Early Years: Kindergarten
Dani Upton
Hebersham PS
Dharug Cluster
Intro: This is a sample from a Unit of Work planned for our Early Stage One
(Kindergarten) classes focusing on Subtraction through the Monday Maths
Mob Program. This Unit of Work was planned by Dani Upton and taught by
Kindergarten classroom teachers with support from Stage 3 Aboriginal and
Torres Strait Islander students as well as an additional teacher/SLSO/AEO.
Monday Maths Mob
Rationale and Aim:
As outlined in the Aboriginal Education and Training Policy (2009) it is our
responsibility as teachers to:
 improve the educational outcomes of Aboriginal and Torres Strait Islander
students

build increased knowledge and understanding of Aboriginal Australia for all
staff and students

strengthen collaborative decision making with Aboriginal people and
communities
Our Monday Maths Mob program (part of the Make It Count project) aims to
develop our students’ early numeracy skills as well as increase their knowledge and
understanding of Aboriginal culture.
Following the Make It Count Conference (Sydney, March 2012) I have chosen to
include aspects of the 8 ways of learning. Tyson Yunkaporta from the Orange cluster
raised the notion of finding maths in the culture rather that finding the culture in the
maths. Furthermore he explained that embedding Aboriginal culture in our teaching
must be authentic and not tokenistic. Using the ‘8 ways of learning’ I aim to embed
the non-tangible aspects of Aboriginal culture in Maths Mob planning.
Term 4 Organisation:
Each Kindergarten class will take part in Maths Mob in their own classrooms with
their own teachers. Each class will have an additional teacher/SLSO/AEO to support
learning as well as Aboriginal and Torres Strait Islander Stage 3 students.
To allow for best use of available resources lessons will work on a rotational basis as
outlined below:
KS
KG
KM
KR
Wk2
A
B
C
D
Wk3
B
C
D
A
Wk4
C
D
A
B
Wk5
D
A
B
C
Term 4 Program Overview:
This term we will be covering the following outcomes –
WMES1.1 Asks questions that could be explored using Mathematics
WMES1.2 Uses objects, actions, imagery, technology and trial and error to explore
mathematical problems
WMES1.3 Describes mathematical situations using everyday language, actions,
materials and informal recordings
WMES1.4 Uses Concrete materials and pictorial representations to support
conclusions
WMES1.5 Links mathematical ideas and makes connections with, and
generalisations about existing knowledge and understanding
NES1.2 Combines, separates and compares collections of objects, describes using
everyday language and records informally
8 Ways
Lesson
Indicators
Cultural links
Main Teaching
Vocabulary Resources Evaluation
A
uses concrete
materials,
including fingers,
to solve simple
addition and
subtraction
problems
Land Links
Introduce lesson by asking students what a totem is (Assessment Opportunity).
Remind students that Hebersham PS is on Dharug land and that the possum is the
totem. Show presentation.
How many
more
Totems
compares two
groups of objects
and describes
‘how many
more’
Non-verbal
symbols
Deconstruct /
Reconstruct
Warm up: Possum Ears (‘Rabbits Ears Plus’ Adaptation, K-6 Mathematics Units of Work
NSW 2003)
The teacher models making ‘possum ears’ by putting their fists at the sides of their
head, saying a number less than 10 and raising that number of fingers.
Students are asked to:
❚ raise two fingers on one hand and three fingers on the other hand. How many fingers
are raised altogether?
❚ show six possum ears. How many fingers have been raised on each hand to make six
altogether?
❚ raise two fingers on one hand. How many fingers need to be raised on the other
hand to make four altogether?
Students should be encouraged to raise their fingers while their hands are still at the
side of their heads. Then they can check if they have the correct number by looking at
and counting their fingers.
Once children have mastered making amounts begin to explore how many more
fingers students would need to make 10. Discuss responses and strategies.
Main Teaching: Subtraction Team Bingo
Introduce vocabulary being used in today’s lesson and use non-verbal symbol of pulling
hands apart to symbolize subtraction. Using sisters dreaming Australian animals bingo
board (one per group) children work as a team to solve subtraction questions using
fingers as subtraction strategy. If the answer to the problem is on the board e.g. 10 – 5
= 5 (5 is on the board) the team can place a counter on the board. Once full the team
can swap their board with another team to see how many ‘bingos’ they can achieve.
Teacher to model this to whole class first before breaking up into teams lead by
teachers/buddies.
Conclusion:
In Maths Mob books students should draw/write about what they learned today. These
can then be shared with the class in a yarning circle.
Take away
Subtract
- Totems
Smart Board
Presentation
- Bingo Boards
- Question
Cards
- Counters
Lesson
Indicators
B
uses concrete
materials,
including fingers,
to solve simple
addition and
subtraction
problems
Aboriginal
Art
compares two
groups of objects
and describes
‘how many
more’
Cultural Links
Land Links
Symbols
Images
and
Deconstruct /
Reconstruct
Main Teaching
Vocabulary Resources Evaluation
Introduce lesson using Aboriginal Art Smart board presentation paying particular
attention to rock art involving hand prints. Explain how hands and fingers can help us
to count and that we will use them to help us today.
Take away
Warm up: Possum Ears (Rabbits Ears Plus Adaptation, , K-6 Mathematics Units of Work
NSW 2003)
The teacher models making ‘possum ears’ by putting their fists at the sides of their
head, saying a number less than 10 and raising that number of fingers.
