Mini Unit: Exploring Mathematical Concepts | Early Stage 1 | English, Mathematics

Summary Duration
This unit explores picture books for mathematical concepts to 5 weeks
engage students in the topic and explores that mathematics is Detail: 28 hours
in all aspects of life.
Unit overview Focus
Students are exploring picture books for mathematical Using Picture Books to Engage Students in Mathematics
concepts to encourage critical thinking.
Outcomes Assessment overview
Mathematics K-10 Ongoing Assessment -
› MAe-1WM describes mathematical situations using everyday language, actions, materials and observations and evaluation
informal recordings of work samples.
› MAe-2WM uses objects, actions, technology and/or trial and error to explore mathematical Evaluation of students
problems works samples provides
› MAe-3WM uses concrete materials and/or pictorial representations to support conclusions teachers with an
understanding of their
› MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0 to 20
comprehension of the topic
› MAe-5NA combines, separates and compares collections of objects, describes using everyday
and what needs to be
language, and records using informal methods further reviewed.
› MAe-9MG describes and compares lengths and distances using everyday language
› MAe-13MG sequences events, uses everyday language to describe the durations of events, and
reads hour time on clocks
› MAe-14MG manipulates, sorts and represents three-dimensional objects and describes them
using everyday language
English K-10
› ENe-7B recognises some different purposes for writing and that own texts differ in various ways
› ENe-8B demonstrates emerging skills and knowledge of texts to read and view, and shows
developing awareness of purpose, audience and subject matter
› ENe-1A communicates with peers and known adults in informal and guided activities
demonstrating emerging skills of group interaction
› ENe-4A demonstrates developing skills and strategies to read, view and comprehend short,
predictable texts on familiar topics in different media and technologies

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Content
Early Stage 1 - Length
 identify the attribute of 'length'
as the measure of an object
from end to end
 use everyday language to
describe length, eg long, short,
high, tall, low
 use comparative language to
describe length, eg longer,
higher, taller than, shortest,
lower than, longest, the same
as
 identify an object that is
longer or shorter than
another, eg 'Find an object
longer than this pencil'
(Communicating)
 compare lengths directly by
placing objects side-by-side and
aligning the ends
 explain why the length of a
piece of string remains
unchanged whether placed in
a straight line or a curve
(Communicating, Reasoning)
 predict whether an object will
be longer or shorter than
another object and explain
the reasons for this prediction
(Communicating, Reasoning)
 record length comparisons
informally by drawing, tracing,
or cutting and pasting, and by
Teaching, learning and assessment Resources
Lesson 1: Watts, F. (2010). A Rat in a
 Listen to song. Stripy Sock. HarperCollins
 Start with TENS Game. Publishers.
 Read book (1st reading students are just listening). When You Subtract with a
Pirate:
 Teacher and Students explore longer and shorter concepts
https://www.youtube.com/w
and how that differs from bigger and shorter.
atch?v=QkPa9V2wtZs
Lesson 2:
 Listen to song.
 Start with TENS Game.
 Read book (2nd reading teacher to 'think out loud' with
questions).
 Teacher and students explore what items around the
classroom are longer and what are shorter.
Lesson 3:
 Listen to song.
 Start with TENS Game.
 Read book (3rd reading students are asking questions).
 Students are asked to sort paper strips into longer and
shorter to show understanding.
Lesson 4:
 Listen to song.
 Start with TENS Game.
 Read book (4th reading students are exploring the
mathematical concept through the book).
 Students draw and colour their own strip sock and
measure it using a piece of string.
 Students then find other students with longer/shorter
strings and explore that curved lines are the same length
as a straight line.
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Content Teaching, learning and assessment Resources
using words and numerals

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Content
Early Stage 1 - Three-
Dimensional Space
 sort three-dimensional objects
and explain the attributes used
to sort them, eg colour, size,
shape, function
 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)
 predict the building and
stacking capabilities of
various three-dimensional
objects (Reasoning)
Early Stage 1 - Time
 use terms such as 'daytime',
'night-time', 'yesterday', 'today',  Read book (1st reading students are just listening).
'tomorrow', 'before', 'after',
'next', 'morning' and 'afternoon'
Teaching, learning and assessment Resources
Lesson 1: Bland, N. (2008). Donald
 Start with TENS Game. Loves Drumming. Scholastic
 Read book (1st reading students are just listening). Press.
 Listen to song. 3D Shapes that I know:
https://www.youtube.com/w
 Students explore common examples/terms for 3D objects.
atch?v=2cg-Uc556-Q
Ie. a cube = dice/box
Lesson 2:
 Start with TENS Game.
 Read book (2nd reading teacher to 'think out loud' with
questions).
 Listen to song.
 Students to find examples of 3D objects around the
classroom and school.
Lesson 3:
 Start with TENS Game.
 Read book (3rd reading students are asking questions).
 Listen to song.
 Students to estimate whether 3D objects will stack, roll or
slide.
Lesson 4:
 Start with TENS Game.
 Read book (4th reading students are exploring the
mathematical concept through the book).
 Listen to song.
 Students to experiment as to whether 3D objects will
stack, roll or slide.
Lesson 1: Wilson, T. (2018). Hickory
 Start with TENS Game. Dickory Dash. Scholastic
Australia.
 Listen to song. What Time is It:
https://www.youtube.com/w
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Content Teaching, learning and assessment Resources
 Students to explore analog clocks, clockwise, hour and atch?v=0Yq_rztquuU
 sequence events in time minute hands and how long a minute is - to hours. This is a Digital Clock:
 compare the duration of two
Lesson 2: https://www.youtube.com/w
events using everyday  Start with TENS Game. atch?v=ENOYemdWU08
language, eg 'It takes me longer  Read book (2nd reading teacher to 'think out loud' with
to eat my lunch than it does to questions).
clean my teeth'  Listen to song.
Tell time on the hour on analog and  Students to identify times on a clock by the hour using
digital clocks verbal, visual and written examples.
 read analog and digital clocks to Lesson 3:
the hour using the term 'o'clock'  Start with TENS Game.
 Read book (3rd reading students are asking questions).
 describe the position of the  Students to listen to This is a digital clock.
hands on an analog clock when  Students and Teacher explore parts of a digital clock.
reading hour time  Students to complete worksheet where students need to
identify the hour times on analog and digital clocks.
Lesson 4:
 Start with TENS Game.

