Early Stage 1 Numeracy Program Term 1

Week

Reg:

3
Group
Student names Working On Warm-up

Topic: Whole Number

ACMNA001 ACMNA002 NES1.1

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 Counts to 30, and orders reads and represents numbers in the range of 0-20

Raspberries

Oranges

Bananas

Limes

Blueberries

Learning to count to 10.

Learning to identify number after / number order (1).

Tuesday Dice Champion a dice is rolled (either dots or numerals) and pairs race to be the fastest to say the number. Whoever isnt the winner goes to the back of the line. Winner stays in. Peg number line.

Learning to identify number after / number order (2).

Wednesday Different count to 20 video: http://www.youtube.com/watch?v=g 9EgE_JtEAw

Learning to count beyond 10 (1).

Thursday Super Number Line students pull out a card 0-21 and must order themselves into a number line. Teacher times on the whiteboard they aim to get quicker each time they play.

Learning to count beyond 10 (2).

Problem-Solving Friday

Monday Numbers to 20 video http://www.youtube.com/watch?v=c 00MHLKRRPo

Read 10 is a crab, 1 is a snail.

Explicit Teaching
Teacher Computer

Game Number Task

Beginning place value link to the video and how the 1 stayed after Dice game to 12. 10. Students practice making teen Photocopy. numbers using 10 frames NOTEBOOK. Ensuring one-to-one correspondence with counters. Students roll a numeral dice and then select that many counters and place them into the 10 frames. Count the Sea Horses (1-10) http://www.playkidsgames.com/games/seahorse/seahorse.htm OR Caterpillar Counting (ordering 1-20) http://www.ictgames.com/caterpillar_slider.html OR Nutty Catch the nuts in order http://www.ictgames.com/nutty_v3.html Flip with double-sided counters. Students pick either Yellow or Red. They put the counters into a cup and then flip out the counters. They count how many of each colour and record it on their sheet. The first to the end is the winner. Bees or Lily Pads matching numeral to quantity. Students then write the numbers in order in their record book. OR Coloured number sequencing cards like dominoes. Cut and Paste matching numerals to quantities. Whats the magic missing quantity? Draw them. Whats the magic missing numeral? Write it. DENS notebook games (from server) Zap counting to 20 Subitising cards. Place value flip chart count with. Zap counting to 20

Call out numbers and students have to stand in groups with that many legs. Model/guide making different numbers by using the animal legs. Notebook. Students work together to represent various numbers (110) with animal legs.

Groups

Consolidation

Students share some of their work.

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4
Group
Student names Working On

Topic: (1 of 2) Time
Raspberries

ACMMG008 ACMMG007 MES1.5

Connect days of the week to familiar events and actions Compare and order the duration of events using the everyday language of time Sequences events and uses everyday language to describe the duration of activities

Oranges

Bananas

Limes

Blueberries

Placing numbers on clock-face. Identifying OClock times. Understanding routines and time of the day.
Wednesday Thursday Problem-Solving Friday

Warm-up

Explicit Teaching

Monday Ordinal numbers game ordering. Students are given a colour (of 5) and must order themselves based on teacher instructions. Organise simple events morning/middle/afternoon/evening. Talk about what happens in a usual day, and when it happens. Then sheet and pair activity.

Tuesday Putting the numbers on the clock http://www.learningplanet.com/act/t w/index.asp Teaching of O Clock Times. Teaching clock: http://www.wmnet.org.uk/wmnet/cus tom/files_uploaded/uploaded_resou rces/503/clock.swf Then Starfall game together: http://more2.starfall.com/m/math/me asurecontent/load.htm?f&d=demo&n=mat ch-clocks&y=1 Students make their own clock. They then pick an event at school, draw it, and with teacher assistance move the clock to the right time.

See Patterns plan

See Patterns plan

See Patterns plan

Teacher Computer Game Number Task

Groups

Consolidation

Order daily school events on Notebook.

Share student work and display.

