Mathemat ics...• fold the didgeridoo part of the page to get four equal spaces • find an object/measuring unit that fits along the didgeridoo four times, one for each owl. I think

Mathematics Year 1 Set 13

Activity Book

Mathematics Lesson notes Home tutor guide and for this set can be viewed electronically.

Number and area

Set 13 Activity Book

First published 2014

Revised 2018

Revised 2020

© Department of Education Western Australia.

https://creativecommons.org/licenses/by-nc/4.0/

This resource contains extracts from The Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority.

The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au

.

Number and a Burrowing aboutrea – 1 Day

© Department of Education Western Australia 2018 (Modified 2020) – ECEMATHSYR1Set13

3

Animals in order

Penni Koorangi Lizzie Hoot Darren Tarun Kooyar Pildra Putarri Crazy

1st Use the table to find the answers.

Who is 8th? Who is 6th?

Crazy Crab is Hoot is

Putarri is Who is 3rd?

Which ordinal number comes after 1st? before 5th?

after 9th? before 7th?

Number and Reaching outarea – Day 1


4

Co unting higher

50 51 52 53 54 55 56 57 58 59 60 61

71 72 80 82 85 93 99 100

sixth first tenth eighth third

seventh fourth second ninth fifth

Print ‘st’, ‘nd’, ‘rd’ or ‘th’ on the end of each counting number to turn it into an ordinal number.

Don’t be tricked by these numbers when you add ‘st’, ‘nd’, ‘rd’ or ‘th’ on the end.

Read each ordinal name and print it using numbers and letters.

Number and Burrowing about area – Day 1


5

Digit cards 0 to 9

Please cut out all cards and store.

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

Number and Reaching outarea – 1 Day


6

Number grid 1 to 100

1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 6 6 6 6 6 7 7 7 7 7 8 8 8 8 8 9 9 9 9 9 10 10 10 10 10

11 11 11 11 11 12 12 12 12 12 13 13 13 13 13 14 14 14 14 14 15 15 15 15 15 16 16 16 16 16 17 17 17 17 17 18 18 18 18 18 19 19 19 19 19 20 20 20 20 20

21 21 21 21 21 22 22 22 22 22 23 23 23 23 23 24 24 24 24 24 25 25 25 25 25 26 26 26 26 26 27 27 27 27 27 28 28 28 28 28 29 29 29 29 29 30 30 30 30 30

31 31 31 31 31 32 32 32 32 32 33 33 33 33 33 34 34 34 34 34 35 35 35 35 35 36 36 36 36 36 37 37 37 37 37 38 38 38 38 38 39 39 39 39 39 40 40 40 40 40

41 41 41 41 41 42 42 42 42 42 43 43 43 43 43 44 44 44 44 44 45 45 45 45 45 46 46 46 46 46 47 47 47 47 47 48 48 48 48 48 49 49 49 49 49 50 50 50 50 50

51 51 51 51 51 52 52 52 52 52 53 53 53 53 53 54 54 54 54 54 55 55 55 55 55 56 56 56 56 56 57 57 57 57 57 58 58 58 58 58 59 59 59 59 59 60 60 60 60 60

61 61 61 61 61 62 62 62 62 62 63 63 63 63 63 64 64 64 64 64 65 65 65 65 65 66 66 66 66 66 67 67 67 67 67 68 68 68 68 68 69 69 69 69 69 70 70 70 70 70

71 71 71 71 71 72 72 72 72 72 73 73 73 73 73 74 74 74 74 74 75 75 75 75 75 76 76 76 76 76 77 77 77 77 77 78 78 78 78 78 79 79 79 79 79 80 80 80 80 80

81 81 81 81 81 82 82 82 82 82 83 83 83 83 83 84 84 84 84 84 85 85 85 85 85 86 86 86 86 86 87 87 87 87 87 88 88 88 88 88 89 89 89 89 89 90 90 90 90 90

91 91 91 91 91 92 92 92 92 92 93 93 93 93 93 94 94 94 94 94 95 95 95 95 95 96 96 96 96 96 97 97 97 97 97 98 98 98 98 98 99 99 99 99 99 100100100100100

Number and Burrowing aboutarea – Day 1


7

Ordinal fun

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

My row of pegs

My pattern

1st

10th

The 1st, 3rd th cakes have chocolate icing. and 5

The 2nd, th cakes have purple icing.6th and 9

The 4th, 7th, 8th and 10th cakes have green icing.

The 3rd and 7th cakes have a round red lolly on top.

The 6th and 8th cakes have a green lolly on top.

The 5th cake has little round lollies all over the icing.

The 2nd and 10th cakes have sprinkles on top.

These circles represent the pegs in your pegboard. Colour them to match your row of pegs.

Follow the directions to decorate my two rows of cakes.

Number and area Burrowing about – 1 Day


8

Ordinal number c ardsPlease cut out and store.

1st 2nd 3rd 4th 5th

6th 7th 8th 9th 10th



21st 22nd 23rd 24th 25th


31st

Number and area Reaching out – 1 Day


9

Ordinal numbers chart

1st 2nd 3rd 4th 5th




21st 22nd 23rd 24th 25th


31st

Number and area Burrowing about – Day 1


10

Ordinal number name cardsPlease cut out and store.

first sixth

second seventh

third eighth

fourth ninth

fifth tenth

Number and Quincey’s questarea – Day 1


11

Quincey eats jellybeans

Use your calendar to find today’s date. Print the date using words and numbers.

Count by tens and ones to find out how many jellybeans I have.

Number and Burrowing aboutarea – 2 Day


12

Fair sharing

The owls are sharing fairly. The owls are not sharing fairly.

The sandwiches are fairly shared on the plates.

The sandwiches are not fairly shared on the plates.

This chocolate has been shared fairly.


This chocolate has not been shared fairly.


Do these pictures show fair sharing? Shade the bubbles to show your answer.



13

Lots of sharing

and each want a piece of chocolate. Which picture shows the chocolate has been fairly shared?

each want a slice of pizza. Which picture shows the pizza has been fairly shared?

Is the food shared fairly on each pair of leaves?

ye s no

ye s no

ye s no

ye s no

ye s no

I had a party. Help me make sure I shared the food fairly.

Number and Quincey’s questarea – 2 Day


14

Quincey counts sea animals

Count the animals and print the answers to the questions.

How many crabs? crabs

How many prawns? prawns

How many altogether? animals







Use your calendar to find today’s date. Print the date using numbers and dashes .



15

Sharing is caring

Each owl needs an equal space on the didgeridoo. Draw lines to show how you would share the didgeridoo. Glue an owl onto each piece of the didgeridoo.

There are 8 animals sharing a rug. Fold the rug into 8 equal pieces so each animal has a space. Open the rug and glue or tape it inro the space below.



16

Group sharing

I had ________ cubes. I had _______ plates.

I shared the cubes between the plates.

Each plate has ____________ cubes.

______ cubes shared between _____ plates

equals ______ cubes on each plate.

I had ________ cubes. I had _______ plates.

I shared the cubes between the plates.

Each plate has ____________ cubes.

______ cubes shared between _____ plates

equals ______ cubes on each plate.

Use your cubes and plates to help you with this sharing activity.



17

Halving is sharing

Share ______ cubes ________ cubes ________ cubes

______ cubes shared between _____ equals ______ cubes each.





Use your cubes to help you share into two equal groups.



18

Ladybird spots

10 spots altogether 14 spots altogether

10 spots shared between 2 sides

equals _____ spots on each side.



18 spots altogether 20 altogether spots










Draw spots on each side of these ladybirds’ elytras. Each side of each ladybird’s elytra has the same number of spots.



19

Quincey explores the week

comes after Monday?

comes after Saturday?

comes after Thursday?

comes ?before Wednesday

comes after Sunday?

comes before Friday?

has nine letters?

is your favourite?

How many days have six letters?

How many day names begin with T?

Use your calendar to find today’s date. Print the date using numbers and strokes.

Which day?

Number and area Diving in – 4 Day


20

Addition facts to 6

0 + 0 = 1 + 1 = 1 + 0 = 2 + 1 = 2 + 0 = 3 1 = + 3 + 0 = 4 1 = + 4 + 0 = 2 + 2 = 5 3 2 = + 0 = + 6 0 = 5 + + 1 = 4 + 2 = 3 + 3 = 10 5 5 = + 0 = +



21

Gingerbread boys 1

Equipment

gingerbread boy cutter

mixing bowl baking paper measuring cups

baking tray board

knife rolling pin

teaspoon tablespoon whisk egg slice

jug sifter pot holder wire rack

Ingredients

1½ cups plain flour 4 tablespoons golden syrup

1 egg 6 tablespoons butter

⅔ cup brown sugar 1 teaspoon bicarb soda 2 teaspoons ground ginger

Decorations glace cherries, candied peel, raisins, currants, sultanas, choc chips, nuts

You will do lots of sharing while you make and eat your gingerbread boys!



22

Gingerbread boys 2

Directions

Preparation time: 20 minutes Cooking time: minutes 15

Preheat oven to 190º C

1. Sift together the flour, ginger and bicarb soda.

2. Chop the butter and rub into the flour mixture until it resembles finebreadcrumbs.

3. Stir in the sugar.

4. Whisk or beat together the syrup and the egg

5. Stir into the flour mixture.

6. Knead with floured hands to form a smooth dough.

7. Roll out on a floured surface (about 0.5 cm thick).

8. boyUsing a gingerbread cutter, cut shapes from the dough.

9. Lay the gingerbread boys on lined baking trays.

See Lesson notes for special directions for point 10.

10. Decorate with currants, choc chips, nuts etc to make the eyes, nose,mouth and body decorations.

11. Bake at 190 degrees C for 15 minutes, until golden brown.

12. Cool on a wire rack.

These directions will tell you how to make your gingerbread boys.



23

Gingerbread girls

_____ ______ trays. gingerbread girls.

Each tray will have gingerbread girls. ______

_____ ______ trays. gingerbread girls.

Each tray will have gingerbread girls. ______

Each ______ tray will have gingerbread girls.

It’s time to see what the gingerbread girls are up to!



24

Quincey has some scales

The mass of the apple is cubes. ________

The mass of the orange is _______ cubes.

The mass of the plum is _______ cubes.

Which is the heaviest fruit?

Which is the lightest fruit?


Use the scales to help you complete the sentences.



25

Ants on leaves

_________ ants. _________ leaves.

Each leaf will have ____________ ants.

_________ ants. _________ leaves.



Share the ants equally between the leaves. Use different coloured lines to join each ant to its leaf. Fill in the missing numbers.



26

Check the sharing

The cakes are shared fairly. The cakes are not shared fairly.

How do you know?

The cake is fairly shared. The cake is not fairly shared.

How do you know?

The pizzas are shared fairly. The pizzas are not shared fairly.

How do you know?

Do these pictures show fair sharing? Shade the bubbles to show your answers. Answer the ‘How do you know?’ questions.



27

Count and colour

Colour the 3rd spot blue. Colour the 6th spot red.

Colour the 10th spot green. Colour the 2nd spot black.

Colour the 8th spot purple. Colour the 5th spot pink.

Colour the 4th spot brown. Colour the 9th spot yellow.

Colour the 7th spot white. Colour the 1st spot orange.

second tenth fifth seventh first

eighth fourth sixth ninth third

The 3rd and 8th animals are green. The 2nd and 7th animals are blue.

The shell is 9th in the row. The crab is 1st in the row.

The 4th and 6th sea stars are yellow. The 5th animal is a jellyfish.

Follow the directions to count and colour these spots.

Read the ordinal number names. Use numbers and letters to print them.

Look at the pictures and tick the sentences that are true.



28

Draw to share

Share 9 balls between 3 animals. Draw the balls for each animal.

Each animal has ___________ balls.

Share 32 sticks between 8 birds. Draw the sticks for each bird.

Each bird has ___________ sticks.

