TERM/WEEKS: T3, Wks 6- YEAR LEVEL: 1/2 LEARNING AREA/TOPIC: Mathematics

10
NAME: ELAINE CHAU STUDENT NUMBER: 20161758
FORWARD PLANNING DOCUMENT MATHEMATICS
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN Prof SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURC
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES S
LINKS (include learner diversity)
WEEK YEAR ONE: Understan 1. Identify how 3. An exit slip INTRODUCTION: Talley
SIX Data and ding discrete will be Read Tally O’Malley O’Malley
- Why were they counting things?
representation categorical data used to - What does this tell us about silver coloured cars?
Mon (1) (ACMSP262) Problem can be assess if BODY:
(ACMSP263) solving collected. students - What is data?
Number and 2. Organise the are able to - Why might we want to collect data?
collected data identify - What is something you want to understand more about?
algebra KTP:
(ACMNA012) into a frequency how - Counting objects is one way of collecting data.
YEAR TWO: table using a informatio - People organise their data by using tallies. (Explicitly teach how to
Data representation tally. n can be draw tallies)
and interpretation collected. - Why would people cross at 5 and not 3 or 4?
(transferred Blocks will be tipped out at each table. Students will take turn rolling the Dice and
(ACMSP048) dice and collecting the blocks. A timer will be set to 1 minute. The team with
(ACMSP049) to checklist the highest number of blocks wins. Students will explore skip counting and
Blocks for
for counting
(ACMSP050) representing that as a tally.
evaluation) - I wonder which colour block is the most popular colour on your
4. A checklist table.
EYLF LINKS: Students work together to figure out how to translate the data from number
will be Ruled up
Throughout all of of blocks to categorising them to different colours.
used to frequency
this FPD. Teacher models how to organise the data on a frequency table. Students
assess if organise data on a frequency table. table x 30
Practices: 1, 2, 3, 4,
students PLENARY:
5, 6, 7, 8 https://ww
are able to Think, pair, share discussion:
Outcomes: 1.1, 1.3, - Why should I organise the collected data? .youtube.co
organise
2.3, 2.4, 3.1, 4.1, - Why is the tally system counted in groups of 5. m/watch?
and collect v=7diRK1
4.2, 5.1, 5.4 - Name one thing that can be counted to collect data.
data on a LEARNER DIVERSITY: PXOM
Principles: 1, 2, 3,
frequency Extension: A video clip will be shown where students need to tally the
5
table. different coloured fishes which appear on screen for 1 minute. They will be
provided with an empty frequency table.
 Limited: Students will be provided with a frequency table that consists of
subheadings of the colour categories. The students will

YEAR ONE: INTRODUCTION

Tues (2) Number and Place Fluency 1. Skip count by 2s A checklist Students will skip count by 2s and 5s all together as a class.
Value and 5s from a will be used to Students will play several games of buzz to practise their skip counting by 2s
(ACMNA012) Problem given starting assess this and 5s.
Timer on t
solving point. objective BODY
YEAR TWO: board
Students will be taught to transition from one station to the next. A timer will
(ACMNA026) 2. Transition from whilst students be used on the smartboard to assist with transitioning.
one station to the are counting at Rotations will begin and will last 15 minutes each.
next in a manner the hoola 1. Hoola hoop counting will be spectated by the teacher. Students will Hoola hoo
that represents hoops station. jump and skip count simultaneously. The teacher will ask students
the school value to start counting from different starting points and skip count
onwards. Number
of teamwork and Observations 2. Independent – Students will complete a colour in sheet where they chart
respect. will be used to are required to skip count by 2s and 5s and identify the pattern. worksheet
assess the 3. Independent – Students will complete several 100 chart puzzles.
100 chart
second Students will return to the mat.
PLENARY puzzles
objective to
Students will play another game of buzz starting from different numbers and
ensure students
skip counting by 2s and 5s.
are able to LEARNER DIVERSITY
transition Extension/limited: Students will be extended/supported by providing them
Matching
between with different numbers to start from at the Hoola hoops station.
Wyatt – Wyatt will participate in the hoola hoop station. He will then be card game
activities
given a matching cards game where he needs to match the symbol, word and
appropriately.
picture together up to 15.
YEAR ONE:
Wed (3) Number and Place Reasoning 1.Locate numbers Anecdotal INTRODUCTION:
between 0-100 notes and The teacher will have a string placed at the front of the classroom. The string String/rope
value Pegs
Problem on an empty observations represents an empty number line.
(ACMNA013) The number 0 will be pegged at one end and the number 100 will be pegged Paper with
YEAR TWO: solving number line. will be used to and 100
at the other end. The teacher will roll two dice and ask students to place that
Number and place 2.Justify why they assess the two-digit numbers on the number line. written.
value Understan have chosen a student’s BODY:
(ACMNA027) ding particular spot on ability to Rotations will begin and will last 15 minutes each:
1. Teacher supervised – Three in a row peg game. Number
the number line. justify and strips, pegs
locate numbers 2. Independent – 100 chart puzzles
3. Independent – Ten frames match – spin and place a counter on the dice.
on the number board to get three in a row. 100 chart
line. Students will return to the mat. puzzle
 PLENARY Ten frames
Students will return to the mat and locate numbers on the empty number line. counters an
- Why have you put that number there? spinners.
