AiZ (Phase 1)
Session 2
Sept 2009
Sue Gunningham
Achievement
Northern Metropolitan
Improvementsue.gunningham@bigpond.com
Zones
Region
PROGRAM
Session 1: Whole school planning for
numeracy
Session 2: What to teach
Session 3: Using data effectively
Session 4: Planning units of work
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AGENDA
9 - 9.45
9.45 – 10.00
Feedback: Action since S1
Recap key ideas session 1
10.00 – 11.00 The planner Who’s plan,
Why plan?
How will it look?
What to teach?
When to teach it?
11.00 – 11.30 MT
The planner - cont’d
11.30 -1
1-1.30 Light Lunch
1.30
Teachers return to their school
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The purpose of this session is for
participants to:
• Share progress made towards developing a whole school
mathematics plan since Session 1
• Revisit the main points from Session 1
• Make sense of what to teach, when and why
• Use the VELS to help plan effectively
• Develop some planning resources & templates
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So what have you done?
In pairs:
5 min
“Discuss experiences you’ve had as a result of
Session 1 that will advance our skills, thinking
& knowledge about whole school planning”
Each write 2 highlights from your own experiences
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So what have you done?
Table groups:
10 min
Each person take 2 min to describe your two
highlights to the table group
5 min Each table select the three most
important highlights discussed at the table
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So what have you done?
Showcase the table group’s 3 highlights to
the whole room explaining what we
might learn from these when beginning work on
a whole school maths plan
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Guiding principles for all maths lessons
1.
2.
3.
4.
Explicit number fluency practice every lesson
Explicit purpose for every lesson
Formal structure for every lesson
Students working on tasks beyond their current
levels of thinking (differentiated tasks)
5. Teacher communicating high expectations and
using purposeful feedback
6. Established classroom norms for working
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Skills AND Thinking & Reasoning
“ It is important ..….(to) measure
students’ ability to apply their
mathematics knowledge, rather than
simply their ability to remember facts
and formulas”
(2006 Report from the Parliamentary Inquiry into mathematics & science education Executive
Summary Pxv)
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Skills and Thinking & Reasoning
2¾ - 1⅓ =
247 × 32 =
143
+8 765
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Northern Metropolitan
Region
3¾ - 1⅓ = 1⅓
3¾
X 200+ 40+ 7
247
× 32
30
+
2
OR 2+ (1 ¾ - 1⅓ )
OR
7×2
7 × 30
40 × 2 40 × 30
200 × 2 200 × 30
BOY
+GI RL
LOVE
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Whose plan and why?
Teacher Daily
Lesson Plan
Teacher Weekly Plan
PLT Fortnightly Plan
PLT Term Plan
PLT (VELS LEVEL) Annual Plan
WHOLE SCHOOL PLAN (Guiding principles, Scope/sequence)
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Planning Format?
•
•
•
•
•
•
Hardcopy
Electronic
Hyperlinked
Share drive
Assessment – pre/ ongoing/ post
Skills, thinking and reasoning
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Planning
Begin with the whole school
Level 1
1.
2.
3.
4.
5.
Level 2
Level 3
Eg NUMBER
Level 4
Level 5
..
..
..
..
..
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Morning tea yet?