Share 25 pebbles between 5 animals. Draw the pebbles for each animal.

Each animal has ___________ pebbles.

Draw the different objects to show how they are fairly shared between the animals.

Number and Diving inarea – 5 Day


29

Is it fair?

This sandwich is shared fairly.

This sandwich is not shared fairly.

This apple is shared fairly.

This apple is not shared fairly.

This play dough heart is shared fairly.

This play dough heart is not shared fairly.

This star is shared fairly.

This star is not shared fairly.

This chocolate block is shared fairly.

This chocolate block is not shared fairly.

Quincey and I are sharing. Do these pictures show fair sharing us? Shade the bubbles to show your answer.



30

Quincey adds up

3 + 4 = 2 + 6 = 6 + 2 = 4 + 5 = 5 + 4 = 7 + 3 = 6 + 3 = 4 + 3 = 3 + 7 = 4 + 6 = 7 + 2 = 3 + 6 = 6 + 4 = 2 + 7 = 8 + 2 = 2 + 8 =


These number sentences are missing the answers. Use basic fact knowledge, turnaround facts or cubes to solve them.

Number and area Reflection – Day 5


31

Reflection Please complete this reflection to assist with assessment of the student’s skills and performance on Days 1 – 5. The student is not expected to be able to complete the majority of the activities alone. Ticking the ‘Some help’ or ‘Lots of help’ columns does not indicate that the student is working below expected levels. Please add additional comments if required. Please return with the completed set.

The student can No help

Some help

Lots of help

Comments

use calendar to read the date and find information

print the date using words and/or numbers

count by tens

create and solve oral subtraction and addition number sentences

use location terminology to describe and identify position

read and order ordinal numbers from 1st to 10th

read and count using ordinal numbers to 31st

match ordinal numbers to counting numbers

read and order ordinal words from first to tenth

match ordinal words to ordinal numbers

explore the origins of the ordinal suffixes ‘st’, ‘nd’, ‘rd’ and ‘th’

identify objects by their ordinal position to 10th

add the ordinal suffixes ‘st’, ‘nd’, ‘rd’ and ‘th’ to counting numbers, to create ordinal numbers

count and add using pictures

Number and area Reflection – Day 5


32


Some help

Lots of help

Comments

identify patterns on the number grid

explain the concept of sharing

demonstrate the sharing of one item between two or more

identify when an object has been shared equally

understand the concept of fair sharing

identify when an object has been shared fairly.

answer questions about day order

use hefting to compare the mass of objects

identify the place value of the digits in two digit numbers

understand that halving and sharing equally between two are the same concept

understand that not all amounts will share equally

demonstrate fair sharing of collections

demonstrate automatic recall of some basic addition facts to 6

demonstrate measuring skills while mixing ingredients

demonstrate sharing using lines to match pictures

identify fair sharing from pictures

identifying 3D objects from clues.

Other comments



33

Area hunt

edge edge

area area

edge edge

area area

Area is

Record the areas you found around your home.



34

Quincey explores 3D objects

square pyramid

base straight edge apex triangular face

cone

base curved edge apex curved surface

triangular prism

end face rectangular face straight edge corner

hexagonal prism

end face rectangular face straight edge corners

square prism

end face rectangular face straight edge corner


Count the features of each 3D object. Print the numbers into the spaces.



35

Tea towel time

These items have a smaller area than my tea towel.

These items have a larger area than my tea towel.



36

Wonderful worms

W orms Length

longest worm

middle-sized worm

shortest worm

Record your length measuring results in this table. Remember to include the name of your measuring unit after each length.

Number and area Diving in – 7 Day


37

Addition facts to 7 to 10

0 + 7 = 6 + 1 = 5 + 2 = 3 + 4 = 0 + 8 = 7 + 1 = 6 + 2 = 4 + 4 = 5 + 3 = 9 + 0 = 1 + 8 = 7 + 2 = 3 + 6 = 5 + 4 = 8 2 = 9 + + 1 = 7 3 = 6 + + 4 =



38

Comparing rectangles



39

Quincey takes away

Use the pictures to help you complete the number sentences.

10 – 1 = 10 – 5 =

10 – 2 = 10 – 3 =

10 – 4 = 10 – 0 =

10 – 9 = 10 – 6 =

Use your calendar to find today’s date. Print the date using numbers with dashes or strokes.



40

Use your area skills

pentagons

smallest area largest area

semicircles


Cut out the shapes. Sort them into pentagons and semicircles. Compare their areas and glue them in order from smallest area to largest area.



41

Koko Koala

Estimate Test Check

Koko

Cottonwool balls were good measuring units because

My friend Koko Koala is very furry. How many cottonwool balls will it take to fill her area?



42

Quincey tells the time

four o’clock half past seven

Use your calendar to find today’s date. Print the date using numbers and dashes or strokes.

Draw the hands on the clocks to show these times.

Print these times in two different ways.



43

Use the news

Estimate the number of newspaper sheets you will need to cover the area.

Cover the area with newspapers.

How many newspaper sheets did you use?

Are there any spaces the newspaper sheets? between

Explain your answer.

Are there any spaces the newspaper sheets between and the edges of the area?

Explain your answer.

Print three other units you could use to measure this large area.

You have a large area to measure. I wonder what you could use as a measuring unit?



44

An investigation 1

Draw or print the name of the best measuring unit.

Remember to include the name of the measuring units. What is the area of the shape?



Which shape had the larger area? triangle hexagon

Test your attribute shapes to find the best units to measure each of these areas.



45

An investigation 2

Best measuring unit? Area?

Best measuring unit? Area?

The spacecraft’s area is

the area of the beehive.

spacecraft

beehive



46

Attribute shapes as units

How many of each shape will cover this rectangle? Tick the best shape for covering this area.

How many of each shape will cover this rectangle? Tick the best shape for covering this area.

Why do you have zeros for 4 of the shapes?

Use your large Attribute shapes to cover these shapes without overlapping the borders.



47

Count the squares

Which rectangle has the larger area? green orange

Which shape has the larger area? green orange

Which rectangle has the smaller area? green orange

Which shape has the smaller area? green orange

It’s not always easy to tell which shape has the larger or smaller area. These squares help us to find out.



48

Quincey is halving

I have pears in the whole collection.

There are pears in half of the collection.


I have half an apple in each hand. Loop the items that are cut in half.

I have half of a collection of apples in each hand. Halve this collection of pears and finish the sentences.



49

Ant gardens

P redict who has the larger area Area estimate

Gi Ant cubes

Elif Ant cubes

Which ant has the larger area? Measured area

Gi Ant cubes

Elif Ant cubes

Which ant has the larger garden area? Record your prediction and estimates in this table.

Use your 2 cm cubes to check your prediction and estimates. Record your results in the table below.



50

Areas and edges

Area is

edge edge

area area

Shade the areas inside these edges.

Trace the edges of these areas.

Finish this sentence to explain the meaning of area.

Draw a line to join each label with its part.



51

Leaves

Cut out these autumn leaves.

Number and Quincey’s questarea – Day 10


52

Quincey counts pop sticks

fifty five

eighty three


How many pop sticks in each row?

Draw pop sticks to show these numbers.

Number and Reaching outarea – Day 10


53

Which unit?





Test your shapes, cubes and rods to find the best unit to measure each of these areas.

Number and area Reflection 10– Day


54

Reflection Please complete this reflection to assist with assessment of the student’s skills and performance on Days 6 – 10. The student is not expected to be able to complete the majority of the activities alone. Ticking the ‘Some help’ or ‘Lots of help’ columns does not indicate that the student is working below expected levels. Please add additional comments if required. Please return with the completed set.


Some help

Lots of help

Comments

use a calendar to read the date and find information

print the date using words and/or numbers

Identify features of 3D objects

recall some basic addition facts between 0 and 10

r ecognise ordinal numbers to 31st

understand the concept of area being the space inside an edge

use and respond to language of area, eg surface, space inside an edge

identify areas and their edges

measure areas using non-standard units

understand that units with straight sides are better for measuring area than units with curved sides

use pictures to solve subtraction number sentences

skip count forwards and backwards by ones, twos, fives and tens

draw and describe areas and their edges

compare areas by placing one region over another

Number and area Reflection 10– Day


55

The student can Nohelp

Some help

Lots of help

Comments

tell the time to the half hour

sharing into different groups

understand that not all numbers can be shared equally

describe and apply the three rules of measuring area: use one measuring unit; cover the space inside the edge/s; place the units without leaving any spaces

test measuring units to find the best one to measure a particular area

describe why a measuring unit is or is not the most suitable

demonstrate that different measuring units are needed to measure different shaped areas

identify objects that have been halved

use a tape measure to add and subtract numbers

compare area by looking

estimate how many units will cover a specific region

use the same units to measure and compare different regions

give and respond to directions using location terminology.

Other comments

Number and area Set return checklist

© Department of Education Western Australia 2018 (Modified 2020) – SECEMATH YR1Set13

56

Set return checklist Day Item Check

1

Quincey eats jellybeans

Animals in order

Ordinal fun

Counting higher

2 Quincey counts sea animals

Sharing play dough – photographs

Sharing is caring

Sharing is caring – photographs

Fair sharing

Lots of sharing

3 Quincey explores the week

Halving is sharing

Ladybird spots

Group sharing

4 Quincey has some scales

Gingerbread boys – photographs

Gingerbread girls

Sharing and eating video recording–



57

Day Item Check

5 Quincey adds up

What am I? – video recording

Is it fair?

Count and colour

Check the sharing

Ants on leaves

Draw to share

Reflection Days 1 – 5

6 Quincey explores 3D objects

Wonderful worms

Area hunt

Tea towel time

Measure the area – video recording

7 Quincey takes away

Making areas – photographs

Comparing rectangles – photograph

Use your area skills

8 Quincey tells the time

Measuring area – photographs

Use the news

Use the news – photographs

Koko Koala



58

Day Item Check

9 Quincey is halving

Count the squares

Attribute shapes as units

Attribute shapes as units – photographs

An investigation 1 and 2

An investigation – photographs

10 Quincey counts pop sticks

Areas and edges

Leaves photographs –

Ant gardens

Ant gardens – photographs

Which unit?

Reflection Days 6 – 10

Set return checklist

Mathematics Year 1 Set 13

Lesson Notes

Mathematics

Lesson notes Home tutor guide and for this set can be viewed electronically.

Number and area

S 13 et Lesson Notes

First published 2014

Revised 2018

Revised 2020

© Department of Education Western Australia.

https://creativecommons.org/licenses/by-nc/4.0/

This resource contains extracts from The Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority.


.

Number and area Overview


3

Overview Year 1 Set 13: Number and area

Western Australian Curriculum

Early Childhood Mathematics Content strands

Number and Algebra

Measurement and Geometry

Statistics and Probability

Content Descriptions

Number and Algebra

Number and place value

Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)

Count collections to 100 by partitioning numbers using place value (ACMNA014)

Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

Fractions and decimals

Recognise and describe one half as one of two equal parts of a whole - (ACMNA016)

Money and financial mathematics

Recognise, describe and order Australian coins according to their value (ACMNA017)

Number and Algebra

Patterns and algebra

Investigate and describe number patterns formed by skip counting and patterns with -objects (ACMNA018)



4

Measurement and Geometry

Using units of measurement

Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)

Tell time to the half-hour (ACMMG020)

Describe duration using months, weeks, days and hours (ACMMG021)

Shape

Recognise and classify familiar two dimensional objects using -dimensional shapes and three-obvious features (ACMMG022)

Location and transformation

Give and follow directions to familiar locations (ACMMG023)

Statistics and Probability

Chance

Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)

Data representation and interpretation

Choose simple questions and gather responses and make simple inferences (ACMSP262)

Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)



5

General Capabilities and Cross Curriculum Priorities General capabilities

Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical understanding

Intercultural understanding

Cross- curriculum priorities

Sustainability

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

This resource contains extracts from The Western Australian Curriculum Version . © School Curriculum 8.1and Standards Authority.


creativecommons.org/licenses/by-nc/3.0/au/

Number and area Set plan


6

Day Activity Content focus.

