TERM: 3 YEAR LEVEL: Pre-Primary TOPIC: Number and Algebra

MATHEMATICS FORWARD PLANNING DOCUMENT

EYLF Responsiveness to Learning through Intentional teaching Learning Assessment for Cultural competence Continuity of Holistic approaches
PRACTICES children play environments learning learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice
reciprocal relationships
OUTCOMES 1.Children have a strong sense 2.Children are connected with 3.Children have a strong sense 4.Children are confident and 5.Children are effective communicators
of identity and contribute to their world of wellbeing involved learners

AUSTRALIAN CURRICULUM LINKS

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)

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

Subitise small collections of objects (ACMNA003)

Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

Represent practical situations to model addition and sharing (ACMNA004)

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

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures
Week 1 SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES
Lesson LESSON (what & how) EXPERIENCES
: OBJECTIVE
1 MONDAY: PUPIL FREE DAY.

2 -Write an -The teacher will TUESDAY:

addition assess the MAT SESSION:
equation students at her -The teacher will introduce the students to the addition symbol and the equals symbol and ask the
correctly. roll it, show it, students if they know what they mean. Then the teacher will have two groups of objects in two different Two mystery boxes
-Show two sets write it table. The containers. The teacher will take them out of the container and ask the students to help count along with full of objects.
of numbers and teacher will be her how many objects are in each container and write the value on the whiteboard. The teacher will then
combine them assessing the ask the students if they can tell her how she could find out how many objects there are all together and Whiteboard and
together. student’s then she will model this to the class. marker.
-Solve simple competence -The teacher will then ask the students to sit in a circle around the mat and introduce her dice and her two
addition against the set apple trees. The teacher will have two apple trees displayed on the whiteboard and small laminated Dice, two apple
equations. objectives for the apples. The teacher will ask two students to roll a dice each and see what number appears on the dice. trees, small,
lesson. The work Once each number has been identified the teacher will ask two different students to place the same laminated apples.
sample will be number of apples that appeared on each dice on the two apple trees and together as a class, they will add
collected as them together to figure out the answer. The teacher will model under the apple trees how to write the
evidence on addition equation and this activity will be repeated two more times.
meeting the
lesson objectives ROTATIONAL ACTIVITIES (MIX OF BOTH LITERACY AND NUMERACY ACTIVITIES DUE TO
and the teacher TIMETABLE INTERRUPTS: 3 ROUNDS):
will use a PRE-SERVICE TEACHER’S TABLE: Roll it, Show it, Write it: The teacher will have two dice on her table Roll it, show it,
checklist to and will show the students a set of numbers on each dice. The students will use their work sample to first write it work
identify whether show what each dice had on it, then they must show the equation by building blocks of different colours samples, pencils,
or not students together to show each number and then draw their block tower on their page. Finally, the students will dice, small blocks.
have write the equation made from the blocks and use the blocks to help them add the values together.
demonstrated EDUCATION ASSISTANT’S TABLE: Literacy activity (refer to English FPD).
competence in PARENT HELPER TABLE: Literacy activity (refer to English FPD).
the objectives. MENTOR TEACHER’S TABLE: Literacy activity (refer to English FPD). Addition cards,
INDEPENDENT TABLE: Addition Cards: Students will have several addition cards on the table with number flashcards,
images to help the students add each number together. They will write their responses on the addition whiteboard
cards and work through them individually. markers.

DIFFERENTIATION: For the higher ability students at the teacher’s table the students will be given values
to add together between 10 and 20 or more. For the lower ability groups, they will be adding together
values that equal between 10 and 15. There will also be number flashcards for the students to refer to
 when writing their equation. For the higher ability students at the independent table, there can be a variety
of addition cards that require the students to add values past 10 and potentially past 20. The lower ability
groups will remain with addition card values under 10 and maybe be extended by adding values to 15.