Students are asked to:
❚ raise two fingers on one hand and three fingers on the other hand. How many fingers
are raised altogether?
❚ show six possum ears. How many fingers have been raised on each hand to make six
altogether?
❚ raise two fingers on one hand. How many fingers need to be raised on the other
hand to make four altogether?
Students should be encouraged to raise their fingers while their hands are still at the
side of their heads. Then they can check if they have the correct number by looking at
and counting their fingers.
Once children have mastered making amounts begin to explore how many more
fingers students would need to make 10. Discuss responses and strategies.
Main Teaching: Hand Prints (K-6 Mathematics Units of Work NSW 2003)
In small groups, students are given a die (numbered 1, 1, 2, 2, 3 and 3), a collection of
counters, and a game board made up of two hand prints as shown. The object of the
game is to collect exactly ten counters.
In turn, students roll the die, collect that number of counters, and place them on the
game board. If the student cannot fit the number of counters on their game board,
they must remove that number from those on the board.
Model this as whole class before break up into small groups led by teacher/buddies.
Children can record by colouring the tip of the fingers for each roll.
Conclusion:
In Maths Mob books students should draw/write about what they learned today. These
can then be shared with the class in a yarning circle.
- Art Smart
Board
Subtract
Presentatio
How many more n
- Handprint
copies
- Dice
- Counters
Lesson
Indicators
Cultural Links
Main Teaching
Vocabulary Resources Evaluation
C
uses concrete
materials,
including fingers,
to solve simple
addition and
subtraction
problems
Land Links
Introduce lesson using ‘Tucker’ song Aunty Wendy’s Mob ask children what they
already know about Bush Tucker (Assessment Opportunity) Present Bush Tucker
Presentation on Smart Board software. Highlight to the students that as is said in the
song, traditional bush tucker differs from the foods we eat today. Also highlight the
concept that when searching/hunting Aboriginal people only took what was needed.
Take away
Bush
Tucker
compares two
groups of objects
and describes
‘how many
more’
Non-verbal
Symbols
Deconstruct /
Reconstruct
Warm Up:
Introduce vocabulary being used in today’s lesson and use non-verbal symbol of pulling
hands apart to symbolize subtraction. Using 10 frame on Smart Board, present
students with 10 lilli pilli berries. Ask them How do we know there are 10? Teacher
takes 6 away and ask students to describe how many are left and how they know.
Repeat this several times with different amounts. (EXTENSION: Use a 20 frame).
Main Teaching: Dilly Bag Subtraction (Subtraction Posting Box Adaptation, K-6
Mathematics Units of Work NSW 2003)
The teacher holds a dilly bag of counters and presents the following scenario:
‘There are ten lemons in this dilly bag. I am going to take some of them out, one at a
time. Then I want you to tell me how many lemons are left in the dilly bag.’
The teacher removes some of the counters (e.g. four) and the students explain the
number remaining and discuss their strategies. Ask students- How can you record what
you have done? OR As a class record a subtraction sentence:
10 take away ____ makes _____
In small groups lead by a teacher/buddy children subtraction this activity is repeated.
Children discuss answers and strategies. Students may pass the dilly bag around the
group and pose their own subtraction question by removing an amount of
lemons/counters from the 10 in the bag. (EXTENSION: Use 20 counters and/or record
results)
Conclusion:
Repeat activity with 10 and then 20 counters. Ask:
- Can you give another example using the same numbers? E.g. ‘I had 10 and then I took
away 6 and there are 4 left now.’
Subtract
How many more
- Bush Tucker
Smart Board
Presentation
- Aunty
Wendy’s Mob
CD
- counters
Lesson
Indicators
Cultural Links
Main Teaching
Vocabulary Resources Evaluation
D
uses concrete
materials,
including fingers,
to solve simple
addition and
subtraction
problems
Non verbal
symbols
Show children examples of the Aboriginal, Torres Strait Island and Australian flags and
ask them to identify them (Assessment opportunity). Show students ‘Flags’ Smart
Board presentation.
Subtract
10 frames
Take away
Flag tokens
Symbols and
images
Warm up:
Draw a giant 10 frame on the carpet with chalk and select 10 students to fill it. Ask the
children how many children there are in the frame and how they know. Using a large
dice roll the dice and subtract a number of children from the frame. Use non-verbal
symbol of pulling hands apart to remind students that subtraction means we are taking
part away from a group. As a class decide how we could record what we have found.
Extend this activity to a 20 frame if children are able.
How many
are left?
Dice
Flags
compares two
groups of objects
and describes
‘how many
more’
Deconstruct /
Reconstruct
Main teaching: Flag 10 frames (Ten Frame Subtractions Adaptation, , K-6 Mathematics
Units of Work NSW 2003)
Show children the same activity as in the warm up except that instead of using our
bodies we will use flags. As a whole class practise subtracting an amount from 10 and
recording. (Recording may be through a sentence e.g. 10 take away ____ makes ____)
Also attempt to subtract from 20 by putting 2 10 frames together.
Break into small groups for students to work with a teacher/stage 3 buddy to subtract
independently and record findings in their Maths Mob books.
Conclusion:
Share work samples with the class and talk about patterns the children found when
subtracting e.g. friends of ten and/or friends of 20.
How many
more to
make 10?
Books
Pencils