1

Quincey eats jellybeans Use a calendar to locate information; print the date using numbers; count totals by ten.

In and out Describe events using subtraction and addition number sentences.

Where are the shapes? Use location terminology to describe position.

Ordinal orders Explore and use ordinal numbers and names.

Animals in order Use ordinal numbers to describe position.

Ordinal fun Make and describe patterns using ordinal numbers.

Counting higher Read and print ordinal numbers up to 100th.

2

Quincey counts sea animalsUse a calendar to locate information; print the date using numbers; add using pictures.

Patterns on the number grid Explore patterns on a number grid.

Ordinal match Match ordinal numbers and names to tenth.

Sharing play dough Use concrete materials to explore sharing one object between two or more.

Sharing is caring Use pictures to explore sharing one object between two or more.

Fair sharing Discuss and explain fair sharing of objects and collections.

Lots of sharing Identify fair sharing of objects and collections.



7


3

Quincey explores the week Use a calendar to locate information; print the date using numbers; order days of the week.

Testing toys Test toys by hefting to compare masses.

Tens or ones Identify digits within numbers as representing tens or one.

Halving Halve groups to show fair sharing.

Halving is sharing Represent sharing using concrete materials and pictures.

Ladybird spots Represent sharing by drawing pictures.

Group sharing Explore, demonstrate and draw fair sharing.

4

Quincey has some scales Use a calendar to locate information; print the date using words and numbers; count and compare masses.

Addition facts to 6 Revise basic addition facts to 6.

Exploring halving Discuss odd and even numbers; halve different amounts.

Gingerbread boys Read and follow a recipe; measure ingredients.

Gingerbread girls Show fair sharing.

Sharing and eating Share food and equipment; describe baking experience.



8


5

Quincey’s adds up Use a calendar to locate information; record the date using words; revise basic addition facts.

What am I? Identify 3D objects from clues.

Is it fair? Identify objects that have been shared fairly.

Count and colour Match ordinal numbers and names; identify position using ordinal numbers.

Check the sharing Identify fair sharing and explain reasoning.

Ants on leaves Join objects to demonstrate fair sharing.

Draw to share Draw objects to demonstrate fair sharing.

6

Quincey explores 3D objects Use a calendar to locate information; print the date using words and numbers; identify and count the features of 3D objects.

Six quiz Revise basic addition facts to 6; identify turnaround facts.

Cover the number Revise ordinal numbers.

Wonderful worms Revise length; create areas using concrete aids.

Area hunt Investigate edges and areas.

Tea towel time Locate areas that are smaller or larger than a given area.

Measure the area Experiment measuring area using concrete materials.



9


7

Quincey takes away Use a calendar to locate information; print the date using numbers; use images to show and solve subtraction facts.

I can add Revise basic addition facts for numbers between 6 and 10.

Skip on Skip count by twos, fives and tens between 0 and 100.

Making areas Identify and draw areas.

Comparing rectangles Explore the overlay method to compare areas.

Use your area skills Use the overlay method to compare and order the areas of shapes.

8

Quincey tells the time Use a calendar to locate information; print the date using numbers; read clocks.

Try some turnarounds Solve addition basic fact; identify turnaround facts.

Showing sharing Demonstrate and explain sharing using concrete aids.

Measuring area Testing area measuring units; exploring the rules of measuring.

Use the news Measure a large area using a non -standard measuring unit.

Koko Koala Measure a small area using a non-standard measuring unit.



10


9

Quincey is halving Use a calendar to locate information; print the date using words and numbers; identify halved objects; halve a collection.

All the facts Revise basic addition facts to 10.

Tape measure maths Use a tape measure as a number line to add larger numbers.

On the geoboard Make different shapes and compare their areas.

Count the squares Use squares as a unit to measure and compare area.

Attribute shapes as units Test and compare attribute shapes as area measuring units for regular shapes.

An investigation Test and compare attribute shapes as area measuring units for irregular shapes.

10

Quincey counts pop sticks Use a calendar to locate information; print the date using words and numbers; count tens and ones.

Addition check Test basic addition facts to 10.

Move around Respond to and create location and action directions.

Areas and edges Identify edges and areas of images.

Leaves Order leaf shapes according to area; check order by overlaying leaves.

Ant garden and compare areas using a common measuring unit. Estimate, measure

Which unit? Test measuring units; select the most suitable unit.

Number and area Lesson notes – 1 Day


11

Day 1 Collect and prepare the items listed on the Materials checklist.

Materials checklist Activity sheets (please print) Check

• Quincey eats jellybeans

• Ordinal number cards (cut out)

• Ordinal number names cards (cut out)

• Digit cards (cut out)

• Animals in order

• Ordinal fun

• Counting higher

• Ordinal numbers chart

• Number grid 1 to 100

Resources

• Lesson notes – Day 1

• 2 cm cubes (from Maths kit)

• tape measure or piece of string (from Maths kit)

• attribute shapes (from Maths kit)

• peg board and pegs (from Maths kit)

Home resources

• computer, phone or paper calendar

• plastic bowl, bucket or ice cream container-

• 10 small objects, eg plastic animals, toys or found objects



12

S s torage folderCreate a folder on the computer to digitally store scanned set content. Activity sheets and other print paperwork can be scanned or photographed and saved directly into this folder. Photographs and video clips should be stored in this folder. Please ensure all items are clearly labelled.

A display book, sheet protector or envelope is required to store completed activity sheets that are not digitally stored. A display book, envelope or box is required to store charts, games and other materials that will be used by the student across all sets.

Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with the student and scribing responses if required. The student can refer to any of the charts when completing activities. The student will be asked to ‘loop’ items. This requires the student to draw a line around items to show an answer. The term ‘loop’ is used rather than ‘circle’ to avoid confusion when the student is working with shapes, eg to ‘circle’ a circle is confusing whereas to ‘loop’ a circle is clearer. The terms ‘digit’, ‘number’ and ‘numeral’ are used throughout the set. A ‘number’ is defined as describing amounts or quantities. A ‘digit’ and a ‘numeral’ are defined as ‘symbols used to show a number’. This means that a ‘digit’ or ‘numeral’ is the symbol used to represent a number. Students find these different definitions confusing and usually use the term ‘number’ when talking about the symbol and the amount. For the purpose of these sets, the terms ‘digit’, ‘numeral’ and ‘number’ are regarded as interchangeable. When requested, help the student make video clips, take photographs and save activity sheets for return to the teacher.

Quincey’s quest Quincey eats jelly beans Materials: • activity sheet – Quincey eats jellybeans

• calendar showing the current month.

Place the materials on the table.



13

What can you tell me about today’s date? Answers will vary, eg it’s Monday; it’s June, it’s two thousand and twenty. Let’s read Quincey’s speech bubble. Use your calendar to find today’s date. Print the date using words and numbers. Look at the calendar page to find the day and date. (Help if required.) Read them to me. Answers will vary, eg Monday the ninth of November

Ask the student to print the date as requested on the lines. Help with spelling if required. Remind the student to include the words ‘the’, ‘of’ and the comma after the month name.

What year is it now? Answers will vary, eg 2021. Print the year to finish the date. Read the date to me. Answers will vary, eg Monday the ninth of November, twenty twenty one. The next activity is about jellybeans. Read Quincey’s speech bubble and complete the counting tasks.

The student completes the activity independently.

53

46

88

70

39

Mark then store or scan and save the activity sheet.



14

Diving in In and out Materials: • plastic bowl, bucket or ice cream container-

• 10 x 2 cm cubes (from Maths kit) • tape measure or string .(from Maths kit)

Ask the student to place the plastic container on the ground and take five steps away from it. Mark the throwing line (where the student is standing) with the tape measure.

How many cubes do you have? 10 Stand behind the throwing line and try to throw the cubes one at a time into the plastic container.

Look into the container and tell the student the number of cubes that landed inside. Answers will vary.

How many cubes did you start with? 10 I can see (4) inside the container. How many do you think landed outside the container? (6) Tell me a subtraction number sentence to show what happened. Answers will vary, eg 10 – 4 = 6 or 10 – 6 = 4.Tell me an addition number sentence to show what happened. Answers will vary, eg 4 + 6 = 10 or 6 + 4 = 10.

Ask the student to use the cubes inside the container to make one group and the cubes outside the container to make another group.

Use the cubes to tell me a subtraction number sentence to show what happened. Answers will vary, eg 10 4 = 6 or 10 – – 6 = 4.Use the cubes to tell me an addition number sentence to show what happened. Answers will vary, eg 4 + 6 = 10 or 6 + 4 = 10.

Collect the cubes and stand on the throwing line. Try to throw the cubes into the container. Ask the student to go to the container and tell you how many are inside.

How many cubes did I start with? 10 How many can you see inside the container? Answers will vary. Count the cubes that landed outside the container. Answers will vary.



15

Ask the student to use the cubes inside the container to make one group and the cubes outside the container to make another group.

Tell me a subtraction number sentence to show what happened. Answers will vary, eg 10 – 7 = 3 or 10 – 3 = 7.Tell me an addition number sentence to show what happened. Answers will vary, eg 3 + 7 = 10 or 7 + 3 = 10.

Continue taking turns to throw the cubes. Use 9 cubes for the next throws, then 8, and then 7 and then 6.

Store the materials.

Where are the shapes? Materials: • Attribute shapes (from Maths kit).

Use the large thick shapes to make this arrangement.

Ask the student to look at the shapes.

Where is the yellow hexagon? Answers will vary, eg • between the blue circle and the blue triangle • above the red circle • third in the first/top row • on the left of the blue triangle • on the right of the blue circle.

Where is the yellow square? Answers will vary, eg • next to the red rectangle • first in the second/bottom row • below the red triangle.



16

Where is the red triangle? Answers will vary, eg • first in the top row • above the yellow square • next to the blue circle • on the left of the blue circle.

Which shape is above the red rectangle? blue circleWhich shape is below the blue triangle? blue squareWhich is the last shape on the first line? blue triangleWhich shape is to the left of the red rectangle? yellow squareWhich is the first shape on the second line? yellow square

Ask the student to make these changes to the pattern: • yellow square above the blue triangle

• red triangle on the left of the yellow square

• blue square above the blue circle • red rectangle on the left of the blue circle

• red circle above the red rectangle.

Store the shapes.

Burrowing about Ordinal orders Materials: • Ordinal number cards ( )1st to 10th

• Ordinal number name cards (cut out)

• Digit cards ( – cut out) two each of 0 and 1, one each of 2 – 9

• 10 small objects, eg plastic animals or toys or found objects.

Ask the student to place the ten small objects in a row across the table.



17

Count the objects for me. 1, 2, 3, … 10. Use the digit card to the counting numbers below each show object.

eg

1 2 3 4 5 6 7 8 9 10

That is one way you can count the objects. We can also count them using ordinal numbers. What can you tell me about ordinal numbers? Answers will vary. Ordinal numbers show us what position or order the objects are in this line. Count with me if you can. First, second, third … tenth. When we use ordinal numbers we are ordering the objects. Can you think of any events when things are ordered using ordinal numbers? Answers will vary, eg calendar, races, days of the week, months, arriving somewhere, ordering events. Take the Ordinal numbers cards and order them from first to tenth. How do you know you are correct? Answers will vary, eg • I ordered them using the counting numbers 1 to 10 on the cards. • I know the order from 1st to 10th.

Place the first card below the first object in the row.Place the tenth card below the tenth object in the row.Count by ordinal numbers to the third object and place the third card below it.Count by ordinal numbers to the eighth object and place the eighth card below it.

Continue to direct the student until all the cards are placed below the objects.

