FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 4 Week 4 YEAR LEVEL: One LEARNING AREA/TOPIC: Mathematics

AUSTRALIAN CURRICULUM MATHEMATICS

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

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N&A M&G S&P (include learner diversity)
Prof
Recognise, Assessment Strategies: Student D = GP1, Student E = GP1, Student F = GP1
Fluency
Understanding

model, read, Students will be able to: Observation – observing

write and order students’ participation and Growth Point 1 = Can read, write, interpret and order single digit
numbers to at Create bundles of ten to understanding of the numbers
least 100. assist with counting and activity and how they
Locate these representing numbers performed 1. Students will be collected from the classroom and the students Stickers
numbers on a between 0 and 100 will grab their hats and pencils Who remembers Sticker chart
number line Photo and video 2. Students will come and sit outside in front of the teacher and then what we did last Prizes
(ACMNA013) Represent numbers up recordings – recording will discuss what the students learnt and completed in their lesson?
to 35 as a combination students performing the previous lesson
Count of a number of tens and activity and taking photos 3. Teacher will ask the reflective questions from the previous lesson
collections to a number of ones of the students’ finished What activity did you enjoy?
100 by products What did you find difficult?
partitioning Recognise numbers that What do you want to do again?
numbers using are called out as a Checklist – teacher will
place value combination of a number finalise observations and Bundling Activity
Week 4 (ACMNA014) of tens and a number of anecdotal notes and 1. The teacher will put a pile of pop sticks in the middle of the circle How many pop
Lesson 4 ones assess the students and hand each student a six-sided dice sticks do you
against their objectives 2. The teacher will ask the students to roll their dice and collect that have?
through a checklist and number of pop sticks; students will keep rolling their dice and What can be a Bag of pop sticks
use a rating scale to mark adding to their pile faster way of Elastic bands
them. Give a clear 3. Students will continue this for 30 seconds or a minute counting the pop 3 six-sided dice
identification of where the 4. Ask the students to each count how many pop sticks there are in sticks? Laminated tens
student is at their own pile Can you bundle? and ones table
5. Ask the students how they could count how many pop sticks How many ones Whiteboard
Key: there are in a faster and quicker way make a ten? markers
X = Not evident yet 6. The teacher will then teach the students how to bundle pop sticks How many pop Cloths
/ = Developing and that 10 pop sticks makes 1 ten sticks make 1 ten?
understanding of concept 7. The students will then bundle their pop sticks that they have Can you try this
 = Some understanding collected and the teacher will teach students how to count their with your pile of
of concept pop sticks using bundles of tens pop sticks?
 = Good understanding of 8. The teacher will ask questions about their bundles and get the How many tens do
concept students to write their number of tens and ones in a tens and you have and how
ones table many ones?
9. The students will participate in the activity again and count their Is it easier to
pop sticks using the bundling technique bundle the pop
10. The teacher will ask the students if it is easier to make bundles sticks as you do
during the activity or after the end of the activity the activity or
11. The teacher will ask the students to read, say and write their afterwards?
number and state how many tens and ones Try again, what’s
12. Students will then order themselves from smallest to largest your number of
number of pop sticks in their pile and explain their order pop sticks?
How many tens,
Build It Activity how many ones?
1. Students will receive build it mats with given numbers on it Can you write it?
2. Using unifix cubes, the students have to make the number on the 80 unifix cubes
‘build it’ mat How many unifix Build it cards,
3. The teacher will tell the students to use the bundling technique cubes makes 1 printed and
with the unifix cubes by stacking 10 single cubes to make 1 ten ten? laminated
4. Students will complete 9 build it sheets How many tens?
5. The teacher will ask questions on the concepts How many ones?
Can you order the
Place Value Game numbers from
1. Students will each receive a game board smallest to Place value game
2. One at a time they will pick up a card, and flip it over largest? board
3. Students will state what the number is on the card, state how Game cards
many tens and ones the number has and cover the matching What does the 40 counters
number on their game board with a counter card say?
4. The first student to get 4 correct in a row wins (a sticker) Can you read it?
How many tens
Memory Mustard and how many
1. Students will receive a bunch of cards all placed face-down ones?
2. Students will take turns flipping two cards at a time What is the Cards printed and
3. If the cards match, the player gets to keep both cards and has to number? laminated
explain why they match Extra cards with
4. Every time the student gets a matching pair they will receive a What does each higher numbers
sticker and students with the most cards at the end of the game card say?
wins a prize Do they match?

Place Value Bingo

1. Students will then play another game of bingo where the numbers On your board
include higher (numbers 1-35) what numbers are Bingo game board
2. The teacher will give each student a card with 9 numbers written below 10, above for each student
on the card 20, etc? (with numbers
3. Each student will read what the numbers are on their cards and already written on
state how many tens and ones there are. Do you have 3 them)
4. The teacher will have cards with numbers written on them from 1 tens and 2 ones, Cards with
to 35 and instead of the teacher saying the number, the teacher etc? numbers from 1 –
will say how many tens and ones the number has 35
5. The student who has that number will place a number on their Counters
card
6. The first student to fill in all squares on the card says BINGO and
wins
7. The teacher will ask questions for students to explain their
thinking and the relationship between their numbers.

Reflective Questions:
What activity did you enjoy?
What did you find difficult?
What do you want to do again?