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READY RECKONER – Number
LEVEL 1 (Prep)
• Number names
• Counting on and back to 20
• Symbols for objects
• Ordinal number
• One-to one correspondence
• Form equal groups
• Model addition and subtraction with objects
LEVEL 2 (Yrs 1/2)
• Count on/back to 100
• Ordinal number
• Meaning of equal
• Skip count by 2,5,10
• ½ and ¼ and 1∕3
• Fact families
• Number facts (shortcuts and recall)
• Coins
• Place value
• Simple addition, subtraction,
• Repeated addition as multiplication, Sharing as division
Achievement
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Region
•
•
•
•
•
•
•
•
•
•
•
•
Yr 1 /2 INCIDENTAL MATHS
Place (next to, beside, in front of, behind, over and under)
Odd and even numbers
2D shapes such as triangles, circles, squares
Cycles: day/night and the seasons
Order days, weeks, months and years
Hand claps to measure time
Longer, taller, larger, holds more and heavier
Cold, cool, warm, hot and boiling
Time line for daily activity
Continue patterns
Follow instructions to place shapes and objects in familiar
situations
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LEARNING FOCUS STATEMENTS
Level 2 NUMBER Learning focus
As students work towards the achievement of Level 2 standards in Number, they
learn to use base 10 models (units, longs, flats and cubes) and arrays to identify,
order and model the counting numbers up to1000. They create number patterns
mentally, by hand and with the use of the constant addition facility of calculators.
They use models and arrays to support the development of skip counting up to 100.
They recognise patterns created by skip counting (for example, when counting
by fours, the pattern of the ones digits is 4, 8, 2, 6, 0, 4, 8). Students perform simple
addition (count on) and subtraction (count back) using numbers up to 100. They use
equal groups of objects and rectangular arrays to model multiplication and equal
sharing for division. Students divide geometric objects including lines, arrays and
regular shapes into equal parts to develop the concept of a simple fraction as part of
a whole. They learn to order money amounts in dollars and cents, form different
totals using dollars and cents, and carry out simple calculations such as change from
small amounts.
Achievement
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NUMBER
At 0.5
PROGRESSION POINTS
•associate number names with numerals and models of numbers (counting or subitising)
•draw simple symbols in place of objects(eg, B for boy)
•order objects and sets (eg largest to smallest)
•place a variety of objects in order from first to third
•use one-to-one correspondence and numbers 1 to 10 when counting
•At Level 1
•form small sets of objects from simple descriptions and make simple correspondences between
those sets
•count the size of small sets using the numbers 0 to 20
•use one-to-one correspondence to identify when two sets are equal in size and when one set is
larger than another
•form collections of sets of equal size
•use ordinal numbers to describe the position of elements in a set from 1st to 10th
•use materials to model addition and subtraction by the aggregation (grouping together) and
disaggregation (moving apart) of objects
•add/subtract by counting forward and backward using numbers from 0 to 20.
•At 1.25
•order lists of small sets of numbers up to 20
•count forwards and backwards by 1 from starting points between 1 and 100
•calculate the next number when asked to add 1 or 2 to any natural number from 0 to 10
•draw diagrams toAchievement
show sharing of up to 20 items
Northern Metropolitan
•draw diagrams to show subtraction activities
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COUNT
PLACE
VALUE
ADDITION AND
SUBTRACTION
MULTIPLICATION AND
DIVISION
FRACTIONS
MONEY
Count by 1 from any
number to 100.
skip count by 5 and 10
from any number to 100
skip count by 2 from any
number to 50
count backwards starting
from any number less than
100
read and say numbers to 99
write numerals to 99
correctly
order numbers to 99
starting from any number
Understands place value to
99
using materials such as
bundles of 10 and single
sticks
perform basic addition of numbers to 20
perform basic subtraction of numbers to 20
solve real or picture problems using addition and subtraction
solve basic multiplication equations
solve basic division equations
Can recognise and show half of a shape, object or group
Can read, record and
order coins to $2.00
Count by 1, 10 and 100
from any number to 100.
