Maths Program Proforma ES1 T2
Maths Program Proforma ES1 T2
Maths Program Proforma ES1 T2
Number & Algebra Terms 1 & 3: Addition and Subtraction / Patterns and Algebra Terms 2 & 4 : Multiplication & Division / Fractions and Decimals
Measurement & Geometry Term 1: Length / Time / 2D Term 2: Mass / 3D 1 / Position Term 3: Volume and Capacity / Time / 2D Term 4: Area / 3D / Position
Sharon Tooney
TERM 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
OVERVIEW
Establish understanding of the language & processes of counting by naming numbers in sequences, initially to & from 20, moving from any starting point
Count forwards to 20 from a given number Count backwards from 20 to 0 identify the number before and after a given number describe the number before as '1 less than' & the number after as '1 more than' a given number read & use the ordinal names to at least 'tenth'
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Background Information In Early Stage 1, students are expected to be able to count to 30. Many classes have between 20 and 30 students, and counting the number of students is a common activity. Students will also encounter numbers up to 31 in calendars. Counting is an important component of number and the early learning of operations. There is a distinction between counting by rote and counting with understanding. Regularly counting forwards and backwards from a given number will familiarise students with the sequence. Counting with understanding involves counting with one-toone correspondence, recognising that the last number name represents the total number in the collection, and developing a sense of the size of numbers, their order and their relationships. Representing numbers in a variety of ways is essential for developing number sense. Subitising involves immediately recognising the number of objects in a small collection without having to count the objects. The word 'subitise' is derived from Latin and means 'to arrive suddenly'. In Early Stage 1, forming groups of objects that have the same number of elements helps to develop the concept of equality. Language
Students should be able to communicate using the following language: count forwards, count backwards, number before, number after, more than, less than, zero, ones, groups of ten, tens, is the same as, coins, notes, cents, dollars. The teen numbers are often the most difficult for students. The oral language pattern of teen numbers is the reverse of the usual pattern of 'tens first and then ones'. Students may use incorrect terms since these are frequently heard in everyday language, eg 'How much did you get?' rather than 'How many did you get?' when referring to a score in a game. To represent the equality of groups, the terms 'is the same as' and 'is equal to' should be used. In Early Stage 1, the term 'is the same
Connect number names, numerals & quantities, including zero, initially up to 10 & then beyond
read numbers to at least 20, including zero, & represent these using objects (such as fingers), pictures, words & numerals recognise numbers in a variety of contexts communicate the use of numbers through everyday language, actions, materials & informal recordings estimate the number of objects in a group of up to 10 objects, & count to check use 5 as a reference in forming numbers from 6 to 10 recognise the number of objects or dots in a pattern of objects or dots recognise dice & domino dot patterns instantly recognise (subitise) different arrangements for the same number, eg different representations of five recognise that the way objects are arranged affects how easy it is to subitise
Compare, order & make correspondences between collections, initially to 20, & explain reasoning
count with 1-to-1 correspondence recognise that the last number name represents the total number in the collection when counting make correspondences between collections compare & order numbers & groups of objects apply counting strategies to solve simple everyday problems & justify answers use the term 'is the same as' to express equality of groups determine whether 2 groups have the same number of objects & describe the equality
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Use the language of money use the language of money in everyday contexts
recognise that there are different coins & notes exchange money for goods in a play situation
Sharon Tooney
CONTENT
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond Subitise small collections of objects Compare, order and make correspondences between collections, initially to 20, and explain reasoning Use the language of money
WEEK
ADJUSTMENTS
Increase or decrease the range of numbers according to ability.
RESOURCES
Containers, number cards, blocks
Reg
These activities are suitable for either partners or individuals. However, it may be beneficial to have a more competent student paired with a student at the emergent counting stage to support effective peer tutoring.
It is easier if the dot cards are on cardboard of a different colour from the numeral cards.
4 Sharon Tooney
Ask the students to peg numeral cards in the correct sequence onto the washing line. Vary this activity by having students peg the cards in a backwards sequence or by displaying some numeral cards on the line and asking students to replace the missing cards correctly. Sandwich boards Attach coloured shoelaces to large numeral cards so they can be hung around the students necks. Provide each student with a numeral card. Students move around the room to music. Once the music stops the students arrange themselves into a line in a correct forward or backward number sequence.
