Mathematics Programterm 4

Mathematics
Program 2014
Term 4
K-2

Week Wednesday Thursday Friday
1
Jess Other strands Multiplication Multiplication
2
Division Division Whole Number
3
Jess Other strands Fractions Fractions
4
Subtraction Subtraction Whole Number
5
Jess Other strands Addition Addition
6
Patterns and Algebra Patterns and Algebra Whole Number
7
Jess Other strands Multiplication Multiplication
8
Division Division Whole Number
9
Jess Other strands Addition Addition
10*
Revision Revision Revision
11
Jess Other strands

* Week Ten will consist of assessment and revision of topics that students displayed difficulty with.

Daily Counting

Whole Number Patterns and Algebra Resources
EARLY STAGE ONE OUTCOME: MAe-4NA counts to 30,
and orders, reads and represents numbers in the range of 0 to
20
STAGE ONE OUTCOME: MA1-4NA applies place value,
informally, to count, order, read and represent two and three
digit numbers

EARLY STAGE ONE OUTCOME: Mae8NA
recognizes, describes and continues repeating
patterns
STAGE ONE OUTCOME: MA1-8NA creates,
represents and continues a variety of patterns
with numbers and objects
Counting Fingers
http://www.ictgames.com/
funny_fingers_v2.html
Hundreds chart fill in the
gaps game
http://www.bbc.co.uk/sch
ools/numbertime/games/me
nd.shtml
Fast Maths work books
to be used after whole
class counting drills.
PE equipment to be
utilised to make daily
counting interactive.
ICT Games
numberFacts.htm
ABCya!
Place value game
dinoplacevalue.html
Johnnies Math Page
http://jmathpage.com

Activities for the first 10 minutes ES1
Count forward to 30, from a given number
Count backwards from a given number, in a range from 0-20
Count forwards and backwards by ones, twos and fives skip counting practice with the counting stick.
Count forwards and back wards by tens on and off the decade
Identifying the number before and the number after a given number
Counting with one-one correspondence
Recognising dot patterns instantly for numbers up to 7
Recognising patterns using sounds, actions, shapes, objects of pictures
Describing a repeating pattern in terms of a number pattern
Activities for the first 10 minutes S1
Counting forwards or backwards by ones, from a given two digit number
Identifying the number before and the number after a given two-digit number
Counting and representing large sets of objects by systematically grouping in tens
Using a number line or hundreds chart to assist with counting and ordering
Counting forward and backwards by twos, fives and tens
Counting forwards and backwards y tens, on and off the decade
Counting forwards and backwards by ones, from a given three-digit number identifying the number before
and the number after a given three-digit number
Recognise and describe patterns when counting forwards or backwards by ones, twos, fives or tens
Representing number patterns on a number line of hundred chart
Determining missing elements in a number pattern.
Week One

Outcome: Multiplication
ES1: MAe-5NA Combines, separates and compares collections of objects, describes using everyday language and records using
informal methods
S1: MA1-6NA Uses a range of mental strategies and concrete materials for multiplication and division
Lesson
Objective
ES1: N/A S1 N/A
Wednesday
N/A

N/A
Lesson
Objective
ES1: Students will be able to use the term group to
describe a collection of objects and determine how
many is in each group.
S1: Students will be able to describe collections of objects
as rows of or groups of.
Thursday Brainstorm all the things students can think of that
come in groups.
Display two groups of four bears ask students to tell
you how many all together. Model to students
recognizing groups and say 2 groups of 4 equals 8.
Place out 3 groups of 2 bears and ask students how
many groups there are then ask how many bears there
are in each group. Write down students answers as 3
groups of 2 and ask students how many there are all
Display the problems for ES1 in rows and talk about how
we can also work out how many by making the groups into
rows. Doing this is called an array and it helps us see how
many all together. On the IWB make an array with 3 rows
of 5 and ask students to circle the rows and tell you how
many rows there are. How many in each row? How many all
together. Repeat with 2 more examples. Ask if having the
objects in rows or groups is easier for finding how many all
together.
together.
http://exchange.smarttech.com/search.html?q=multipli
cation&region=en_AU&region=en_US

