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PIALBA STATE SCHOOL: MATHEMATICS PREP SEMESTER 1 TERM 1 UNIT 1 PLAN

Proficiency Strands

At this Year level:

Understanding includes connecting names, numerals and quantities Fluency includes readily counting numbers in sequences, continuing patterns

and comparing the lengths of objects Problem-solving includes using materials to model authentic problems, sorting

objects, using familiar counting sequences tosolve unfamiliar problems and discussing the reasonableness of the answer

Reasoning includes explaining comparisons of quantities, creating patterns and explaining processes for indirect comparison of length.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Learning ObjectsUse of Bee Bots and mapsIPad AppsYou Tube clips – Picture Books “Number talks

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

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Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

1 M Ordering of Events

3 M GI – Investigating Numbers in the Environment

5 S Grouping Familiar Objects (Bag Sort)

7 M Matching numerals to quantities(Number Watch)

8 M Investigating patterns in the environmentWhat I Learned - Patterns

9 M Investigating the size of objectsWhat I Learned - Measuring

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: Maths Early Start Data Term 1: Semester 1

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Differentiation ResourcesL2B U2B

MEASUREMENT –Calendar

(Days of the Week, events)

#Warm Ups can be done as rotations

#Activities Explicit teaching:Days of the week should be a daily ongoing concept throughout the term/year. A daily visual timetable should be used and “Yesterday was, Today is, Tomorrow will be…” visual posters should be updated daily.

Sing Days of the Week song daily Routines:

o use the visual timetable to discuss our daily routines

o Take photos of students participating in daily routines/activities and display in the classroom with the day of the week

o Discuss different activities that happen on different days

Read “The Very Hungry Caterpillar”o Discuss the Days of the Week in the

story – what did the caterpillar eat on each day

o Sort pictures of fruit onto Days of the week Posters

#Open-ended

Being able to chant the days of the week.

Check if sequenced correctly

Understanding language of yesterday and tomorrow

*Monitoring Task – Ordering of EventsThis task may be done as an activity in class lessons

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction

Expose to more technical or specific Maths vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Independent Work

Peer Instruction

Tiered tasks

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html

Days of the Week Posters Days of the Week

Flashcards Visual Timetable Cards “Daily Calendar and

Weather Chart” Book “The Very Hungry

Caterpillar” YouTube – The Very

Hungry Caterpillar

Songs YouTube – Lets Count Up

to 10 YouTube - Days of the

Week

Vocabulary:days of the week, yesterday, today, tomorrow

WALT: Name days and sequence days and events

WILF: Verbal response to questions on day/ activity

Tib: We use the days of the week to plan school and home routines.

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https://www.youtube.com/watch?v=7AvNq2CQnOI

https://www.youtube.com/watch?v=7AvNq2CQnOI

https://www.youtube.com/watch?v=6RfIKqkvHTY


https://www.youtube.com/watch?v=75NQK-Sm1YY

https://www.youtube.com/watch?v=75NQK-Sm1YY

https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html









NUMBER AND PLACE VALUE:

Counting Collections

Counting should be an ongoing concept through every day. Find opportunities in daily routines to count. E.g. At fruit break, count how many students have bananas; count the number of students in the class today; count objects as they are given to students etc.A number Desk-Strip can be placed on tables for students to observe and use throughout the year.


#Activities Number songs and rhymes

o Ten Little Numbers - songo Let’s Count up to Ten – songo Number Songs and Rhymes

Number Flash cards – Use Number, Word and Quantity cards daily to promote number identification

Practice counting different objects within the classroom – check how many, PROVE how many, what happens if you start counting at a different object

Number Match – use paper plates with number cards assigned. Students find objects with that many and place it onto the correct plate. Prove that they are correct by counting.

Baseline-Number/letter discrimination

Check that students correctly identify the number or word and subitise the quantity.

Do students show one-one correspondence, number permanence and identify that the last number is the one that identifies the quantity?