The price is right (higher/lower) For this activity a leader thinks of a secret number. Display a vertical number line on the board to indicate the range in which the secret number lies. The leader asks the group to try and guess the secret number. The leader responds to the groups guesses by stating if the secret number is higher or lower than the suggested number. Attach two pegs to the vertical number line. As the group make their guesses the leader can move the pegs to indicate the range in which the secret number lies. Guess the number Display a number line in the range 1 to 10 on an IWB. Select a number in the range. Students attempt to guess the secret number. If the guess is incorrect, cover the numeral on the number line with a counter. Continue the activity until the students are able to identify the number correctly. Numeral flip strip Conceal a number line between the flaps of the flip strip. Direct students to determine the missing numerals, before, after, or between nominated numbers on the flip strip, by lifting the strips. Then answers can be verified. Possible discussion: Teacher: If I lift this flap tell me the number you can see. Students: Three! Teacher: Well, can you work out which number will be under this flap? Students: Five! Teacher: Lets lift the flap and check. Were you right? Students: Yes! Teacher: Now lets count on from three. Students: Three, four, five. The number dance Allow students to dance freely around the room to music. By using a prearranged signal, such as tapping a tambourine, indicate to the students that you are holding up a numeral card. The students then form groups with the number of people indicated by the numeral
card. Students collect the correct number of objects from around the room to match their card. Eg, a student with the numeral card 3 might collect 3 pencils. Distribute all but 1 of the numeral cards. Student line up to sequence their number cards and discover which numeral is missing. As the students become more competent, extend the range of numerals.
Vary the beginning number on the numeral line so students do not memorise the numeral by its position. For example, you may begin with the numeral three instead of one.
Sharon Tooney
9 10 ASSESSMENT OVERVIEW
card and continue to dance in the group. Make a zoo Construct clear plastic containers, such as strawberry punnets, displaying numerals in the range one to five and collections of zoo animals for each number indicated on the containers. For example, one elephant, two camels, three tigers, four zebras and five monkeys. Direct students to sort the animals and place each group into a plastic container, ensuring that the number of animals matches the numeral card on the container. Paperclip cards Ask students to slide the correct number of paperclips onto numeral cards. Place the numeral cards in either a forward or backward counting sequence. Colourful clowns Construct base boards with an outline of a clown wearing oversized trousers (see BLM). Ten circles are drawn on the trousers. Students roll a die and collect a corresponding number of counters. The counters should all be of the same colour. Instruct the students to place the counters onto the circles on the clowns trousers. On the next roll the student repeats the process, using counters of a different colour. The process continues until all circles are covered. To finish, students must roll the exact number needed to cover all the circles. When all circles are covered, students make statements about their clowns trousers. For example, My clown has three red circles, five green circles and two yellow circles on his trousers. Hidden treasure Collect boxes to represent treasure chests and label them with numerals. Randomly place the treasure chests on the floor. Ask students to close their eyes while a secret treasure is hidden under one of the boxes. Students ask questions to determine which chest contains the treasure. For example, Is the treasure under chest number four? As a student nominates a chest, another student locates the chest displaying the nominated numeral and looks to see if the secret treasure is under the box. Revision Assessment
Clear plastic containers, zoo animals, picture cards, numeral cards, paperclips
Extension: Create a larger version of the clown with twenty circles and use two dice.