Lesson
Objective
ES1: Students will be able to model and describe equal
groups and equal rows.
S1: Students will be able to recognise and name the
multiplication and equals symbols in number problems and
solve these problems by using arrays.
Friday Review groups of and what we can use them for to
quickly work out addition problems where the same
number is repeated over and over again. Give each
student 12 beans or counters each and a whiteboard.
Ask them how many groups they have at the moment?
Write down that number on their whiteboards. How
many beans or counters is in the group? Write this
number down on their whiteboard. Ask students how
many they have all together. Model writing the
problem as follows 1 group of 12 = 12.
Repeat with two more problems 3 groups of 4 & 2
groups of 6. Speak about what is the same about each
group and the importance of each group being equal
having the same amount in it.
How can we better organize our groups? Model
putting the groups into equal rows.

Give students 20 counters and ask them to make an array
using 4 groups of 5. Show students the X symbol and ask
them if they know what it means. Explain to students that
another way of saying rows of or group of is times so we
can say; 4 groups of 5, 4 rows of 5, or 4 times 5 equals.
Ask students to model 2x10 with their counters. Explain
that the two will be the number of rows or groups and 10
is how many in each row or group.
Repeat with 5x4 and 10x2.
Group One Group Two Group Three Group Four
M-aths page In students booklets Targeted to individual needs for topic
A-pps and Tech Study Ladder Targeted individual activities
T-eacher Time Counting using one-one
correspondence with
groups of 4 or less.
Students place counters
into equal groups
teacher assistance will
be needed. Use grouping
mat. Practice making 1
group with numbers up
to 10.
Provide students with
counters and ask them
to make different
combinations of groups
by turning over number
cards to determine how
many groups and how
many in each group. Ask
students if they can see
the patterns in the
groups. How can they
determine how many all
together?
Is there a better way of
organizing the counters?
to make different
many groups and how
the patterns in the
together?
Students will be given
counters and a number
of multiplication
questions. Students will
be asked to say the
problem out loud ie 2x4
students will say two
times four and then
create an array of the
problem to determine
the answer.
to make different
many groups and how
the patterns in the
together?
counters and a number
of multiplication
questions. Students will
be asked to say the
problem out loud ie 2x4
students will say two
times four and then
create an array of the
problem to determine
the answer.
Students create their
own problems for their
peers.
H-ands on Number cards and
students need to place
the corresponding
number of counters on
to the card.
Apple Tree Orchard
Game
Group Matching game
Apple Tree Orchard
Game
Array activity
Apple Tree Orchard
Game
Array activity