Use small group instruction and cooperative




Independent Work

Peer Instruction

Tiered tasks


Number Deskstrip Snakes and Ladders Game

Board Number Flash Cards Number Word Cards Subitising Cards Ten Little Numbers Song Let’s Count up to Ten Song Number Songs Book Number Race Game Board Number Playdough Mats IWB - Counting 1 Number Formation Activity

Mat Video – What Numbers

Tell Us GI materials –

o Camerao Collage materialso Scissors and glueo Paintso Diceo Variety of objects

for counting

Vocabulary:count, number, word, quantity, 0-10, forwards, backwards, total, before, after, next

Walt: Count and recognise numbers to 10

Wilf: Correctly connecting numbers to quantities

Tib: Numbers are all around us in the environment

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https://www.youtube.com/watch?v=dk9Yt1PqQiw




Rotation Ideas: o Number Race – Roll the dice and

place a counter on the correct line. Complete the line to win the race. (Small groups or individual)

o Number Playdough Matso IWB – Countingo Number Formation Activity Mat

Count back – frequently model counting back in everyday situations. Students can take part in activities to count back such as: on a number line, removing items from collections etc.

Investigate Numbers in the Environment:Use the GI as a task in the classroom over a couple of days

#Open Ended

GI – Investigating Numbers in the

Environment

learning strategies

Use technology to record students work; e.g. digital photography, tape and video.

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PATTERNS AND ALGEBRA:Sorting

During these activities, students should be given multiple opportunities to answer: What is the rule for your sort? Where would you put this _____? Why? What problems did you have with the sort? How did you solve them?


#Activities Same and Different:

o Choose two items – have students decide on a list of things that are the same and different about the items.

Sorting Anchor charts – o use Sorting Posters as a display to

identify some ways that objects could be sorted (please be explicit in that these are only SOME of the ways we could sort)

Whole group:o Sort students in the classroom.

Identify different ways they can be sorted (eye colour, height, shoes, etc)

o Find opportunities to sort objects in daily events (i.e. sort fruit break)

Play Guess Who Interactive Gameo Just like the board game – make

explicit links to sorting when eliminating characters

ASSESSMENT – Grouping Familiar Objects (Bag Sort)

Check that student understand the difference between these terms

Identify different ways that students have decided to sort.Check – do students provide a ‘rule’ for their sort?



Use Concrete Materials (MABs, counters)

Small Group Instruction



Break tasks into smaller,




Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently


Guess Who Interactive Game

Animal Group Sorting Cards

Sorting trays, shaped counters, small toys, classroom materials

Plastic bowls Bag of sock pairs

Vocabulary pattern, rule, describe, same, different, sort, attributes, group,

Walt: Sort items by attributes that are the same or different

Wilf: Staying with a ‘rule’ for a sort

Tib: We use sorting in our everyday lives to make sense of things around us

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Sorting Trays – o Sort a variety of objects (counters,

toys, classroom materials etc) onto trays or bowls.

o Identify HOW they have sorted the objects

Bag of Socks sorting activity o Students put all the pairs together.

Discuss how they know they the socks belong together.

Animal Group Sorting Cardso use the cards to sort the animal

cards in different ways Ding Dong Bell (IWB)

o Read the clues to sort the correct pictures

#Open-ended Task Provide Students with a variety of objects.

How can you sort these objects? object or shape

achievable steps.

Use small group instruction and cooperative learning strategies


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NUMBER AND ALGEBRARepresenting, Comparing and Ordering Quantities


#Activities Number rhymes and songs

o Let’s Count up to 10o Big Numbers Songo 10 Little Meerkats

Subititising Flash Cards (tens frames, domino representations)

Provide frequent and explicit opportunities to model and practise the forward counting sequence

o hops, skips, jumpso counting gameso counting around a group, alternate

counting etcNumerals: Reinforce students’ recognition of numerals to 10 by: using numerals cut from environmental text

and pasting them on a display of numbers photographing or copying numerals from

environmental print chanting counting sequences and arranging

numerals spreading numeral cards on the floor and

asking students to identify them and say the numbers

sharing familiar texts involving numerals, e.g. learning object The crowd went wild.