Clown BLM, dice, counters, number boxes, various objects, number cards
Sharon Tooney
Sharon Tooney
Sharon Tooney
Sharon Tooney
Sharon Tooney
Sharon Tooney
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
OVERVIEW
Investigate and model equal groups use the term 'group' to describe a collection of objects use the term 'sharing' to describe the distribution of a collection of objects model equal groups recognise groups that are not equal in size group and share concrete materials to solve problems explain or demonstrate how an answer was obtained (Communicating, Reasoning) Record grouping and sharing using informal methods label the number of objects in a group record grouping and sharing informally using pictures, words and numerals
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General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Background Information All activities should involve students manipulating concrete materials. The emphasis is on modelling groups of the same size and describing them. Students need to acquire the concept that fair sharing means all shares are equal. After students have shared objects equally, the process can be reversed to begin to develop the link between multiplication and division. This can be done by students first sharing a group of objects and then putting back together all of the shared objects to form one collection. There are two forms of division: Sharing (partitive) How many in each group? eg 'If 12 marbles are shared between three students, how many does each get?' Grouping (quotitive) How many groups are there? eg 'If I have 12 marbles and each child is to get four, how many children will get marbles?' While the total number of objects that have been shared or grouped can be found incidentally, strategies for doing this are addressed in Stage 1. Multiplication and division should be taught in conjunction with each other as the foundation for conceptual understanding of their inverse relationship. Language Students should be able to communicate using the following language: group, share, equal. Sharing relates to distributing items one at a time into a set number of groups, eg the student has a number of pop sticks and three cups and shares out the pop sticks into the cups one at a time. Grouping relates to distributing the same number of items into an unknown number of groups, eg the student has 12 pop sticks and wants to make groups of four, so places four pop sticks down, then another four, and so on.
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Investigate and model equal groups Record grouping and sharing using informal methods
WEEK
ADJUSTMENTS
Adjust the range of numbers up or down according to ability level.
RESOURCES
Control area in which to move freely.
Reg
Variety of objects
Peer grouping. Adjust the number of objects up or down according to ability level.
Possible questions include: is there the same number of counters in each group? how can you tell without counting? how many counters are there altogether? This activity is repeated using two groups of other numbers up to five.
Variation: Two tenframes could be joined together to make two groups of numbers up to ten or four groups of numbers up to five. Students could be given a 5 5 grid and asked to make groups up to five groups of five.
Counters, ten-frames
Sharon Tooney
10
ASSESSMENT OVERVIEW
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
OVERVIEW
Establish the concept of one-half share an object by dividing it into two equal parts, eg cutting a piece of ribbon into halves describe how to make equal parts (Communicating) recognise that halves are two equal parts explain the reason for dividing an object in a particular way (Communicating, Reasoning) recognise when two parts are not halves of one whole explain why two parts of one whole are or are not halves, eg 'The two parts are not halves because they are not the same' (Communicating, Reasoning) use the term 'half' accurately in everyday situations record halves of objects using drawings
Background Information The focus on halves in Early Stage 1 is only a guide. Some students will be able to describe other fractions from everyday contexts. The emphasis is on dividing one whole object into two equal parts. Fairness in making equal parts is the focus. Halves can be different shapes. Halves of different objects can be different sizes, eg half of a sheet of art paper is larger than half of a serviette. Fractions refer to the relationship of the equal parts to the whole unit.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
Language Students should be able to communicate using the following language: whole, part, equal parts, half, halves. In everyday usage, the term 'half' is sometimes used to mean one of two parts and not necessarily two equal parts, eg 'I'll have the biggest half'. It is important to model and reinforce the language of 'two equal parts' when describing half.
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Establish the concept of onehalf
WEEK
ADJUSTMENTS
Check allergy status of children and choose food product accordingly. Support for students requiring assisting with fine motor activities, such as, cutting.