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Early Stage 1 Numeracy Program Term 1

Week

Reg:

5
Group
Student names Working on Warm-up

Topic: (2 of 2) Patterns
Raspberries

ACMNA005 PAES1.5

Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings Recognises, describes, creates and continues repeating patterns and number patterns that increase or decrease

Oranges

Bananas

Limes

Blueberries

Recognising simple patterns.

Copying simple patterns. Describing a pattern.

Tuesday

Creating simple patterns. Describing a pattern.

Wednesday Clap patterns. Teach that patterns must repeat. Pattern Caterpillars notebook. Me. Me with You. You with Me. You. Teaching style. Be sure to highlight the original. Guided pattern making with lowest group using shape blocks. Butterfly or String of Beads activities. http://www.crickweb.co.uk/EarlyYears.html# Make own Pattern Caterpillars. Students continue the pattern and then make their own on the sheet. Challenge students: http://www.iboard.co.uk/iwb/Repeati ng-Pattern-Rows-947

Creating Three patterns. Describing a pattern.

Thursday We can also have patterns with numbers. Show students how using http://www.primarygames.co.uk/pg2 /splat/splatsq100.html Show students a set of numbers. On their hundreds chart they have to splat those numbers and work out the pattern. They then work out what the next number will be. Make the pattern with blocks. What is the original?

Creating Three patterns. Describing a pattern.

Problem-Solving Friday Students are introduced to groups and must sort a variety of things according to what they feel is the best descriptor. Bear sorter: set up the groups with labels beforehand. http://www.iboard.co.uk/iwb/BearSorting-345 OR Present sorting activity http://www.iboard.co.uk/activity/Chri stmas-Present-Sorting-594 This is levelled so that there may be only one possible descriptor, or many that they can choose from. Once they are happy, they choose the appropriate sheet and glue the shapes on to make a display.

Monday

Explicit Teaching

See Time weekly plan

See Time weekly plan

Teacher Computer

Groups

Game Number Task

Higher groups: Roll a dice and make the pattern of that many on a hundreds chart. E.g. roll a 6 and splat the 6th. Use 1 colour.
Pick a hard worker to splat numbers in a pattern while others have eyes closed. Audience has to decipher pattern.

Consolidation

Share student work.

Week

ACMNA005

Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings

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5
Group
Student names Working On

Topic: Patterns and Data

Raspberries

Monday Clap patterns. Remind that they have to repeat. Students decorate a pattern snake for display on the wall. They can use a two-pattern or three-pattern.

ACMSP011 PAES1.5 DES1.1 ACMSP262 ACMSP263

Answer yes/no questions to collect information Recognises, describes, creates and continues repeating patterns and number patterns that increase or decrease Represents and interprets data displays made from objects and pictures Choose simple questions and gather responses Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays

Oranges

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posing questions about themselves and familiar objects and events representing responses to questions using simple displays, including grouping students according to their answers using data displays to answer simple questions such as how many students answered yes to having brown hair?
Tuesday Number Patterns Buzz to 10. E.g. Loud 1 quiet 2 and so on. Students make a colour pattern then assign that to a movement. They perform their pattern for the class. Wednesday Students are introduced to graphs by graphing are you a boy or girl? on the IWB. As a class, discuss what the graph tells us. Answer more/less questions. Thursday Count to 20 video: http://www.youtube.com/watch?v=g 9EgE_JtEAw Students are divided into 2 groups and are given the favourite colour graph template. Students take turns to tell the group their one favourite colour and then write their name in one of the boxes. Students are given a dice and a graph for recording which numbers they roll. They must stop when they get to the top for one of the numbers. When finished, they answer the most and least questions and glue sheet into their book. They can then compare to others groups and place a bet on which number will me the most overall.
Performances of the patterns.

Warm-up

Problem-Solving Friday Counting problems using mini whiteboards. Beginning addition. I have 3 dogs and 2 cats. How many pets do I have? I and my 2 friends go to get icecream. I have 2 scoops, Ben has 1 scoop, and Amy has 3 scoops. How many scoops altogether? I use 5 colours to do a drawing. The colours are not touching each other. Which 5 did I use? Im having 5 guests for dinner. They each need a knife and fork. How many will I need altogether?

