Mathematics Weekly Overview - Year 1A WEEK 4 LEARNING FOCUS LESSON OVERVIEW RESOURCES

Monday Time: 9am 10am

NUMBERS & ALGEBRA ACMNA012 ACMNA013 ACMNA014 Tens and Ones Numbers and Place Value Introduce tens and Ones using Tens frame Identify familiar two digit numbers Use concrete materials (bundling sticks, tens-frames to represent tens and ones numbers use ICT to represent tens and ones numbers from MAB representations

Review Prior Learning: Revise terminology of 10 ones equals 1 ten using unific cubes with all students (I DO) Use Flash cards from previous week to review tens numbers (WE DO) Learners participate in group rotations: (YOU DO) 1. create multiples of ten using concrete materials and saying the number aloud to a partner (bundling sticks, buttons) 2. Using chalk write out the multiple of tens numbers from 0 100 in hopscotch squares on concrete outside and have students Practice skip counting in tens 3. Group Bingo Game: Students practice identifying multiple of tens numbers on a laminated hundreds board Learners discuss mathematical thinking as they participate in group rotations LM performs ongoing formative assessment through observations and questioning to check for understanding. (observations can be videoed) New Learning: Explain to learners there are different ways of representing a two-digit number. Today explain we will represent two digit numbers on the tens frame. Two Digit Numbers on a Tens Frame At desks LM introduces tens and ones using a tens frame as follows: LM starts by reviewing what a full ten frame looks like and how that is represented. * * * * * * * * * *

FOR REVIEW OF PRIOR LEARNING:

Flash cards chalk for hopscotch game bundling sticks, straws or toothpicks, counters, buttons (etc.) laminated hundreds board whiteboard markers
FOR WHOLE-CLASS LEARNING:

Electronic whiteboard IWB Virtual Manipulatives enlarged tens frame

FOR INDIVIDUAL LEARNING:

ten-frame bundling sticks coloured markers IWB markers for students to use
FOR GROUP

How many is this? Now what would happen to our tens frame then if we added one more? Give students time to discuss this with a partner. Select students to

share their ideas. LM models how to represent the number 11 in a tens frame system. * * * * * * * * * * *

LEARNING:

Explain to students you want to provide them with a challenge, a really big number. Lets work out together then how to represent the number 47 on a tens frame. LM models explicitly the number of full ten frames on the enlarged ten-frames (e.g. 4 tens) and asks students how we would say that number? Then the LM counts the number of ones that are in part-full frames of the tens-frame resource (ask a student to help you count these aloud) LM explicitly models and thinks aloud as they join together these collections to tell how many (e.g. 4 tens, 7 ones 4t7 . 47) LM completes the above activity again selecting a different number to represent and chooses students to demonstrate aloud their mathematical thinking. At desks Students are given time to practice modelling a variety of two digit numbers using the tens frame model and counters. They can work in teams of 4 (so they have more tens frames and counters to work with). LM to provide specific feedback on students ability to model the number on the tens frame correctly. Careful to observe they are correctly establishing their tens and ones columns in the correct order. Careful to look for misunderstandings at this stage as some students may incorrectly suggest that this is the number 52, when in fact it is 25. * * * * *

enlarged ten-frames large cardboard dots coloured marker pens Ten-Frame Bingo bundling sticks or other counting materials
LINKS TO ICTs:

Subitising Flash Cards Hundreds Board Tens Frame Matching Game Build that Number

* * * *

* * * *

* * * *

* * * *

* * * *

Locate two-digit numbers in the real world. LM explains to the students that today they will complete a number hunt around the school to locate two-digit numbers in their environment. Taking a digital camera or IPAD, their Maths exercise book and a pencil, learners will form small teams to complete a walk in and around the classroom in search of two-digit numbers. (Each team will be accompanied by an adult) Ask students to: record the two-digit numbers they find illustrate or write where the two-digit numbers were located (e.g. 25 on digital clock, 12 on calendar) in their Maths scrapbook. Adult to help students to take digital images of the numbers found. Whole class discussion of learners recordings. Conclusion: Provide time for a whole class discussion about what they found during their number hunt. What do they know about two digit numbers from their walk? Where did they find them, and what are they used for? (Allow time for student self-reflection) Learners match tens and ones numbers to MAB representations Matching Game and Build that Number

Tuesday Time:

NUMBERS & ALGEBRA TWO DIGIT NUMBERS

AND PLACE VALUE

Review Prior Learning: Review tens and ones representations on IWB using Tens and Ones Game Review previous lessons concept using choral response strategy. Ask students to work in teams of 2 3 and using their tens frame and coloured counters to construct the numbers 63, 27and 49 on their cards using the counters. They must also write down under their frame the correct number. (Make sure any students who had difficulty in yesterdays class and given support by ESO, LM or peers) New Learning: LM provides students with place value cards and bundling sticks and markers again for this session to work on in small groups at their desks.