skip count by 2, 4 and 5
from any number to 100
recognise and write
numbers to 999
order numbers to 999
starting from any number
Understands place value to
999 using models such as
MAB
recall addition and subtraction facts to 20
add 2 digit numbers with regrouping using materials such as
MAB
subtract 2 digit numbers with regrouping using materials
such as MAB
create and solve real and picture problems using a single
operation
Understands the concept of grouping in multiplication
Understands the concept of sharing in division
create and solve real and picture problems using a single
operation
recognise and draw simple fractions (1/2, 1/3, 1/4 ) of an
object and a group of objects
recognise and order
money using coins and
notes
use coins to make
various amounts in
different ways
GRADE3
skip count by 2, 3, 4 and 5
from any number to 100
Understands whole number
place value to at least 9 999
count, read, write and order
numbers to at least 9 999
recall automatically basic number facts using addition and
subtraction
Add 2 digit numbers with renaming e.g. 45 + 49 =
subtract 2 digit numbers with regrouping e.g. 95 – 48 =
recall multiplication and division facts within the 2, 3, 4, 5
and 10 times tables
multiply 2 digit numbers by a single digit number e.g. 39 x
4=
divide 2 digit numbers by a single digit number e.g. 39 ÷ 4
=
solve worded problems using basic written computations
read, write, compare and order decimal fractions to 1 decimal
place
name and compare simple common fractions
Can solve simple
addition and
subtraction problems
involving money
GRADE 4
skip count by any number
from 2 to 10 at least to
100
Understands whole number
place value to at least 99 999
count, read, write and order
numbers to at least 99 999
recall automatically basic number facts using addition and
subtraction
Add 2 and 3 digit numbers with renaming e.g. 498 + 524 =
subtract 2 and 3 digit numbers with regrouping e.g. 435 –
148 =
solve worded problems using a variety of strategies
recall multiplication and division facts up to 10 x 10 times
tables
divide 2 and 3 digit numbers by a 1 digit divisor e.g. 439 ÷
4=
solve worded problems using a variety of strategies
read, write, compare and order decimal fractions to 2 decimal
places
Understands decimal place value to hundredths
name simple common fractions and identify equivalent
fractions
Can do basic
calculations with
money
GRADE5
generate and investigate
simple number patterns
and sequences
count, read, write and order
numbers up to
1 000 000
Understands whole number
place value up to 1 000 000
Has automatic response of basic addition, subtraction,
multiplication and division facts
add 3, 4 and 5 digit numbers with renaming eg. 5 498 + 3 524
=
subtract 3, 4 and 5 digit numbers with regrouping eg 6 435
– 4 148 =
use rounding off and estimation to verify calculations
solve word problems involving whole numbers, decimals and
fractions
Has automatic response of basic addition, subtraction,
multiplication and division facts
multiply 2 and 3 digit numbers by 1 and 2 digit numbers
eg 309 x 43 =
divide 3 and 4 digit numbers by 1 digit divisor eg 5 439 ÷
4=
use rounding off and estimation to verify calculations
solve number sentences involving a number of operations
eg (9 x 8) + (5 x 6) =
solve word problems involving whole numbers, decimals
and fractions
compare and order common fractions and find equivalents of
common faction using models
count, read, write and order decimal numbers to at least
hundredths
Understands decimal place value to at least hundredths
Understands the relationship between simple common
fractions and decimal fractions
add and subtract decimal numbers and common fractions with
the same denominator
solve word problems involving whole numbers, decimals and
fractions
GRADE 6
Can generate and
investigate complex
number patterns and
sequences
Can identify multiples,
factors and prime numbers
Can count, read, write and
order numbers up to
1 000 000
Understands whole number
place value up to 1 000 000
Can count, read, write and
order decimal numbers to
thousandths
Understands decimal place
value to thousandths
Has automatic response of basic addition and subtraction facts
Can add 4, 5 and 6 digit numbers with renaming eg.