3 -Write an -The teacher will WEDNESDAY:

addition assess the MAT SESSION:
equation students at her -The students will be asked to identify the two different symbols that we use in an addition equation. Then Mystery bag full of
correctly. roll it, show it, each student will be given whiteboards and the teacher will reveal a mystery bag once more; inside the dominos.
-Show two sets write it table. The mystery bag are multiple different dominos. A student will be asked to come up and pick one domino from Domino flashcards.
of numbers and teacher will be the mystery bag. The teacher will then either have a large flashcard of the domino or she will draw the Whiteboard and
combine them assessing the domino drawn from the mystery bag on the whiteboard. Looking at this domino students must then figure marker.
together. student’s out how many spots are on either side of the domino and then write each number on their whiteboard to Student’s
-Solve simple competence construct an addition equation. The students must then figure out how many dots are altogether and write whiteboards and
addition against the set the value next to the equation. The teacher should model this first before allowing the students to markers.
equations. objectives for the complete the task. Once completed, the teacher will come around to see if the students could figure out
lesson. The work the equation and then as a class they will figure out the equation. Repeat this multiple times.
sample will be
collected as ROTATIONAL ACTIVITIES (MIX OF BOTH LITERACY AND NUMERACY ACTIVITIES DUE TO
evidence on TIMETABLE INTERRUPTS: 2 ROUNDS):
meeting the PRE-SERVICE TEACHER’S TABLE: Roll it, Show it, Write it: The teacher will have two dice on her table Roll it, show it,
lesson objectives and will show the students a set of numbers on each dice. The students will use their work sample to first write it work
 and the teacher show what each dice had on it, then they must show the equation by building blocks of different colours samples, pencils,
will use a together to show each number and then draw their block tower on their page. Finally, the students will dice, small blocks.
checklist to write the equation made from the blocks and use the blocks to help them add the values together.
identify whether EDUCATION ASSISTANT’S TABLE: Literacy activity (refer to English FPD).
or not students PARENT HELPER TABLE: Literacy activity (refer to English FPD). Addition cards,
have MENTOR TEACHER’S TABLE: Literacy activity (refer to English FPD). number flashcards,
demonstrated INDEPENDENT TABLE: Addition Cards: Students will have several addition cards on the table with whiteboard
competence in images to help the students add each number together. They will write their responses on the addition markers.
the objectives. cards and work through them individually.

DIFFERENTIATION: For the higher ability students at the teacher’s table the students will be given values
to add together between 10 and 20 or more. For the lower ability groups, they will be adding together
values that equal between 10 and 15. There will also be number flashcards for the students to refer to
when writing their equation. For the higher ability students at the independent table, there can be a variety
of addition cards that require the students to add values past 10 and potentially past 20. The lower ability
groups will remain with addition card values under 10 and maybe be extended by adding values to 15.

4 THURSDAY: KINGS PARK EXCURSION ALL DAY.

Week 2 SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES
Lesson LESSON (what & how) EXPERIENCES
: OBJECTIVE
1 -Recognise what MONDAY: PowerPoint
a subtraction and MAT SESSION: Presentation from
equals symbol is -The teacher will introduce the students to the subtraction symbol and the equals symbol and ask the K7Maths.com
and how it is students if they know what they mean.
used. -The teacher will then play the PowerPoint that demonstrates to students how to figure out subtraction YouTube Video: Pete
-Subtract equations under 5 pausing and explaining throughout. the Cat and His Four
numbers under 5. -The teacher will play the YouTube story retell video called Pete the Cat and His Four Groovy Buttons Groovy Buttons:
to further demonstrate to the students how to subtract numbers under 5 in a fun and engaging manner. https://www.youtube.co
-The teacher will then have a Pete the Cat poster on the whiteboard and demonstrate how to work out m/watch?
subtraction equations by taking away some of Pete’s buttons and then modelling what the subtraction v=2JrFDPwNDMY
equation would look like on the whiteboard.
Pete the Cat poster and
DIFFERENTIATION: As the students grasp how to subtract numbers under 5, the students can all be buttons or magnets.
extended by slowly introducing them to subtract numbers just above 5.

