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TERM/WEEKS: 4 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Mathematics

WESTERN AUSTRALIAN CURRICULUM MATHEMATICS

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence

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 (include learner diversity)
Prof
Lesson 4 - Develop confidence with Fluency, Students will be able to identify Record any Review 5 (min) 10-sided dice
Counting number sequences to and Understanding, patterns when counting by 2s, observations or What did we do last week? Cards
from 100 by ones from any Reasoning 5s and 10s anecdotal evidence.  Grouped objects Game boards
starting point. Skip count by  Shared objects
twos, fives and tens starting Collect and analyse  Represented multiplication in arrays
from zero (ACMNA012) students work
samples. Quantity Exploration (10-15min)

Complete a checklist Who am I?

for the tasks: Teacher asks a ‘Who am I?’ question e.g. I am 1 Why do you think it
 Students before 12. The student with 11 would respond with “I is this number?
identify 2s, 5 am 11” and stand at the front of the class. The teacher
and 10s goes through all the numbers and the students must
 Students state a order themselves correctly when they are called out
pattern in 2s, 5s
and 10s
 Students apply Investigation (20-25 min)
pattern to bingo What digits are at
Number Chart Cover-up: the end of the
Students must identify which numbers are covered up number?
on the number chart. The students must identify or
explain any patterns or strategies they have used. Do you see any
patterns?
Modification: This activity can be done with
multiples of 3 or 4. Are the odd or
even?

Bingo:
Usual bingo rules. Additionally, if the number rolled How did you get
is 2, 5 or 10 above or below the student can cross it that number?
off. Students must identify to the group why they are
crossing it off.
Reflection (5-10 min)
The teacher discusses the lesson with the students
 What did we do?
 What did you learn?
 What are you not sure about?