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FORWARD PLANNING DOCUMENT

TERM/WEEKS: 4/ week 2 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Maths/Place Value

AUSTRALIAN CURRICULUM MATHEMATICS


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

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

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES


LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES
LINKS (include learner diversity)
N&A M&G S&P Prof
Lesson 2 Numeracy and Problem 1. Locate numbers from Review Introduction - Pop Sticks
16/10 Algebra Solving 0-2000 on a number - Questions 1. Get students to show how each place value increases by - Bundling sticks
line. and tick, ten, by bundling pop sticks into tens. Ask questions - Place Value
Recognise, Understand cross if they about the value of each one. Flip Chart
model, read, write ing 2. Read and order answer How many tens in a thousand? - Thousands and
and order numbers in the them. How many hundreds are in a thousand? hundred charts
numbers to at thousands from - Activity sheets
least 100. Locate smallest to largest. Work sample 2. Use the Place Value Flip chart- ask the students to read - Rope
these numbers on the number out. - Numbers cut
a number line. Can you read out the number? out.
(ACMNA013) Pictures- Have a number with a zero in it. - Reflection
number line. sheets.
Count collections Bundling Lesson Body
to 100 by powers of ten. 3. Place Value Pack Game- place a stack of cards in the
partitioning middle of the circle. One person turns one over and puts
numbers using the digit in anyone of the places with the aim to create
place value. the largest number.
(ACMNA014) - Students need to read out their number.
- Place their numbers in ascending or descending
order.

4. Create one number using the pop sticks and ask them to
answer these questions:
How many ones, tens, hundreds, thousands are there?
Extension- portioning into parts
Example:
7856
- 7 thousands, 8 hundreds, 5 tens, six ones
- But also: 78 hundreds (Why is there 78 hundreds?)

5. Partitioning numbers- students will complete the


activity sheet. The students need to partition the
numbers into ones, ten, hundreds and thousands. Give
students the numbers. The students need to think of any
other different ways they can partition the numbers.

6. Layout the invisible number line. From 0- 1000. Give


students some numbers and they need to work out where
they would be located on the number line.
Why have you put the number here?
Which number is larger, which is smaller?

7. Go through the numbers and make sure they are all


correct. Move the numbers if they need to be changed.
– think about the spacing and location of each of the
numbers. Could these two numbers be place close
together will these numbers further apart?

Conclusion
8. Reflect on the session students will answer the
following questions.