2 -Recognise what TUESDAY:

a subtraction and MAT SESSION: Pete the Cat poster and
equals symbol is -The teacher will write some subtraction equations on the whiteboard under 5 for the students to help buttons or magnets.
and how it is figure out by using magnets on the board or the Pete the Cat poster.
used. -The teacher will then play the PowerPoint that demonstrates to students how to figure out subtraction Gift boxes filled with
-Subtract equations under 10 pausing and explaining throughout. objects.
numbers under -The teacher will demonstrate how to subtract numbers by choosing students to participate in a
10. subtraction game. Students will be given a gift box filled with a few items (balls, gems etc.) and the PowerPoint
teacher will take some of their items away asking the students to work out how many items the student Presentation from
has left and modelling subtraction equations on the whiteboard. This activity can be done several K7Maths.com
different times with different gift boxes, choosing students from mixed ability groups.
-To conclude the mat session, as a class the teacher will put up the ABC subtraction ICT game on the ABC Subtraction ICT
board and together the students must work together to help the teacher solve the subtraction Game:
equations. https://www.abcya.com/
games/subtraction_gam
DIFFERENTIATION: When choosing students to open specific gift boxes, the teacher can give a lower e
ability student a gift box with a smaller number of objects within it and the higher ability student a gift
box with a larger number of objects within it, that way the value to figure out will be suited to the
student’s learning capability.

3 -Identify which Summative WEDNESDAY:

symbols must be assessment will MAT SESSION: Two Hula Hoops and a
present in a be collected in the -Students will be seated in a circle around the mat and the teacher will ask the students what two bucket.
subtraction teacher’s bowling symbols are always needed when we are writing a subtraction equation (- and =).
equation. activity as well as -The teacher will then place two hula hoops in the centre of the circle. The teacher will also have a Variety of counting
-Write a the mentor variety of objects which she will place in the first hula hoop and a laminated number in the second hula objects and laminated
subtraction teacher’s roll it, hoop. The teacher will then choose different students to take away the laminated number from the number flashcards.
equation show it, write it objects hula hoop and put the take away objects into a bucket. The students will then determine how
correctly. activity. At both many objects are left and the teacher will ask for the students to help write the subtraction equation on Whiteboard and marker.
-Solve simple activities the the whiteboard. The teacher will repeat this activity several times.
subtraction students will be
equations. producing work ROTATIONAL ACTIVITIES (2 ROUNDS):
samples which PRE-SERVICE TEACHER’S TABLE: Bowling Subtraction Game: The teacher will have a number of Bowling set, bowling
will be collected bowling pins set out for the students (higher ability group: higher number of pins; lower ability group: score card work sample
and kept as lower number of pins). The students will each take a turn to bowl down the pins. Then using the record sheet.
evidence when bowling score card work sample record sheet, the students will write down the subtraction equation to
assessing the figure out how many pins are left. Whack a ball boxes and
students against EDUCATION ASSISTANT’S TABLE: Whack-a-Ball Subtraction: Students will be given a box with 10- ping pong balls,
each of the 20 holes cut out and ping pong balls placed on top. Students will be shown a subtraction equation subtraction equation
objectives. The which they must whack the ping pong balls into the box to figure out the value of the equation. cards.
teacher will use a PARENT HELPER TABLE: Subtraction Smash: The students will have playdough and a ten-frame
checklist to record chart. The parent helper will hold up a subtraction equation and talk the students through it. The Playdough, ten frame
her assessment student must roll playdough balls to make up the value mentioned first in the equation. Then the cards and subtraction
of each student students must smash the value of playdough balls in their ten frame to discover the answer to the equations.
against the equation.
objectives. MENTOR TEACHER’S TABLE: Roll it, Show it, Write it: The teacher will have two dice on her table Roll it, show it, write it
and will show the students a set of numbers on each dice. The students will use their work sample to work samples, pencils,
first show what each dice had on it, then they must show the equation by building blocks of different dice, small blocks.
colours and separating them into two groups to show each number and then draw their block towers on
their page. Finally, the students will write the equation made from the blocks and use the blocks to help Subtraction cards,
them subtract the values from each other. number flashcards,
INDEPENDENT TABLE: Subtraction Cards: Students will have several subtraction cards on the table whiteboard markers.
with images to help the students subtract each number from each other. They will write their responses
on the subtraction cards and work through them individually.