Whole Class Discussions IWB: Tens and Ones Place Value Chart Bundling sticks Coloured markers Group Activities A4 Laminated place value cards bundling sticks whiteboard markers Maths scrapbooks

USE ICT TO COUNT

THE TENS AND ONES NUMBERS

NUMBER AND PLACE VALUE (ACMNA013)

 LM provides all students with their own laminated place value card, coloured pens and bundling sticks to use in the next activity. Tens Column Ones Column

Number lines (for students who have difficulty identifying correct digits)

Tens______ __

Ones_______ ___

LM models how to use bundling sticks and a place value card to represent tens and ones. Clearly demonstrate on the place value card on the IWB which side is the ones column and which side is the tens column. Ask students to write the names of each column at the top of each side. (LM to model on IWB) LM asks students to place 4 bundles in their tens column and seven ones in their ones column. LM writes the number 7 under the bundle in the tens column with a t for ten and asks the students to do the same. Now thinking aloud with the students the LM asks the students what number they think they might add under the bundle sticks in the ones column? Have a students come up to the board and write this number down (7) Joining these two numbers together the LM writes on the board the number 4t7 and asks a student to read out this number. Again thinking aloud we ask whether this is how we write the number 47 (some students may suggest this is not right) Say the number together as a class and then write the number down using the two digits (47) Repeat this exercise with other another two digit number that is significant to the learner, perhaps their date of birth (24) or their house number (51) or how old their sibling is (something that uses a real world problem). Conclusion: ICT IWB games used to consolidate knowledge of concept demonstrate

Links to ICT Tens and Ones Help Freda Frog Dolphin and Shark Swim

their understandings Learners practice identifying tens and ones numbers using Help Freda Frog and practice counting the tens and ones and choose the correct number using Dolphin and Shark Swim At the end of this lesson hand out to students an invitation to a Number Party for the following lesson.

Wednesda y Time: 30 min Lesson + 1 hour party

NUMBERS & ALGEBRA CONSOLIDATING

NUMBER CONCEPTS

Review Prior Learning: Using games for FUN and social element to introduce maths session Learners participate in a hopscotch game to practice skip counting in tens Learners work in teams to identify how many in the bag (bundles of tens and some ones are in mystery bags for students to count and identify) Challenge students to write down the number for each bag on the front of the bag. New Learning: A quick review of yesterdays concept -using the tens-frame to represent a two digit number (Check for student understanding) Looking now at two digit numbers that contain zero ones. Suggest the number 40. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

TWO TWO
THAT ONES

DIGIT NUMBERS

AND PLACE VALUE DIGIT NUMBERS CONTAIN ZERO

MODEL/ TWO

REPRESENT NUMBERS

DIGIT

* * * * * *

USING MATERIALS

Whole Class Discussion Chalk Hopscotch template outside Mystery bag (brown paper bag) pens tens frames (large and single A4 laminated copies Coloured counters place value cards bundling sticks or straws

Number and place value (ACMNA013) Number and place value (ACMNA014)

Who can tell me what number is represented on our tens frame? Lets think about how we can represent this number then on our place value chart.

Tens Column

Ones Column

Tens______ __

Ones_______ ___

LM uses bundling sticks on the Place value chart on the IWB to represent the number 40 - tens only (4) and no ones. LM use a think aloud strategy to model thinking and writes the number 4 in the tens column with a t for tens next to it (e.g4t) Discuss with the students the dilemma of how to represent no ones in the one column. What is the digit we use to represent nothing? LM writes the number 0 in the column where the ones materials would normally appear. As done the previous lesson join these two digits together and say the number aloud (4t0). Do we say 4t zero? No of course not we say the number 4t and we write it like this 40. LM models all of this on the IWB Place card for the students. Learners use desktop place charts to practise identifying and writing tens numbers with no ones. (50, 30, 70, 90). Encourage learners to practice saying the numbers aloud as the write them. LM to observe and record anecdotal notes about students engagement in activity. The following rotational activities are designed as formative assessment tools to engage learners in authentic problem solving tasks as they apply their knowledge of two digit numbers and using concrete materials to represent these two digit numbers.