Week Two

Outcome: Division (Wed & Thur) Whole Number (Fri)
ES1: MAe-6NA Groups, shares and counts collections of objects, describes using everyday language and records
using informal methods
MAe-4NA Counts to 30 and orders, reads and represents number in the range of 0-20
MA1-4NA Applies place value, informally, to count, order, read and represent two and three digit numbers
Lesson
Objective
ES1: Students will be able to use the term sharing
to describe the distribution of a collection of
objects and use concrete materials to group and
S1: Students will be able to model division by
sharing a collection of objects equally into a
given number of groups to determine how many in
share to solve problems. each group.
Wednesday Explain to students that division is when we share objects equally between people. Give students 4
bears and 20 counters. Ask students to share the counters between the bears equally. How many
does each bear get? Give the students an extra bear and ask them to share the counters between
the bears. How many counters does each bear have?
Piklet sharing on IWB for further practice.
Lesson
Objective
ES1: Students will be able to record grouping and
sharing informally using pictures, words and
numerals.
sharing a collection of objects into groups of a
given size, and by arranging it into rows or
columns of a given size in an array.
Thursday Students will use the IWB as a class to practice sharing.
http://www.ictgames.com/airlineGrouping/airlineGrouping.html
Students will be given a piece of paper, 18 picture cut outs of fruit and will be asked to share the
fruit equally between 6 people. Students in ES1 can create groups to share the fruit and S1 will be
required to make it into an array using rows or columns.
Lesson
Objective
ES1: Students will be able to recognise that
numbers in their teens are made up of one ten
and a specified number of ones.
S1: Students will be able to use place value to
partition two-digit numbers.
Friday Using a tote tray or other container, drop in one unit block, then a ten, then a 100s block, followed
lastly by a 1000s block. Ask students to tell you the difference between the sounds they hear. How
does this relate to the size of the numbers? Show them the units and the ten block. Explain that the
ten block is made up of ten of the units blocks. Show them the number 12 on the board and ask
students to count to 12, stop them at ten and show them the ten block and say that we have got ten
blocks already. Ask them to continue counting and show them that they then added on two unit
blocks, so 12 is actually broken up into a ten block and two ones. Explain that the numbers in their
teens are actually ten plus extra ones. Give students one ten block and nine unit blocks. Show
numbers in their teens on the board and ask them to break it up into tens and ones.
Play the dinosaur place value game the IWB http://www.ictgames.com/dinoplacevalue.html
Pair students up for an activity outside. Have two rows of cones set up one with the numbers 10, 20,
30, 40, 50, 60, 70, 80, 90 and one with the numbers 1,2,3,4,5,6,7,8,9. Students pairs will be then split up
into two teams. One at one end of the area and one at the other end. One of the students will be
the tens and one student will be the ones in each pair. The teacher will call out a number and a
locomotor movement. Students will then undertake that movement to go get the right numbers to
make their number. First pair to get their number made correctly gets a point. Team with the most
points at the end wins.
M-aths page In students booklets Targeted to individual needs for the topic
T-eacher Time Students will be given
number cards to ten
to match and
recognise numbers.
a group of objects
and asked to count
how many (up to 5)
using one to one
correspondence.
Students will be
asked to share the
task cards with simple
division problems and
counters and will be
asked to complete the
problem using
concrete materials.
playdough and
playdough sharing
mats to undertake
division problems.
problem using
concrete materials.
Students will then
make use the array
task cards to solve
division problems by
making arrays.
problem using
concrete materials.
Students will then
make use the array
task cards to solve
division problems by
making arrays.
objects between five
people and count how
many each person has.
Discuss with students
why they would use
arrays instead of
groups.
H-ands on Number matching
game
Number ordering
The sharing game
Division clip cards
The sharing game
Division clip cards
The sharing game
Division clip cards

Week Three

Outcome: Fractions
ES1: MAe-7NA Describes two equal parts as halves
S1: MA1-7NA Represents and models halves, quarters and eigths.
Lesson
Objective
ES1 N/A S1 N/A
Wednesday
N/A

N/A
Lesson
Objective
ES1: Students will be able to share an object by
dividing it into two equal parts and correctly
describe these parts as halves.
S1: Students will be able to model half of a whole
object and recognise that halves refer to two
equal parts of a whole.
Thursday Show students a whole orange and talk about the idea that we can share this orange between people
by sharing it between people using equal parts. These equal parts are called fractions. Peel the
orange and split it in half. Explain to students that both of these pieces are half of a whole. When
something is split into two equal pieces we say that it has been split in half. If I wanted to share this
between two people, I could give one person half and the other person half, but what if I wanted to
share the orange between four people, what could I do then? Demonstrate cutting the orange into
four equal parts and explain that when a whole is split into four equal parts we call each part a
quarter.
http://exchange.smarttech.com/search.html?q=fractions&region=en_AU&region=en_US
Lesson
Objective
ES1: Students will be able to record halves of
objects using drawings.
S1: Students will be able to use concrete
materials to model a half, a quarter or an eighth
of a whole object and recognise that fractions
refer to equal parts of a whole.
Friday Students will be shown examples of halves, quarters and eighths of a whole. Students work through
fraction problems on the IWB
http://exchange.smarttech.com/search.html?q=fractions&region=en_AU&region=en_US
Students will then create an Ed Emberley Fraction craftivity.
different shapes that
are cut in half and
asked to join the
correct halves
together.
play dough and asked
to split different
quantities in half and
share them. The
teacher will need to
encourage discussion
and talking while
assisting this group.
a variety of shapes
and will be asked to
cut them in half
equally and record
their results..
a variety of shapes
decide how they want
to share the object.
Will they make
quarters or halves.
Students will be
required to complete
the following
sentence for each
objectI chose to
cut my.into
(quarters or halves)
and shared it with..