423,328+ 526,135 =
Can subtract 4, 5 and 6 digit numbers with regrouping eg
523,638 – 176,379=
Can use rounding off and estimation to verify calculations
Can construct, verify and solve number sentences eg (9 x 8) +
(5 x □) =200-98
Has automatic response of basic multiplication and division
facts
Can multiply 4, 5 and 6 digit numbers by 1 and 2 digit
numbers eg 309 x 43 =
Can divide 4, 5 and 6 digit numbers by 1 digit divisor eg
445 439 ÷ 4 2=
Can use rounding off and estimation to verify calculations
Can construct, verify and solve number sentences eg (9 x
8) + (5 x □) =200-98
Can compare and order common fractions and find
equivalents of common factions
Can add and subtract decimal numbers and common fractions
with different denominators
Can multiply and divide simple common fractions
Understands the relationship between common fractions and
decimal fractions and percentages
Can solve word problems involving whole numbers, decimals
and fractions
YEAR 7
Shows an understanding of
prime numbers, prime
factors, powers and square
roots
Can round off and estimate answers to written computations
Uses correct order of operations to solve number sentences
Applies reasoning strategies to solve problems
Can multiply whole numbers and decimals by 3 digit
numbers
Can divide decimal numbers and measurements by single
digit whole numbers
Can round off and estimate answers to written
computations
Uses an appropriate sequence of operations to sole word
problems
Uses correct order of operations to solve number sentences
Applies reasoning strategies to solve problems
Can compare and order common and decimal fractions,
percentages and ratios
Adds and subtracts decimals with different numbers of
decimal places
Adds and subtracts common fractions with different
denominators
Can multiply and divide simple common fractions
Finds fractions and percentages of quantities eg. Find 25% of
$48
Can solve word problems related to common fractions
Applies reasoning strategies to solve problems
GRADE
PREP
GRADE 1
GRADE 2
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Year 5 overview
Topics
Term 1
Term 2
Term 3
Term 4
Place value
Addition and subtraction
Multiplication and division
Patterns and structure
Equivalence and equations
Measurement
Data
Space
Major
focus
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Minor
focus
Incidental
Northern Metropolitan
Region
VELS 2.5 – 4.0 Structure
Number patterns
**#**#**?
3, 6, 9, ?
The equals sign
Properties of
numbers
Odd, even, prime,
square, etc
+ is inverse of –
Associative Law
(7+3)+ 2 = 7 + (3+2)
(a+b)+c= a+(b+c)
(2×3)× 5=2 × (3×5)
(a×b)× c = a×(b× c)
× is inverse of ÷
Distributive law
of
multiplication
5×(3+4)=(5×3)+(5×4)
a×(b+ c)= (a×b)+(a×c)
Combining number
properties
(Shortcuts)
Combining number
properties
(Shortcuts)
24 × 13 = 20
10
3
68 ÷ 4 =
(40 ÷ 4) + (28 ÷ 4 )
4
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Venn diagrams
Intersection of
multiples of 4 &
multiples of 6
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VELS 3.0 – 5.0 Space
Lines
Polygons
Tessellate
vertical, horizontal parallel,
curved, perpendicular
2D shapes, names,
features, symmetry
tangrams
Angles
Prisms
Transformations flip, rotate,
measure, supplementary,
complementary, internal,
corresponding
3D shapes, names,
features, faces
edges vertices
reflect
Reduce/Enlarge
Nets
Maps scale,
grids, scale, ratio
compass directions,
grid references, networks
Visualisation
orientation
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Year 7
Space
Progression Points
4.25 June Yr 7
4.50 Dec Yr 7
Number
Progression Points
4.25 June Yr 7
4.50 Dec Yr 7
DECIMALS,
PERCENTAGES,
FRACTIONS.
(Term 1 wks 1-2)
-----------------------------------SPECIAL NUMBERS:
primes, composites, factors,
multiples, squares & square
roots. Estimating √of other
numbers.
(Term 2 wks 2-3)
DIRECTED NUMBER
Introduction to directed
number
(Term 2 wk 9).
-----------------------------------POWERS of 10
Division & multiplication by
powers of 10, with estimation.
Simplifying ratio, 2 : 5 = 1 :
2.5
(Term 3 wk 1)
RATIO (Term 3 wks 2-3)
CO-ORDINATE GRAPHS
(1st quadrant) mapping.
(Term 1 wks 3-4)
---------------------------------2D SHAPES, triangles, &
angles., quadrilaterals,
tessellation, transformations.