DIFFERENTIATION: Students at the bowling subtraction game will be given a certain number of pins
suited to their ability group (higher ability group: higher number of pins [10-20]; lower ability group:
lower number of pins [5-10]). There will also be number flashcards on display to assist students in
writing specific numbers. At the whack-a-ball subtraction activity, the lower ability students will be given
equations between 5-10 and the higher ability students will be given equations between 10-20. At the
 independent table, students can choose which subtraction cards they would like to solve therefore the
students become responsible for extending their own learning.

4 -Identify which Summative THURSDAY:

symbols must be assessment will MAT SESSION:
present in a be collected in the -The teacher will do a quick demonstration on the whiteboard of a subtraction equation using magnets Whiteboard, marker and
subtraction teacher’s bowling and model how to write it on the whiteboard asking the students to identify what two symbols must be magnets.
equation. activity as well as present in a subtraction equation (- and =).
-Write a the mentor -Then each student will be given whiteboards and the teacher will reveal a mystery bag filled with
subtraction teacher’s roll it, multiple different dominos. A student will be asked to come up and pick one domino from the mystery Mystery bag full of
equation show it, write it bag. The teacher will then either have a large flashcard of the domino or she will draw the domino dominos.
correctly. activity. At both drawn from the mystery bag on the whiteboard. Looking at this domino students must then figure out Domino flashcards.
-Solve simple activities the how many spots are on either side of the domino and then write each number on their whiteboard to Student’s whiteboards
subtraction students will be construct a subtraction equation. The students must then figure out how many dots are left over and and markers.
equations. producing work write the value next to the equation. Once completed, the teacher will come around to see if the
samples which students could figure out the equation and then as a class they will figure out the equation. Repeat this
will be collected multiple times.
and kept as
evidence when ROTATIONAL ACTIVITIES (3 ROUNDS):
assessing the PRE-SERVICE TEACHER’S TABLE: Bowling Subtraction Game: The teacher will have a number of
students against bowling pins set out for the students (higher ability group: higher number of pins; lower ability group: Bowling set, bowling
each of the score card work sample
objectives. The lower number of pins). The students will each take a turn to bowl down the pins. Then using the record sheet.
teacher will use a bowling score card work sample record sheet, the students will write down the subtraction equation to
checklist to record figure out how many pins are left. Whack a ball boxes and
her assessment EDUCATION ASSISTANT’S TABLE: Whack-a-Ball Subtraction: Students will be given a box with 10- ping pong balls,
of each student 20 holes cut out and ping pong balls placed on top. Students will be shown a subtraction equation subtraction equation
against the which they must whack the ping pong balls into the box to figure out the value of the equation. cards.
objectives. PARENT HELPER TABLE: Subtraction Smash: The students will have playdough and a ten-frame
chart. The parent helper will hold up a subtraction equation and talk the students through it. The Playdough, ten frame
student must roll playdough balls to make up the value mentioned first in the equation. Then the cards and subtraction
students must smash the value of playdough balls in their ten frame to discover the answer to the equations.
equation.
MENTOR TEACHER’S TABLE: Roll it, Show it, Write it: The teacher will have two dice on her table Roll it, show it, write it
and will show the students a set of numbers on each dice. The students will use their work sample to work samples, pencils,
first show what each dice had on it, then they must show the equation by building blocks of different dice, small blocks.
colours and separating them into two groups to show each number and then draw their block towers on
their page. Finally, the students will write the equation made from the blocks and use the blocks to help Subtraction cards,
them subtract the values from each other. number flashcards,
INDEPENDENT TABLE: Subtraction Cards: Students will have several subtraction cards on the table whiteboard markers.
with images to help the students subtract each number from each other. They will write their responses
on the subtraction cards and work through them individually.