Explicit Teaching

Teacher Computer

Game Number Task

Guided pattern making with lowest groups using shape blocks. Butterfly or String of Beads activities. http://www.crickweb.co.uk/EarlyYears.html# Make own Pattern Caterpillars. Students continue the pattern and then make their own on the sheet. Higher groups: Roll a dice and make the pattern of that many on a hundreds chart. E.g. roll a 6 and splat the 6th. Use 1 colour.
Presentation of pattern snakes.

Groups

In pairs, students are given a cup or 2 colours of counters. They graph the colours and answer the more and less questions. Worksheet is made - in folder.

Consolidation Week

Share student work.

Collate data into whole class graph.

Share student work and thinking.

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Early Stage 1 Numeracy Program Term 1

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6
Group
Student names Working On Warm-up

Topic: Addition/Subtraction (1 of 2)
Raspberries

ACMNA001 ACMNA004 NES1.1

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Represent practical situations to model addition and sharing Combines, separates and compares collections of objects, describes using everyday language and records using informal methods

Oranges

Bananas

Limes

Blueberries

Counting to 10. One to One correspondence.

Monday Groups of students they walk around the room and teacher calls out a number. Students get into groups of that number. Add Group and Subtract Bears from Compare Bears book 1. Activity 1: Small sums, IWB, modelling vocabulary. Vocabulary: Add, equals, plus, more, less, total, sum, altogether. Lesser groups on one-to-one correspondence.

Counting to 10.
Tuesday Remind students of PLUS and EQUALS. Dice champion 2x dot dice

Basic addition.
Wednesday Grab Hands competition. Who grabs more? How many more? The more is recorded as points for that team. Team with most points after all pairs have grabbed is winner. Modelling sums. Teacher writes a sum on the board and shows how to represent this in pictures. Students are given simple sums to represent on their white boards.

Basic addition.
Thursday

Basic addition.
Problem-Solving Friday Simple addition word problems, presented on Flipchart.

Explicit Teaching

See Money Plan

Students record their answers in their book. Can work with a partner if desired.

Teacher Computer

Game Number

In pairs students roll 1 die each and write the number sentence in their books.

Task

Beginning addition/ one to one correspondence. Practise the idea of addition: http://more2.starfall.com/m/math/ad ditioncontent/load.htm?f&d=demo&n=ma chine-L1&y=1 Dice-roll-colour game. Playing Cards game. Students take turns to turn over 2 cards each. They then match it to the corresponding answer Velcro. Worksheet with simple sums.
Work through the answers to the playing cards game together. Work through the answers to the playing cards game together.

Groups

Consolidation

Share students work (sums)

Share solutions and thinking.

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Early Stage 1 Numeracy Program Term 1

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6
Group
Student names Working On Warm-up

Topic: Money (2 of 2)
Raspberries

ACMNA017 NES1.1

Recognise, describe and order Australian coins according to their value Counts to 30, and orders, reads and represents numbers in the range 0 to 20 Use the language of money

Oranges

Bananas

Limes

Blueberries

recognising that there are different coins and notes in our monetary system using the language of money in everyday contexts e.g. coin, note, cents, dollars
Tuesday Wednesday Thursday Shopping list. In pairs, students think of 2 things each that they would like to buy toys, lollies, anything. Once they have thought of them, they have to decide which would be the most expensive item. Students learn about the different coins and their value - Flipchart. They learn to describe the coins through a grab-bag activity. Vocabulary: buy, cost, dollars, cents, expensive, cheap Activity 1: Students play Memory or Match with the shopping item cards. Activity 2: Students cut and paste the coin image with the coin value.
Matching coins game: http://www.iboard.co.uk/iwb/CoinMatching-Aus-currency-1441

Monday

Problem-Solving Friday

Explicit Teaching

See Addition/Subtraction Plan

See Addition/Subtraction Plan

See Addition/Subtraction Plan

See Addition/Subtraction Plan

Teacher Computer Game Number Task

Groups

Consolidation

6 of 17

Early Stage 1 Numeracy Program Term 1

Week

Reg:

7
Group
Student names Working On Warm-up

Topic: Addition/Subtraction (1 of 2)
Raspberries

ACMNA001 ACMNA004 NES1.1

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Represent practical situations to model addition and sharing Combines, separates and compares collections of objects, describes using everyday language and records using informal methods

Oranges

Bananas

Limes

Blueberries

Counting back from 10. One to One correspondence.