(Term 2 wks 4-5)
---------------------------------LINES & ANGLES
Properties of angles & lines,
congruent shapes.(Term 3
wks 4-5)
NETS
3D solids, sorting, nets
Solids to nets and vice versa
for polyhedron &
interpolation between
labeled co-ordinates
(Term 4 wks 5-6).
Interpretation of Mathematics VELS & Progression Points
Measurement, chance &
data
Progression Points
4.25 June Yr 7
4.50 Dec Yr 7
PERIMETER, AREA,
VOLUME
Estimating & measuring
perimeter & area of rectangles,
basic volume, capacity,
temperature
(Term 1 wks 5-7)
-----------------------------------CHANCE & DATA:
probabilities for chance
outcomes, simulate chance
events, multiple event
experiments & calculate and
interpret measures of centrality
(mean, median, mode) and data
spread (range).
(Term 2 wks 6-8)
-----------------------------------CIRC, AREA, VOLUME
Perimeter & area of triangles &
parallelograms, area of simple
composite shapes. Calculations
of time – elapsed and duration.
(Term 3 wks 6-7)
TIME & SPEED (Term 3 wk 9)
CHANCE & DATA:- two event
experiments, represent univariate data as stem – leaf, bar
charts & histograms. (Term 4
wks 1-2)
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Structure
Progression Points
4.25 June Yr 7
4.50 Dec Yr 7
INTRODUCTION TO
ALGEBRA.
(Term 1 wks 8-9)
(Term 2 wks 1)
------------------------------------BACK TRACKING
Introduction to back tracking
and inverse operations, Venn
Diagrams & Karnaugh maps.
(Term 2 wks 10 -11)
------------------------------------LINEAR EQUATIONS &
GRAPHING, using table of
values & inverse operations.
Term 3 wk 8)
EQUATIONS &
INEQUATIONS
Solving inequations,
rearrange simple formulas,
distributive law. (Term 4 wks
3-4
Working
Mathematically
Progression Points
4.25 June Yr 7
4.50 Dec Yr 7
Develop generalizations, find
patterns, identify relevant
variables, use spreadsheets.
(all year)
Incorporate in a project,
explain mathematical
relationships by extending
patterns.
( all year)
Northern Metropolitan
Region
.
RATIO
At SSC we have a different number of students at each
year level
Yr Level
No of students
7
68
8
72
9
76
10
52
11
44
12
50
2 /7
DECIMALS
How many ways can you make the calculator show
12.34 without pressing the decimal button?
FOLIO CARDS
a)Represent this
data in ratio form
b)Represent the
above in simplest
ratio form
c)Represent each
Yr level as a
fraction of the total
school population
3 /7
4 /7
ESTIMATION
MASS
In the film ‘Local Hero’ a man says he will pay $1 for
every grain of sand he can hold in one hand.
a)Estimate how much money he will pay.
b)Justify your answer (use text, mathematical
calculations and/or diagrams)
a) Find three things that are bigger than a potato
but lighter. Describe how the
items are ‘bigger’
than the potato
using mathematical terms (eg
width,
length, circumference, etc)
a)Find two objects that have the same mass but are
different sizes.
Describe their
sizes using
Northern
Metropolitan
mathematical terms (eg perimeter, area, length, etc).
Region
b)I weighed an item in the classroom that was
between ¾ kg and 1 kg. What might the item have
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Suggested Year 10 Course Outline
Term 1 ( 9 weeks)
2 weeks- Mathematical Structure (Bills, interest, inflation, sets)
* activity: Telephone call costs pg8 Heinemann
2 weeks- Surds
2 weeks- Indices
* activity: The von Koch snowflake (pg69 Heinemann)
Dry Cleaning VELS task (pg79)
1 week- Scientific Notation and Exponential relationships.
