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    25 views3 pages

    Lesson 3

    Uploaded by

    api-320358316

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 3

    FORWARD PLANNING DOCUMENT

    TERM/WEEKS: Term 4, Week 3 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Maths/Counting

    AUSTRALIAN CURRICULUM MATHEMATICS


    General Capabilities:
    Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
    Competence

    Cross-curriculum priorities:
    Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

    WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
    LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
    N&A (include learner diversity)
    Prof
    Lesson 3 Represent and solve Understand Students will be able Video Introduction - Place Value
    23/10 simple addition and ing to: - Student moving 1. Students will complete the Place value sheets
    subtraction problems the counters on number sheet. They will choose a number - Rope, Pegs
    using a range of Fluency 1. Use the making the ten frames. of their choice and write it in the middle. - Laminated sheets
    strategies including tens strategy to The students fill out the rest of the sheet. - Ten frames
    counting on, solve one and two Work samples Observe what the students say and ask - Counters
    partitioning and digit addition sums. - Place value them about why they came to the answer - Pack of cards
    rearranging sheet they did. - Reflection sheets
    parts (ACMNA015) 2. Identify all the - One is a snail, ten
    different Observation- 2. The students will choose four of the is a crab- book
    Recognise, model, combinations of Anecdotal notes numbers from the activity they just - whiteboard
    read, write and order numbers that equal completed and write them down on
    numbers to at least ten. laminated blank sheets of paper.
    100. Locate these Questions
    numbers on a 3. Place four digit Why is this the largest number?
    number numbers on a Is there a reason why you put this number close to
    line (ACMNA013) number line. the middle?

    3. The students will hang up the invisible


    number line and put their numbers on the
    rope from largest to smallest.

    Lesson Body
    4. Read the book one is a snail, ten is a crab.
    Only read the first part of the book as the
    focus is on different combinations of ten.
    Questions
    - Which animals can we add together to
    make ten?

    5. Hand each student two tens frames. Ask


    the students to place counters in each box
    (use the same colour).

    6. Give students time to become familiar


    with the tens frames. Take one counter
    away and work out how many counters
    are left.
    9=1+10
    Look at all the combinations that equal ten
    using the tens frame.

    7. Write a sum on the whiteboard. 8+5=


    Questions
    What is the answer? How do you know that?

    8. All together put 8 on one tens frame and 5


    on the 5. Show them how to move 2 onto
    the other frame to create ten. 10+3=13

    9. Play concentration. Display the cards in


    an array. The students will turn over two
    cards, they are trying to find two cards
    that when added together make ten. If
    they do then they keep the cards.

    Conclusion
    10. Reflection- students will circle one of the
    three smiley faces in response to how
    confident they feel about using the
    strategy

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