1 2 3 4 5 6 7 8 9 10

1st 10th 2nd 3rd 4th 5th 6th 7th 8th 9th

Which object is ninth? Answers will vary. Which object is second? Answers will vary. Which object is fifth? Answers will vary.

Continue to question the student until all the ordinal positions have been identified.



18

I have some cards showing the ordinal numbers written as words. Try to sort them in order from first to tenth.

Help the student if necessary. Ask the student to place the ordinal words below the correct ordinal numbers.

1 2 3 4 5 6 7 8 9 10


first second third fourth fifth sixth seventh eighth ninth tenth

Ask the student to look carefully at the ordinal numbers and words.

I want to know where the letters in the ordinal numbers came from. Can you tell me? Answers will vary. I can see that the last two letters from each ordinal word (point to the ‘st’ in first) have been added to the counting numbers to make ordinal numbers (point to the ‘st’ in 1st). Shade the last two letters on each ordinal word card.

1 2 3 4 5 6 7 8 9 10


first seco nd third fourth fifth sixth seventh th th tenth eigh nin

The letters ‘s’ and ‘t’ are added to the number one to make it say ‘first’. They are taken from the end of the word ‘first’. Where does the ‘n’ and ‘d’ added to the number two to make it say ‘second’ come from? The ‘n’ and ‘d’ are the last two letters of the word ‘second’. Where does the ‘r’ and ‘d’ added to the number three to make it say ‘third’ come from? The ‘r’ and ‘d’ are the last two letters of the word ‘third’. What letters do the other numbers up to tenth have added to them? ‘t’ and ‘h’ Where do the ‘t’ and ‘h’ come from? They are the last two letters of the words ‘fourth’, fifth’, sixth’, seventh’, eighth’, ‘ninth’ and ‘tenth’.

Leave the objects and cards on the table, for use in the next activity.



19

Animals in order Materials: • activity sheet – Animals in order

• Ordinal number cards (from previous activity) • Ordinal number name cards (from previous activity)

• Digit cards (from previous activity)

• 10 small objects, eg plastic animals or toys or found objects (from previousactivity).

Ask the student to look at the activity sheet. Ask the student to copy the ordinal numbers from the ordinal cards to complete the table. Read the instruction with the student. Encourage the student to work independently to find the answers. Read the questions if required.

Penni Koorangi Hoot Tarun Kooyar Lizzie Pildra Darren Putarri Crazy


Who is 8th? Who is 6th? Tarun Darren

Crazy Crab is Hoot is 9th 5th

Putarri is 7th Who is 3rd? Lizzie

Which ordinal number comes after 1st? before 5th? 2nd 4th

after 9th? 10th before 7th? 6th

Mark then store or scan and save the activity sheet. Store the cards and materials.

Ordinal fun Materials: • activity sheet – Ordinal fun

• peg board and pegs (from Maths kit).



20

Place the pegs and pegboard on the table .

Count the number of holes across the top row of the pegboard. 1, 2, 3 … 10. Now use ordinal numbers to count the holes. F . irst, second … tenthPlace a yellow peg in the first hole. Place a blue peg in the fourth hole. Place a green peg in the ninth hole. Place a red peg in the sixth hole. Place a white peg in the tenth hole.

Continue to guide the student to place pegs in certain holes until they are all filled. Read Bella’s speech bubble and the student to ask colour the first row to match the pegs in the pegboard. Answers will vary, eg

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Sort the pegs into different colour groups. Tell me what colours you have. Answers will vary. Leave the next row of holes empty. Make another row of coloured pegs in the pegboard. As you put in the pegs, use ordinal numbers to tell me what you are doing. Answers will vary, eg ‘The red peg goes into the tenth hole.’

Read the heading ‘My row of pegs’ with the student. The student colours the row below the title to match his/her row on the pegboard. Answers will vary.

Leave the next row of holes empty. Use two different colours to make a pattern in the next row of the pegboard. Use ordinal numbers to tell me what you are doing. Answers will vary, eg ‘The red peg goes into the second hole.’ What is your pattern? Answers will vary, eg ‘Red, red, blue.’ Read your pattern to me. Answers will vary, eg ‘Red, red, blue; red, red, blue; red, red, blue; red.’ Leave the next row of holes empty. Use two different colours to make a different pattern in the next row of the pegboard. Use ordinal numbers to tell me what you are doing. Answers will vary, eg ‘The red peg goes into the third hole.’ What is your pattern? Answers will vary. Read your pattern to me. Answers will vary.



21

Leave the next row of holes empty. Use three different colours a different pattern in the next row of the to make pegboard. Use ordinal numbers to tell me what you are doing. Answers will vary. What is your pattern? Answers will vary, eg ‘Red, red, blue, green.’ Read your pattern to me. Answers will vary, eg ‘Red, red, blue, green; red, red, blue, green; red, red.’

Read the My pattern heading with the student. Ask the student to colour the peg row to match his/her final pattern row on the pegboard. Answers will vary. Possible responses include:

Read Bella’s speech bubble. Ask the student to use ordinal numbers to count along the two rows of cakes, from first to tenth. Encourage the student to complete the cake activity independently. Help with reading of required. As each decoration completed, the student ticks the box at the end of the row.is

1st

10th


Reaching out Counting higher Materials: • activity sheet – Counting higher

• activity sheet – Ordinal numbers chart

• activity sheet – Number grid 1 to 100.



22

Let’s read the ordinal numbers on the Ordinal numbers chart. First, second, third, fourth … thirty first. What do you notice about the ordinal numbers? Answers will vary, eg • they are made from numbers and letters • the letters join together to make the end of the name • the numbers count in order from one to thirty one.

Can we count past thirty first using ordinal numbers? Answers will vary.We can count further using ordinal numbers. This chart finishes on thirty-first because it was made to when you print the date.be used

Place the Ordinal numbers chart and Number grid 1 to 100 side by side on the table.

Look at both charts and tell me how they are similar. Answers will vary, eg • they both start with one • they both have numbers in counting order.

How are they different? Answers will vary, eg • the Ordinal number chart has letters after each number • the Number grid goes to one hundred • the Ordinal number chart goes to 31st.

We can continue the Ordinal numbers chart to one hundredth or even further because counting numbers and ordinal numbers keep going forever! Look at the Ordinal numbers chart and tell me any patterns you can see. Answers will vary, eg • first, twenty first and thirty first all have ‘st’ after the number one • second and twenty second have ‘nd’ after the number two • third and twenty third have ‘rd’ after the number three • all the numbers after fourth and twenty fourth have ‘th’ after them.

These patterns make it easy for us to continue ordinal counting. Find the number thirty on the number grid. If this was an ordinal number, how would we say it? thirtieth What is the next ordinal number? thirty first Point to thirty two. How would you read that as an ordinal number? thirty second

Continue to point to the numbers up to and including forty, asking the student to tell you how they would be read as ordinal numbers. Take turns to each point to 5 different numbers above forty and read them as ordinal numbers, eg eightieth, sixty sixth, ninety first. Read Bella’s first instruction on the activity sheet. Ask the student to read each number to you.



23

Ask the student to read each number to you as an ordinal number. Encourage the student to complete the activity independently. Give help if required.

50ththththth 51ststststst 52ndndndndnd 53rdrdrdrdrd

54ththththth 55ththththth 56ththththth 57ththththth

58thhhhh 59ththththth 60ththththth 61ststststst

Read Bella’s second instruction on the activity sheet. Ask the student to read each number to you. Ask the student to read each number to you as an ordinal number. Encourage the student to complete the activity independently. Give help if required.

71ststststst 73rdrdrdrdrd 80ththththth 72ndndndndnd

85ththththth 93rdrdrdrdrd 99ththththth 100ththththth

Read Bella’s third instruction on the activity sheet. Ask the student to read each word to you. Encourage the student to complete the activity independently, using the ordinal number chart to help. Give help if required.

sixth eighth first tenth third

6th6th6th6th6th 1st 1st 1st 1st 1st 10th10th10th10th10th 8th8th8th8th8th 3rd3rd3rd3rd3rd

seventh fourth second ninth fifth

7th7th7th7th7th 4th4th4th4th4th 2nd2nd2nd2nd2nd 9th9th9th9th9th 5th5th5th5th5th


Home tutor Set return checklist Complete the checklist to ensure you have all the required items for Day 1 stored or saved, ready to be returned to the teacher.

Store the checklist for use on Day 2.



24



• Quincey counts sea animals

• Sharing is caring

• Fair sharing

• Lots of sharing

Resources


• Number grid 1 to 100 (from Day 1)

• Ordinal number cards 1st to 10th (from Day 1)–

• Ordinal number name cards (from Day 1)

• Cuisenaire rods (from Maths kit)

Home resources


• play dough (tennis ball sized amount)

• plastic knife or pop stick (to cut play dough)

• camera

• A4 sheet of paper

• glue or adhesive tape



25

Quincey’s quest Quincey count s sea animals Materials: • activity sheet – Quincey count s sea animals



What can you tell me about today’s date? Answers will vary, eg it’s Monday; it’s June, it’s two thousand and twenty. Let’s read Quincey’s speech bubble. Use your calendar to find today’s date. Print the date using numbers and dashes . What are dashes? Answers will vary, eg . horizontal linesWhy do we use them when we print the date? Answers will vary, eg to separate the numbers so we can read the date. Look at the calendar page to find the day, date and month. (Help if required.) Read them to me. Answers will vary, eg Monday the ninth of November Use the calendar to work out the date in numbers and print it on the line. (Help if required.) What year is it now? Answers will vary, eg 2021. Print the year to finish the date . Read the date to me. Answers will vary, eg the ninth of the seventh, twenty twenty one. The next activity is about counting sea animals Read the instruction and . complete the counting tasks.

The student completes the activity independently. Help with reading if required.

Count the animals and print the answers to the questions.

How many crabs? 5 5 5 5 5 crabs

How many prawns? 7 7 7 7 7 prawns

How many altogether? 12 12 12 12 12 animals



26

How many crabs? 1313131313 crabs



How many crabs? 15 15 15 15 15 crabs




Diving in Patterns on the number grid Materials: • Number grid 1 to 100 (from Day 1).

Place the number grid on the table.

Look at your number grid. Put your finger on the number 7. Read the numbers down this column. 7, 17, 27, 37, 47, 57, 67, 77, 87, 97 What do you notice about these numbers? Answers will vary, eg • they all end in 7 • the ones digit is always 7 • the tens digits go up by 1 each time.



27

Place your finger on the number 3. Read the numbers down this column. 3, 13, 23, 33, 43, 53, 63, 73, 83, 93 What do you notice about these numbers? Answers will vary, eg • they all end in 3 • the ones digit is always 3 • the tens digits go up by 1 each time.

Place your finger on the number 9. Read the numbers down this column. 9, 19, 29, 39, 49, 59, 69, 79, 89, 99 What do you notice about these numbers? Answers will vary, eg • they all end in 9 • the ones digit is always 9 • the tens digits go up by 1 each time.

Run your finger down every column. What patterns can you see? Answers will vary, eg • the tens digits go up by 1 as you count down the column • the ones digit is the same all the way down in each column.

You have looked at the columns. Now look at the rows.Run your finger along every row, from left to right. What patterns can you see? Answers will vary, eg • the tens digit in each number is the same across the row • the ones digit goes up by one across the row.

I’m going to trace the numbers on the diagonal. Read each one as I point to it. 1, 12, 23, 34, 45, 56, 67, 78, 89, 100 Can you see a pattern here? both digits increase by 1 each time Put your finger on number 11. Run your finger along the diagonal line and read the numbers as you go. 11, 2 3 4 5 6 7 82, 3, 4, 5, 6, 7, 8, 99 Can you see a pattern? Answers will vary, eg • the both digits increase by 1 each time

• the numbers have double digits.Look for some patterns of your own.

Give the student a few minutes to find some patterns. The student looks for patterns, reads the numbers and explains the pattern. Answers will vary, eg counting by twos, fives or tens.