DIFFERENTIATION: Students at the bowling subtraction game will be given a certain number of pins
suited to their ability group (higher ability group: higher number of pins [10-20]; lower ability group:
lower number of pins [5-10]). There will also be number flashcards on display to assist students in
writing specific numbers. At the whack-a-ball subtraction activity, the lower ability students will be given
equations between 5-10 and the higher ability students will be given equations between 10-20. At the
independent table, students can choose which subtraction cards they would like to solve therefore the
students become responsible for extending their own learning.
Week 3 SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURCES
Lesson LESSON (what & how) EXPERIENCES
: OBJECTIVE
1 -Identify ordinal MONDAY: PowerPoint
numbers between MAT SESSION: Presentation from
1 and 5. -The teacher will introduce to the students the concept of ordinal numbers and what is meant by K7Maths.com
-Order objects this term. The teacher must model how to write ordinal numbers on the whiteboard.
from 1st to 5th. -The teacher will then play a PowerPoint that demonstrates to students what ordinal numbers Whiteboard and marker.
-Explore the are and how to determine the order something has occurred in.
ordinal -The teacher will then have a variety of coloured containers or objects which she will put out in 5 coloured containers
terminology first, different places on the table. The students must help her determine which container was placed Ordinal Number Labels.
next and last. first until the fifth container placed has been identified and each container will be labelled with
ordinal number labels. Sesame Street First,
-The teacher will then show the students a Sesame Street video that explores the terminology Next and last video:
first, next and last. https://www.youtube.co
-The teacher will then go through some ordinal flashcards with the students to help them in m/watch?v=TAm-
remembering what the ordinal numbers look like when written. uzMhgH8

DIFFERENTIATION: Students in the lower ability group should mainly be chosen to answer any Ordinal Flashcards.
questions asked of the students that why they have an opportunity to be recorrected if they are
incorrect in any explanation. Additional demonstrations can be delivered to the students if they
are not comprehending the concept.

2 -Count using TUESDAY:

ordinal MAT SESSION: 10 Little Rubber Ducks
terminology from -The teacher will ask the students to use the ordinal terminology to count from 1 to 5 or 10, as by Eric Carle Retell on
1 to 10. the teacher writes this on the board. YouTube:
-Order the rubber -The teacher then reads the students the story 10 Little Rubber Ducks by Eric Carle that https://www.youtube.co
ducks in the story explores 10 rubber ducks and their adventures. The teacher will then have pictures from the m/watch?
from 1st to 10th. book that the students will help her order from first to tenth rubber duck and she will number v=wtJ1clsE2Lo
-Identify the these on the whiteboard.
placement of -Once complete, the teacher will then play a short ordinal numbers game with the students on Whiteboard and marker.
ordinal numbers the tv, where students will help the teacher figure out where the worm is within the apples by
in a picture. stating its ordinal place. Ordinal Numbers Game:
https://www.primarygam
DIFFERENTIATION: The teacher can ask some students to come up to the whiteboard to help es.com/squigly/question
her in writing specific ordinal numbers. 6.htm

3 -State and identify Summative WEDNESDAY:

the ordinal assessment will be MAT SESSION:
numbers from 10 collected at the -The teacher will hold up some ordinal number flashcards for the students to say together as a Ordinal Number
to 20. teacher’s train class, some may be in a random order. The students can help the teacher put them in order on Flashcards.
-Colour a carriage carriage activity. At the whiteboard.
to its this activity the -The teacher will then get the students to practice their recognition of numbers before and after a Whiteboard and marker.
corresponding students will be number of her choice. To do this the teacher will use a PowerPoint presentation which has a
ordinal number. producing a work variety of different ways that numbers can be represented, and students must determine the Numbers Before and
-Write down the sample which will number or numbers that come before and after the number represented on the PowerPoint. After PowerPoint.
missing ordinal be collected and
numbers. kept as evidence ROTATIONAL ACTIVITIES (2 ROUNDS):
-Identify numbers when assessing the PRE-SERVICE TEACHER’S TABLE: Train Carriage Ordinal Numbers: Students will complete a Train carriage work
before and after a students against double-sided work sample with a train and 10 to 20 carriages on it depending on ability group. sample and pencils.
specific number. each of the On the first side the teacher will ask the students to colour in specific carriages in specific colours
objectives. The according to the ordinal number she states. On the second side students will fill in the missing
teacher will use a ordinal numbers on the train. At the bottom of the page students can complete an extension Ordinal number memory
checklist to record activity which requires students to write all ordinal numbers from 1 to 10 or 20. match cards.
her assessment of EDUCATION ASSISTANT’S TABLE: Ordinal Number Memory Match Game: Students will
each student engage in an ordinal number card match game where students must match the ordinal number Ordinal number puzzle
against the to the corresponding card. pieces.
objectives. PARENT HELPER TABLE: Ordinal Number Puzzle: Students will be given a variety of puzzle
pieces which the students have to match to make the ordinal number puzzle. Teddy bear ordering
MENTOR TEACHER’S TABLE: Ordering Teddy Bears: Students will be given pattern cards and cards, small teddy bears
the students must put the teddy bears in the same pattern. Then underneath the pattern card and whiteboard
students must practice writing the ordinal numbers. markers.
INDEPENDENT TABLE: Car Wheel Ordinal Numbers: Students will be given car images which
they must add two wheels to, showing the ordinal number that comes before and after the Ordinal car templates
ordinal number on the car. and number wheels.