MONITORING TASK:Matching numerals to

quantities(Number Watch)



Automaticity of Multiplication Facts through rhyme and song.



Break tasks into smaller, achievable




Independent Work

Peer Instruction

Tiered tasks


Ten Little Meerkats rhyme Songs:

o Let’s Count up to 10o Big Numbers Song o Ten Little Meerkats

Subitising Flash Cardso Tens Frames Flash

Cardso Domino Flash Cards

Writing Numbers Sheet Number Formation Mat Playdough Mats

o Apples and Wormso Number Playdough Mato Simple Playdough Mat

1-10 Number Track Learning

Object Paper Plates Counters, beads, shells etc Unifix CubesIWB - Ladybird Spots Counting Matching Ordering

Vocabulary:number, numeral, quantity, number name, digit, more than, less than, same, before, after, largest, smallest

Walt: Recognise and count to 20

Wilf: Can correctly match the name of the number to the numeral

Tib: Numbers exist

everywhere in the world.

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https://www.topmarks.co.uk/learning-to-count/ladybird-spots

https://www.topmarks.co.uk/learning-to-count/ladybird-spots

https://learningplace.eq.edu.au/cx/resources/items/dcfdc43e-60a2-cf56-e27e-09b8ac34b590/2/viewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/dcfdc43e-60a2-cf56-e27e-09b8ac34b590/2/viewIMS.jsp




Practise writing numerals Trace numerals (laminated sheet – Number

Formation Mat, sand drawing, plastic models)

Copy numerals (writing, playdough mats, peg boards, collage)

chant rhymes and directions (e.g. top to bottom — supporting learning resource Writing numbers).

Numeral Match Create and label collections (quantities) with

numerals (playdough, counters, beads, shells etc)

Treasure hunt to collect a number of objects that match a numeral.

Number Matching cards (play as a memory game, or use individual sets for each student to match quantity, numeral and word up to 10)

Create Number posters with as many different representations of a number as students can think of (numeral, word, quantity, environmental print, domino representation, ten frame etc)

IWB – Ladybird Spots Counting Matching Ordering

Compare Numbers/Quantities Explicitly teach language “before”, “after”,

“same”, “less than”, “more than”, “largest”, “smallest”

Number Track Learning Object Identify the numbers before and after etc More than, Less Than, Same: Activities Compare quantities (students have a handful

of objects, count out onto a plate, identify another student who has More/Less/Same amounts)

Deck of Cards (Remove jokers and picture cards, students choose a card, order their

steps.



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cards with other students, identify more than, less than to justify placement)

Number Lines (Create Number lines using numbers or quantities. Use number lines to have students identify numbers more than, less than, same, before, after)

Create quantities and directly compare them. Describe the quantities using maths language

Use Domino Flash cards to Identify more than/less than quantities

Open-ended Task: Show a number – bring me a quantity that is

more than/less thanRoll a six-sided dice – show me different ways to make this number

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events9 of 31






LOCATION AND TRANSFORMATION

Using Positional Language


#Activities Play ‘Simon Says’ using positional language

(i.e. Simon says, put your hand on your head, under your arm, in front of your nose, behind your back)

Create a poster of Positional Words with visuals to match. Brainstorm as a class

Learning Object: Positional Words – students identify key words and move objects to show position

What’s the Position PPT – describe the position of various objects

Describe the position of familiar objects in the classroom – i.e. the pencil tin is on the trolley; the bin is beside the table; the mat is in front of the whiteboard etc.