Store the chart.



28

Ordinal match Materials: • Ordinal number cards – 1st ( )to 10th from Day 1

• Ordinal number name cards (from Day 1).

Mix the Ordinal number cards and place them face down in a row on the table. Mix the Ordinal number name cards and place them face down in a row below the number cards. Ask the student to choose one card from each row. If a pair is made, he/she keeps the cards and has another turn. If not, turn the cards face down again. Choose a card from each row and ask the student if they match. If a pair is made, you keep the cards and have another turn. If not, turn the cards face down again. Take turns until all the cards are matched.

Store the cards.

Burrowing about Sharing play dough Materials: • play dough (tennis ball sized amount) • plastic knife or pop stick (to cut play dough)

• camera.


What do you know about sharing? Answers will vary, eg • you have some lollies and you give some to a friend • you let a friend play with your toys • you cut an orange in half and give one half to a friend • I let my sister use my pencils so that is sharing • two beds in my room because I share the room with my brother.

When you share, does everyone have to have the same amount? Answers will vary, eg not al it depends on what you are sharing.ways,



29

Let’s do some sharing with the play dough. I want you to share the ball of play dough fairly between you and me. How can you do this? cut the ball in half so we both get equal pieces How can you make sure the pieces are equal? Answers will vary, eg • heft them to check their mass • roll the two pieces into balls and check that the sizes are the same.

Do that and show me.

Take photograph/s to show the student completing the task.

This time I want you to share the play dough equally amongst four people.


Roll all the play dough together and make a sausage about as thick as my finger. Share the play dough sausage equally amongst three people.


Share the play dough sausage equally amongst six people.


Save the photographs into the Set folder. Store the materials.

Sharing is caring Materials: • activity sheet – Sharing is caring

• coloured Cuisenaire rods (from Maths kit)

• A4 sheet of paper • glue or adhesive tape

• camera.




30

Ask the student to look at the activity sheet. Read Narrah’s first speech bubble with the student. Ask the student to cut along the heavy dashed line at the bottom of the page, to cut of the owls and flower patterned shape. Ask the student to cut out the four owls.

How many owls want to sit along the didgeridoo? four Look at the didgeridoo. How can you work out four equal spaces for the owls? Answers will vary. Possible responses include: • guess and draw lines with a pencil • fold the didgeridoo part of the page to get four equal spaces • find an object/measuring unit that fits along the didgeridoo four

times, one for each owl.I think a Cuisenaire rod will make a good measuring unit. Experiment with them until you find four of the same length that will fit along the didgeridoo.


Which rod fits along the didgeridoo four times? the pink one Show me. Now take off three of the rods and leave the first one at the beginning of the didgeridoo picture. This is the first owl’s space. Draw a line at the end of the rod to show where it finishes. Move the rod along the didgeridoo until the left end matches the line you drew. This is the second owl’s space. Draw a line at the end of the rod to show where it finishes. Move the rod again so the left end matches the line you drew. This is the third owl’s space. Draw a line at the end of the rod to show where it finishes. Check that the fourth owl has an equal amount of space on the didgeridoo by placing the rod so one end of it is on the line you drew.

Ask the student to glue the owls onto the didgeridoo.



31

Ask the student to cut out the flowered rug. Read Narrah’s speech bubble with the student.

What shape is the picnic rug? rectangular Let’s experiment using the blank paper. Fold the page into four rectangles.

Open the page and cut along the folded lines. Use one rectangle and fold it into eight equal pieces.

The student experiments with the blank rectangles until he/she has one folded into eight equal pieces.

Think about how you folded the rectangle. Now fold the rug in the same way.

Ask the student to unfold the rug. Answers will vary, eg

Ask the student to glue or tape it in the space under Narrah.

S tore or scan and save the activity sheet. ave the photograph s onto the Set S /folder.

Fair sharing Materials: • activity sheet – Fair sharing.

In the previous activities, you shared things equally amongst two or more people or animals. Sharing equally is also called fair sharing. Sometimes people get upset if you do not share fairly. Can you think of times when that might happen? Answers will vary, eg I might give my friend/sister a smaller piece of cake/chocolate

Ask the student to look at the activity sheet.



32

Help the student to read Narrah’s speech bubble. Ask the student to work independently. Help with reading if required.

The owls are sharing fairly. The owls are not sharing fairly.

The sandwiches are fairly shared on the plates.

The sandwiches are not fairly shared on the plates.





Store or scan and save the activity sheet.



33

Reaching out Lots of sharing Materials: • activity sheet – Lots of sharing.

Help the student read Narrah’s speech bubble. Ask the student to complete the tasks independently. help with reading if required.

Is the food shared fairly on each pair of leaves?

yes no

yes no

yes no

yes no

yes no




34





35



• Quincey explores the week

• Halving is sharing

• Ladybird spots

• Group sharing

Resources

• Lesson notes – 3Day


• pack of cards (from Maths kit)

Home resources


• 5 toys or objects with obviously different masses

• A4 sheet of paper

• 5 small paper plates, bowls or containers

Quincey’s quest Quincey explores the weekMaterials: • activity sheet – Quincey explores the week





36

What can you tell me about today’s date? Answers will vary, eg it’s Monday; it’s June, it’s two thousand and twenty. Let’s read Quincey’s speech bubble. Use your calendar to find today’s date. Print the date using numbers and strokes. What are strokes? Answers will vary, eg diagonal lines. Why do we use them when we print the date? Answers will vary, eg to separate the numbers so we can read the date. Look at the calendar page to find the day, date and month. (Help if required.) Read them to me. Answers will vary, eg Monday the ninth of November. Use the calendar to work out the date in numbers and print it on the line. Don’t forget the strokes. (Help if required.) What year is it now? Answers will vary, eg 2021. Print the year to finish the date . Read the date to me. Answers will vary, eg the ninth of the seventh, twenty twenty one. The next activity is about Quincey’s speech bubble the days of the week. Read and answer the questions.


comes after Monday? Tuesday

comes after Saturday? Sunday

comes after Thursday? Friday

comes before Wednesday? Tuesday

comes after Sunday? Monday

comes before Friday? Thursday

has nine letters? Wednesday

is your favourite? Answers will vary

How many days have six letters? 3 days

How many day names begin with T? 2 days




37

Diving in Testing toys Materials: • 5 toys or other objects with obviously different masses.

Place the objects on the table. Ask the student to heft the toys and decide which is the heaviest. Ask the student to place the heaviest toy on the table, to the left. Ask the student to heft the remaining four toys to decide which is the lightest. Ask the student to place the lightest toy on the table, to the right. Ask the student to heft the remaining three toys to decide which is the heaviest. Ask the student to place this toy on the table, to the right of the heaviest toy. Ask the student to heft the remaining two toys to decide which is the lightest. Ask the student to place this toy on the table, to the left of the lightest toy. Ask the student to place the final toy in the middle of the row. Ask the student to identify the heaviest and lightest toys.

Store the objects.

Tens or ones Materials: • A4 sheet of blank paper.

Ask the student to fold the sheet of paper into eight rectangles. Print the following numbers, one in each rectangle. 78, 42, 29, 86, 51 , 64, 97, 15

Point to the number where the seven is in the ones place. ninety seven Point to the number where the five is in the tens place. fifty one Point to the number where the six is in the tens place. sixty four Point to the number where the eight is in the ones place. seventy eight Point to the number where the four is in the ones place. sixty four Point to the number where the seven is in the tens place. seventy eight Point to the number where the nine is in the ones place. twenty nine



38

Point to the number where the one is in the ones place. fifteen Point to the number where the six is in the ones place. eighty six Point to the number where the four is in the tens place. forty two Point to the number where the five is in the ones place. fifteen Point to the number where the eight is in the tens place. eighty six Point to the number where the one is in the ones place. fifty one Point to the number where the two is in the ones place. forty two Point to the number where the nine is in the tens place. ninety seven Point to the number where the two is in the tens place. twenty nine Which is the largest number? ninety seven Which is the smallest number? fifteen

Discard the paper.

Burrowing about Halving Materials: • 2 cm cubes .(from Maths kit)


We can halve collections and groups to share them between two. Can you think of when we do this? Answers will vary, eg • sharing building blocks so two friends can build something • sharing lollies with a friend • sharing cards with a partner in a card game.

Let’s use the cubes to do some halving or fair sharing. Count out 8 cubes.I would like an equal or fair share of the cubes. When you are sharing an object or a group of objects between two people, what are you doing? halving Halve the cubes so we each have an equal share.

Allow the student to experiment to find his/her own way of halving the cubes. Ask the student to count the cubes to check that both groups are equal.



39

How many cubes do I have? four How many cubes do you have? four Did you share them fairly? yes How do you know? both groups have the same number/have four cubes/are equal Make one group of cubes again. Count out twelve cubes. Halve the cubes so we each have an equal share.

Allow the student to experiment to find his/her own way of sharing the cubes. Ask the student to count the cubes to check that both groups are equal.

How many cubes are there in each group? six Did you share them fairly? yes How do you know? both groups have the same number/have six cubes/are equal Make one group of cubes again. Count out thirty cubes. Halve the cubes so we each have an equal share.


How many cubes are there in each group? fifteen Did you share them fairly? yes How do you know? both groups have the same number/have fifteen cubes/are equal Make one group of cubes again. Count out twenty three cubes. Halve the cubes so we each have an equal share.


How many cubes are there in each group? Answers will vary, eg • eleven in each group and one extra cube • eleven in one group and twelve in the other.

Did you share them fairly? I tried to but I could not do it.



40

Why not? there was one extra cube This time the sharing was not fair because there was not an even number of cubes. Some amounts cannot be shared equally into two groups.

The cubes used in the next activity.will be

Halving is sharing Materials: • activity sheet – Halving is sharing

• 2 cm cubes .(from Maths kit)

Place the activity sheet on the table. Read Quincey’s speech bubble. Ask the student to count the number of cubes in the first box in the first row.Read the text below the cube picture with the student and ask him/her to fill in the missing number. Ask the student to use his/her cubes to show the sharing of the cubes. Ask the student to count the number of cubes in each group. Ask the student to draw simple pictures (squares, lines or spots) into the spaces on the activity sheet to show the sharing. Ask the student to complete the missing numbers below the pictures and in the sentence. Help with reading if required. Ask the student to read the completed sentence to you.

Share cubes cubes16 8 8 cubes

16 cubes shared between 2 equals 8 cubes each.

Encourage the student to complete the remaining tasks using cubes to find the answers. Help with reading if required. Ask the student to read the completed sentences to you.



41





Mark then store or scan and save the activity sheet. The student will use the cubes in the next activity.

Ladybird spots Materials: • activity sheet – Ladybird spots

• 2 cm cubes .(from Maths kit)

Place the materials on the table. Read Quincey’s speech bubble with the student.

Look at one of the ladybirds. Point to the legs. How many are there? six Point to the head. The ladybird’s head is round and thin and includes the mouth, eyes, and antennae. Point to the eyes. How many are there? two A ladybird has two eyes but it doesn’t see very well. Ladybirds see in black and white. They cannot see colours at all. Point to the antennae. How many are there? two



42

The antennae help the ladybird smell, taste, and feel its way around. This is how the ladybird finds tiny bugs to eat. The hard shell that covers the rest of the ladybird’s body is called the elytra. It protects their wings. The lytra shows the ladyb ’s colours and patterns to e irdpredators to warn them off. The elytra is exactly the same on both sides. Some people think that ladybirds bring good luck if they land on you. They are the gardener’s friends because they eat small bugs that damage plants, especially roses. What do you notice about the elytras on these ladybirds? They do not have any colour or spots. Let’s read the note below to the first ladybird. ten spots altogether How many spots altogether should the first ladybird have? ten Take out ten cubes to represent the spots. How many groups do you need to share the cubes into? two How do you know? Answers will vary, eg the ladybird’s picture shows two parts/sides. Share the cubes into two groups. How many cubes in each group? five How many spots do you need to draw on each side of the ladybird’s elytra? 5 Draw small black spots on the ladybird to show how they are shared.