a variety of shapes
decide how they want
to share the object.
Will they make
quarters or halves.
Students will be
required to complete
the following
sentence for each
objectI chose to
cut my.into
(quarters or halves)
and shared it with..
Students will also
need to write their
answer using the
fraction sign.
H-ands on Fraction Pizzas Fraction Pizzas Fraction Pizzas Fraction Pizzas
Fraction math
manipulatives
Fraction math
manipulatives
Fraction math
manipulatives

Week Four

Outcome: Subtraction (Wed & Thur) Whole Number (Fri)
ES1: MAe-5NA Combines, separates and compares collections of objects, describes using everyday language and
records using informal methods.
MAe-4NA Counts to 30 and orders, reads and represents numbers in the range of 0-20.
S1: MA1-5NA Uses a range if strategies and informal recording methods for addition and subtraction involving one
and two digit numbers.
MA1-4NA Applies place value, informally, to count, order, read and represent two and three digit numbers.
Lesson
Objective
ES1: Students will be able to model subtraction
by separating and taking away part of a group of
objects.
S1: Students will be able to use a range of mental
strategies to solve subtraction problems involving
one and two digit numbers, including:
Counting back from a number to find the
number remaining
Counting on or back to find the difference
between two numbers
Wednesday Explain to students that subtraction is making a number smaller by taking away other numbers. Give
students teddy bears and give them a problem to solve. Model taking away the bears and counting
how many are remaining. Write the problem as a number sentence on the board. Repeat for three
more problems.
Using the following site on the IWB http://www.ictgames.com/bottleTakeAway/index.html model
counting back from a number to find the number remaining.
Lesson
Objective
ES1: Students will be able to use visual
representations and number lines to count
backwards to solve subtraction problems.
S1: Students will be able to use concrete
materials and a number line to model and
determine the difference between two numbers.
Thursday Provide students with 20 unifix blocks each joined together. Draw a number line on the board.
Demonstrate how to use a number line for subtraction problems and ask students to use their block
number line to work out the following problems. Call individual students up to the board to complete
the number line problem.
Lesson
Objective
ES1: Students will be able to read and use the
ordinal names to a least tenth.
S1: Students will be able to use the ordinal
numbers to at least thirty first.
Friday Students line up outside. The teacher counts how many students there are in the class and tells
them that they are going to have a race. Students will need to race to the other end of the
playground and then sit in a line in the order they finished. Each student will get a certificate with
their placing on it.
Once the race has finished hand out the certificates with their placing on it. Explain to students
that the numbers written on the certificates are ordinal numbers and that these are numbers that
tells the position of something. Students will then be asked to shuffle around undertaking locomotor
activities and when the teach blows the whistle, students must get themselves back into the right
order.
Students then play alien line up on the IWB to practice http://www.iboard.co.uk/activity/Alien-
Lining-Up-723
Students complete the ordinal number puzzles http://www.pinterest.com/pin/366339750911346886/
Students in S1 order numbers up to 31
st
.
T-eacher Time Provide students with
5 counters. Count
using one-one
correspondence.
Then ask students to
take away some
counters. Recount to
find the answer. If
students are
progressing well with
this, then increase to
8 counters.
Subtraction cookie
math mats.
a number line, some
playdough and
subtraction task
cards. Get students
to complete the
questions on the task
cards by using the
number line and
playdough.
some subtraction
problems. Teach them
that another word
that we use for
subtraction is
difference. Teach
them how we can
count on or back to
find the difference
between two
numbers.
a number line and
concrete materials to
assist them with these
problems.
some subtraction
problems. Teach them
that another word
that we use for
subtraction is
difference. Teach
them how we can
count on or back to
find the difference
between two
numbers.
a number line and
concrete materials to
assist them with these
problems.
Begin looking at
subtraction using
algorithms.
H-ands on Subtraction bowling
Number matching
one to one
correspondence
Subtraction bowling
Lilly pad subtraction
activity simple
problems - 1 digit
Subtraction bowling
activity 1 digit from
2 digit numbers
Subtraction bowling
activity 2 digit from
2 digit numbers