RESOURCES
Puppets, coloured paper circles, coloured paper, scissors, glue, cookies, plastic knives, art paper
Reg
Peer group
Picture cards
Kite outline, coloured pencils, string and crepe paper for kite tail
Peer grouping
Peer grouping
10 Sharon Tooney
ASSESSMENT OVERVIEW
Sharon Tooney
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
OVERVIEW
Sort and classify familiar objects and explain the basis for these classifications sort and classify a group of familiar objects into smaller groups recognise that a group of objects can be sorted and classified in different ways - explain the basis for their classification of objects (Communicating, Reasoning) Copy, continue and create patterns with objects and drawings recognise, copy and continue repeating patterns using sounds and/or actions recognise, copy, continue and create repeating patterns using shapes, objects or pictures, eg , , , , , , , ,............... - create or continue a repeating pattern using simple computer graphics (Problem Solving) - recognise when an error occurs in a pattern and explain what is wrong (Communicating, Reasoning) describe a repeating pattern made from shapes by referring to its distinguishing features, eg 'I have made my pattern from squares. The colours repeat. They go red, blue, red, blue, '
Background Information Early number learning (including additive and multiplicative thinking) is important to the development of algebraic thinking in later stages. In Early Stage 1, repeating patterns can be created using sounds, actions, shapes, objects, stamps, pictures and other materials. Language Students should be able to communicate using the following language: group, pattern, repeat.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Sort and classify familiar objects and explain the basis for these classifications Copy, continue and create patterns with objects and drawings
WEEK
ADJUSTMENTS
Peer grouping
RESOURCES
Counters, cubes
Reg
2-3
Peer grouping
Counters, cubes
4-5
6-7
8-9
Variation: Part A and Part B are repeated with an emphasis on three or four repeating elements.
10 Sharon Tooney
ASSESSMENT OVERVIEW
Sharon Tooney
STAGE: ES1 S1
S2
S3
MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS
WEEK: 1 2
10
SUBSTRAND: Mass
OUTCOMES A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM uses concrete materials and/or pictorial representations to support conclusions MAe-3WM describes and compares the masses of objects using everyday language MAe-12MG
OVERVIEW
Use direct and indirect comparisons to decide which is heavier, and explain their reasoning using everyday language (ACMMG006) identify the attribute of 'mass' as the amount of matter in an object use everyday language to describe objects in terms of their mass, eg heavy, light, hard to push, hard to pull use comparative language to describe mass, eg heavier, lighter, heaviest, lightest identify an object that is heavier or lighter than another (Communicating) compare and describe two masses, such as by pushing or pulling compare two masses directly by hefting, eg 'This toy feels heavier than that one' predict which object would be heavier than, lighter than, or have about the same mass as another object and explain reasons for this prediction (Communicating, Reasoning) investigate the use of hefting in practical situations, eg the practice used by Aboriginal people of hefting duck eggs to determine whether ducklings will be male or female (Problem Solving) record comparisons of mass informally using drawings, numerals and words
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Background Information In Early Stage 1, students develop an awareness of the attribute of mass and some of the language used to describe mass. Opportunities to explore mass concepts and understand the action of a two-pan balance occur in play situations, such as a seesaw in a children's playground. Students in Early Stage 1 should only be comparing two objects that are quite different in mass. Early experiences often lead students to the conclusion that large things are heavier than small things and that if two things are the same size and shape, then they will have the same mass. To develop beyond this, students need to have experiences with objects that are light and large, heavy and large, light and small, heavy and small, and large but lighter than a smaller object. When students are asked to compare the masses of two objects of equal mass and can consistently say that the objects are equal in mass though their shapes are different, they are conserving mass. Aboriginal communities were traditionally able to determine whether ducklings would be male or female by hefting duck eggs (female eggs are heavier), as well as by considering other factors such as size, shape and temperature. Language Students should be able to communicate using the following language: mass, matter, heavy, heavier, heaviest, light, lighter, lightest, about the same as, hard to push, hard to pull. As the terms 'weigh' and 'weight' are common in everyday usage, they can be accepted in student language should they arise. Weight is a force that changes with gravity, while mass remains constant. 'Hefting' is testing the weight of an object by lifting and balancing it. Where possible, students can compare the weights of two objects by using their bodies to balance each object, eg holding one object in each hand.
Sharon Tooney
CONTENT
Use direct and indirect comparisons to decide which is heavier, and explain their reasoning using everyday language
WEEK
ADJUSTMENTS
Support for individuals as required.