LEARNER DIVERSITY:
Extension: Students will be locating numbers on a number line up to 120.
Limited: Students will be provided with a 100 chart to assist them in the
stations. Number
Wyatt: He will be given a set of cards from 1-15. He will need to order these cards 1-15
numbers from lowest to highest. He will then locate specific numbers on a Number lin
number line between 1-15. worksheet
1-15.
YEAR ONE:
Thur (4) Data and Reasoning 1. Collect and Work sample INTRODUCTION
representation organise raw will be used to Students will be taken on a walk to count the number of insects they Clipboards
encounter in the form of list – listing down the insects. and paper
(ACMSP262) Understan data into a assess both BODY:
(ACMSP263) ding frequency chart. objectives for The teacher will have a list of random colours in words unorganised. The List of
Number and 2. Transfer the the teacher to teacher will model how they organise this onto a frequency chart using colours on
algebra collected raw gain more tallies.
the board.
data into a insight into the Students will organise the data they have onto a frequency chart.
(ACMNA012) The teacher will use masking tape to create a pictograph on the mat.
YEAR TWO: pictograph students’ Masking
The teacher will place items to represent each of the colours on the map to
Data representation using understanding create the pictograph. tape
and interpretation manipulatives of a graph. KTP:
(ACMSP048) and a ruled-up - One picture/symbol equates to one value on the picture graph.
format of a A checklist Explicit teaching: Pictograph
(ACMSP049) - A pictograph uses pictures to represent the data collected. Empty grid
pictograph. using triangle paper and
(ACMSP050) - A tally is used to collect information which is then followed by
symbols will graphing the information. manipulati
be used for the - Why might we put the data we collected into a graph? es
teacher to - We can come to conclusions and learn more
record the data Students will return to their seats to create a pictograph with the insect data
and evaluate it. they have collected using manipulatives.
PLENARY:
Think, pair, share:
- Which insect is most popular around our school? Labelled
- Which insect is least popular around our school? grid paper
- Why is it important to organise the data we have collected?
- Would the pictograph be different in summer? Why/why not?

LEARNER DIVERSITY:
Extension: Students will be asked to include additional data into their graph,
they will include three butterflies and five caterpillars to their data to
represent on the pictograph.
 Limited: Students will be given labelled grid paper to help them with
aligning the data.
Wyatt: Wyatt will be given manipulatives to sort into different categories
based on their colour. He will then align this in the grid paper to form a
pictograph.
YEAR ONE:
Number and Place INTRODUCTION:
Fri (5) Value Fluency 1. Count forwards Anecdotal Buzz will be played quickly to practise skip counting by 2s, 5s and 10s
(ACMNA012) and backwards notes and BODY:
Rotations will begin and will last 25 minutes each:
YEAR TWO: Understan by 2s and 5s observations 1. Teacher supervised – Before and after Bingo Bingo
(ACMNA026) ding from a given will be used to 2. Independent –POP game. boards, dic
starting point. assess this Students will return to the mat. POP game
objective. PLENARY: laminated.
Students will be asked to skip count starting from larger numbers such as 50
by 5s and 2s.
LEARNER DIVERSITY
Extension: Students will be given 2-digit numbers such as 65 to count up and
backwards from.
Limited: Students will be given smaller 2-digit numbers such as 20 to count
up from.
Wyatt: Wyatt will be asked to count from 0-12. He is also asked to count up Number
by 1s from any starting point between 1-12. He will then complete a sense
worksheet to develop his number sense on 11 and 12. worksheet
YEAR ONE: 11 and 12.
Data and
WEEK representation Reasoning 1. Create a hand- 1. A checklist INTRODUCTION:
SEVEN drawn will be Students will be collecting data about the alphabet letters their names begin
(ACMSP262) with to answer the statement posed by the teacher: ‘I wonder what the most
(ACMSP263) Problem pictograph with used to
popular letter is that our names begin with in this class.’
Mon (6) YEAR TWO: solving the same assess this Think, pair, share:
Data representation symbol for each objective. Students will discuss how they can best collect the data.
and interpretation Understan category. 2. An exit slip - Should there be a format? Why/why not?
ding 2. Critique a will be BODY:
(ACMSP048) Students will begin by collecting the data using the method they have
pictograph and used to
(ACMSP049) discussed. If students decide on collecting data by interviewing each student,
provide an assess this they can do so.
(ACMSP050) explanation as objective. Issue that may occur: students may collect data from the same person twice –
to why these are This data this will open up more discussion opportunities.
Manipulati
incorrectly will then be After collecting the data, students will represent this using manipulatives on
es and
drawn. transferred an empty pictograph.
KTP: empty
onto a Pictographs: pictograph
checklist. - One side (horizontal/vertical axis) is categories
 - A legend needs to be included
Students will draw the manipulative as symbols on the empty pictograph.
KTP:
- Each symbol is required to be identical in shape and size if it is
representing the same category.
Students will discuss about the data with the class:
- Which letter is the most popular in this class?
- Which letter is the least popular?
- If we include people from room 10, would the results change?
Why/why not?
PLENARY: Sticky note
Discussion and Exit slip:
- Find three things wrong with the pictograph and provide an
explanation.