2 weeks- Expanding in Algebra
* activity: Proving Generalisations (pg 114)
The Firefighter’s Ladder (pg 115)
Term 2 ( 11 weeks)
2 weeks- Factorisation in Algebra
3 weeks- Measurement (Time and time zones, Perimeter, Area, TSA, Volume
Density and Capacity)
*activity: Pizza Prices (pg 175)
Project (Design your own Can)
2 weeks- Linear Equations
*activity: Lost in the desert (pg 232),CAS investigation (pg240)
2 weeks- Simultaneous Equations and Inequations
*activity: The tourist railway (pg 265)
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2 weeks- Year 10’s on work experience.
Region
Term 3Improvement
(10 weeks) Zones
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STAGES OF LEARNING
“Building Breadth and
Depth” 5-8.
In these years students progress
beyond the foundations and their
literacy and numeracy becomes more
developed. An expanded curriculum
program provides the basis for in depth
learning within all domains in the
strand.
LEVEL 4 PROGRESSION POINTS &
STANDARDS
3.25
½ way
Grade 5
LEARNING FOCUS
Students extend their
understanding of whole
numbers, fractions and
decimals. They use patterns
and arrays to develop
understanding of multiples
(including lowest common
multiple), factors (including
highest common factor), prime
and composite numbers. They
recognise and use simple
powers (for example, 23 = 8).
Students investigate and use
equivalent forms of common
fractions. They order
fractions and decimals and
locate them on a number
line. They investigate
temperature and other
contexts to develop the
concept of negative numbers.
They explore ideas of ratio
(as a comparison) and
percentage (comparing to
demonstrate understanding of whole
numbers up to millions and decimals to
hundredths using models, including number
lines
estimate the results of whole number or
decimal calculations mentally by using near
whole numbers and known facts such as 3.1
x 8 is about 3 x 8 = 24
multiply a whole number by a single digit
divide a whole number by a single digit,
expressing remainder as a whole number or
fraction in context, such as decimal
remainder for many metres each
use brackets to show order of operations in
simple cases, such as calculate (3 + 4) x 5 =
35
understand subtraction as both “take away”
and “difference between”
choose multiplication or division rather
than repeated addition or subtraction, such
as finding how many 20ml doses in a 300ml
bottle of medicine by division
find equivalent fractions, multiples and
fractions of fractions, such as twice one
sixth or half of one third
perform simple addition and subtraction
with fractions using fraction models,
including linear models.
use physical models and number lines to
compare, rename and identify decimals,
such as 3.2 is 32 tenths.
create and describe patterns using
calculators, including sets of multiples and
squares
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3.5
End
TEACHING & LEARNING
TOOLS & STRATEGIES
ASSESSMENT
TOOLS / TASKS /
EVIDENCE
Northern Metropolitan
Region
MATHEMATICS / UNIT PLANNER–VELS Level 4 Term 2 Year 2007 Year Level 5
Dimension – Number
Focus: Decimals
Standards:
* Comprehend the size and order of small numbers (to thousandths).
* Model decimals.
* Place integers, decimals and common fractions on a number line.
•Use decimals, ratios and percentages to find equivalent representations of common fractions (for example, 3/4 = 9/12 = 0.75 = 75% = 3
* Add, subtract, and multiply decimals (2 decimal places) and apply these operations in practical contexts, including the use of money.
* Use estimates for computations and apply criteria
Vocabulary:
average, calculate, decimals, decimal point, decade, estimate, fractions, hundredths, nought, numeral, ones, percentages,
Pre- Assess tasks
DEECD Fractions & Decimals Interview Qs XXX - XXXXX
Activity
one
Use placevalue
knowledge to
read, write
and order
negative
whole
numbers and
decimal
numbers from
thousandths
Measuring heights
Students measure and record each other’s height
in decimal form then order the measurements from
shortest to tallest. Do this the first day of each
month throughout the year noting growth.
Materials required : Tape measures
Activity: In pairs, measure and record each
other’s height. Record measurements in decimal
form (1.34 m). When completed, the class orders
the heights from shortest to tallest.
Extension: XXXXXXXXXXXXX
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Assessment
Ask chn the difference
in height between
themselves and
another child.
