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TERM/WEEKS: Term 4, Week 4 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Maths, Counting

AUSTRALIAN CURRICULUM MATHEMATICS

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 RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
N&A (include learner diversity)
Prof
Lesson 4 Represent and Fluency, Students will be able to: Pictures Introduction - 3 dice (6 sided)
30/10 solve simple 1. Explain how to use the -tens frames 1. Race to 50. Student will be given a dice,
addition and making tens strategy
- 1 9-sided dice
Understand whiteboard and whiteboard marker. The
subtraction ing to solve addition Checklist students start at zero, they roll their dice and - 3 whiteboards
problems using a sums. add the number to 0, they continue to add to - Markers
range of strategies 2. Recall doubles facts Self- the number until they get to the target number - Counters
including counting quickly. 50 or as close to 50 as possible. If they go over
on, partitioning 3. List other number
reflection
50 it is back to zero.
- Ten frames
and rearranging sentences they know Questions - Doubles, doubles
parts (ACMNA01) because of doubles. When do you need to make a decision about
rolling again, as you might go over 50?
What counting on strategies did you use?

Lesson Body

2. Hand out two ten frame sheets to the students

and give them a different sum each.
13+18
15+16
17+14
The students will work out the sum by using
the ten frames. They will move the counters to
make boxes of ten. Students will take a photo
of their ten frames.
 3. Ask students if there is another way we could
work out this number sentence.
 Place value, break the numbers into parts.
How many tens? How many ones?

4. Play double, double. Students choose a

different coloured counter. They roll a dice and
move around the game board. The number
they land on they have to double it twice. The
person to get four numbers in a row on the
bingo board is the winner.

5. Write down on a A3 piece of cardboard one of

the double sums (6+ 6). Brainstorm together as
a group all the other sums you can easily work
out because of knowing this one.
 Put zero’s on the end
 Double again
 One more, one less

6. (If time) Double plus 1 bingo. Students will be

given a bingo grid and they need to fill it with
numbers between 1-19. The teacher calls out a
number they need to double it and add one.

Conclusion

7. Self-reflection- get students to write down one

skill that they have learnt over the past four
weeks and one area they believe they still need
to improve in.