DIFFERENTIATION: At the teacher’s table, students in the lower ability groups will be given a
work sample with carriages between 1 and 10 on them; the higher ability groups will be given
carriages between 10 and 20. At the mentor teacher’s table, students in lower ability groups will
be given pattern cards up to 10 and students in higher ability groups will be given pattern cards
up to 20.
4 -State and identify Summative
the ordinal assessment will be
numbers from 1 to collected at the THURSDAY:
20. teacher’s train MAT SESSION: Ordinal Number
-Colour a carriage carriage activity. At -The teacher will go through her ordinal number flashcards again with the students to revise the Flashcards
to its this activity the values and she can go up to 20 if she feels the students are ready for it. Cup ordinally
corresponding students will be -The teacher will have cups that have been ordinally numbered from 1 to 10 and the teacher numbered, object to
ordinal number. producing a work must hide an object underneath one of the cups. The students will take turns in guessing which hide.
-Write down the sample which will cup the object is under by stating the ordinal number value; as the students guess, the teacher
missing ordinal be collected and can tell the students if the object is in a cup of higher or lower place. The teacher can repeat the Different objects and
numbers. kept as evidence activity with cups numbered 10 to 20 in ordinal representation or use a different group of objects with a sticker
when assessing the without the ordinal numbers on them and place a sticker underneath that the students are trying underneath one.
students against to find. This activity can be repeated multiple times.
each of the -The teacher will have some numbers written on the whiteboard in order with specific numbers Numbers Before and
objectives. The missing. The students must determine what the missing numbers are and what number comes After PowerPoint.
teacher will use a before and after the number. The teacher can also revise some slides from the previous lesson
checklist to record for the students to practice their before and after number recognition. Play the ICT game as well.
her assessment of
each student ROTATIONAL ACTIVITIES (3 ROUNDS): Train carriage work
against the PRE-SERVICE TEACHER’S TABLE: Train Carriage Ordinal Numbers: Students will complete a sample and pencils.
objectives. double-sided work sample with a train and 10 to 20 carriages on it depending on ability group.
On the first side the teacher will ask the students to colour in specific carriages in specific colours
according to the ordinal number she states. On the second side students will fill in the missing Ordinal number memory
ordinal numbers on the train. At the bottom of the page students can complete an extension match cards.
activity which requires students to write all ordinal numbers from 1 to 10 or 20.
EDUCATION ASSISTANT’S TABLE: Ordinal Number Memory Match Game: Students will Ordinal number puzzle
engage in an ordinal number card match game where students must match the ordinal number pieces.
to the corresponding card.
PARENT HELPER TABLE: Ordinal Number Puzzle: Students will be given a variety of puzzle Teddy bear ordering
pieces which the students have to match to make the ordinal number puzzle. cards, small teddy bears
MENTOR TEACHER’S TABLE: Ordering Teddy Bears: Students will be given pattern cards and and whiteboard
the students must put the teddy bears in the same pattern. Then underneath the pattern card markers.
students must practice writing the ordinal numbers.
INDEPENDENT TABLE: Car Wheel Ordinal Numbers: Students will be given car images which Ordinal car templates
they must add two wheels to, showing the ordinal number that comes before and after the and number wheels.
ordinal number on the car.