Monday Groups of students they walk around the room and teacher calls out a number. Students get into groups of that number. Teacher then asks X-students from each group to sit down modelling subtraction. How many are left standing? Add Group and Subtract Bears from Compare Bears book 1. Small sums, IWB, modelling vocabulary. Vocabulary: subtract, equals, minus, take away, less, total, altogether, left over. Lesser groups on one-to-one correspondence.

Counting back from 10. Basic subtraction.

Tuesday Stars and Rockets. Students are either given a star (answer) or a rocket (problem). The rockets have to work out their subtraction problem and find the student with the matching staranswer. Show how number sentences can be represented with physical objects. Students try a few problems on their whiteboards using pictures or fingers. Teacher also poses some word questions (problem solving). Apple tree subtraction. Eggs in a carton: http://www.curriculumsupport.educa tion.nsw.gov.au/countmein/children _eggs_in_a_carton.html Dice game involving subtraction. Race to Trace with subtraction (two dice). OR Beach Balls game. Students complete the subtraction worksheet tasks. Racing Stars and Rockets.

Basic subtraction.
Wednesday How many are hiding? Students are divided into equal groups. One group begins. Audience close their eyes and some students from Group go outside/hide. Audience must work out how many are hiding. Teacher records number sentence. Counting backwards from 20 video. Explain how we can use counting back to solve subtraction puzzles. Use CMIT Penguin Pins game or ICT Bottle Take Away as teaching tool.

Basic subtraction.
Thursday

Basic subtraction.
Problem-Solving Friday Monster Maths Problems, presented via flipchart. Students try to work out how many monsters are missing. Numeracy skills are needed and drawn on.

Explicit Teaching

See Position Plan

e.g. There are 5 monsters. Three are blue. How many are green? Students record their answers in their book. Can work with a partner if desired.

Teacher Computer

Groups

Game Number Task

In pairs students have 10 counters. They roll 1 die and take that many counters away. They write the number sentence in their books. Share students work.

Consolidation

Share group work.

Share solutions and thinking.

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Early Stage 1 Numeracy Program Term 1

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8 of 17

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7
Group
Student names Working On Warm-up

Topic: Position (2 of 2)
Raspberries

ACMMG010 SGES1.3

Describe position and movement Uses everyday language to describe position and give and follow simple directions

Oranges

Bananas

Limes

Blueberries

Interpreting the everyday language of location and direction, such as between, near, next to, forwards, towards Following and giving simple directions to guide a friend around an obstacle path and vice versa
Tuesday Wednesday Thursday Students are given various places to stand around the room, using new vocabulary + introducing prompt Position posters and flashcards. Vocabulary: behind, beside, next to, above, below, under, on top, left, right, in front, in, out. Students listen to the teacher as she reads the instructions for the Barnyard Animals sheet. Students play Position Pig in groups of 3 or 4. Each group needs 1 set of Pig cards per player, and 1 board each. They take turns pulling a Pig off the deck and match it to the position-word on their board. Unusable Pigs go in a pile. The first player with all words covered is the winner.
Share winners and quick quiz.

Monday

Problem-Solving Friday

Explicit Teaching

See Addition/Subtraction Plan

See Addition/Subtraction Plan

See Addition/Subtraction Plan

See Addition/Subtraction Plan

Groups

Teacher Computer Game Number Task

Consolidation

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8
Group
Student names Working On

Topic: 2D space Length

Raspberries
and

ACMMG006 ACMMG009 MES1.3 SGES1.2

Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment Describes length and distance using everyday language and compares lengths using direct comparison Manipulates, sorts and describes representations of two-dimensional shapes using everyday language