Have students view the Prep playground. Discuss where different things are in relation to the playground. i.e. the sandpit is in front of the playground, the big tree is in the far corner etc.

o Have students draw their own visualisations of the playground. Describe the position of various objects that have been drawn

o Ask students to draw various objects in certain positions on their drawings i.e. draw a bird on top of the tree, put a shovel in the sandpit, draw a ball under the slide etc.

Whole Class: Learning Object – Set the Table






Use small group instruction and cooperative learning




Independent Work

Peer Instruction

Tiered tasks


Poster Paper and Markers

a variety of toys or small objects

Learning Object:

Positional Words What’s the Position? PPT Learning Object: Set the

Table Playdough Garden Playdough Mats

Vocabulary near, nearest, further, next to, between, above, on, under, below, beside, behind, in front, inside, outside, off,

Walt: Use words to describe position and movement

Wilf: Following and giving directions on location

Tib: We need to give and understand

clear directions on position and location

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https://learningplace.eq.edu.au/cx/resources/items/2c7d057f-0802-33f3-1ebe-cbea5b5340f6/2/viewIMS.jsp




IWB. Follow the instructions to place the items on the table

Small groups: Using Garden Playdough Mats, students give each other things to make from playdough and instructions for different positions to place them. i.e. put a caterpillar next to the tree

#Open-ended Task Find an object that is

o ‘on’ somethingo ‘in’ somethingo ‘next to’ something etc.

Have students describe the position of the objects they find in order to “Prove it”,

strategies



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DifferentiationResources

L2B U2B

PATTERNS AND ALGEBRAPatterning


#Activities Complete the “Investigating Patterns in

the Environment” Guided Inquiry Monitoring activities in the classroom. (See GI Investigating Patterns in the Environment SLR)

Create, share, copy and describe

movement and sound patterns using the body or instruments

Whole class: Play Monster Choir: Missing Monsters IWB & Monster Choir: Making Patterns IWB. Students listen to and create sound patterns.

Identify, describe and model features of visual patterns (quantity, colour, shape, position, size)

i.e.

SizeQuantity Colour

Position Shape

Use classroom resources (counters, paints, toys, blocks etc) to create patterns.

Play Sequence Game IWB – Complete

MONITORING TASK:Investigating patterns

in the environmentWhat I Learned –

Patterns

Check that students recognise different arrangements as patterns or not

patterns

Photograph students patterns made with resources to use as

formative observation.

Check that students can describe the

patterns they make (i.e. big, little, big little; blue, blue,

green, blue, blue, green)









Use language of equivalence to describe fractions (i.e. ½ = 2/4)Expose to more technical or specific Maths vocabulary.



Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers


GI Investigating Patterns in the Environment SLR

Musical instruments Monster Choir: Missing

Monsters IWB Monster Choir: Making

Patterns IWB Sequence Game IWB classroom resources such as

blocks, toys, shaped counters, paint, pegs etc)

Vocabularypattern, rule, describe, same, different, sort, attributes, group,

Walt: Identify and describe patterns in our environment

Wilf: Recognise and continue a pattern

Tib: Patterns exist everywhere in nature

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https://learningplace.eq.edu.au/cx/resources/items/f8999009-3833-206a-7d3a-d89e0a64ec64/5/ViewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/f8999009-3833-206a-7d3a-d89e0a64ec64/5/ViewIMS.jsp

the pattern sequences

Number Patterns Recite the counting sequence (in 1s)

and be explicit that this is a pattern (we count 1 more each time)

Create visual number patterns i.e.

use number cards and put in order (individual or as a whole class)

#Open-ended: Create and describe a pattern (using

colours, or shape, etc) “A group of students made a pattern that

went: sit, stand, sit, stand”. In a small group, can you make a different pattern


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NUMBER AND PLACE VALUECounting and Representing

Quantities

# Warm up – Use a 100 board to practise daily

counting.

# ActivitiesCount on from any starting point: Use a 100 board or number tracks up to 10

or 20 to practise counting. Start at different numbers and continue counting

Put a number of objects (up to 5) in a container. Reiterate the number by counting it again. Add one more object, encourage students to count on from the original number.