DIFFERENTIATION: At the teacher’s table, students in the lower ability groups will be given a
work sample with carriages between 1 and 10 on them; the higher ability groups will be given
carriages between 10 and 20. At the mentor teacher’s table, students in lower ability groups will
be given pattern cards up to 10 and students in higher ability groups will be given pattern cards
up to 20.
Week 4 SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
Lesson OBJECTIVE (what & how) EXPERIENCES
:
1 -Identify a 5c, 10c and Diagnostic assessment on MONDAY:
20c coin. the student’s prior MAT SESSION:
-Describe the features knowledge of money and -The teacher will ask the students what they already know about Sticky notes.
of a 5c, 10c and 20c coins will be gathered money and the teacher can scribe their responses on sticky notes.
coin. through questioning at the -The teacher will then play a PowerPoint that explores 5c, 10c and 20c PowerPoint
start of the mat session. coins. Presentation from
The teacher will collect -Next, the teacher will have an image of each of the coins in colour on K7Maths.com
and record this diagnostic the tv and explore the features of each of the coins and what they
assessment using sticky have on them. For each coin she explains, the teacher will then pass Coin images.
notes to create a class around a fake coin for the students to feel and look at, this is done for Fake coins.
brainstorm. each of the coins.

DIFFERENTIATION: The teacher will write the value of the coins on

the whiteboard and show students what an actual coin looks like. This
will cater for visual learners.

2 -Identify a 50c, $1 and TUESDAY:

$2 coin. MAT SESSION:
-Describe the features -The teacher will hold up flashcards of the coins the students learnt in Coin Flashcards.
of a 50c, $1 and $2 the previous lesson and ask the students to label the coins correctly.
coin. -The teacher will then play a PowerPoint that explores $1 and $2 PowerPoint
coins. The teacher will also introduce the students to 50c coins as well Presentation from
(not included in the PowerPoint). K7Maths.com
-Next, the teacher will have an image of each of the coins in colour on
the tv and explore the features of each of the coins and what they Coin images.
have on them. For each coin she explains, the teacher will then pass Fake coins.
around a fake coin for the students to feel and look at, this is done for
each of the coins.

DIFFERENTIATION: The teacher will write the value of the coins on

the whiteboard and show students what an actual coin looks like. This
will cater for visual learners.

3 -Describe the features Summative assessment WEDNESDAY:

on each coin. on the students’
-Identify each of the knowledge about money
coins correctly and and coins will be
their value. conducted at the teacher’s
-Identify the animal or table cut and paste coin
visual feature found on identification activity. At
each coin. this activity the students
will be producing a work
sample which will be
collected and kept as
evidence when assessing
the students against each
of the objectives. The
teacher will use a checklist
to record her assessment
of each student against
the objectives.
MAT SESSION:
-The teacher will hold up the flashcards of all the coins the students Coin Flashcards
have learnt and ask the students to label the coins correctly. The Whiteboard and
teacher can also ask some students to come up to the whiteboard to marker.
write down the value of the coin.
-The teacher will then introduce a mystery bag filled with all the coins. Mystery bag filled with
A student will be called upon to pick one coin from the mystery bag, each of the coins.
take a look at it without the class seeing and describe three things
about the coin for the other students in the class to guess it; this
activity will be done for all of the coins learnt.
-The teacher will then demonstrate to the students how to do coin Fake coins, paper and
rubbing so students at the independent table understand what needs crayons.
to be done.
ROTATIONAL ACTIVITIES (2 ROUNDS):
TEACHER’S TABLE: Cut and Paste Coin Identification: Students will Glue, scissors,
have a work sample with the values of each coin written on the page. pencils, work samples.
Students must cut and paste the coins to their corresponding value on
their page. Once completed, students will turn over their work sample
and there will be several images of animals or visual features from
each of the coins pictured in black and white. The teacher will ask the
students to colour in an animal or visual feature a specific colour to
match it to the coin that it is seen on. Students will then be able to
colour in their coin cut and paste on the other side of their work
sample.
EDUCATION ASSISTANT’S TABLE: Coin Bingo: The students will Coin bingo playing
each have a bingo playing card with images of coins and coin values cards, coin and coin
on their card. The teacher will state the name of the coin and students value flashcards,
must place a counter on top of the picture or word on their card. counters.
PARENT HELPER TABLE: Matching Coin Pairs Game: A variety of Coin memory
coin image cards will be facing down on the table and students must matching cards.
try to match the coin images/cards to make a pair.
MENTOR TEACHER’S TABLE: Who am I Coin Game: Students will Who am I coin game
go in pairs and be given a who am I coin identification card. Each cards.
student will pick a coin and the students must ask each other
questions about the other student’s coin to guess which coin they have
picked.
INDEPENDENT TABLE: Coin Rubbing: Students will have a variety of
fake coins that the students have been exploring over the past few Fake coins, paper,