Oranges

Bananas

Limes

Blueberries

comparing objects directly, by placing one object against another, aligning the ends, to determine which is longer Identify and describe the attribute of length Record comparisons informally
Tuesday Introduce the geoboards. Have a play. Students make various shapes using the geoboards, based on teachers descriptions. Then they pair up and one partner describes to the other, who tries to make the right shape on the geoboard. Wednesday Compare and sort ribbon lengths: http://www.iboard.co.uk/iwb/Christm as-Ribbon-Sorting-710 Talk about vocabulary far, close, furthest, near, closest, short, shortest, long, longest, length, distance, medium, middle. In doing so, students represent these concepts in their maths book. In groups, students are given a variety of lengths of paper ribbon and have to sort them by their length. They are then individually given a length of ribbon and have to find 2 longer ribbons and 2 shorter ribbons from the pile. They glue these into their book and label longest longer, shorter, shortest
Guess/Grab bag game

Warm-up

Explicit Teaching

Teacher Computer

Game Number Task

Monday Read: The Greedy Triangle by Marilyn Burns. (If not available) Dice Champion: Subitising with 6-sided die. Introduce the 2D shapes using the blocks. Name them and use the vocabulary: corners, edges, sides. Use this Iboard teaching tool guess the hidden shape. http://www.iboard.co.uk/iwb/Guessthe-Hidden-Shape-605 Naming shapes with Guess Bag. 2D Shapes memory game: http://www.primaryresources.co.uk/ online/memory.html OR Match the pair shape and colour: http://www.coolmath-games.com/0findthepair/index.html 2D Shape Match from TeachThis. Pattern Blocks This colour sheet students colour the right shape the right colour.
Guess/Grab bag game.

Thursday Compare the lengths of the objects in this flipchart. Long Jump. Students pair up and are given a piece of chalk. Go out to the asphalt. Show students how to record the length their partner jumps (mark ground at the back of their foot + write initials). Give students time to do this each, then ask who jumped the furthest. They should begin to realise that they need to start at the same point so that it is fair, and comparable. Re-do the activity with students jumping from a set line in the asphalt. Now who jumped the furthest? How could we measure it? In their pairs students use rulers (as sticks) to see who jumped furthest. They record and reflect on their learning in their maths book.

Problem-Solving Friday Length and placement related. Give students 5 coloured bricks/cubes. e.g. Tom has 4 bottles and wants to make a tower. He put the red one on top of the green one. The blue one goes on top of the yellow one. Yellow and red arent allowed to touch. Which bottle is on top? e.g. Jo is practising for shotput. She throws three bottles. The red one goes further than the blue one. The green one is neither longest nor shortest. What order do the bottles land in?

Groups Consolidation

10 of 17

Early Stage 1 Numeracy Program Term 1

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9
Group
Student names Working On Warm-up Explicit Teaching

Topic: Whole Number (1/2)

Raspberries

ACMNA001 ACMNA002 ACMNA004 NES1.1

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 Represent practical situations to model addition and sharing Counts to 30, and orders reads and represents numbers in the range of 0-20

Oranges

Bananas

Limes

Blueberries

Cannot count to 1o Monday Counting Buzz to 30. Buzzed student just sits down for one round. Using the place value cards and ten frames, demonstrate to students how the numbers change in the different place value columns. Rotate through the stations: 10 mins each. Working with lower-level students, matching Baby Bears to Mamma Bears. Race to Trace. Higher: Make it More. Students turn over two cards each and decide how to make the bigger number e.g. 8 and 2 28 or 82? Could be made static left hand is 10s and right is units. Who has bigger? Higher: Get Four Facts. Start counting from any number -20

Counting to 10 Tuesday Dice champion with Subitising dotdice, or numeral 12 dice (alternate).

Counting 10-20 Wednesday

Counting beyond 20 Thursday

Counting beyond 50 Friday

See Multiplication/Division Plan Working with higher-level students, increasing place value understanding. Race to Trace. Lower: Match the pegs to the numerals.