Week Five

Outcome: Addition
S1: MA1-5NA Uses a range of strategies and informal recording methods for addition and subtraction involving one
Lesson
Objective
ES1 N/A S1 N/A
Wednesday
N/A

N/A
Lesson
Objective
ES1: Students will be able to combine two or more groups
to model addition as they create and recognise
combination for numbers to at least 10.
S1: Students will be able to use their
understanding of place value to add two
digit numbers using algorithms that do not
involve trading.
Thursday Provide students with counters of two different colours. Ask students to move three blue counters
and four red counters to form a group. How many all together. Repeat for two more questions.
Demonstrate to students the algorithm approach to adding (for S1) and explain the steps we go
through.
Play the friends of ten-maths game like celebrity heads.

Lesson
Objective
ES1: Students will be able to use concrete materials or
fingers to model and solve simple addition problems by
counting on from the larger number.
S1: Students will be able to use and record
a range of mental strategies to solve
addition problems involving one and two
digit numbers including:
Bridging to 10
Using place value to partition
numbers
Friday Explain to students that adding two numbers together makes numbers bigger. If we want to add to
numbers together the easiest way to do it is put the large number in your head and count on. Model
this and provide problems for students to give answers too.
For stage 1 model how to add numbers with trading through partitioning numbers.
T-eacher Time Build on maths cards.
Ten frame for friends
of ten. Make all the
combinations they can
for the friends of ten.

Build on maths cards.
Ten frame for friends
of ten. Make all the
combinations they can
for the friends of ten.
Play the friends of ten
maths game on the
IWB
http://www.iboard.co.
uk/activity/Alien-Pairs-
to-10-733

addition task cards
and reinforce the
concept of bridging to
ten to gain an answer.
base ten blocks and
addition mats.
Demonstrate
partitioning numbers
and adding using
algorithms. Provide
students with problems
to work through.
addition task cards
and reinforce the
concept of bridging to
ten to gain an answer.
base ten blocks and
addition mats.
Demonstrate
partitioning numbers
and adding using
algorithms. Provide
students with problems
to work through.
Start to introduce the
idea of trading.
H-ands on Addition cups
ABCya! Number
matching game
Addition cups
Addition game- eating
apples
Place value game.
Addition boom.
Place value game.
Addition boom.

Week Six

Outcome: Patterns and Algebra (Wed & Thur) Whole Number (Fri)
ES1: MAe-8NA Recognises, describes and continues repeating patterns
S1: MA1-8NA Creates, represents and continues a variety of patterns with numbers and objects.
Lesson
Objective
ES1: Students will be able to sort and
classify a group of familiar objects into
smaller groups and recognise that a
group of objects can be sorted and
classified in different ways.
S1: Students will be able to represent number patterns on
number lines and number charts as they identify and describe
patterns when skip counting forwards or backwards by ones,
twos, fives and tens from any starting point.
Wednesda
y
Students will be given different shapes
and asked to sort the group of shapes
into different groups based on their
attributes. Students must be ready to
explain to the class why they chose the
attribute they did.

Use the splat square http://www.oswego.org/ocsd-
web/games/splatsquares/splatsq100.html to recognise patterns
as students count by ones, twos, fives and tens from different
starting points.
Lesson
Objective
ES1: Students will be able to recognise,
copy, continue and create repeating
patterns using shapes, objects or
pictures as well as describe a repeating
pattern made from shapes by referring
to its distinguishing features.
S1: Students will be able to create, record and describe number
patterns that increase or decrease.
Thursday Provide students with different Provide students with a number of number patterns that
patterns and ask them to identify the
pattern and continue it with the
pictures/shapes provided.
Students create a pattern robot with
their own patterns.
increase or decrease and ask them to record the pattern.
Students create a pattern robot with their own pattern made
of numbers.
Lesson
Objective
ES1: Students will be able to recognise
that there are different coins and
notes in our monetary system.
S1: Students will be able to identify, sort, order and count
money using the appropriate language in everyday contexts as
well as recognizing the symbols for dollars and cents as they see
that total amounts can be made using different denominations.
Friday Students and teacher are to work through the following IWB activities on money
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/bc/bc0d010
c-cbf2-4ca8-a37c-41d3e672ac59/australian_money.notebook#
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/cd/cdb53d7
b-c542-41f7-a94c-0f0e37716030/money%20coins.notebook#
Students play money bingo.
A-pps and
Tech
Study Ladder Targeted individual activities
different pattern
blocks and ask them to
sort based on an
attribute. Talk about
the different ways we
Provide students
with different
pattern blocks and
ask them to sort
based on an
attribute. Talk
a 100s chart and will
be asked to colour in
the different patterns
they can see on the
chart.
Students will be given a
100s chart and will be asked
to colour in the different
patterns they can see on
the chart.
can make patterns. See
how many patterns
students can make.
about the different
ways we can make
patterns. See how
many patterns
students can make.
Start introducing
counting by 2s as a
pattern.
pattern task cards to
complete.
pattern task cards to
complete.
H-ands on Pattern cards.
Sorting objects by
colour.
Bead patterns.
Pattern cards.
Bead patterns.
Roll a rule Role a rule