4 -Describe the features Summative assessment
on each coin. on the students’
-Identify each of the knowledge about money
coins correctly and and coins will be
their value. conducted at the teacher’s
-Identify the animal or table cut and paste coin
visual feature found on identification activity. At
each coin. this activity the students
will be producing a work
sample which will be
lessons and students can use crayons to rub over the top of the coins crayons.
onto paper to see their pictures.
DIFFERENTIATION: At the coin cut and paste activity, the higher
ability students can be asked to write the numeral value of the coin
that the animal or visual feature belongs to next to the image on the
second side of the work sample. The lower ability students can attempt
this or verbally tell the teacher which coin the animal or visual feature
belongs to. At the coin bingo activity, the lower ability students can be
shown images of the coins or coin values so it is easier for them to
identify on their card, whereas the higher ability students can just be
verbally told their coin.
THURSDAY:
MAT SESSION:
-The teacher will hold up the flashcards of all the coins the students
have learnt and ask the students to label the coins correctly. The Coin Flashcards
teacher can also ask some students to come up to the whiteboard to Whiteboard and
write down the value of the coin. marker.
-The teacher will then play a game of who am I coin edition with the
students on the whiteboard using her PowerPoint presentation. This
game will go through several descriptions on each of the coins the Who am I PowerPoint
students have learnt about, and the students must guess which coin presentation.
collected and kept as
evidence when assessing
the students against each
of the objectives. The
teacher will use a checklist
to record her assessment
of each student against
the objectives.
the teacher is explaining at the time.
ROTATIONAL ACTIVITIES (3 ROUNDS):
TEACHER’S TABLE: Cut and Paste Coin Identification: Students will
have a work sample with the values of each coin written on the page. Glue, scissors,
Students must cut and paste the coins to their corresponding value on pencils, work samples.
their page. Once completed, students will turn over their work sample
and there will be several images of animals or visual features from
each of the coins pictured in black and white. The teacher will ask the
students to colour in an animal or visual feature a specific colour to
match it to the coin that it is seen on. Students will then be able to
colour in their coin cut and paste on the other side of their work
sample.
EDUCATION ASSISTANT’S TABLE: Coin Bingo: The students will
each have a bingo playing card with images of coins and coin values Coin bingo playing
on their card. The teacher will state the name of the coin and students cards, coin and coin
must place a counter on top of the picture or word on their card. value flashcards,
PARENT HELPER TABLE: Matching Coin Pairs Game: A variety of counters.
coin image cards will be facing down on the table and students must
try to match the coin images/cards to make a pair. Coin memory
MENTOR TEACHER’S TABLE: Who am I Coin Game: Students will matching cards.
go in pairs and be given a who am I coin identification card. Each
student will pick a coin and the students must ask each other Who am I coin game
questions about the other student’s coin to guess which coin they have cards.
picked.
INDEPENDENT TABLE: Coin Rubbing: Students will have a variety of
fake coins that the students have been exploring over the past few Fake coins, paper,
lessons and students can use crayons to rub over the top of the coins crayons.
onto paper to see their pictures.
DIFFERENTIATION: At the coin cut and paste activity, the higher
ability students can be asked to write the numeral value of the coin
that the animal or visual feature belongs to next to the image on the
second side of the work sample. The lower ability students can attempt
this or verbally tell the teacher which coin the animal or visual feature
belongs to. At the coin bingo activity, the lower ability students can be
shown images of the coins or coin values so it is easier for them to
identify on their card, whereas the higher ability students can just be
verbally told their coin.