Counting backwards Counting Song: 10 Little Numbers Number Songs – sing and represent the

numbers in various number songs (see Number Songs Book resource)

Number Track – o Students stand on number track and

represent numbers (i.e. one before 5, one less than 4 etc).

o Practice forwards and backwards counting (stand on a number and move forwards while saying the number; move back while saying the number)









Concrete Materials

Hands on activities




Provide opportunities for more abstract measuring (on paper)

Independent Work

Peer Instruction

Tiered tasks


100 board Number tracks classroom objects (blocks,

counters, toys etc) containers 10 Little Numbers song Number Songs Book 2

sets of 3 cards numbered 1, 2 and 3 in a container or bag

LanguageLanguagecount, forwards, backwards, number, number name, quantity, more, less, before, after________________________Walt: Count forward and back from different starting points to tell how many

Wilf:Saying the right number in order

Tib: We count things everyday

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MEASUREMENTInvestigating the Size of

Objects

# Warm up – Use a 100 board to practise daily

counting.

# ActivitiesCount on from any starting point: Use a 100 board or number tracks up to 10

or 20 to practise counting. Start at different numbers and continue counting

Put a number of objects (up to 5) in a container. Reiterate the number by counting it again. Add one more object, encourage students to count on from the original number.

Counting backwards Counting Song: 10 Little Numbers Number Songs – sing and represent the

numbers in various number songs (see Number Songs Book resource)

Number Track – o Students stand on number track and

represent numbers (i.e. one before 5, one less than 4 etc).

o Practice forwards and backwards counting (stand on a number and move forwards while saying the number; move back while saying the number)

MONITORING TASK:

Investigating the size of objects

What I Learned - Measuring









Concrete Materials

Hands on activities




Provide opportunities for more abstract measuring (on paper)

Independent Work

Peer Instruction

Tiered tasks


Books: o Who sank the

boat? (mass)o Cinderella

(capacity)o Goldilocks

(length, mass and capacity)

Blocks toys and toy clothes measuring containers variety of objects to use to

‘measure’ – cubes, paper clips, paddle pop sticks, string etc.

variety of classroom materials

Big and Small IWB Goldilocks Size Ordering

Pack Bush Magic Ordering

Vocabularybig, small, long, short, tall, wide, skinny (narrow), heavy, light, (and the superlatives for each word) ________________________Walt: Look at the size of objects

Wilf: Compare and order objects

Tib: We need to measure

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Assessment Task:

Year Prep Unit 1Assessment task — Grouping familiar objects

Name Date

Task:

Questions Response/observations Evidence

Part A.

Ask students to sort objects.

How have you sorted these?

arranged the collection into groups based on at least one common feature (e.g. size, colour, function, shape)

Why are these together?

Why did you put that in a different group?

identified the common features (similarities)

identified differences

What rule did you use?

generalised about the sort

Part B.

Give student an additional unseen object.

Where would you put this item?

Why does that belong there?

applied the sorting rule

Part C.

Ask students to sort the objects in a different way.

What rule did you use to sort them?

generated different sorts

generated different sorting criteria

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Photographs of student’s work

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Year Prep Mathematics: Unit 1 — Grouping familiar objects Name:

Purpose of assessment: To group familiar objects based on common characteristics.

Understanding and Fluency Problem solving and Reasoning

Sort objects into groups based on common characteristics. Describe the common characteristics of the objects in the groups.

Re-sorts the objects based on different common characteristics. Creates a new set of common characteristics to re-sort objects and describes these characteristics.

Appl

ying

Places an unseen object into an appropriate group. Describes why a new object should be placed in a specific group.

Mak

ing

conn

ecti

ons

Sorts a collection of objects into groups based on common characteristics. Describes the common characteristics of the sorted objects.

Wor

king

wit

h

Sorts a collection of objects into groups. Describes different characteristics of two or more objects.

