Number and Algebra Whole Numbers 1

Stage 1
Key learning areas: English, Mathematics,
Science

Duration of unit: 5 Lessons

Rationale: In this stage, my choice of learning materials includes visual aids, modelling, direct instruction, small group work, practice and
drills, and discovery instructional approaches (Burden & Byrd, 1994). I believe that this will satisfy many students preferred learning style
whether that is visual, auditory and kinaesthetic learners (James Cook University, 2013). Through these approaches I will also be able to
differentiate the way that I teach dependant on the student and their disability. In this stage I will also use modeling, reinforcing and reward
systems for behaviour management (American Federation of Teachers). I will also endeavour to strategically place students that are
disruptive in isolated seats that will maximize their learning will minimizing classroom disruption. As I will further expand in my essay, due to
the level of the students in my class, I have repeated the content through different activities to give particular emphasise to content.

Objective and Outcomes

Mathematics- MA1-1WM- Describes mathematical situations and methods using every day and some mathematical language, actions, materials,
diagrams and symbols
Mathematics- MA1-4NA- Applies place value, informally, to count, order, read and represent two- and three-digit numbers.
Mathematics- MA1-2WM- Uses objects, diagrams and technology to explore mathematical problems.
Assessment: Observation of students identifying, matching and ordering coins and notes of the same denomination, Data Record sheets, Work
Samples.
Differentiation: When undertaking this unit, it is important to take into account the individual communication strategies used by students.
Students responses may be communicated through:

Gestures and/or facial expressions

The use of visual aids or symbols, such as a communication board

Assistive or augmentative technology

Varying degrees of verbal or written expression.

The activities will be adapted to allow students to respond using their individual communication strategies.
Content
Teaching, learning and assessment activities
Resources
Mathematics
1. Develop confidence with number
sequences to 100 by ones from any
starting point (ACMNA012)
2. Recognise, model, read, write and
order numbers to at least 100; locate
these numbers on a number line

Activity 1: Exploring the number line to count by 1s up to 20.

Activity 2: Exploring the number line to count by 1s up to 50.
Activity 3: Exploring the number line to count by 1s up to 100.
Activity 4: Exploring coins and notes-Students become familiar
with the look, shape, feel and value of Australian coins.
Activity 5: Read money amounts in catalogues and on shop
dockets and shelf prices.

Coins
Notes
Activity sheets
Videos role modelling
PODD

(ACMNA013).

Lesson Plans Stage 1

Maths - Financial Literacy
KLA/Topic: Maths
Objective/Outcomes:
Mathematics
1. Develop confidence with number
sequences to 100 by ones from any
starting point (ACMNA012)
2. Recognise, model, read, write and
order numbers to at least 100; locate
these numbers on a number line
(ACMNA013)
3. Recognise, describe and order
Australian coins according to their
value (ACMNA017) - identify, sort,
order and count money using the
appropriate language in everyday
contexts, e.g. coins, notes, cents,
dollars. - Recognise that total amounts
can be made using different
denominations, e.g. 20 cents can be
made using a single coin or two 10cent coins.

Objectives

Development

Lesson 1/Activity 1.
Resources:
Number Cards
Communication PODDs
Lego Blocks

1. For students to be able to count by

ones and understand that some
numbers are higher than others.
Direct Teaching/Modelling/Practice and
Drills:
At first, teacher to count up to 20 out loud

Complete?

slowly.
As a class, count up to 20 together.
Discovery Learning/Small Groups:
Counting by 1s.
Group students into 2-3 groups. And see
how high the groups can count up to.
Teacher and teachers aid to break up and
join the group to supervise and help if
needed.
Individual Work:
Sit students on their respective places
and use Lego blocks. Teacher and
Teachers aid to give them random
number of blocks up to 20 and ask
students to count blocks and tell how
many there are on the desk.

Differentiation

For non-verbal students in class: Use

communication PODD to instruct student.
Instead of leaving questions open ended
in individual work, give student 2 choices
with number cards and ask student to
choose the correct number.
For students who are gifted and talented,
they are allowed to continue counting
higher. A further challenge is to ask
students to estimate the amount before
counting.

KLA/Topic: Maths
Objective/Outcomes:

Lesson 2/Activity 2.
Resources:

Complete?

Mathematics
4. Develop confidence with number
sequences to 100 by ones from any
starting point (ACMNA012)
5. Recognise, model, read, write and
order numbers to at least 100; locate
these numbers on a number line
(ACMNA013)
6. Recognise, describe and order
Australian coins according to their
value (ACMNA017) - identify, sort,
order and count money using the
appropriate language in everyday
contexts, e.g. coins, notes, cents,
dollars. - Recognise that total amounts
can be made using different
denominations, e.g. 20 cents can be
made using a single coin or two 10cent coins.

Objectives

Development

Number Cards
Communication PODDs
Lego Blocks

2. If students can count by 1s they

will be able to have a better
understanding of how money
works.
Direct Teaching/Modelling/Practice and
Drills:
Review counting by 1s. See if any
students are able to count further than 20
At first, teacher to count up to 50 out loud
slowly.
As a class, count up to 50 together.
Discovery Learning/Small Groups:
Counting by 1s.