 Read book (4th reading students are exploring the

mathematical concept through the book).
 Listen to song.

 Students to explore the terms 'o'clock', morning,

afternoon, evening, noon, midnight, night ect.

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Content Teaching, learning and assessment Resources
Early Stage 1 - Addition and Lesson 1: Carle, E. (1989). The very
Subtraction  Start with TENS Game. hungry caterpillar.
 model subtraction by separating  Read book (1st reading students are just listening). Scholastic.
and taking away part of a group  Listen to When You Add With A Pirate. Friends of Ten:
of objects https://www.youtube.com/w
 Students to model and solve simple addition using
 use concrete materials or atch?v=o0bKIeYdvCc
informal methods.
fingers to model and solve When You Subtract with a
Lesson 2:
simple addition and subtraction Pirate:
 Listen to song.
problems https://www.youtube.com/w
 Start with TENS Game.
 compare two groups of objects atch?v=QkPa9V2wtZs
 Read book (2nd reading teacher to 'think out loud' with
to determine 'how many more' When You Add with a Pirate:
questions). https://www.youtube.com/w
 use visual representations of
numbers to assist with addition  Listen to When You Subtact With A Pirate. atch?
and subtraction, eg ten frames  Students to model and solve simple subtraction using v=WT_wvvEvkw4&t=26s
 create and recognise informal methods.
combinations for numbers to at Lesson 3:
least 10, eg 'How many more  Start with TENS Game.
make 10?'  Read book (3rd reading students are asking questions).

 describe the action of
combining, separating and
comparing using everyday
language,
eg makes, joins, combines with,
and, get, take away, how many
more, all together
 count forwards by ones to add
and backwards by ones to
subtract
 Listen to When You Add With A Pirate & When You Subtact
With A Pirate.
 Students need to formally explain addition and subtraction
- how many more, makes, joins, take away, how many
less, all together ect.
Lesson 4:
 Start with TENS Game.
 Read book (4th reading students are exploring the
mathematical concept through the book).
 Listen to Friends of Ten song.
 Teachers and students explore algorithims and patterns of

 record addition and subtraction

addition and subtraction up to 10. (i.e. 1+9=10 and
informally using drawings, 9+1=10 ect.).
words and numerals
Early Stage 1 - Time Lesson 1: Clark, S. (1999). Wednesday
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Content Teaching, learning and assessment Resources
Connect days of the week to familiar  Start with TENS Game. was Even Worse. Roland
events and actions (ACMMG008)  Read book (1st reading students are just listening). Harvey Books
 recall that there are seven days  Listen to song. Days of the Week:
in a week  Students to explore days of the week and what they are https://www.youtube.com/w
 name and order the days of the called. atch?v=mXMofxtDPUQ
week Lesson 2:
 classify weekdays and weekend  Start with TENS Game.
days  Read book (2nd reading teacher to 'think out loud' with
 relate events to a particular day questions).
or time of day, eg 'Assembly is  Listen to song.
on Tuesday', 'We come to school
 Students to name and order the days of the week correctly
in the morning'
and classify weekdays and weekends.
 identify events that occur
Lesson 3:
every day, eg 'We have news
 Start with TENS Game.
every day' (Communicating)
 Read book (3rd reading students are asking questions).

 Listen to song.

 Students and teacher to explore specific events that

happen on a particular day (i.e. On Wednesdays we go to
the library).
 Students to write their own sentences.

Lesson 4:
 Start with TENS Game.

 Read book (4th reading students are exploring the

mathematical concept through the book).
 Listen to song.

 Students to identify events that occur every day and write

correlating sentences (i.e. we brush our teeth every
morning and evening).

Main Resources Evaluation

Interactive Whiteboard At the conclusion of the unit, teachers should reflect on student

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Lead Pencils learning and engagement over the course of the activities and
Coloured Pencils lessons. This should be used to inform later planning and
YouTube learning experiences and also revisit what topics need to be
reviewed for students based on their work samples.
Math Books
Questions to guide reflection:
Glue Sticks
1. Did students achieve the learning outcomes? To what extent?

2. Did the books help engage students into the mathematical

concepts?
3. What could be improved in the unit?