RESOURCES
Selected objects Various balls (tennis ball, ping pong ball, golf ball, football), large leaves or flowers, feathers, large and small books Cloth or opaque plastic bags, materials for bags Students own school bags or another bag packed by the teacher Opaque bags or containers with lids, variety of materials
Reg
Extension: Check by dropping each item or group of items into suspended, knee-high stockings or long socks.
small objects to order by mass, paper and pencils for recording stockings or socks Collections to be compared Three large items of different mass, cord Collection of items for students to make selections, paper and pencils
Sharon Tooney
9
Assessment
10 ASSESSMENT OVERVIEW
Sharon Tooney
STAGE: ES1 S1
S2
S3
MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS
WEEK: 1 2
10
SUBSTRAND: Position
OUTCOMES describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM describes position and gives and follows simple directions using everyday language MAe-16MG
OVERVIEW
Describe position and movement (ACMMG010) give and follow simple directions to position an object or themselves, eg 'Put the blue teddy in the circle' follow directions to a point or place, including in mazes and games (Reasoning) direct simple computer-controlled toys and equipment to follow a path (Communicating) describe the position of an object in relation to themselves using everyday language, such as 'between', 'next to', 'behind' or 'inside', eg 'The table is behind me' describe the position of an object in relation to another object using everyday language, such as 'between', 'next to', 'behind' or 'inside', eg 'The book is inside the box' describe the positions of objects in relation to themselves using the terms 'left' and 'right', eg 'The tree is on my right' use the terms 'left' and 'right' when referring to familiar tasks, eg 'I hold my pencil in my right hand' (Communicating) participate in movement games involving turning and direction (Reasoning)
Background Information Duration There are two main ideas for students in Early Stage 1: following an instruction to position an object or themselves, and describing the relative position of an object or themselves. Some students may be able to describe the position of an object in relation to themselves, but not in relation to another object. In Early Stage 1, students use the terms 'left' and 'right' to describe position in relation to themselves. They are not expected to use the terms 'left' and 'right' to describe the position of an object from the perspective of a person facing in the opposite direction until Stage 1. Language Students should be able to communicate using the following language: position, between, next to, behind, inside, outside, left, right, directions.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Describe position and movement
WEEK
ADJUSTMENTS
Use colour paddles as well as words when playing Red Light, Green Light Limit the number of instructions that are given at a time
RESOURCES
Reg
See attached pictures. Position Play Each child needs a clear plastic container (such as a Chinese take-away container) and an object (such as bear sorting shape). Start with the students in a circle as a whole class and teacher rolling the position dice (see attached proforma). Students read what the dice says and demonstrates position with their bear and container. Teacher checks accuracy of position before rolling again. Students can play in small groups or pairs, with peer checking. Assessment
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Sharon Tooney
ASSESSMENT OVERVIEW
Sharon Tooney
Sharon Tooney
Sharon Tooney
in in front
on
under
behind
beside
Sharon Tooney
STAGE: ES1 S1
S2
S3
MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 2 3 3 1 KEY CONSIDERATIONS
WEEK: 1 2
10
SUBSTRAND: 3D
OUTCOMES A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM uses concrete materials and/or pictorial representations to support conclusions MAe-3WM manipulates, sorts and represents three-dimensional objects and describes them using everyday language MAe-14MG
OVERVIEW
Sort, describe and name familiar three-dimensional objects in the environment (ACMMG009) describe the features of familiar three-dimensional objects, such as local landmarks including Aboriginal landmarks, using everyday language, eg flat, round, curved describe the difference between three-dimensional objects and two-dimensional shapes using everyday language (Communicating) sort three-dimensional objects and explain the attributes used to sort them, eg colour, size, shape, function recognise how a group of objects has been sorted, eg 'These objects are all pointy' (Communicating, Reasoning) recognise and use informal names for three-dimensional objects, eg box, ball manipulate and describe a variety of objects found in the environment manipulate and describe an object hidden from view using everyday language, eg describe an object hidden in a 'mystery bag' (Communicating) predict and describe the movement of objects, eg 'This will roll because it is round' use a plank or board to determine which objects roll and which objects slide (Problem Solving) make models using a variety of three-dimensional objects and describe the models, eg 'I made a model of a person using a ball and some blocks' predict the building and stacking capabilities of various three-dimensional objects (Reasoning)
Background Information In Early Stage 1, the emphasis is on students handling, describing, sorting and representing the many objects around them. It is important that students are encouraged to use their own language to describe objects. Manipulation of a variety of real objects and shapes is crucial to the development of appropriate levels of imagery, language and representation. Local landmarks include buildings, rivers, rock formations and bridges, as well as Aboriginal landmarks. Aboriginal landmarks may include contemporary landmarks and local points of interest. Local Aboriginal communities and education consultants can provide examples. Language Students should be able to communicate using the following language: object, shape, size, curved, flat, pointy, round, roll, slide, stack. Teachers can model mathematical language while still accepting and encouraging students' informal terms. The term 'shape' refers to a two-dimensional figure. The term 'object' refers to a three dimensional figure.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Sort, describe and name familiar threedimensional objects in the environment
WEEK
ADJUSTMENTS
Questioning techniques. Encourage more capable students to use correct terminology in context.