Number Party Students will work in team rotational activities.

Group Activities Smarties and 4 containers Template of team sheet. Magicians Hat

1. Counting smarties. Problem Solving Question for the team: How many smarties are in this container? Students need to think about ways they can count the smarties in the most efficient way (grouping into tens, counting groups of tens and part full group of ones) They must record the counted number on their team sheet to present at the end of the party. 2. Number out of a hat. Problem solving question for the team: How can I represent this number on my place value card? Each learner selects a card out of the hat and needs to use the materials in the box to represent their number on the place value card. Then they must represent one more and one less underneath their first representation. And put their number representation into a number sentence. I bought 12 lollies at the shop and then my friend Beck ate one. Now I have 11 lollies. (Demonstrate this process explicitly to students). This will provide some awareness of this concept for next term, however many students may grasp this already. 3. Paint your number. Each student is asked to choose a two digit number that is significant to them. Students are required to paint that number onto a section of large butchers paper (the entire paper will be placed on the back wall as a backdrop). They are then asked to draw a place value table on their sheet and using coloured straws correctly add (glue or stick) the appropriate number of sticks to each column and write the digits next to their sticks in each column to represent your two digit number. The learner or Lm can scribe a sentence underneath their work which explains why that number is significant to them. 24 Ones Column

Random numbers from 1 99 on pieces of paper. Box filled with lots of different counting materials they can use to model two digit numbers. A3 paper for each student or butchers paper paint and brushes bundling sticks or straws PVA glue or stickytape camera, IPad

Tens Column

2 Tens

4 Ones

LM to photograph this activity as a formative assessment tool of learning to be added to students portfolio.

Conclusion: Check for Understanding/ Reflection Students are given time to move around and look at other students work and discuss with their peers what they have learned. (Peer feedback and monitoring) LM to ask groups to respond to the Smarties question. How many smarties were in the container? What strategies did your team use? Did this help you to solve the problem do you think? Encourage students to explain their decision or reasoning process? Encourage teams to discuss how they problem solved and worked through this problem? Did all teams use the same strategy? Did anyone do something different? What worked well? What could the teams have done differently? Encourage students to reflect on their own learning. (Reflection) (Feedback)

Thursday Time:

MEASUREMENT & GEOMETRY EXPLORING 2D SHAPES and Patterns: Patterns with 2D shapes (real world context) Creating patterns with 2D shapes Exploring Patterns using ICT Shape (ACMMG022)

Review Prior Learning: On the carpet Activity Students review with whole class the names of common 2D shapes with the use of objects around the classroom. LM to allow time for students to select appropriate objects to display. LM questions students What are the differences between these shapes? What makes them different? Allow students time to discuss this with a partner. Select students to share their answers. Encourage the use of correct terminology. Whole Class Activity: LM will model to students how to complete this task by explicitly demonstrating the first shape for them and how to complete the template. Will think aloud as they count the edges, and corners of the shape to fill in the boxes next to the stamp. LM will move around the room and make observation notes and provide feedback to students during the task. Encourage students to explain their decisions. Shape Stamping: Using the template provided students select and stamp the correct shape to its corresponding named box. They then fill in (write the number) in the remaining boxes that discuss properties (how many edges and

Whole Class Discussion: 2D stamps paint Match the shapes template sheet See example on overview. Maths scrapbooks Objects in the classroom. 2D shape cut-outs Group Rotations Magazines Scrapbooks glue Play-dough, shape cutters, play dough

corners do I have) This sheet is glued into their maths scrapbook as evidence for learning. Shape Stamp How many sides does it have? How many corners does it have?

mat and boards. Plastic utensils for shape cutting. Laminated photographs of landmarks around the world. Whiteboard markers Link to ICT Shape Pattern Maze

New Learning: This lesson will continue with previous learning experience on shape. Students are provided with three rotation activities that will allow them time to consolidate their knowledge of 2D shapes and recognise these in their world, and how they are used. They will also explore patterns with 2D shapes in real world contexts. Activity 1. Using magazines students are required to find pictures in the magazine 2D shapes. They can cut these shapes out and add them to the shape find worksheet, which will be glued into their book. This will provide evidence for learning. LM will provide feedback to students in written and oral (interview) form after marking their work.. Activity 2. Play dough Activity: Students are to construct a pizza, using as many 2D shaped ingredients as they