10 spots altogether

Read the sentence under the ladybird with the student. Ask the student to add the number to complete the sentence.

10 spots shared between 2 sides equals 5 spots on each side.

Guide the student to use the cubes to complete the second ladybird and sentence.

14 spots altogether

14 spots shared between 2 sides equals 7 spots on each side.



43

Ask the student to use the cubes to complete the ladybirds independently. Ask the student to read and to complete the sentences independently. Help with reading if required.

18 spots altogether 20 altogether spots


equals 9 spots on each side.








You have been sharing spots into two equal groups. When we share into two equal groups, what are we doing? halving

Mark then store or scan and save the activity sheet. The student will use the cubes in the next activity.

Reaching out Group sharing Materials: • activity sheet – Group sharing

• pack of cards (from Maths kit) • 2 cm cubes (from Maths kit)

• 5 small paper plates, bowls or containers.

Ask the student to take the picture cards out of the pack (not the jokers) to be used in the activities.



44

We often share groups or collections of objects. Can you think of some occasions when we do this? Answers will vary, eg • sharing a plate of cakes so we all get one • sharing lollies into party bags • sharing cards in a card game • sharing dominoes in a game.

We’ll use this group of cards to do some fair sharing. Count the cards. 16You have sixteen cards and I would like an equal or fair share of them. When you are sharing an object or a group of objects between two people, what are you doing? halving Halve these cards so we each have an equal share.

Allow the student to experiment to find his/her own way of halving the cards. (If the student experiences difficulty, guide him/her to deal the cards one by one to each person until they have all been dealt.) Ask the student to count the cards to check that both groups are equal.

How many cards do I have? eight How many cards do you have? eight Did you share them fairly? yes How do you know? both groups have the same number/have eight cards/are equal Make one stack of cards again. This time I would like you to share them into four groups.

Allow the student to experiment to find his/her own way of sharing the cards. Ask the student to count the cards to check if all groups are equal.

How many cards are there in each group? four Did you share them fairly? yes How do you know? both groups have the same number/have four cards/are equal Make one stack of cards again. This time I would like you to share them into eight groups.




45

How many cards are there in each group? two Did you share them fairly? yes How do you know? both groups have the same number/have two cards/ are equal Make one stack of cards again. This time I would like you to share them into three groups.


How many cards are there in each group? Answers will vary, eg three groups have 5 and one group has six cards. Did you share them fairly? I tried to but I could not do it. This time the sharing was not fair because the number of cards would not share equally between the three groups. Make one stack of cards again. This time I would like you to share them into five groups.


How many cards are there in each group? Answers will vary, eg four groups have three and one group has four cards. Did you share them fairly? I tried to but I could not do it. This time the sharing was not fair because the number of cards would not share equally between the five groups. When this happens, you cannot share the objects fairly or equally. Let’s try some sharing on the activity sheet.

Read Quincey’s speech bubble.

How many plates can you see? three Take three of your containers and place them in a row. Count out twelve cubes. Share the cubes fairly between the three containers. Count the cubes in each container to check you have shared them fairly. How many cubes in each container? four Draw squares on the plates on the activity sheet to show your sharing.



46

Let’s complete the missing numbers to show what you did.

Read the sentences with the student. He/she can print each number to complete them.

I had I had 12 cubes. 3 plates. I shared the cubes between the plates. Each plate has 4 cubes.

12 cubes shared between 3 plates equals cubes each.4

How many plates can you see in the next row? five Take five of your containers and place them in a row. Count out twenty five cubes. Share the cubes fairly between the five containers. Count the cubes in each container to check you have shared them fairly. How many cubes in each container? five Draw squares on the plates on the activity sheet to show your sharing.

Encourage the student to complete the sentences independently. Help with reading if required.

I had I had 25 cubes. 5 plates. I shared the cubes between the plates. Each plate has 5 cubes.

25 cubes shared between 5 plates equals cubes each.5






47



• Quincey has some scales

• Addition facts to 6 (cut out and stored in an envelope)

• Gingerbread boys 1 and 2

• Gingerbread girls

Resources


• counters (from Maths kit)

Home resources


• equipment as listed on Gingerbread boys 1 activity sheet

• ingredients as listed on Gingerbread boys 1 activity sheet

• oven

• camera

• small tongs

• small plates

• serviettes

• mugs

• drink, eg milk, water

• video camera



48

Quincey’s quest Quincey has some scales Materials: • activity sheet – Quincey has some scales



What can you tell me about today’s date? Answers will vary, eg it’s Monday; it’s June, it’s two thousand and twenty. Let’s read Quincey’s speech bubble. Use your calendar to find today’s date. Print the date using words and numbers. Look at the calendar page to find the day, date and month. (Help if required.) Read them to me. Answers will vary, eg Monday the ninth of November

Ask the student to print the date as requested on the lines. Help with spelling if required. The student includes ‘the’, ‘of’ and the comma after the month name.

What year is it now? Answers will vary, eg 2021. Print the year to finish the date . Read the date to me. Answers will vary, eg Monday the ninth of November, twenty twenty one. The next activity is about scales and mass. Read Quincey’s speech bubble and complete the tasks.


The mass of the apple is 15 cubes.

The mass of the orange is 25 cubes.

The mass of the plum is 10 cubes.

Which is the heaviest fruit? o range

Which is the lightest fruit? plum




49

Diving in Addition facts to 6Materials: • activity sheet – Addition facts to 6 (store the 10 + 0 and 5 + 5 facts for Day 7)

• counters (from Maths kit).

Place the materials on the table. Spread the cards face up on the table. Ask the student to point to, read and say the answers for any facts he/she knows. Each fact that is correct is turned over. Ask the student to use the counters to work out the unknown answers, turning each fact over as it is solved. Ask the student to make a stack of the fact cards. Ask the student to sort the cards so all those with the same answer are in the same column.

0 1 2 3 4 5 6

0 + 0 = 1 + 0 = 2 + 0 = 1 + 1 =

0 + 3 = 2 + 1 =

4 + 0 = 3 + 1 = 2 + 2 =

5 + 0 = 4 + 1 = 3 + 2 =

6 + 0 = 5 + 1 = 4 + 2 = 3 + 3 =

Store the cards. The counters will be used in the next activity.

Exploring halving Materials: • counters (from Maths kit).

Place the counters on the table.

Watch as I count these counters.

Silently count out fourteen counters by ones to make a group.

How did I count them? by ones You count the same counters by twos. 2, 4, 6, 8, 10, 12, 14 Is fourteen an odd or even number? even



50

What do you do when you halve a collection? You make two equal groups. Can you halve the group of fourteen counters? Answers will vary. Make the groups to see if you are correct.

The student groups the counters independently.

C ould you halve the group of fourteen counters? yes How many counters in each group? seven Is seven an odd or even number? odd Can you halve the group of seven counters? Answers will vary. Make the groups to see if you are correct.


Could you halve the group of seven counters? no How many counters in each group? four and three Is four an odd or even number? even Can you halve the group of four counters? Answers will vary. Make the groups to see if you are correct.


Could you halve the group of four counters? yes How many counters in each group? two Look at your group of three counters. Is three an odd or even number? odd Can you halve the group of three counters? Answers will vary. Make the groups to see if you are correct.


Could you halve the group of three counters? no How many counters in each group? two and one Is two an odd or even number? even Can you halve the group of two counters? Answers will vary. Make the groups to see if you are correct.




51

Could you halve the group of two counters? yes How many counters in each group? one Think about the numbers you could . Where they odd or even?halve even Can odd numbers be halved? no

Store the counters.

Burrowing about Gingerbread boys Materials: • activity sheets – Gingerbread boys 1 and 2

• equipment as listed on Gingerbread boys 1 activity sheet

• ingredients as listed on Gingerbread boys 1 activity sheet

• oven • camera.

Note: if you do not have a gingerbread boy cutter, make the shape using card and cut it out. The student can use a knife to trace the shape in the dough.

Take the materials to the cooking area

Today we are making and baking some gingerbread boys to share with our family/friends. What do we need to do before we begin cooking? Answers will vary, eg • wash our hands • put on an apron • put on an old shirt to cover my clothes • roll up our sleeves.

Let’s wash our hands and get ready to start.

Help the student get ready, washing hands, putting on an apron etc. Read the equipment list from the Gingerbread boys 1 activity sheet with the student. Give the student the Gingerbread boys 1 activity sheet and supervise him/her as he/she locates the equipment and places it on the table. Read the ingredients list with the student. Supervise the student as he/she locates the ingredients and places them on the table.



52

Place the two activity sheets side by side on the table. Read the Directions from Gingerbread boys 2 activity sheet. Organise the oven shelves so the tray/s of gingerbread boys can be placed inside. Help the student read the oven temperature switch to 190º C (or 180º C fan forced). Help the student read the first step of the directions.

Read the Gingerbread boys 1 activity sheet and tell me how much flour we need. 1 and a half cups

Place the sifter onto the bowl. Help the student use the one cup and half cup measuring cups to measure the flour into the sifter. Remind the student that the measuring units (cups) must be filled to the top and be level.

Read the Gingerbread boys 1 activity sheet and tell me how much ginger we need. 2 teaspoons

Take a photograph of the student using the teaspoon to measure the ginger into the sifter.

Read the Gingerbread boys 1 activity sheet and tell me how much bicarb soda we need. 1 teaspoon

Take a photograph of the student using the teaspoon to measure the bicarb soda into the sifter.

Now you can sift the ingredients into the bowl as the direction told us.

Take a photograph of the student sifting the dry ingredients into the bowl. Continue to help the student as he/she checks and measures the quantities, and reads and follows each direction.

Take photographs of the student as he/she completes each task.

Now it’s time for some sharing. How many gingerbread boys did we make? Answers will vary. Each gingerbread boy needs one mouth. What can you use to make the mouths? Answers will vary. How many pieces do we need? Answers will vary. Count out the pieces you need. Share them out so each gingerbread boy has one.



53

Ask the student to push the decoration into the dough face of each gingerbread boy.

Each gingerbread man needs one nose. What can we use for the noses? Answers will vary. How many do we need? Answers will vary. Count out the pieces you need. Share them out so each gingerbread boy has one.

Ask the student to push the ‘nose’ into the dough face of each gingerbread boy.

Each gingerbread boy needs two eyes. What can we use for the eyes? Answers will vary. Let’s count by twos to find out how many we need. pieces

Point to each gingerbread boy as the student counts by two.

How many do we need? Answers will vary. Count by twos to collect pieces you need. the Share them out so each gingerbread boy has two.

Ask the student to push the ‘eyes’ into the dough face of each gingerbread boy.

Each gingerbread boy needs five decorations on his body. What can we use? Answers will vary. Let’s count by fives to find out how many we need.

Point to each gingerbread boy as the student counts by five.

How many do we need? Answers will vary. Count out the pieces you need. Share them out so each gingerbread boy has five.

Ask the student to push the ‘decorations’ into each gingerbread boy.

Now they are ready to cook.

Place the tray into the oven. Help the student set the timer for 15 minutes. Gingerbread boys are cooked when they are a golden brown colour. Allow to cool for a few minutes and then use the egg slice to move to a wire rack. The gingerbread boys will harden as they cool.

Let’s leave them to cool while we complete the next activity.



54

Take a photo of the finished gingerbread boys. The gingerbread boys will be used in another activity.

Save the photographs in the Set folder.

Gingerbread girls Materials: • activity sheet – Gingerbread girls


Place the activity sheet on the table. Read the title of the activity sheet and Penni’s speech bubble with the student. Read the text in the second box with the student.

Count the gingerbread girls and print your answer into the space so we know how many gingerbread girls we have. twelve

12 gingerbread girls ____________ trays.. Each ____________ tray will have gingerbread girls.