LEARNER DIVERSITY
Extension: Students will need to represent categories with 0 value on the
pictograph. This will be discussed with the class as to why it’s important to
still include categories with 0 value.
Limited: Students can be asked to create a simpler pictograph using data and
symbols provided by the teacher for them to cut and paste.
Wyatt: Wyatt will organise the manipulatives he has in colour and organise
YEAR ONE:
them on the grid paper for him to trace and create a pictograph.
Number and Place
value
Tues (7) (ACMNA013) Reasoning 1. Justify the Work samples INTRODUCTION: 100 chart o
YEAR TWO: numbers they will be used to The teacher will display the 100s chart on the board. Certain numbers from smartboard
the board is covered up using a sticky note. Students will need to use their
Number and place Problem have filled in assess this and sticky
deduction skills to figure out these numbers.
value solving for a number learning BODY: notes
(ACMNA027) chart with objective. This Rotations will begin and will last 15 minutes each:
Understan missing will then be 1. Teacher supervised – roll and peg numbers on an empty number String, peg
line up to 120. empty
ding numbers. transferred
2. Independent – Empty number chart fill in with specific numbers. number
2. Locate 2-digit onto a
3. Independent - Ten frames match – spin and place a counter on the chart
numbers on an checklist. board to get three in a row. worksheet,
empty number Students will return to the mat. counters an
line up to 120. Anecdotal PLENARY:
ten frames
notes and The teacher will display a 120 chart on the board. Certain numbers from the
board is covered up using a sticky note. Students will need to use their match
observations activity
deduction skills to figure out these numbers.
will be used to LEARNER DIVERSITY: board.
assess the Extension: Students will be given number charts with less numbers on them.
second Limited: Students will be given number charts with more numbers on them Empty
objective. to help them with locating numbers on the number chart. number lin
 Wyatt: Wyatt will write numbers from 1-15. He will need to estimate the worksheet
YEAR ONE: number marked on an empty number line between 0-15.
Number and Place
Value
Wed (8) (ACMNA014) Fluency 1. Create the A checklist INTRODUCTION:
YEAR TWO: largest or will be used to Magic number guess – the teacher will have a number in their head. Students
Problem smallest assess this will need to guess the number. The teacher will say higher or lower with
(ACMNA028) each guess students provide. Deck of
solving number using objective. BODY: cards,
their place Rotations will begin and will last 15 minutes each: Hundred o
Understan value Questioning 1. Teacher supervised – Students will use a deck of cards to create the
bust
ding knowledge. will be used to largest and smallest two- and three-digits numbers – MAB blocks
will be used to represent this. template an
2. Justify why assess this dice.
2. Independent – In the middle – students create two- and three-digit
they have objective numbers in groups of three. The student with the number in the
placed a which is then middle wins and takes all the cards.
number in the recorded on 3. Independent - Hundred or bust – students can place the number
tens or ones anecdotal rolled in the tens or ones column. Each student is permitted to have
column to win a notes. 7 rolls.
Students will return to the mat.
game.
PLENARY:
Magic number guess (Student facilitates) – a student will have a number in
their head. Students will need to guess the number. The teacher will say
higher or lower with each guess students provide.
LEARNER DIVERSITY:
Extension: Students will be asked to create three-digit numbers and represent iPad, MAB
this using MAB blocks. blocks
Limited: Students will be asked to create two-digit numbers.
YEAR ONE: Wyatt: Wyatt will use the manipulatives and the teachers iPad to represent 1-
Data and 12 as MAB blocks.
representation
Thur (9) (ACMSP262) Fluency 1. Write a Students work
INTRODUCTION:
(ACMSP263) paragraph to samples will Students decide on a topic they are curious about to ask the class or to find
YEAR TWO: Problem evaluate the be assessed out more about the school. Topics may include:
Data representation solving data that was and transferred - Favourite ice-cream flavours, favourite movies, number of siblings
collected. to a checklist or pets.
and interpretation - Most popular colour cars that passes the school.
(ACMSP048) Reasoning 2. Create a for evaluation.
BODY Empty
pictograph by
(ACMSP049) After identifying an area of interest, students will collect data after pictograph
transferring the consulting with the teacher about the approach they have decided to take.
(ACMSP050) raw data Students will need to collect data in the form of a list, organise the data on a Manipulati
collected. frequency chart and translate the data onto a pictograph.
 Students will then write a paragraph evaluating the data they have collected es
and what this data means.
PLENARY:
Think, pair and share:
- Why is it important to interpret the data?
- What have we learned about the data that is produced?
LEARNING DIVERSITY:
Extension: Students will be provided with additional data by the teacher in
which they will need to include in the pictograph and interpret the data.
YEAR ONE: Limited: Students can work with an extension student to assist them with
Number and Place developing an understanding on pictograph.
Value Wyatt: Wyatt will be completing a cut and paste activity sheet to create a
(ACMNA014) pictograph.