See Multiplication/Division Plan

See Multiplication/Division Plan

Teacher

Computer Game

Groups

Number

Task

Consolidation

Lower: Honey Bees. Start counting from any number -20

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Early Stage 1 Numeracy Program Term 1

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9
Group
Student names Working On

Topic: Multiplication/ Division (2/2)

Raspberries

ACMNA004 NES1.3 NES1.4

Represent practical situations to model addition and sharing Groups, shares and counts collections of objects, describes using everyday language and records using informal methods Describes halves, encountered in everyday contexts, as two equal parts of an object

Oranges

Bananas

Limes

Blueberries

Unable to make equal groups Monday

Making equal groups but counts Making equal groups but counts Making equal groups but counts from one from one from one using the term group to describe a collection of objects using the term sharing to describe the distribution of a collection of objects modelling equal groups or equal rows, and grouping and sharing using concrete materials labelling the number of objects in a group or row, and recognising unequal groups or unequal rows recording grouping and sharing informally using pictures, numerals and words Tuesday Wednesday Groups of: students walk around the room teacher calls out a number and students get into groups of that number. Problem: try to find the number where no one is left out. Equal groups. Talk about equal, fairness and sharing. Using flipchart, illustrate how to make equal groups, and share objects equally. Me, me-you, you-me, you. Students work in pairs to roll a dicein-a-dice and make X (outside) groups of Y (inside). They use a white board and counters, and then record on a sheet. They get to colour in a star after each problem they solve. All stars = a sticker! Thursday Some students are given a rocket ship, and hula hoops are planets. The students must work together to share themselves equally among the planets. Each student gets a turn. Sharing UFOs: http://www.iboard.co.uk/iwb/Sharing -Out-UFOs-499 Students sit in small groups with counters + large Brennex circles between them. Using the Iboard game, teacher poses sharing questions. Students move counters so that they are shared equally between the planets.

Making equal groups but counts from one

Warm-up
See Whole Number Plan See Whole Number Plan

Friday Fair and not fair sharing: http://www.factmonster.com/math/k nowledgebox/player.html?movie=sf w42848 Read: A Fair Bear Share by Stuart J Murphy (Maths Start 2) Fractions half. Lamingtons and Pikelets page 11. Students fold various Brennex shapes into equal parts and are introduced to sharing diagrams by drawing what they have formed. Promote part-whole understanding and to assist students perform the process of forming equal parts.

Explicit Teaching

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Early Stage 1 Numeracy Program Term 1

Teacher Computer Game

Reg:

Number

Task

(supervise games) n/a In pairs, students play Sharing Food. They are given counters, an Animal Mat, and a sheet with numbers 1-20, and try to work out the 6 Magic Numbers which share equally to the 3 animals. Dice in a Dice activity: students roll the dice-in-a-dice and work out the groups-of answer using a whiteboard. They then cross off the answer on their Bingo sheet. The person with the most is winner. Cut and Paste sharing activity.

Students are given various puzzles to solve by cutting circles and squares into fair portions to feed a number of people. This can be done with Brennex squares or just drawing.

Students are given a Tangram piece of paper and cut up the pieces to make an image.

Consolidation

Groups

Share artworks.

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10
Group
Student names Working On 4 Warm-up

Topic: Volume & Capacity (1/2)

Raspberries
4

ACMMG006 MES1.3

Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language Compares the capacities of containers and the volumes of objects or substances using direct comparison

Oranges
3

Bananas
3

Limes
4

Blueberries
4

Plums*

Comparing objects directly, by pouring from one container into the other to see which one holds more Using suitable language associated with measurement attributes, such as tall and taller, heavy and heavier, holds more and holds less Tuesday PREP REQUIRED Have 3 different containers tall & narrow, fat low and wide, and medium. Important to ensure they look different but are same capacity. Using the small rubber sports balls, students try to throw the balls into the containers. Which one had the most, why? Which one CAN hold the most? http://www.iboard.co.uk/activity/Thr ee-Bears-at-Breakfast-440 Have a variety of different shaped containers, ask students which one will hold the most water and why they think that one. They record this in their books. How can we work out which one holds the most? Demonstrate using a measuring cup to fill the containers. http://www.iboard.co.uk/iwb/FillingContainers-684 Wednesday Thursday Friday Making Potions

Monday Explain the meanings of volume and capacity. Pose different questions such as how many students can fit in the hoola hoop? to demonstrate the difference.