Count the trays and fill in the space so we know how many trays we have.

12 gingerbread girls. 3 trays.Each ____________ tray will have gingerbread girls.

How can we work out how many gingerbread girls will be placed on each tray? Answers will vary. Possible responses include: • use cubes and make three groups • join the gingerbread girls to the trays using pencil lines.

Let’s use pencil lines to join the girls to the trays. Choose three different coloured pencils, one for each tray. (Pont to the first girl in the line.) Join this gingerbread girl to a tray first. Which tray will you join her to? the closest tray Draw your joining line.



55

Answers will vary, eg

Look at the third tray. Which gingerbread girl will you join to this tray? the last girl in the row Choose a different pencil and join the gingerbread girl to the third tray.

Look at the second tray. Which gingerbread girl will you join to this tray? one of the two girls directly above the tray Choose a different pencil and join the gingerbread girl to the second tray.

Direct the student to the first tray. The student uses the same colour pencil as previously used for this tray to join the second girl to the tray. Direct the student to the third tray. The student uses the same colour pencil as previously used for this tray to join the second last girl to the tray. Direct the student to the second tray. The student uses the same colour pencil as previously used for this tray to join the other girl directly above the tray to this tray.



56

Continue to guide the student to join one gingerbread girl from the row to each tray, using the different coloured pencils, until all of them are joined.

You did your joining in a very ordered way, moving from one tray to the next in turn. This stops you from getting mixed up when you are drawing your lines. Using different coloured pencils makes it easy to see which gingerbread girls are joined to each tray. How can you work out how many gingerbread girls are joined to each tray? Count the joining lines for each tray/coloured pencil.

Ask the student to count the joining lines for each tray.

How many gingerbread girls will there be on each tray? 4 Let’s read and complete the sentence to tell us this.

12 gingerbread girls. 3 trays.Each tray will have 4 gingerbread girls.

Guide the student to complete the next joining task in the same way.

14 gingerbread girls. 7 trays. Each tray will have 2 gingerbread girls.

If the student prefers to use counters for the last task, allow him/her to do this. Matches may vary.



57

Each tray will have 5 gingerbread girls.

Ask the student to read the text under each picture to you.


Reaching out Sharing and eating Materials: • baked gingerbread boys on the wire rack

• small tongs • small plates

• serviettes • mugs

• drink, eg milk, water

• video camera.

It’s time to share and eat your gingerbread boys. Who will you share them with? Answers will vary. Place the plates on the table, one for each person who will be sharing the gingerbread boys. Point to each plate and say the name of the person who will use it. Answers will vary. Do you have a plate for yourself? Answers will vary.

The student adds a plate for him/herself if it was missing.

Everyone will want a drink. How many mugs do you need? Answers will vary. Place a mug beside each plate.



58

Everyone will want a serviette. How many do you need? Answers will vary. Place a serviette beside each plate. Look at the table you have set up. Are the plates, mugs and serviettes shared equally amongst the people who will be eating gingerbread boys? yes Use the tongs to place a gingerbread boy on each plate. Are the gingerbread boys shared fairly? yes How do you know? each person/plate has one Do you have any gingerbread boys left over? Answers will vary.

If yes, ask the student if there are enough to give each plate a second gingerbread boy. Answers will vary. Ask the student to use the tongs to share the extra gingerbread boys to see if he/she was correct. Discuss the result. If there are more gingerbread boys, ask the student to share again. Discuss the result. Ask the student to collect the extra gingerbread boys, leaving one (or two if he/she wishes) on each plate. Ask the student to invite the guests to the table.

Make a video recording of the student telling the guests about the baking activity. Include the table set up in the video. As the guests eat and drink, ask them to tell the student what they think of his/her baking.

Save the video recording into the Set folder.





59

Day 5 Day 5 is a review day where the student demonstrates his/her understanding of the concepts learned during Days 1 to 4. Encourage the student to complete the activities independently. If the student requires prompting or other help (not including the reading of instructions, speech bubbles etc), please note on the Reflection sheet.

Collect and prepare the items listed on the Materials checklist.


• Quincey adds up

• Is it fair?

• Count and colour

• Check the sharing

• Ants on leaves

• Draw to share

• Reflection Days 1 – 5

Resources



Home resources


• video camera

Quincey’s quest Quincey adds up Materials: • activity sheet – Quincey adds up


• 2 cm cubes (from Maths kit).



60

Place the activity sheet on the table. Read the title and Quincey’s speech bubble with the student. Ask the student to use the calendar to locate the date. Ask the student to tell you the complete date. Answers will vary, eg Friday the 19th of November 2021. Ask the student to print the date as requested on the lines. Help with spelling if required. The student includes ‘the’, ‘of’ and a comma after the month name.

What year is it now? Answers will vary, eg 2021. Print the year to finish the date . Read the date to me. Answers will vary, eg Friday the nineteenth of the November, twenty twenty one. The next activity is about addition. Read Quincey’s speech bubble and complete the tasks.


3 + 4 = 2 + 6 = 7 8 6 + 2 = 8 9 4 + 5 = 5 + 4 = 7 + 3 = 9 10 6 + 3 = 9 7 4 + 3 = 3 + 7 = 10 4 + 6 = 10

7 + 2 = 9 9 3 + 6 = 6 + 4 = 2 + 7 = 10 9 8 + 2 = 10 2 + 8 = 10


Diving in What am I? Materials: • video camera.

This is a puzzle activity called What am I? I’ll give you some clues and you guess the 3D object. We’ll record the work you do. When I turn on the video, please say your name and the name of this activity.



61

Please set up the video camera and record the student’s introduction and the activity.

Listen carefully while I give you some clues about a 3D object. Use the clues to tell me which 3D object I am thinking about. I am a 3D object with one curved surface. I don’t have flat faces or straight edges. What am I? a sphere I have one flat face and one curved surface. My flat face is circular. I have an apex. I don’t have sides. What am I? a cone I have two flat end faces and one curved surface. My flat end faces are circular. I don’t have any sides or corners. What am I? a cylinder I have 6 flat faces, 12 edges, and 8 corners. All my edges are the same shape and size. What am I? a cube I have 6 flat faces, 12 edges, and 8 corners. My edges are not all the same length. I look like a box. What am I? a rectangular prism I have 5 flat faces. My base is square. The other 4 faces are triangular. They meet at an apex. What am I? a pyramid or square pyramid I have 5 flat faces. end facesMy 2 are triangular. The other 3 faces are rectangular. What am I? a triangular prism

Save the video recording into the Set folder.

Is it fair? Materials: • activity sheet – Is it fair?

Read Narrah’s speech bubble with the student. Ask the student to complete the activities independently. Help with reading if required.



62

This sandwich is shared fairly.

This sandwich is not shared fairly.

This apple is shared fairly.

This apple is not shared fairly.

This play dough heart is shared fairly.

This play dough heart is not shared fairly.

This star is shared fairly.

This star is not shared fairly.

This chocolate block is shared fairly.

This chocolate block is not shared fairly.


Burrowing about Count and colour Materials: • activity sheet – Count and colour.

Read Narrah’s first speech bubble with the student. The student reads the directions and completes the activity independently.

(orange) (black) (blue) (brown) (pink) (red) (white) (purple) (yellow) (green)

Read Narrah’s second speech bubble with the student. The student completes the activity independently.



63

second tenth fifth seventh first

2nd2nd2nd2nd2nd 1st1st1st1st1st 10th10th10th10th10th 5th5th5th5th5th 7th7th7th7th7th

eighth fourth sixth ninth third

8th8th8th8th8th 4th4th4th4th4th 6th6th6th6th6th 9th9th9th9th9th 3rd3rd3rd3rd3rd

Read Narrah’s third speech bubble with the student. Encourage the student to read the sentences and complete the activity independently.

The 3rd and 8th animals are green. The 2nd and 7th animals are blue.

The shell is 9th in the row. The crab is 1st in the row.

The 4th and 6th sea stars are yellow. The 5th animal is a jellyfish.


Check the sharing Materials: • activity sheet – Check the sharing.

Read Narrah’s speech bubble with the student. Ask the student to look at the cupcake sharing and shade the bubble to show his/her answer. Read the ‘How do you know?’ question to the student and ask him/her to explain. Ask the student to print his/her answer. Help with spelling if required.

The cakes are shared fairly. The cakes are not shared fairly.

How do you know? Answers will vary. Possible responses include: • I counted each group and they all have the same number of cakes. • I can see that each child has 5 cakes. • Each child has one cake of each type.



64

Ask the student to look at the cake slice sharing and shade the bubble to show his/her answer. Read the ‘How do you know?’ question to the student and ask him/her to explain. Ask the student to print his/her answer. Help with spelling if required.

The cake is fairly shared. The cake is not fairly shared.

How do you know? One plate has larger pieces of cake.

Ask the student to look at the pizza sharing and shade the bubble to show his/her answer. Read the ‘How do you know?’ question to the student and ask him/her to explain. Ask the student to print his/her answer. spelling if required. Help with

The pizza is shared fairly. The pizza is not shared fairly.

How do you know? Answers will vary. Possible responses include: • All the pictures of the pizza are different sizes. • One picture is a single slice and another is a whole pizza. • All the pictures of the pizza show a different number of slices.


Ants on leaves Materials: • activity sheet – Ants on leaves.

Read the instructions with the student. The student works independently. Help with reading if required.

8 4 . ants leaves. Each leaf will have .2 ants



65

15 . ants 5 leaves. Each leaf antswill have 3 .

Each leaf will have . 4 ants


Reaching out Draw to shareMaterials: • activity sheets – Draw to share.

Read Narrah’s speech bubble with the student. The student work independently. Help with reading if required. s

Share 9 balls between 3 animals. Draw the balls for each animal.

Each animal has 3 balls.



66

Share 32 sticks between 8 birds. Draw the sticks for each bird.

Each bird has 4 sticks.

Share 25 pebbles between 5 animals. Draw the pebbles for each animal.

Each animal has 5 pebbles.


H tutor ome Reflection Please complete the Days 1 . Write your observations and comments – 5 Reflectionabout how capably the student worked on the activities. Detailed information will provide the teacher with an insight into any strengths or weaknesses you have noticed as the student completed the activities each day.

Store or scan and save the for return with the completed set.Reflection

Set return checklist Complete the checklist ensure you have all the required items for Day to 5 stored or saved, ready to be returned to the teacher.




67



• Quincey explores 3D objects

• Wonderful worms

• Area hunt

• Tea towel time

Resources


• Addition facts to 6 (from Day 4)


• Ordinal numbers chart (from Day 1)

• measuring units, eg cubes, rods, pegs, plastic animals,counters (from Maths kit)

Home resources


• play dough ball (approximately one cup)

• tea towel

• sheet of A4 paper

• flat circular shape, eg plate, paper

• tissue

• video camera



68

Quincey’s quest Quincey explores 3D objects Materials: • activity sheet – Quincey explores 3D objects



What can you tell me about today’s date? Answers will vary, eg it’s Monday; it’s June, it’s two thousand and twenty. Let’s read Quincey’s speech bubble. Use your calendar to find today’s date. Print the date using words and numbers. Look at the calendar page to find the day, date and month. (Help if required.) Read them to me. Answers will vary, eg Monday the ninth of November.


What year is it now? Answers will vary, eg 2021. Print the year to finish the date . Read the date to me. Answers will vary, eg Monday the ninth of November, twenty twenty one. The next activity is about 3D objects. Read Quincey’s speech bubble and complete the tasks.


square pyramid base

1 triangular face

4 straight edge

8 apex

1

cone base

1 curved surface

1 curved edge

1 apex

1

triangular prism

end face 2

rectangular face 3

straight edge 9

corner 6

hexagonal prism

end face 2

rectangular face 6

straight edge 18

corners 12



69

square prism

end face 2

rectangular face 4

straight edge 12

corner 8


Diving in Six quiz Materials: • activity sheet – ( )Addition facts to 6 from Day 4


Spread the cards face up on the table. Ask the student to point to, read and say the answers for any facts he/she knows. Each fact that is correct is turned over. Ask the student to use the counters to work out the unknown answers, turning each fact over as it is solved. Turn the cards face up on the table. Ask the student to point to each card and say it’s turnaround fact with the answer, eg for the card 6 + 0 =, the student says zero add six equals six. The student can use the counters to solve unknown facts. Turn over each card after the turnaround fact and answer has been said.