Fri (10) YEAR TWO: Fluency 1. Justify the Anecdotal
(ACMNA028) placement of notes will be INTRODUCTION:
Problem specific used to assess ‘Which number is larger?’ activity will be played. Students will walk to Hundreds o
solving numbers 3 students for either side of the classroom depending on the number they think is larger. bust
relating it to the each transition BODY: template,
Understan purpose of the – 9 in total. Rotations will begin and will last 15 minutes each:
dice, deck
1. Teacher supervised – Hundred or bust – students can place the
ding game. Students will cards,
number rolled in the tens or ones column. Each student is permitted
2. Place numbers be asked to to have 7 rolls. number lin
strategically to justify the 2. Independent – In the middle – students create two- and three-digit and pegs.
increase their placements of numbers in groups of three. The student with the number in the
chances of their numbers middle wins and takes all the cards.
3. Independent – Three in a row peg game.
winning in a whilst they are
Students will return to the mat.
game. playing the PLENARY
game. Students will think of a number in between two given numbers to leave for
lunch.
LEARNER DIVERSITY
Extension: Students can be given a different target number to reach such as
the number 40 in 7 rolls for the Hundreds or Bust game. iPad and
YEAR ONE: Limited: Students can be given less rolls such as 5 rolls to reach the target MAB cube
Data and number of 100.
representation Wyatt: Wyatt will use the manipulatives and the teachers iPad to represent 1-
12 as MAB blocks.
(ACMSP262)
WEEK (ACMSP263) Understan 1. Plot data onto a 1.Anecdotal
EIGHT YEAR TWO: ding large pictograph notes will be INTRODUCTION: Large
Data representation accurately. sued to assess Students will create a large pictograph to represent the diversity of student butchers’
Mon and interpretation Reasoning 2. Evaluate the three backgrounds in the class. The statement will be posed by the teacher:
paper
(11) dataset created students. ‘I wonder how many different backgrounds we all come from.”
(ACMSP048)
 (ACMSP049) and provide a 2.A formative BODY: Paint
reason for this. open-ended FIRST HALF OF SESSION:
(ACMSP050) The teacher will ask students what their background is and create a tally on
test will be the board. A coloured handprint will be used as the picture/symbol to create
conducted to the pictograph. For example, each student will have the opportunity to dip Evaluation
collect their hand in paint and form a handprint on the pictograph. slip
information This pictograph will be used for display purposes. Students will evaluate and
on what interpret the data collected and write about what they have found out about
the class.
students
Empty grid
know. SECOND HALF OF SESSION: paper
A formative test will be completed. Students will be provided with an
unorganised list of information and students will need to use that information
to create a pictograph. A checklist will be written on the whiteboard of what
students need to include before submitting the test to the teacher:
- A frequency table
- A pictograph Cut and
- A paragraph explaining the pictograph paste
PLENARY:
activity
YEAR ONE: A class discussion will be held on the interpretation of the data collected.
LEARNER DIVERSITY:
Number and Wyatt: Wyatt will be partnered with another student to assist him with
Algebra printing his data onto the butcher’s paper. He will then be provided with a cu
(ACMNA015) and paste activity as a formative test.
YEAR TWO: Hat and
Tues Number and Fluency 1. Solve simple A checklist and
manipulati
(12) Algebra: addition anecdotal notes
INTRODUCTION: es
(ACMNA030) Problem equations. will be used to
Students will play a quick game of magician’s hat – the teacher will place
solving 2. Use efficient. take note of the manipulatives inside the hat. They will then add manipulatives and ask
mental mental students to work out how many manipulatives are in the hat.
Understan strategies to strategies - Discuss mental strategies used.
ding solve the students are - Revise addition strategy of adding the smaller number to the larger
number. Animal in
equation. utilising and if
BODY: paddock
they are able to Rotations will begin with 15 minutes at each station: problem
solve simple 1. Teacher Supervised - Animal in a paddock problem – A farm has
addition different animals with 22 legs. What are the different combinations? Fill up 5
equations. 2. Independent – Fill up to 5 frames – students will spin a spinner then frames,
determine how many more would make 5 and place a counter on
spinner and
the game board.
3. Independent - Put beads on a string using addition and representing counters
them as a number sentence. For example, 5 blue beads + 5 green
beads, 2 blue beads + 8 blue beads.
 Students will return to the mat. Beads and
PLENARY: strings
Students will play a quick game of magician’s hat – the teacher will place
manipulatives inside the hat. They will then add manipulatives and ask
YEAR ONE: students to work out how many manipulatives are in the hat.
Number and LEARNER DIVERSITY:
Algebra Extension: Students can be given a higher number for the animal in a
(ACMNA015) paddock problem such as 32 legs.
Limited: Students can be given a smaller number for the animal in a paddock
YEAR TWO: problem such as 12 legs.
Number and Wyatt: Wyatt will be asked to represent a number sentence using
Wed Algebra: Fluency 1. Solve simple A checklist and manipulatives.
(13) (ACMNA030) subtraction anecdotal notes
Problem equations. will be used to Problem
INTRODUCTION
solving 2. Use efficient take note of the Students will revise the mental subtraction strategy of counting back. Let
solving tas
mental mental cards
students know this is a good strategy if subtrahends are less than 5.
Understan strategies to strategies BODY
Number
ding solve the students are Rotations will begin with 15 minutes at each station:
1. Teacher Supervised - Problem solving task cards with line, pegs,
equation. utilising and if
manipulatives. Discuss the mental strategies used to solve these and dice
they are able to
questions.
solve simple 2. Independent – Race back to zero game – Students start from a target Simple
addition number on the number line. Students roll a dice and estimate what subtraction
equations. number they will land on before moving the peg on the number. problems
3. Independent – Solve a list of simple subtraction problems using the worksheet
mental strategy of counting back.