Expl

orin

g

Rearranges a collection of objects. States a characteristic or an opinion about an object.

Beco

min

g aw

are

Feedback:

Australian Curriculum

Foundation to 6 Maths - Prep

Foundation Year Achievement StandardBy the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.

Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.

In this Mathematics unit 1 term 1: students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.

Through the proficiency strands - understanding, fluency, problem-solving and reasoning students have opportunities to develop understandings of:

Number and place value - recalling counting in ones, identifying numbers in the environment, representing quantities, comparing numbers, recalling counting sequences, representing quantities, visualising arrangements to five, matching numerals to quantities, counting forwards and backwards from different starting points, comparing quantities using 'more', 'less', 'same', identifying numbers before, after and next in a sequence, ordering quantities and numerals.

Patterns and algebra - identifying how objects are similar or different, sorting objects based on similar features, identifying a rule for a 'sort', identifying questions, identifying patterns in the environment, copying and describing simple patterns, identifying patterns within counting sequences.

Using units of measurement - sequencing stages within an activity, comparing duration of events using time language, directly comparing the size of objects, describing the objects.

Location and transformation - using positional language to describe location, identifying positional opposites, representing locations with models and images.

Content Descriptions

Number and Algebra Measurement and Geometry

Number and place value

• 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)

Patterns and algebra

• Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

Using units of measurement

• Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

• Compare and order duration of events using everyday language of time (ACMMG007)

• Connect days of the week to familiar events and actions (ACMMG008)

Location and transformation

• Describe position and movement (ACMMG010)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

awareness of numbers in the environment exposure to rote recount of counting sequences similarities and differences of objects sorting objects based on function.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

making connections between number names, numerals and quantities to 10 counting to and from 20 ordering small collections grouping objects based on common characteristics comparing objects using mass, length and capacity connecting events and days of the week explaining the order and duration of events

using appropriate language to describe location.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and cultures

Students will develop a knowledge, deep understanding and respect for Aboriginal peoples’ and Torres Strait Islander peoples’ history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.For access to model lessons to address Aboriginal and Torres Strait Islander histories and cultures visit the website YDM-CCP teacher resources (QUT) http://ydc.qut.edu.au/resources/YDM-CCP-teacher-resources.jsp

Username: CCPYDM Password: Curriculum#1

Assessing student learningAssessment name: Grouping familiar objects

Assessment description: Students group familiar objects based on common characteristics.

In this unit, assessment of student learning aligns to the following components of the achievement standard.By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

sequencing the days of the week counting to and from 20 representing quantities to 10.

Monitoring task

Monitoring name: Ordering of events

Monitoring description: Students compare and order events using the everyday language of time.

Monitoring name: Investigating numbers in the environment

Monitoring description: Students identify numbers in the environment, quantify collections, represent quantities to 10 and compare numbers.

Monitoring name: Matching numerals to quantities

Monitoring description: Students match numerals to quantities.

Monitoring name: Investigating patterns in the environment

Monitoring description: Students identify patterns in the environment and create sensory patterns.

Monitoring name: Investigating the size of objects

Monitoring description: Students compare the size of objects using direct comparison.

FeedbackFeedback in this unit this may include:

rules used for sorting recognising small quantities

routines.

Prep Semester 1 Term 1 Mathematics Report Card Comment BankAssessment Task 1: To group familiar objects based on common characteristics

A B C D E1MPA1 1MPB1 1MPC1 1MPD1 1MPE1

Task: Students grouped familiar objects based on common characteristics.

{Name} re-sorted the objects based on different common characteristics. {She,He} created a new set of common characteristics to re-sort objects and then described these characteristics.


{Name} placed an unseen object into an appropriate group. {She,He} described why a new object should be placed in a specific group.


{Name} sorted a collection of objects into groups based on common characteristics. {She,He} described the common characteristics of the sorted objects.