Explicit Teaching

Explain the relevance of knowing about V/C for example if buying lots of shopping you want to take the car, not the little push bike. Why? Because it can hold more. Nurses use capacity to make sure youve got enough water in you. When you fill up your car, charge your ipod, fill up your drink bottle

See Time Plans

See Time Plans

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Early Stage 1 Numeracy Program Term 1

Teacher

Reg:

1)

Groups

Computer Game Number Task

2)

Rotate. Consolidation

Students play Capacity Snap/Memory or Drink, with the different vocabulary cards. Race to be the first to fill your container with Base 10 units roll a dice and put that many in.

In small groups, students measure and record the capacity of the various containers.

Which one held the most? Was this different to what you thought originally?

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10
Group
Student names Working On Warm-up

Topic: Time (2/2)

Raspberries

ACMMG008 ACMMG007 MES1.5

Connect days of the week to familiar events and actions Compare and order the duration of events using the everyday language of time Sequences events and uses everyday language to describe the duration of activities

Oranges

Bananas

Limes

Blueberries

Monday

Tuesday

Explicit Teaching
Teacher Computer Game Number

See Volume/Capacity Plans

See Volume/Capacity Plans

Wednesday Actions Game Students stand in a line. Teacher sets actions for each season, then students have to do the action for the season Teacher calls out. If anyone makes a mistake they step backwards. Flipchart Picture sort for Seasons. Dress the person for the season. PREP REQUIRED: Divide students into 4 groups. They have to create a visual display for each season by using appropriate colours and picking the right info/ image papers from the front. Do not glue down until teacher has checked.

Thursday Revise time on the hour. Quick game of On-Hour Bingo.

Friday

Introduce the digital clock and link to analogue. Mark the 10-minute marks around our class clock, and remind students that there are 60 minutes represented by the marks around the clock. When the long hand is half way around the clock, that is half past, half of an hour. Talk about things that dont take a lot of time, e.g. brushing teeth, things that take about half an hour e.g. recess, things that take about an hour e.g. lunch, and things that take lots of hours e.g. sleeping. Record this in their books.

See Volume/Capacity Plans

Groups

Task

Consolidation

Share posters.

Students are given homework to pick 5 things and have a parent time them. (EMAIL PARENTS BEFOREHAND!!) Have a make the time quiz.

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11
Group
Student names Working On Warm-up

Topic: Whole Number/ Revision

Raspberries

ACMNA001 ACMNA002 NES1.1

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 Counts to 30, and orders, reads and represents numbers in the range 0 to 20

Oranges

Bananas

Limes

Blueberries

Explicit Teaching

Monday WHOLE NUMBER Numeral dice to 12 (or 20) Champion. OR writing champion students in teams, teacher calls out a number 1-20 and the team champions have to write it down and show. Winning team get to have an extra team member play. Have students make the number you ask for with the Place Value cards

Tuesday ADDITION Numeral and dot dice Champion

Wednesday SUBTRACTION Rockets and Stars

Thursday GROUPING Get into groups of

Friday PROBLEM SOLVING Read: One Is A Snail, Ten Is A Crab.

Beginning counting on - Cup cover up as class. Show them how to hold the bigger number in your head and then count on the rest with your fingers. Working with lower students. Task 2: Beginning counting on cup cover up. Apple Tree Domino Record (add the dots) Share answers. Working with lower students. Egg carton cover-up

Teacher Computer

Working with lower students. Game2: Catch the Ghosts Dice game Apple Tree or Pegs/ Honey Bees Race to Trace

Introduce arrays. Students make arrays on their white boards or using counters. Remind that they have to be EQUAL. Make arrays with students. Show them the X symbol = groups of. Working with lower students.

Discuss different ways to make 20 with the animals. Students record their thinking in their work books.

Groups

Game Number Task

Consolidation

Board game: Catch the Bees Puzzle: draw a number (4-12) and work out an array for it. Roll and Record Share Puzzle answers.

Share thinking.

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