Week Seven

Outcome: Multiplication
informal methods
Lesson
Objective
ES1 N/A S1 N/A
Wednesday
N/A

N/A
Lesson
Objective
ES1: Students will be able to recognise groups
that are not equal in size and create equal groups
to solve simple multiplication problems.
S1: Students will be able to count by twos, fives
and tens using rhythmic counting and skip
counting from zero. Students will be able to find
the total number of objects using skip counting.
Thursday Students will be shown a number of groups on
the interactive whiteboard and will be asked to
Use the counting stick to count by 2s, 5s and 10s.
Provide students with groups of 2s, 5s and 10s
distinguish which ones are equal and which ones
are not equal. Students will then be shown some
multiplication problems and be asked to create
some equal groups to find the answer.

and demonstrate to students how we can skip
count to find the total number of objects in a
group.
Lesson
Objective
ES1: Students will be able to label the number of
groups and how many in each group then come to
a total.
S1: Students will be able to model multiplication
as repeated addition.
Friday Students will be provided with groups of objects
on the IWB and will be asked to count how many
groups then how many in each group before
finding the total and writing this down.

Explain to students that multiplication is the
same as adding the same number together a
certain number of times. Demonstrate by adding
2+2+2+2 = 8 which is the same as 2x4=. Show
students four more examples.
10 counters and ask
them to form
different groups
through counting and
one-one
correspondence.
a range of counters
and ask them
multiplication
problems. They are to
form the groups and
then label the number
of groups and how
Give students
multiples of 2,5 and 10
and ask students to
put these in the right
order. Students then
create groups based
on these numbers and
repeated addition.
Give students
multiples of 2, 3, 5 and
10 and ask students
to put these in the
right order. Students
then create groups
based on these
numbers and repeated
many in each group
then come to a total.
Using whiteboards,
students work
through
multiplication
problems using
repeated addition.
addition.
Using whiteboards,
students work
through
multiplication
problems using
repeated addition.
H-ands on Number cards and
students need to place
the corresponding
number of counters on
to the card.
Apple Tree Orchard
Game
Group Matching game
Apple Tree Orchard
Game
Array activity
Apple Tree Orchard
Game
Array activity

Week Eight

Outcome: Division (Wed & Thur) Whole Number (Fri)
informal methods.
S1: MA1-6NA Uses a range of mental strategies and concrete materials for multiplication and division.
Lesson
Objective
ES1: Students will be able to group and share
concrete materials to solve problems.
sharing a collection of objects into groups of a
given size to determine the number of groups.
Wednesday Students will be provided with concrete materials and problems on the interactive whiteboard.
Students are to complete the problems with teacher guidance.
Lesson
Objective
ES1: Students will be able to record grouping and
sharing informally using pictures, words and
numerals.
S1: Students will be able to model division as
repeated subtraction.
Thursday Students will be presented with some simple
division problems and they will be asked to share
the objects evenly amongst the stated number of
people. Students will also be given some pictures
to share equally and record how many each person
gets.

