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Maths Lesson 3
Maths Lesson 3
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N&A M&G S&P (include learner diversity)
Prof
Understanding
Extension:
1. Consider varying the type of prompts you give to your students to
reach the ability level of all plyers. For example, you could give
really simple prompts to your "sweet & lows" - "swat the dot
arrangement that represents the number 2"; "swat 4", "swat 7", etc.
2. For higher flyers, you could make the prompts a bit more
challenging. "Swat the dot arrangement that represents 4 less than
7"; "Swat the dot arrangement showing 6 more than 0"; etc. How many dots on
3. Switching up the questions will help keep your students engaged the ladybug, petals
while providing learning on their level! on the flower or
eggs in the nest?
Spring Counting game – numbers 1 to 20 Are you moving
1. All players place their games pieces at “start”. forwards or Laminated game
2. Then the first player draws a card from the pile. backwards? board and cards;
3. Each card will either say "move ahead..." or "move backward..." How do you Counters
with the size of the move determined by counting something on the know?
card (e.g. dots on the ladybirds). Can you find the
4. They then count the quantity of dots shown on their card and move matching number
to the nearest matching number (either forward or backward, on the game
depending on what the card says) on the game board. board?
5. For example, where it says, "Move backward..." and the total
number of spots on the card is twelve, they would move backward
to the nearest twelve.
6. Players then take turns drawing a card, counting and moving their
game piece accordingly around the game board. Did we count
7. The first player to land on the "finish" space is the winner! correctly?
What number are
Conclusion: we counting to?
1. The teacher will teach the students a fun maths rhyme and game How far can we
“Bubble gum, bubble gum, bubble gum splat how many will you pop count to?
/ wish? (Student to choose a number between 1-20, e.g. 5) 5 – 1, 2,
3, 4, 5”
2. The students will copy and practice with the teacher
3. After this the teacher will teach the “clapping the circle” and the
“elimination” parts of the game
4. Students will sit in a circle with their knees touching the person next
to them and their hands facing palm up on each knee
5. Students are to put their left hand on top of the right hand of the
person next to them
6. Students are to clap their left hand onto the next person’s right
hand to create a beat – one clap per beat
7. Once they have achieved a constant beat going around the circle,
they are to start singing the song.
8. Whoever lands on the word “pop” or “wish” chooses the number
between 1 and 20, which will be the target number the students
have to count to
9. Whoever lands on the target number when passing on the clap is
out of the game.
10. The game continues until there is one person left
Extension: Students could count backwards from the target number,
students could skip count to the target number or skip count until they
cannot count anymore, or simply count normally
Reflective questions:
What activity did you enjoy?
What did you find difficult?
What do you want to do again?