Group students into 2-3 groups. Count

from 20 50 in order, in turns.
Teacher and teachers aid to break up and
join the group to supervise and help if
needed.
Individual Work:
Using different catalogues/pictures.
Ask students to count pictures/catalogues
relevant to them. I.e. Pictures with up to
50 superheroes, bananas, friends etc.
Ask them to identify how much.
Differentiation

For non-verbal students in class: Use

communication PODD to instruct student.
Instead of leaving questions open ended
in individual work, give student 2 choices
with number cards and ask student to
choose the correct number.
For students who are gifted and talented,
they are allowed to continue counting
higher. A further challenge is to ask
students to estimate the amount before
counting. Further questioning into whether
they can identify a pattern when counting.

KLA/Topic: Maths
Objective/Outcomes:
Mathematics

Lesson 3/Activity 3.
Resources:
Number Cards

Complete?

7. Develop confidence with

number sequences to 100 by
ones from any starting point
(ACMNA012)
8. Recognise, model, read, write
and order numbers to at least
100; locate these numbers on
a number line (ACMNA013)
9. Recognise, describe and
order Australian coins
according to their value
(ACMNA017) - identify, sort,
order and count money using
the appropriate language in
everyday contexts, e.g. coins,
notes, cents, dollars. Recognise that total amounts
can be made using different
denominations, e.g. 20 cents
can be made using a single
coin or two 10-cent coins.

Objectives
Development

Communication PODDs
Lego Blocks
IWB
Computer

3. If students can count by 1s they will be able to have a

better understanding of how money works.
Direct Teaching/Modelling/Practice and Drills:
Review counting by 1s. See if any students are able to count
further than 50
Use the IWB to show count to 100 song.
http://www.onlinemathlearning.com/count-to-100.html
At first, teacher to count up to 100 from 50 out loud slowly.
As a class, count up to 100 from 50 together.
Discovery Learning/Small Groups:
Counting by 1s.

Group students into 2-3 groups. Ask students to count from

different places i.e. 67 90
55 74
74 - 100
Teacher and teachers aid to break up and join the group to
supervise and help if needed.
Individual Work:
Using the three available computers in class,
http://www.abcya.com/one_hundred_number_chart_game.htm
For the other students, they are to use Lego to build an object
of their choice using certain number of pieces. I.e. 43 pieces.
They are given an amount and to investigate whether they
have 1) enough pieces 2) how many more they need.

Differentiation

For non-verbal students in class: Use communication PODD

to instruct student. Instead of leaving questions open ended in
individual work, give student 2 choices with number cards and
ask student to choose the correct number i.e. What number is
45? What number is after 45?
For students who are gifted and talented, challenge them to
count backwards and test each other, then race each other.

KLA/Topic: Maths
Objective/Outcomes:
Mathematics
10. Develop confidence with number
sequences to 100 by ones from any
starting point (ACMNA012)
11. Recognise, model, read, write and
order numbers to at least 100; locate

Lesson 4/Activity 4.
Resources:
Number Cards
Communication PODDs
Lego Blocks
IWB
Computer

Complete?

these numbers on a number line

(ACMNA013)
12. Recognise, describe and order
Australian coins according to their
value (ACMNA017) - identify, sort,
order and count money using the
appropriate language in everyday
contexts, e.g. coins, notes, cents,
dollars. - Recognise that total amounts
can be made using different
denominations, e.g. 20 cents can be
made using a single coin or two 10cent coins.

Objectives

Development

4. Students to play with plastic coins

and notes to familiarize themselves
with them.
Direct Teaching/Modelling/Practice and
Drills:
Show students all coins and notes and
read each one asking the students to
repeat after each.
Go through this numerous times.
Discovery Learning/Small Groups:
Using worksheets, ask students to choose
a worksheet, and color the coins. With the
help of the teacher, they are then to cut it
out and review what they are together.

Differentiation

For non-verbal students in class: Use

communication PODD to instruct student.
Instead of leaving questions open ended
in individual work, give student 2 choices
i.e. what coin is this? What if we add 5c?

For students who are gifted and talented,

Ask students to randomly draw out coins
from the bag and add 5c or 10c. What
does it add up to?
KLA/Topic: Maths
Objective/Outcomes:
Mathematics
13. Develop confidence with number
sequences to 100 by ones from any
starting point (ACMNA012)
14. Recognise, model, read, write and
order numbers to at least 100; locate
these numbers on a number line
(ACMNA013)
15. Recognise, describe and order
Australian coins according to their
value (ACMNA017) - identify, sort,
order and count money using the
appropriate language in everyday
contexts, e.g. coins, notes, cents,
dollars. - Recognise that total amounts
can be made using different
denominations, e.g. 20 cents can be
made using a single coin or two 10cent coins.

Objectives

Development

Lesson 5/Activity 5.
Resources:
Number Cards
Communication PODDs
Catalogue

5. Students to play with plastic coins

and notes to familiarize themselves
with them and use them to buy
things that they like in the
catalogue.
Direct Teaching/Modelling/Practice and
Drills:
Show students all coins and notes and

Complete?

read each one asking the students to

repeat after each.
Go through this numerous times.
Test students with different numbers
Discovery Learning/Small Groups:
Using a catalogue that is already preprepared with toys and things that interest
individual students, ask students to buy
and sell items to each other.

Differentiation

For non-verbal students in class: Use

communication PODD to instruct student.
Instead of leaving questions open ended
in individual work, give student a chance
to point to catalogue, then ask student to
point to amount premade in front of them
to see if they can buy the object, if not,
review.
For students who are gifted and talented,
ask them to add $5 and $10 and work out
change for individual items in catalogue.

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