Explain to students that division is the same as
subtracting the same number a certain number of
times. For example 9 divided by 3 = 3 is the same as
starting at nine and then taking away three each
time to get to 0. However many times we take
away 3 from 9 to get 0 is the answer in this case
we were able to subtract 3, 3 times before we got
to 0. Demonstrate 3 more examples. Use a number
line.
Lesson
Objective
ES1: Students will be able to use 10 as a reference
in forming numbers from 11 to 20.
S1: Students will be able to state the place value
of digits in numbers with up to three digits.
Friday Explain to students that making numbers bigger
then ten means that we need to first have ten and
then add on smaller units. Demonstrate using base
ten materials. Example if I have 10 and need to
make 13 how many ones do I need? Ask 3 more
problems.
Demonstrate to students the place value of
numbers using the table format. Explain that
numbers the numbers we are going to use are
broken up into ones, tens and hundreds. Say the
number 456 and ask students if the can hear from
the number name where each number would go in
Forming numbers using base ten IWB game
http://www.ictgames.com/sharkNumbers/sharkNu
mbers_v5.html
the column. Break the number up into the correct
columns.
Play the place value millionaire game to reinforce
concepts http://www.math-play.com/Place-Value-
Millionaire/play.swf

10 counters and ask
them to share them
between a certain
number of people.
Count using one-one
correspondence.
Number matching and
counting to ten.
ask them to work out
the answer using
concrete materials.
Use base ten blocks
to form teen numbers.
Using whiteboards,
ask students some
division questions and
get them to
demonstrate the
answers using
Explain to students
the different ways
that you can
represent numbers
standard form, word
form, base ten form
and expanded form.
Ask students to
represent 4 examples
Using whiteboards,
ask students some
division questions and
get them to
demonstrate the
answers using
Explain to students
the different ways
that you can
represent numbers
standard form, word
form, base ten form
and expanded form.
Ask students to
represent 4 examples
using each form. using each form.
H-ands on ABCya! Number
matching.
Friends of ten
matching.
Candy store division.
Place value card
sorting teen
numbers.
Place value card
sorting 3 digits.
Place value card
sorting 3 digits.

Week Nine

Outcome: Addition
S1: MA1-5NA Uses a range of strategies and informal recording methods for addition and subtraction involving one
Lesson
Objective
ES1: N/A S1 N/A
Wednesday
N/A

N/A
Lesson
Objective
ES1: Students will be able to compare two or
more groups to determine how many more?
S1: Students will use concrete materials to model
how addition and subtraction are inverse
operations.
Thursday Students will be provided with different groups
on the IWB and asked to determine how many
more objects are in one group then there are in
another group. To do this students will be taught
the strategy to count on.
Use marble maths on ABCya! To work through
concepts http://www.abcya.com/addition.htm

Provide students with counters and ask them to
model the question 6+7 = 13. Ask them to create
13-7 underneath and ask them if they notice
anything about the two problems. Explain to
students that addition and subtraction are the
opposites of each other. Provide students with
some subtraction questions and ask them to turn
them into addition problems.
Lesson
Objective
ES1: Students will be able to count forwards by
ones to add and record addition informally using
S1: Students will be able to use and record a
range of mental strategies to solve addition
drawings, words and numerals. problems involving two digit numbers, including:
The jump strategy on an empty number line
The split strategy
Friday Demonstrate the jump strategy on an empty
number line by explaining to students that we
place the larger number in our head and count
on.

Demonstrate the jump strategy on an empty
number line by explaining to students that we
place the larger number in our head and count
on.
Demonstrate the jump strategy on the 100s chart
http://www.oswego.org/ocsd-
web/games/splatsquares/splatsq100.html
For larger numbers.
Demonstrate using the split strategy by splitting
numbers into tens and ones to make addition
easier.
simple friends of ten
addition problems to
work out using
concrete materials.
Students will practice
using a number line to
add numbers using
the jump strategy.
Single digit numbers.
add numbers using
the jump strategy.
Two digit numbers.
Students will also
practice the split
strategy by breaking
add numbers using
the jump strategy.
Two digit numbers.
Students will also
practice the split
strategy by breaking
up numbers into tens
and ones.
up numbers into tens
and ones.
H-ands on Friends of ten
matching.
Number matching.
Addition boom.
Addition card game.
Addition boom.
Addition card game.
Addition boom.
Addition card game.

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