Students will return to the mat.
PLENARY
Students will play a quick game on the e-board where the teacher calls out an Monster
equation and students from each team will compete and write down the
Math on
answer.
YEAR ONE: iPad
LEARNER DIVERSITY
Data and Extension: Students will be given more challenging problem-solving cars,
representation colour coded in red.
(ACMSP262) Limited Students will be given less challenging problem-solving cars, colour
(ACMSP263) coded in green.
Wyatt: Wyatt will be given an iPad task to complete where he solves simple
YEAR TWO: subtraction problems. Unifix
Thur Data representation Fluency 1. Create a bar 1. A picture cubes, Dic
(14) and interpretation graph using will be Timer
(ACMSP048) Reasoning unifix cubes. taken and INTRODUCTION:
2. Identify some airdropped Unifix cube game – Students will play in groups where each person takes
(ACMSP049) turns at rolling the dice and collecting that number of unifix cubes in the
Understan key differences to the
(ACMSP050) Masking
 ding and similarities teacher to middle – 30 second timer. tape
between a assess. BODY:
Students will now sort the cubes they have gathered into colours as a group.
pictograph and 2. Exit slips Students are invited to the mat. The teacher will have a range of unifix cubes
a bar graph. will be used on the floor.
to assess Masking tape on the floor will imitate an empty graph.
this KTP:
objective. - The horizontal axis is the categories
- The vertical axis is the value
This will The teacher will write the name of the different colours on the masking tape.
then be Students will be given a unifix cube each and asked to place the cube one by Venn
translated to one on the graph. The teacher will now connect the unifix cubes to form a diagram on
a checklist. ‘bar’. On completion, the teacher will announce that this graph is called a bar e-board
graph.
Students will return to their seats and create a bar graph in small groups.
They will then be required to write a paragraph of analysis about the data
collected.
PLENARY
A Venn diagram will be place on the whiteboard. Students will use a sticky
note to write a characteristic of a bar graph or pictograph and stick it on the
whiteboard.
YEAR ONE: Manipulati
LEARNER DIVERSITY:
Number and Extension: Students can be asked to combine their data with the data on the
es
Algebra mat. They will then write another analysis and discuss the changes after
(ACMNA015) adding additional data.
YEAR TWO: Limited: Students will be given graph paper to assist them with plotting the
manipulatives in the correct position. They will also be given a sentence Bell, plus
Number and starter such as ‘This graph shows that ….” to assist with their evaluation. and minus
Algebra: Wyatt: Wyatt will organise a handful of manipulatives into colours and symbols
Fri (15) (ACMNA030) Fluency 1. Use a mental A checklist will place them on a grid.
(ACMNA029) strategy to solve be used to
Problem simple addition check if
INTRODUCTION Manipulati
solving and subtraction students are
Students will play a quick game of ring the bell. The teacher will ring the es
problems. able to solve bell a certain number of times. The teacher will then hold an addition or
Understan 2. Reverse the simple addition subtraction sign and ring the bell again for a certain number of times. The Fill up ten
ding operations to and subtraction students will need to work out the answer using mini whiteboards. and five
complete a problems using BODY templates,
number a mental Rotations will begin with 15 minutes at each station:
spinner,
1. Teacher Supervised – Students explore how subtraction and
sentence using strategy. addition can be reversed to solve equations using manipulatives. counters,
manipulatives. For example, 5+3=8, 8-5=3. grid with
An exit slip 2. Independent – Students play fill up ten and fill up five using a missing
will be used to spinner and counters. numbers
 assess the 3. Independent – Students will complete a grid with missing numbers.
second They will need to use subtraction and addition mental strategies to
solve the equation.
objective. This Students will return to the mat.
YEAR ONE: will then be PLENARY Monster
Data and recorded on a The teacher will write the equation 7+9 on the board. Students will need to maths iPad
representation checklist for articulate how a subtraction and addition equation can be derived from this
(ACMSP262) evaluation. number sentence on a sticky note. Manipulati
LEARNER DIVERSITY es
(ACMSP263) Extension: Students will be provided with more complex grids to solve in the
YEAR TWO: third station.
Data representation Limited Students will be provided with less complex grids to solve in the
and interpretation third station.
WEEK Fluency 1. Formulate a A checklist Wyatt: Wyatt will be given an iPad task involving addition and subtraction.
(ACMSP048)
NINE (ACMSP049) descriptive and with triangle
INTRODUCTION:
(ACMSP050) Reasoning accurate title for symbols will The teacher will ask students to assist with providing examples and non- Empty grid
Mon the bar graph be used to examples of a bar graph. paper
(16) Understan and data assess these BODY:
ding collected. objectives. The teacher will model how to translate a frequency chart to a bar graph.
2. Include Students will be asked how they commute to school, and a frequency chart
will be used to record this.
subheadings for
KTP:
the vertical and - A bar graph should have a title, and subheadings for the vertical
horizonal axis axis and horizontal axis.
on a bar graph. The teacher will create the bar graph using the information recorded on the
frequency table. The teacher will model writing a title and subheadings for
the bar chart as well as determining the increment in value (link to skip
counting) on the board.