RESOURCES
Picture cards of solids, concrete materials, free play items
Reg
Questioning techniques. Encourage more capable students to use correct terminology in context.
Peer grouping. Questioning techniques. Encourage more capable students to use correct terminology in context.
Variety of objects
Sharon Tooney
- can you name each object? What Shapes Can You See Have students examine three dimensional shapes using concrete materials and real objects. Discuss what two dimensional shapes they can see in each of the three dimensional objects. Discuss how these two dimensional shapes help us to name some of the three dimensional objects. Make parallels with Tricky Words in reading for some words that we just have to know, when trying to name some three dimensional shapes (eg cone, sphere, cube where two dimensional shapes do not help in the naming process). Remember it is about exposing students to correct terminology not an expectation that they must memorise and know the correct terms. Predicting Movement Students are asked to sort a collection of objects into those they predict will roll and those that will slide. Using a variety of materials, students make a device that will help them to test their predictions. Students explain why some objects roll and some objects slide and reflect on their predictions. Students use drawings and labels to show how the objects were sorted. Pipe Cleaner Shapes Students investigate the shapes or figures that can be made by bending and joining pipe cleaners. Students describe their shape and use drawings to record what they have made. Label shapes and or drawings for display. Alternatively, the teacher may take photos. Variation: Students could use connecting straws or other appropriate material. Revision Assessment
Questioning techniques. Encourage more capable students to use correct terminology in context.
Concrete materials
Extension: Students investigate and describe the effect of varying the steepness of a ramp.
Questioning techniques. Encourage more capable students to use correct terminology in context.
9 10 ASSESSMENT OVERVIEW
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
SUBSTRAND: Data
OUTCOMES A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM uses concrete materials and/or pictorial representations to support conclusions MAe-3WM represents data and interprets data displays made from objects MAe-17SP
OVERVIEW
Answer yes/no questions to collect information (ACMSP011) collect information about themselves and their environment, including by asking and answering yes/no questions pose and answer questions about situations using everyday language, eg 'Do you have any brothers or sisters?', 'What is the favourite colour of most people in our class?' (Communicating) Organise objects into simple data displays and interpret the displays group objects according to characteristics to form a simple data display, eg sort blocks or counters according to colour compare the sizes of groups of objects by counting (Reasoning) arrange objects in rows or columns according to characteristics to form a data display, eg arrange lunchboxes in columns according to colour give reasons why a row of three objects may look bigger than a row of five objects, eg 'The three green lunch boxes are spaced out more than the five blue lunch boxes' (Communicating, Reasoning) interpret information presented in a display of objects to answer questions, eg 'How many children in our class have red pencil cases?'
Background Information In Early Stage 1, students collect information about themselves and their environment with teacher assistance. They use actual objects as data and group these objects into a data display. Language Students should be able to communicate using the following language: information, collect, group, display, objects.
Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability
General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Sharon Tooney
CONTENT
Answer yes/no questions to collect information Organise objects into simple data displays and interpret the displays
WEEK
ADJUSTMENTS
Individual support as required.
RESOURCES
Paper, paint, scissors, glue
Reg
Face outline, pencils, wool, coloured strips of paper, scissors and glue.
Individual support as required. Increase or decrease the range of bears. Discuss what would happen if the task was completed again. Re-do and check predictions and discuss results.
10 ASSESSMENT OVERVIEW
Sharon Tooney
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Sharon Tooney
Sharon Tooney