{Name} sorted a collection of objects into groups. {Sge,He} described different characteristics of two or more objects.


{Name} rearranged a collection of objects. {She,He} stated a characteristic or an opinion about an object.

Maths Pre-ModerationPrep: Unit 1 Term 1: Semester 1 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students will learn and apply Maths knowledge and skills through guided play and tasks integrated and embedded into other key learning areas. Students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.

Learning opportunities support students to:

In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.

Through the proficiency strands - understanding, fluency, problem-solving and reasoning students have opportunities to develop understandings of:

Number and place value - recalling counting in ones, identifying numbers in the environment, representing quantities, comparing numbers, recalling counting sequences, representing quantities, visualising arrangements to five, matching numerals to quantities, counting forwards and backwards from different starting points, comparing quantities using 'more', 'less', 'same', identifying numbers before, after and next in a sequence, ordering quantities and numerals.

Patterns and algebra - identifying how objects are similar or different, sorting objects based on similar features, identifying a rule for a 'sort', identifying questions, identifying patterns in the environment, copying and describing simple patterns, identifying patterns within counting sequences.

Using units of measurement - sequencing stages within an activity, comparing duration of events using time language, directly comparing the size of objects, describing the objects.

Location and transformation - using positional language to describe location, identifying positional opposites, representing locations with models and images.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Unit 1 — Grouping familiar objects

Understanding and Fluency Sort objects into groups based on common characteristics.

Problem solving and Reasoning Describe the common characteristics of the objects in the groups.

Additional Targeted Teaching Priorities* Identified from Early Start Data beginning Prep. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)

rules used for sorting recognising small quantities routines.

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Assessment Task 1: Grouping familiar objects

Understanding and Fluency Sort objects into groups based on common characteristics.

Problem solving and Reasoning Describe the common characteristics of the objects in the groups

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)


Understanding and Fluency Places an unseen object into an appropriate group.

Problem solving and Reasoning Describes why a new object should be placed in a specific group.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)


Understanding and Fluency• Re-sorts the objects based on different common characteristics..

Problem solving and Reasoning• Creates a new set of common characteristics to re-sort objects and describes these characteristics.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Identifying days of the week Example learning Example learning sequence

Establish learning context Identify familiar recurring events Sequence the days of the week

Evidence of learningCan the student:

Recall the days of the week in sequence? Identify daily events?

Lesson 2Representing personal events in sequence Example learning sequence

Establish learning context Compare personal home routines (Monitoring task)


Recall details of familiar home events? Accurately sequence events?

Lesson 3-4Counting a collection Example learning sequenceExample learning sequence

Establish learning context Count forwards Count to identify quantity

Can the student: Say the ones counting sequence? Count each object only once? Identify the last number counted as how many? Identify that the total is the same regardless of the

order of counting the objects and the starting point? Count to determine how many?

Lesson 5-7Investigating numbers in the environment Example learning sequence

Establish learning context Explore numbers in the environment (Discover) Plan how to determine representations of a number

(Devise) Choose a number to represent (Develop) Decide how to represent a number (Defend) Explore further questions (Diverge)


Identify numbers in their environment? Apply counting to tell how many? Represent numbers? Use mathematical language to defend their

conclusions?

Lesson 8Identifying similarities and differences Example Example learning sequence

Establish learning context Explore how objects can be similar and different


Identify commonalities between two objects? Identify differences between two objects? Understand the language of comparison?

Lesson 9Sorting objects Example learning sequence

Establish learning context Explore sorting as a way of organising materials Describe criteria for sorting objects


Sort a group of objects? Explain why objects are grouped together?

Lesson 10Classifying sortsExample learning sequence

Establish learning context Sort collections according to set criteria Identify the rule for the sort Generate other sorts of the same collection


Group objects sharing an attribute? Identify the common attribute?