- Why is it important to write a title?
- Can I just write “Ways to get to school” as a title?
The teacher displays two more potential titles:
- Travelling to school
- Room 9’s way to get to school in 2020.
The teacher will ask students to decide on the better title and provide a
reason for this preference.
Bar graphs
The teacher will create a frequency chart with students’ favourite fruit on the
board. without titl
Students will return to their seat and create a bar graph. The vertical axis and
(numbers) and horizontal axis (fruit names) will be written on the board for subheading
students. They will need to include the data, a title and subheadings.
YEAR ONE: PLENARY
Number and Students will verbalise their evaluation of the graph as a class. The teacher
can prompt higher order thinking by asking:
Algebra
 (ACMNA015) - My favourite fruit is Durian and only one person likes durian, why Addo grids
might that be the case? 2 dice
YEAR TWO:
LEARNER DIVERSITY:
Number and Extension: Students will be asked to formulate different titles for different
Algebra: empty graphs and provide a reason.
(ACMNA030) Limited Students may be provided with manipulatives to assist them with Grid paper
(ACMNA029) creating the bar chart – they can use this to trace the bar chart. ten frames
Tues Fluency 1. Solve simple A checklist will
(17) addition be used to Two dice,
INTRODUCTION
Understan equations. check if paper
Students will play a quick game of Addo where the teacher will call out two
ding 2. Represent a students are number and students will need to add them on a 3x3 grid. Students place
Worksheet
simple addition able to solve numbers in the 3x3 grid up to 20.
Problem problem using simple addition BODY
Rotations will begin with 15 minutes at each station:
solving MAB blocks problems using 1. Teacher Supervised –Use iPad application pieces basic to represent
a written numbers using MAB blocks
strategy. 2. Independent – Use two dice to explore the possibilities that the two
numbers can make.
3. Independent – Students will solve simple addition problems using
the strategy of drawing circles on a worksheet.
Students will return to the mat.
YEAR ONE: Monster
PLENARY
Students will play a quick game of Addo where the teacher will call out two maths iPad
Number and
Algebra number and students will need to add them on a 3x3 grid. Students place
numbers in the 3x3 grid up to 20.
(ACMNA015) LEARNER DIVERSITY
YEAR TWO: Extension: Students will be given three dice to explore the possibilities of
Number and addition.
Algebra: Limited: Students will be organising smaller numbers into arrays and solve
simple addition problems.
(ACMNA030) Wyatt: Wyatt will be completing an addition task on the iPad with numbers Manipulati
(ACMNA029) under 15. es
Wed Fluency 1. Solve simple A checklist will
(18) subtraction be used to Fill up ten
Problem equations. check if INTRODUCTION and five
solving 2. Use efficient students are Students will be given a target number. Students will write down number templates,
mental able to solve sentences that could be used to arrive at the target number using both spinners,
Understan strategies to simple addition and subtraction.
counters,
BODY
ding solve the subtraction Rotations will begin with 15 minutes at each station:
equation. problems using Memory
1. Teacher Supervised – Students will revise the mental strategy of
a written compensation. For example, 15-9 can be 15-10 then add 1. Students cards
strategy. will use manipulatives to revise this concept.
 2. Independent – Students will play fill up ten and fill up five using a
YEAR ONE: spinner and counters. The person
3. Independent – Students will play a memory game where number Grade 1
Data and sentences will need to be matched with the symbols. math iPad
representation Students will return to the mat. activity
(ACMSP262) PLENARY
(ACMSP263) Students will be given a target number. Students will write down number
sentences that could be used to arrive at the target number using both
YEAR TWO: addition and subtraction.
Data representation Clipboards
LEARNER DIVERSITY
and interpretation Extension: Students can be given larger numbers to solve such as 35-19 and
(ACMSP048) apply the compensation strategy.
Limited: Students can be given the fill up five to use as a game board.
(ACMSP049) Wyatt: Wyatt will be given an iPad to complete some subtraction and
Thur (ACMSP050) Fluency 1. Create a bar 1. A checklist
addition tasks.
(19) graph with even using
Reasoning spacing between triangle INTRODUCTION:
the categorical symbols Students will collect data about the different types of pets’ students have in
Understan data. will be used the class. Students will use clipboards and collect this information whilst
ding 2. Interpret the to assess walking around the classroom.
data collected this BODY:
The teacher will quickly collect data about how many siblings each student
and provide a objective.
has. This will be directly recorded on a frequency table. Grid paper
reason why it is 2. Work The teacher will model how the data is transferred to a bar graph.
important to samples will KTP:
include be used to - Each bar is separated by even spaces between the bar (they should
categories with assess this not be next to each other without spacing).
- A bar graph can have different numerical values going up the
0 votes. objective.
vertical axis; it depends on the creator of the graph.
This will be The teacher will model the first bar. Students will then be randomly picked
transferred to create the next bar. Sticky note
onto a The teacher will now create a frequency table of the collected data about the
checklist. different types of pets’ students have in the class.
Students will return to their seats and create a bar graph using graph paper.
Students will need to ensure there is a title and subheadings on the horizontal
and vertical axis.
YEAR ONE: Students will write a paragraph to evaluate the data. They will also need to Cut and
provide a reason for the numerical value chosen for the vertical axis.