Eg1.34
m and 1.56m
Northern Metropolitan
Region
MATHS TERM PLANNER GRADE 5 AND 6
TOPIC
NUMBER


Recognise and use simple powers
Devise and use mental and written methods to add and subtract decimals
MISCONCEPTIONS

List some of these as key points
ASSESSMENT

Diagnostic: (Should
include aspects of the
Indicators of Progress)
EXPLICIT LEARNING
GOALS
INDICATORS OF
PROGRESS
&
DEVELOPMENTAL
OVERVIEWS


Formative:
Summative:
VOCABULARY
TEACHING APPROACHES
Modelled Maths Lessons
Shared Maths Lessons
Guided Maths Lessons
LEARNING ACTIVITIES
ASSESSMENT
&
REFLECTION
RESOURCES & LINKS
1.
2.
3.
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Region
Whole School Assessment Plan
VELS
Term 1
Term 2
Term 3
Term 4
Level 1
Level 2
Level 3
Level 4
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So what …
• …will you do this afternoon as a result of this
morning’s session?
• … will you do between today and next time we
meet?
• …will you do to track your progress between
now and then?
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Achievement
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Individual tch lesson plans
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Region
Week 1
Monday
Tuesday
Warm up
How many more to 10?
Count on
Launch
Focus: Model +, - with material
Activity: Big Book ‘Ten in the Bed’
Focus: Begin with larger number for addition
Activity: Which number is bigger? 100 chart, objects
Explore
Use 10 frame and 2 different coloured counters to make 10
(6 + 4 =10)
Order number pairs
Use a mirror to check
3+4=4+3
Use 10 frame and one set of counters to calculate what’s
been taken away
(10- 3 =7)
Use counters to create addition algorithms
7 + 4 =11
13 = 2 + 4 + 5 + 2
Card game in pairs, biggest number wins the pair of cards
Place a straw between counters to prove
7=3+4
7=4+3
Use your own 100 chart and count on from the bigger number
4 + 23
7 + 15
Use counters to create subtraction algorithms
14 – 3 = 11
Write your own algorithms that use 2 diff numbers, the bigger
first and total > 20
Create related +,- algorithms
7+ 4 = 11 4+ 7 = 11
11 – 4 = 7 11 -7 = 4
Summarise
Share in groups
One highlight per group
Achievement
Improvement Zones
Add a fact to the fact wall
Tch highlight few
Northern Metropolitan
Region
PREP (1 hour lessons incorporating a warm-down)
Week
Monday
Tuesday
Warm up
10 min
Flash cards: Numbers, word,
subitize dots
Count forwards and backwards from different starting points
Launch
10-15 min
Focus: Revision of number facts to
10
Activity: Story and materials
sketches about 2 paddocks and 4
cows. How might the farmer
arrange the cows?
(eg 0 + 4, 1 + 3, 3 + 1)
Focus: Learning the meaning of ‘teen’ in numbers
Activity: Count and highlight the ‘teen’ pattern Explain that’ teen’ is
shortcut for saying 10. Use 2 ten frames and counters to demonstrate.
Address prob of 11 (one-teen) and 12 (two-teen)13 (three-teen)
Explore
20 min
Use paper paddocks and 5 counters
to redo the launch activity
independently and write the
equations
5 = 1 + 4, etc
Use paddock paper and 10 counters
to explore groupings to make 10
Write a number between 5 and 10
(or 20) on one side of card.
(Model) & write all the number
facts for the number on the back of
the card.
Given 10 sticky dots, roll a 10-dice to collect more dots. Place them to
make a ‘teenager’.
Achievement
Improvement Zones
Given a teen number,
students draw and dot 2 tens
frames to represent the
number and write ‘ 10 plus x
more’
Make models as per launch and write
the number and number word
Glue dots to make teen numbers
(count on from completed 10-frame)
Northern Metropolitan
Region