can. They can use coloured straws to colour code their shapes. (Squares are blue, circles are red, triangles are green). LM or Teacher aide to take photographs to add to students assessment portfolio. Activity 3. Using laminated pictures of Iconic landmarks around the world ask students to draw over the outline of these with a whiteboard marker and identify the 2D shape found in the photographs and to explore the patterns they make. (Sydney Harbour Bridge, The Louvre, The Opera House.. etc.) LM or ESO will make observations about the discussions students have as evidence of learning. Conclusion: Who am I?: Students play a game of who am I (shape) as they think about the properties of 2D shapes as clues to which shape they are, the rest of the class needs to guess the correct name. Have lots of fun!!! ICT: this group will choose a pattern and follow it through a maze using the game Shape pattern Maze. Friday Time: MEASUREMENT: ATTRIBUTE OF Weight: Identify attribute of weight Use direct comparison & sequence weights Introduce informal units of measurement Explore weight using New Learning: LM sits on the carpet with all learners with a box of different objects at her feet. Using a think aloud strategy the LM will explore with students the weight of some Box of a variety of of the objects. objects with different LM places all objects on the carpet so that the learners can clearly see all weights (pencils, MEASUREMENT & GEOMETRY Review Prior Learning: Round the circle Game. All students sit in a circle on the carpet. The LM puts down a number of larger markers (witches hats) and next to them puts down pictures of different 2D shapes. Half of the class is then asked to sit in the middle of the circle, away from any objects and to close their eyes. The rest of the class is to stand up and commence walking slowing in a circle around the outside of the objects until the LM says freeze. When LM says freeze the students (standing up) closest to the pictures of shapes can pick up their picture quietly. They need to one by one take turns to describe the properties of their shape to the learners in the middle of the carpet (students with their eyes closed) without giving the name of the shape away and select a student with their hand up to suggest which shape they are holding. All students with a shape are given a turn and then the game repeats with both teams swapping roles. (Who am I format with a twist) Whole Class Activity Marker (witches hats) Cut out 2D shapes from previous lesson Carpet space in the classroom, or outside

ICTs Using units of measurement (ACMMG019)

objects. The LM asks the students to predict if the object would be heavy or light. Encourage students to discuss their reasoning with a partner next to them, Provide time for a few students to share their decisions and justify their answers, Identify light and heavy objects with the help of learners, by handling, moving and hefting. Pose the question: How will I know if it is heavy or light? Can we sequence the objects in a particular order? Allow time for students to brainstorm ideas (Think pair share) Looking for students to use terminology (Example - light to heavy) What language for measurement can we use when we talk about weight? Pause and reflect, provide examples of where/ when we might measure the weight of an object this may help to think about language of measurement Investigate the differences in weight of the objects in the box (pencil, book, calculator, dictionary, water bottle, block etc.) Discuss with students what they find smaller does not always mean lighter (Highlight this fact with a shot-put and basketball smaller but heavier). Ask students to order the objects from heaviest to lightest. Use ICT Which is heaviest on IWB with whole class and complete prediction activity. Discuss student responses and encourage them to justify their answers. Use informal units of measurement: On the Carpet: Class and small group task. Introduce the Pan Scale. Ponder I wonder what this could be used for? Allow time for responses. LM uses questioning strategies to discuss with the learners possible informal units that could be used for measurement (pebbles, marbles). Using the pan balance scales select a small object or toy (small plastic dinosaur and place this on one end of the scale. LM asks the students: How many pebbles they think they will need to balance the scale? LM will tally the learners responses on IWB to find a consensus. Slowly add one pebble at a time counting aloud with the class until the pan balance is balanced. Who was correct? Ask the learners: How can we put this into a sentence to explain our measurement? Discuss this with learners. (The weight of the dinosaur is 8 pebbles.) Move into smaller groups and using objects around the classroom students are

book, calculator, tennis ball, water bottle, apple, etc.)

shot-put, netball

Group Activity Pebbles or marbles 5-6 Pan balance scales. Variety of objects small toys from within classroom. Camera, IPad

asked to predict and then measure the objects and then explaining the measurement in terms of the informal units used. The book weighs 10 pebbles) Extension Task: for some students this concept may be quite easy so Ask learners to also predict which object will be heaviest, lightest and sequence them in an order before using the pan balance. Then ask them to adjust their sequence as they determine the weight of objects. Also encourage them to use language to describe their sequences using the informal units The book weighed 10 pebbles which were 2 pebbles heavier than the dinosaur and so the book is heavier than the dinosaur and the dinosaur is lighter than the book. Conclusion: Once all objects in the groups box have been weighed using the informal units of measurement, ask the students to sequence the objects from lightest to heaviest and then to present these sequences to the rest of the class.