Lesson 11

Assessing student learningConduct the assessment

Assessment purposeTo group familiar objects based on common characteristics.Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-ETeaching Sequence FeedbackLesson 12 Evidence of learning

Making quantities Example learning sequence

Establish learning context Recall counting sequences Count to identify how many Represent the same quantity using different

materials

Can the student: Group objects sharing an attribute? Identify the common attribute? Recall and continue counting sequences? Identify that the quantity remains the same despite

arrangements and the materials used?

Lesson 13Representing quantities Example learning sequence

Establish learning context Identify quantities in different contexts and

arrangements Develop representations of quantities to six


Match representations of quantities to five? Make quantities to five?

Lesson 14Subitising to determine how many Example learning sequence

Establish learning context Count forwards from a number Create representations of quantities to five Recognise quantities to five

Can the student: Count forwards from a number? Subitise quantities to five?

Lesson 15Connecting numerals to quantities Example learning sequence

Establish learning context Identify numerals to 10 Match numerals with quantities (Monitoring task


Identify numerals to 10? Connect number names, numerals and quantities to

10?

Lesson 16Comparing quantities Example learning sequence

Establish learning context Recall counting sequences Compare quantities

Evidence of learningEvidence of learningCan the student:

Identify collections as being more, less or the same?

Lesson 17Ordering collections Example learning sequence

Establish learning context Identify numbers ‘before’ and ‘after’ Order collections


Identify numbers in a sequence using ‘before’, ‘after’ and ‘next’?

Order quantities?

Lesson 18-19Ordering numerals and quantities Example learning sequence

Establish learning context Order collections by quantity Connect number sequences to collections


Compare quantities to sequence them? Sequence numerals and quantities? the numbers in addition will not change the sum?

Teaching Sequence FeedbackLesson 20Using positional language Example learning sequence

Establish learning context Identify positional language Describe the location of objects


Locate objects from simple descriptions? Describe the location of objects?

Lessons 21Positioning objects in relation to other objects Example learning sequence

Establish learning context Explore locations in relation to the body Use positional language


Use positional language to describe locations?

Lesson 22Representing locations Example learning sequence

Establish learning context Describe locations Represent locations


Explain locations using positional language?

Lesson 23-25Investigating patterns in the environment Example learning sequence

Establish learning context Explore patterns in the environment (Discover) Investigate how patterns can be represented

(Devise) Practise making and representing patterns

(Develop) Decide how you can show a pattern (Defend) Explore further questions (Diverge)


Identify a pattern or non-pattern? Represent and continue environmental patterns? Create patterns?

Lesson 26-27Describing and creating patterns Example learning sequence

Establish learning context Describe patterns using everyday language Copy simple patterns Create patterns


Describe a simple pattern? Identify missing elements in a pattern? Create a simple pattern?

Lesson 28-29Patterning with numberExample learning sequence

Establish learning context Connect counting sequences to patterning Represent quantities in patterns


Recognise patterns when counting and representing quantities?

Teaching Sequence FeedbackLesson 30Representing a quantity in different arrangements Example learning sequence

Establish learning context Count forwards from different starting points Generate different representations of a quantity Connect different representations of a quantity


Count forwards from a given starting point? Generate different representations of a quantity?

Lesson 31Counting backwards from five Example learning sequence

Establish learning context Identify numbers before and after Count backwards from different starting points


Count backwards from a given starting point?

Lesson 32Connecting representations of quantities Example learning sequence

Establish learning context Count forwards and backwards from different

starting points Recognise quantities in different representations


Count forwards and backwards? Represent quantities in formal and informal

arrangements and recordings?

Lesson 33-35Investigating the size of objects Example learning sequence

Establish learning context Explore big and small things (Discover) Plan to determine how big they are (Devise) Describe and represent their size (Develop) Justify how big they are (Defend) Explore further questions (Diverge)


Compare the size of objects using direct comparison?

Describe the size of objects using mathematical language?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed MATHS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Maths Unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation as well as the Early Start Data.

Scan and Assess

Act

Review

Prioritise

Review

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