Number and PLENARY
paste
Algebra Think, pair, share: activity
(ACMNA015) - Why might it be important to include parrots in the data when no
YEAR TWO: one owns a parrot?
Number and Students will write this on an exit slip and stick it on the whiteboard.
LEARNER DIVERSITY:
Algebra:
 (ACMNA030) Extension: Students will be challenged with the task of creating another bar
graph with the same data but using different numerical values on the vertical
(ACMNA029) axis. They will then compare the two graphs. MAB bloc
Limited: Students will be partnered with a high-achieving student to guide
them through this process. They will also be provided with visual cues to
Fri (20) Fluency 1. Solve addition Anecdotal assist them.
and subtraction notes will be Wyatt: Wyatt will complete a cut and paste activity to create a pictograph. Printout of
Problem problems using recorded to problem-
INTRODUCTION solving tas
solving a range of identify the Students will play a quick game on the e-board where the teacher calls out an
mental and strategy that is equation and students from each team will compete and write down the Worksheet
Understan written most adopted answer.
ding strategies. and the BODY
2. Compare accuracy of the Rotations will begin with 15 minutes at each station:
1. Teacher Supervised – Students will revise the mental addition
Reasoning between answers. strategy of adding and subtracting ten in which the tens column will
Sticky note
strategies and be the number affected.
articulate which An exit slip 2. Independent – Students will complete a problem-solving task using
strategy is best will be used for Nrich: https://nrich.maths.org/7233.
for certain students to 3. Independent – Students will complete a worksheet where 10 is
YEAR ONE: number provide reasons added to one-digit and two-digit numbers. iPad Grade
problems. for the addition Students will return to the mat. 1 maths
Data and PLENARY application
representation or subtraction
Students will compare the strategies they know for addition and subtraction
(ACMSP262) strategy they and articulate the most effective strategy for certain number problems.
(ACMSP263) used to solve a The sum 23-8 will be written on the board. Students will need to articulate
YEAR TWO: problem. which strategy they think is best to solve this number problem and provide a
reason.
Data representation LEARNER DIVERSITY
and interpretation Extension: Students can explore subtracting ten from one hundred and other
(ACMSP048) 3-digit numbers. Pictograph
Limited: Students can work with smaller numbers under fifty to apply the
(ACMSP049) template an
concept.
WEEK (ACMSP050) Fluency 1. Articulate Students work Wyatt: Wyatt will be given an iPad task with subtraction and addition grid paper

TEN which graph is sample will be involved.

Reasoning better suited to used to assess
Mon display the data these INTRODUCTION:
(21) Understan and provide a objectives. Students will brainstorm a question they would like to ask the class to collect
ding reason. Anecdotal information about.
2. Critique a range notes will be BODY:
FIRST HALF Bar charts
of graphs and used to assess Half of the class will create a picture graph; the other half will create a bar for
discuss features three students graph. Students will now be asked to compare the two graphs created.
 of a well- on these - Is one graph better than the other to show information? How so? evaluations
displayed graph. objectives. - When would you pick a pictograph to represent data?
- When would you pick a bar graph to represent data?
Students will provide a reason as to why they have selected the bar or picture
graph as the best way to display the data they have collected.
SECOND HALF
Students will be given a range of bar charts to analyse and evaluate in
groups.
- What does the information show us?
- What does this data tell us about the world?
YEAR ONE: - Is the graph useful?
Number and Place
Value Students will report on the findings and their opinions with an allocated
speaker. Other students are invited to contribute and add their opinions.
(ACMNA014) Students will analyse a range of graphs that have not been presented well.
(ACMNA013) - Why is this graph better/worse than the previous one?
YEAR TWO: - What suggestions would you give to the person who drew this graph?
(ACMNA028) PLENARY
(ACMNA027) Two dice
Think, pair, share: and an
- Why is it important to select a suitable graph to display the data? empty
- Which graph is most suitable for this type of data? number lin
LEARNER DIVERSITY:
Extension: Students will be asked to critique and compare multiple graphs. MAB cube
Tues Fluency 1. Represent two- A checklist Limited: Students will be asked to compare two graphs.
(22) digit numbers and anecdotal Expanding
Reasoning using notes will be number
manipulatives. recorded for INTRODUCTION: strips
Understan 2. Justify the assessment The teacher will roll 2 dice and ask students to locate this on the number
line. If the dice is a 1 and 5 the student can either choose 15 or 51 to locate
ding placement of a purposes. The on the empty number line.
Measuring
particular teacher will tape, pegs
BODY:
number on an select two Rotations will begin with 15 minutes at each station: and two
empty number students to 1. Teacher Supervised – The teacher will use MAB cubes and two dice.
line. write anecdotal dice to roll and form two-digit numbers and represent them.
Students will represent 51 and 15 if the number 1 and 5 are rolled
notes for in and compare the collections.
YEAR ONE: each rotation. 2. Independent – Create expanding number strips and read the Paper, wor
Number and Place numbers created. sampleof
3. Independent – Students will play the three in a row game with pegs another
Value and two dice. number.
(ACMNA014) Students will return to the mat.
(ACMNA013) PLENARY:
YEAR TWO: The teacher will roll 2 dice and ask students to locate this on the number
 (ACMNA028) line. If the dice is a 1 and 5 the student can either choose 15 or 51 to locate
on the empty number line.
