Unit 4 – maths Year Prep (V8)

Number and place value

Year Level KLA Duration of Unit C2C Unit
Prep Maths 9 weeks 4
Unit Overview
Throughout the course of the unit student will engage in hands on learning experiences
Assessment : Summative

- Students connect number names, numerals and quantities up to 10 and count to and from 20.

Content Descriptors
Number and Algebra
Number and place value
- Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289).
• Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
(ACMNA001).
• Represent practical situations to model addition and sharing (ACMNA004).
• Subtilise small collections of objects (ACMNA003).

Understanding and Fluency

Connect number names, numerals and quantities up to 10. Problem solving and Reasoning
Use familiar counting sequences to and from 20 to solve unfamiliar problems.
APP Writes the number name and draws a quantity to connect to a Identifies a missing number in a counting sequence greater than 20
numeral beyond 10.
MC Writes a numeral beyond 10 to connect to the number name Identifies a missing number in a counting sequence to 20.
and quantity.
WW Connects numerals, number names and quantities up to 10. Continues counting sequences to and from 20.
EXP Connects a numeral, number name and quantity to 10. Continues a number sequence.

BA Draws a quantity or writes a numeral to 10. Writes a number in a counting sequence.

Know Do Think
- Number names. - Connect number names, numerals and - Numbers are represented in different
- Numerals. Quantities. way.
- Count from 0 – 20. - Draw a quantity - Is there another way that I can represent
- Write a numeral to 10. this number?
- Subtilize small collections of numbers. - How do I know that I have this many.
- What is the best way to represent this
number?

Differentiation Supplementary Adjustments Substantial Adjustments Extensive Adjustments

How will you plan for the - Hands on resources. - Alternative maths Activities. - Visual representation.
different learning needs of your - Learning labs.
students?
Week Monday Tuesday Wednesday Thursday Friday
1 Doomadgee Way Week Term 3
2-9 Learning Intention: We are Learning Intention: We are Learning Intention: We are learning Learning Intention: We are learning to Learning Intention: We are
learning to connect numbers, learning to connect numbers, to connect numbers, numbers connect numbers, numbers names learning to connect
numbers names and collection numbers names and collection names and collection from 1- 20. and collection from 1- 20. numbers, numbers names
from 1- 20. from 1- 20. and collection from 20.
Success Criteria: We know we are Success Criteria: We know we are
Success Criteria: We know we Success Criteria: We know we are success when we can match success when we can match numbers, Success Criteria: We know
are success when we can match success when we can match numbers, collections of objects and collections of objects and the number we are success when we can
numbers, collections of objects numbers, collections of objects the number name name match numbers, collections
and the number name. and the number name Warm up: Maths Counting Song/ of objects and the number
Warm up: Maths Counting Song/ Maths counting Book. Warm up: Maths Counting Song/ name.
Warm up: Maths Counting Maths counting Book. Maths counting Book.
Song/ Maths counting Book. Introduction Warm up: Maths Counting
Introduction - Number of the day : 3 Introduction Song/ Maths counting Book.
Introduction - Number of the day : 2 ( Example numbers ) - Number of the day : 4 ( Example
- Number of the day : 1 ( Example numbers ) - Number of the day Song/ numbers ) Introduction
( Example numbers ) - Number of the day Song/ video. - Number of the day Song/ video. - Number of the day : 5
- Number of the day Song/ video. ( Example numbers )
video. Modelled Modelled - Number of the day
Modelled - Count Collection and then - Count Collection and then Model Song/ video.
Modelled - Count Collection and then Model how to write the how to write the number 4 and
- Count Collection and then Model how to write the number 3 and draw a picture draw a picture to represent the Modelled
Model how to write the number 2 and draw a picture to represent the number. number. - Count Collection and
number 1 and draw a to represent the number. then Model how to
picture to represent the Think aloud: Think aloud: write the number 5 and
number. Think aloud: draw a picture to
- I going to count this collection, - I going to count this collection, represent the number.
Think aloud: - I going to count this buy putting a finger on each buy putting a finger on each
collection, buy putting a object. When do I stop object. When do I stop counting? Think aloud:
- I going to count this finger on each object. When counting? How do I know that I How do I know that I have that
collection, buy putting a do I stop counting? How do I have that amount “ because amount “ because it’s the last - I going to count this
finger on each object. know that I have that amount it’s the last number I counted” number I counted” collection, buy putting
When do I stop counting? “ because it’s the last number a finger on each object.
How do I know that I have I counted” Shared : When do I stop
that amount “ because it’s - Finger tracing in the air. counting? How do I
the last number I counted” Shared : know that I have that
Guided - Finger tracing in the air. amount “ because it’s
Shared : - Practice writing on white the last number I
- Finger tracing in the air. boards. Guided counted”
Shared : Independent - Practice writing on white boards.
- Finger tracing in the air.
Guided
- Practice writing on white
boards.
Independent
- Students write, draw
/colour in the number of
the day focus in their
number books.
Maths Rotations :
Students engage in a range of
Math consolidation activities
focused upon building number
sense, fluency, subtilizing, one
to one correspondence,
connecting numerals and
quantities through the use of
hands on math resources.
Pre-Assessment: Assessment
Checklist to determine what
numbers students can already
connect together as prior
knowledge.
Guided
- Practice writing on white
boards.
Independent
- Students write, draw /colour
in the number of the day
focus in their number books.
Maths Rotations :
Students engage in a range of
Math consolidation activities
focused upon building number
sense, fluency, subtilizing, one to
one correspondence, connecting
numerals and quantities through
the use of hands on math
resources.
- Students write, draw /colour in
the number of the day focus in
their number books.
Maths Rotations :
Students engage in a range of Math
consolidation activities focused
upon building number sense,
fluency, subtilizing, one to one
correspondence, connecting
numerals and quantities through
the use of hands on math
resources.
Independent
- Students write, draw /colour in
the number of the day focus in
their number books.
Maths Rotations :
Students engage in a range of Math
consolidation activities focused upon
building number sense, fluency,
subtilizing, one to one
correspondence, connecting
numerals and quantities through the
use of hands on math resources.
Shared :
- Finger tracing in the air.
Guided
- Practice writing on
white boards.
Independent
- Students write, draw
/colour in the number
of the day focus in their
number books.
Maths Rotations :
Students engage in a range
of Math consolidation
activities focused upon
building number sense,
fluency, subtilizing, one to
one correspondence,
connecting numerals and
quantities through the use
of hands on math
resources.