, place value
chart and number sentences.
 Money problems. Students are to work out at least three
 Create two hundred teen numbers in a variety of different ways ways using Australian coins to buy certain items. Will Hula Hoops
including, number line, odd or even, tally, number sentence, not complete. Items up to $2. Items over $2. and teen
place value and more and less than.
 Using number line to solve simple addition problems up to 10,  Using a number line for addition. Students use a pre- numbers.
individually. written number line to solve a variety of simple addition
 Using a number line solve simple addition problems,
individually.
problems. Solving simple addition problems with pre-
 Use a number line to solve addition problems up to 100, written number line. Solving addition problems up to 20
individually. with pre-written number line. Complete addition
 Identify all teen numbers by sight and counting, individually. problems over 100 with incomplete number line.
 Identify all teen numbers by sight, individually.  Teen number recognition. Students have hula-hoops
ASSESSMENT with a bunch of items in them or a number, they have to
Work sample and anecdotal notes on teen number identify the number, say the name, count to that number
representation. Checklist with achievement for other and then jump to another hula hoop. All teen numbers
activities. with assistance. Only if needed. All teen numbers with
subitising. Will not complete.
3. Get students to reconvene on the mat, counting by 2’s to 100.
Beyond 100.