(ACMNA027) LEARNER DIVERSITY: Two dice,
Extension: Students can be asked to represent three-digit numbers on the peg and
expanding strips and use three dice to roll and represent that number using empty
MAB blocks.
number lin
Limited Students can use a six-sided dice instead of a ten-sided dice.
Wyatt: Wyatt will be given a blank sheet of paper with examples and asked
iPad x 5 –
to show what he knows about the number 11 and 12. This can be 5+6, 11
Wed Fluency 1. Represent two- A checklist dots and 15-4. Etc. pieces basi
(23) digit numbers and anecdotal application
Reasoning with just one notes will be
MAB blocks recorded for INTRODUCTION: Deck of
Problem and a assessment Students will locate numbers on a number line up to 120. The teacher will cards
roll two dice and students will need to peg the spot on an empty number line.
solving combination of purposes. The They will also need to justify the reason for the placement of the peg. Two dice,
one and ten teacher will BODY: number lin
MAB blocks. select five Rotations will begin with 15 minutes at each station: and pegs.
2. Justify the students to 1. Teacher Supervised – Use iPad application pieces basic to represent
placement of a write anecdotal numbers using MAB blocks
YEAR ONE: 2. Independent – card game – Students will create the largest number
Data and particular notes for in the
with the cards they have and the middle number.
representation number on the plenary about 3. Independent – Students will play the three in a row game with pegs
(ACMSP262) empty number their and two dice. MAB bloc
(ACMSP263) line. placement of Students will return to the mat. and mini
the number. PLENARY:
YEAR TWO: Students will locate numbers on a number line up to 120. The teacher will
whiteboard
Data representation roll two dice and students will need to peg the spot on an empty number line.
and interpretation They will also need to justify the reason for the placement of the peg.
(ACMSP048) LEARNER DIVERSITY:
Extension: Students can be asked to represent a two-digit number such as 31 Frequency
(ACMSP049) and add 29 using the iPad application to arrive at the correct answer. tables x 30
(ACMSP050) Limited: Students can be asked to represent two-digit numbers such as 15
and representing them with all ones and then tens and ones using MAB
blocks.
Thur Wyatt: Wyatt will be asked to represent numbers using MAB blocks. He will Empty
(24) Fluency 1. Select and Work samples then draw this on a mini whiteboard. pictograph
create either a will be used to or grid
Understan picture graph or assess these paper.
INTRODUCTION:
ding a bar graph to objectives. Students will be collecting information on a frequency table about the
display the data number of languages their peer can speak in the classroom.
collected. A formative BODY:
2. Provide a reason test will be FIRST HALF OF THE SESSION:
 as to why used to gauge Students will select either a bar graph or a pictograph to represent this data.
students have students’ The teacher will remind students that a bar graph requires:
- A title and subheadings
selected one understanding
- Evenly spaced bars with a gap in between
graph over the on bar graphs. - Numerical value on the vertical axis Test paper
other to display - Categorical data on the horizonal axis
the data. A pictograph requires:
- The use of the same symbols
YEAR ONE: - A key/legend
Number and Place Students will represent the data and provide reasons as to why they have
selected one graph over the other. They will also need to interpret and
Value evaluate the data.
(ACMNA014) Cut and
(ACMNA013) SECOND HALF OF THE SESSION: paste
YEAR TWO: Students will be given a formative test to complete. Students will need to worksheet
transfer a frequency table to a bar graph on an empty piece of graph paper.
(ACMNA028) Students will also be provided with a bar chart without a title and headings in
(ACMNA027) which they will fill in.
PLENARY Two dice
Students will be invited to share the graphs they have created with the class.
They will need to discuss why they have selected a particular graph over the
other.
LEARNER DIVERSITY: Gameboard
Extension: Students will not only discuss why they have selected a
particular graph; they will also need to discuss why the other graph would
Fri (25) Fluency 1. Justify the Questioning not be suitable for the data.
reason for the will be used as Limited: Students may use manipulatives to represent this data.
Reasoning placement of a a form of Wyatt: Wyatt will complete a cut and paste pictograph worksheet.
number on the assessment. Sticky note
INTRODUCTION
game board. This will be Students will roll two dice and form a human number line based on the
2. Confidently recorded as numbers they have rolled. A discussion will take place as to who should line
locate numbers anecdotal up first (1 and 99). Different
on an empty notes. BODY game boar
Students will play a game where students will need to roll two dice and
number line.
select a box to write the number in. The winner is the person that finishes the iPad
Students will grid first. Students will play multiple games with different people and
reflect on their discuss strategies they have found are most useful for the game.
content The teacher will display two game boards which is half filled in. Students
knowledge on a will need to predict the winner of the game based and justify their reasoning.
PLENARY:
sticky note.
Students will reflect on the content they have learned. The teacher will write
down the number 52, 95, 30, 43, 2 and ask students to reflect on which
numbers they feel confident in locating on the number line.
LEARNER DIVERSITY
Extension: Students can be given a game board with less grid space.
Students will need to think whether they want a certain number placed in the
grid space and wait for the next roll.
Limited: Students will work with a partner to discuss possible options.
Wyatt: Wyatt will access monster maths on the iPad.