Store the cards.

Cover the number Materials: • Ordinal numbers chart (from Day 1) • counters (from Maths kit).

Place the materials on the table. Ask the student to equally share the counters between each player. Each player turns over their counters so they all show the same colour. Each player’s counters must show a different colour. Place the chart between the two players.



70

Listen to my clue and cover the number with your counter. My number comes after third. fourth

The student covers ‘4 with a counter.th'

Now give me a clue so I can cover a counter. Answers will vary.

Cover the number with a counter. Continue giving clues and covering the numbers. If the answer is not known, a number is not covered. If the number is already covered, do not cover it again. Continue until all the numbers are covered.

Who has the most counters left? Answers will vary. Who do you think put the most counters on the chart? Answers will vary. Let’s find out. Count your counters on the chart. Answers will vary. Count my counters on the chart. Answers will vary. Who has more? Answers will vary. Was your prediction correct? Answers will vary.

Store the counters and chart .

Burrowing about Wonderful worms Materials: • activity sheet – Wonderful worms

• play dough ball (approximately one cup)

• measuring units, eg cubes, rods, pegs (from Maths kit).

Today we are investigating area. What do you know about area? Answers will vary, eg it’s a space. Break the play dough ball into three different sized pieces. Roll out each piece to make a worm that is about as thick as your thumb.

Ask the student to place the worms in order from longest to shortest.

These worms are different lengths. What do we mean when we say the word length? It means how long something is. How could you measure the lengths of the worms? Answers will vary, eg c ubes coloured, , pegs rods.



71

Ask the student to choose a unit and measure the longest worm. Answers will vary, eg four cubes. Ask the student to measure the shortest worm with the same unit and tell you the length. Answers will vary, eg two cubes. Ask the student to measure the third or middle sized worm with the same unit and tell -you the length. Answers will vary, eg three cubes.

Let’s record your measuring on the activity sheet. Read Bella’s speech bubble to me.

Encourage the student to work independently. Give help if required. Answers will vary, eg

Worms Length

longest worm 13 cubes

middle-sized worm 10 cubes

shortest worm 7 cubes

Place the shortest worm on the activity sheet. Now make it grab its own tail. Tell me what happens. The worm makes a circle shape. Look at the space inside the worm. What shape is it? circular/circle This space inside the worm circle is an area. The worm is the edge of the area. Move the worm to the top of the large rectangle on the activity sheet.

Help the student trace a light line around the inside of the worm shape. Ask the student to shade the area inside the line. Ask the student to remove the worm from the activity sheet. Help the student print ‘circular area’ next to or inside the shaded area.

Place the longest worm on the activity sheet and make it grab its own tail. Reshape the worm so it is making a square. Look at the space inside the worm. What shape is this area? square The worm is the edge of the square area. Move the worm so it is nside the large rectangle on the activity sheet. i

Help the student trace a light line around the inside of the worm shape. Ask the student to shade the area inside the line. Ask the student to remove the worm from the activity sheet. Help the student print ‘square area’ next to or inside the shaded area.



72

Place the middle-sized worm on the activity sheet and make it grab its own tail. Reshape the worm so it is making a triangle. Look at the space inside the worm. What shape is the area? t riangularThe worm is the edge of the triangular area. Move the worm to a space in the rectangle on the activity sheet.

Help the student trace a light line around the inside of the worm shape. Ask the student to shade the area inside the line. Ask the student to remove the worm from the activity sheet. Help the student print ‘triangular area’ next to or inside the shaded area. Discuss the shaded areas, eg which area looks larger or smaller, what is an area.

Store or scan and save the activity sheet. Store the play dough.

Area hunt Materials: • activity sheet – Area hunt.

What is area? Answers will vary, eg the space inside a border or edge. Let’s look at the area of some shapes. Look at the window. What shape is it? Answers will vary. The edge is the (wooden/aluminium) frame around the window. Which part is the area? Answers will vary. Possible responses include: • the glass • the space inside the frame.

Let’s show that on our activity sheet. Read Bella’s speech bubble to me.Look at the window picture. Read the two labels. edge, areaUse a pencil to draw a line from the word ‘edge’ to the window frame.Use a pencil to draw a line from the word ‘area’ to the space inside the window frame.

edge

area



73

Look at the doorway. What shape is it? Answers will vary. The edge is the (wooden/aluminium) doorway around the door or open space. Which part is the area? Answers will vary. Possible responses include: • the door • the space made by the door when it is open.

Let’s show that on our activity sheet.

edge

area

Help the student identify two other areas, eg tabletop, plate, floor mat, book cover, computer screen. Discuss what makes the ‘edge’ and what makes the ‘area’. Ask the student to make a simple drawing of each area and use the ‘edge’ and ‘area’ labels to show these parts on the picture. Answers will vary. Ask the student to label each drawing, eg ‘mat’, table top’.

The sentence at the bottom of the sheet starts ‘Area is’. Tell me how you could finish the sentence so we know what ‘area’ means. Answers will vary, eg • Area is the space inside an edge. • Area is the space taken up by a face/surface • Aria is the surface of an .object

Ask the student to print a sentence ending. Help with spelling.


Tea towel time Materials: • activity sheet – Tea towel time

• tea towel.




74

In this activity, we will compare the areas of some items. Look at the doorway and the window. Which has the larger area? the doorway How do you know? I can tell by looking at it. Look at the area of my palm. Now look at the area of your palm. Which palm has the smaller area? mine Let’s check.

Hold your palm up, facing the student. Ask the student to place his/her wrist against yours and lay his/her palm against yours.

Was your prediction correct? yes How do you know? I can see some of your palm showing around the edge of mine. Look at your activity sheet. Which has a larger area, the sheet or my palm? the sheet Let’s check.

Place your palm on top of the activity sheet.

Was your prediction correct? yes How do you know? I can see some of the sheet showing around the edge of your palm. Take the tea towel and spread it out. Which has the larger area, the tea towel or your activity sheet? the tea towel How can you check? I can place the sheet on top of the tea towel. Check your prediction.

The student places the activity sheet on top of the tea towel to check his/her prediction.

Was your prediction correct? yes How do you know? I can see some of the tea towel showing around the edge of the activity sheet. Which has the larger area, the tea towel or this tabletop? the tabletop How can you check? I can place the tea towel on top of the tabletop. Check your prediction.

The student places the tea towel on top of the tabletop to check his/her prediction.



75

Was your prediction correct? yes How do you know? I can see some of the tabletop showing around the edge of the tea towel. I want you to find two items that have a smaller area than your tea towel. Remember that area is the surface of an object.

The student takes the tea towel and searches for two items that have smaller areas. Guide the student to place smaller items on top of the tea towel to check them. The student draws and labels each item in the top boxes on the activity sheet. Ask the student to find two items with areas that are larger than the tea towel. Guide the student to place the tea towel on top of larger items to check them. The student draws and labels each item in the lower boxes on the activity sheet. Answers will vary, eg These items have a smaller area than my tea towel.

pencil case seat of chair

These items have a larger area than my tea towel.

mat sofa cushion


Reaching out Measure the areaMaterials: • sheet of A4 paper • flat circular shape, eg plate, paper

• tissue • three different measuring units chosen by the student, eg cubes, pegs, blocks, toy

cars, counters, plastic animals (from Maths kit or household)

• video camera.



76

Place the A4 sheet of paper on the table.

object cubes pegs cars Help the student fold the A4 sheet to make a recording sheet as shown. Ask the student to print the headings and object names as shown.

tissue

plate

You can use these three measuring units to measure the area of the objects. Open the tissue and place it flat on the table. Trace the edge of the tissue. Run your hand over the area of the tissue. What is the first measuring unit listed on your record sheet? Answers will vary, eg cubes. Use the cubes to cover the area of the tissue. Count the cubes to find out how many you used. Answers will vary. Print the number in the tissue row, below the ‘cubes’ title. Measure the area of the tissue using the other two measuring units. Record your measurements.

Make a short video showing the student using each measuring unit. Help the student identify the correct recording box if required. Ask the student to use the measuring units to measure and record the area of the circular object.

Make a short video showing the student using each measuring unit. Help the student identify the correct recording box if required.

Please record this discussion.

Which object was the easiest to measure? Answers will vary, eg tissue. Why? Answers will vary. Which measuring unit was the easiest to use? Answers will vary, eg cube. Why? Answers will vary. Which was the best measuring unit to use? Answers will vary. Why? Answers will vary.

Save the video recording into the Set folder. Store the materials.



77





78



• Quincey takes away

• Addition facts to 10 (cut out and stored in an envelope)

• Comparing rectangles

• Use your area skills

Resources


• 2 x addition facts cards 10 + 0 = and 5 + 5 = (from Day 4)


• Number grid 1 to 100 (from Day 1)

Home resources


• stick or similar (student will use this to trace area edges)

• chalk (or stick can be used)

• camera

• two flat items of similar size, smaller than sheet, egan A4two books

• scissors

• stapler or paper clip

• glue



79

Quincey’s quest Quincey takes away Materials: • activity sheet – Quincey takes away



What can you tell me about today’s date? Answers will vary, eg it’s Tuesday; it’s December; it’s two thousand and twenty. Let’s read Quincey’s speech bubble. Use your calendar to find today’s date. Print the date using numbers with dashes or strokes . What are dashes? Answers will vary, eg horizontal lines. What are strokes? Answers will vary, eg diagonal lines. Why do we use them when we print the date? Answers will vary, eg to separate the numbers so we can read the date. Will you use dashes or strokes? Answers will vary. Look at the calendar page to find the day, date and month. (Help if required.) Read them to me. Answers will vary, eg Tuesday the ninth of December. Use the calendar to work out the date in numbers and print it on the line. Don’t forget the strokes/dashes. (Help if required.) What year is it now? Answers will vary, eg 2021. Print the year to finish the date . Read the date to me. Answers will vary, eg the ninth of the twelfth, twenty twenty one. The next activity is about the instruction.subtraction. Read What is the first number sentence? ten take away one Cross off the fingers to show what the number sentence is saying. Print the answer after the equals sign.

The student completes the activity independently. Fingers that are crossed off may vary.

10 10 – 1 = 9 – 5 = 5



80

10 10 – 2 = 8 – 3 = 7

10 10 – 4 = 6 – 0 = 0

10 10 – 9 = 1 – 6 = 4


Diving in I can add Materials: • activity sheet – ( )Addition facts to 10 cut out • 2 x addition facts cards 10 + 0 = and 5 + 5 = (from Day 4)


Place the materials on the table. Spread the cards face up on the table. Ask the student to point to, read and say the answers for any facts he/she knows. Each fact that is correct is turned over. Ask the student to use the counters to work out the unknown answers, turning each fact over as it is solved. Ask the student to make a stack of the fact cards. Ask the student to sort the cards so all those with the same answer are in the same column.



81

7 8 9 10

0 + 7 = 6 + 1 = 5 + 2 = 3 + 4 =

0 + 8 = 7 + 1 = 6 + 2 = 5 + 3 = 4 + 4 =

9 + 0 = 1 + 8 = 7 + 2 = 3 + 6 = 5 + 4 =

10 + 0 = 9 + 1 = 8 + 2 = 7 + 3 = 6 + 4 = 5 + 5 =

Store the cards.

Skip on Materials: • Number grid 1 to 100 .(from Day 1)

Place the chart on the table. The student can use it if he/she wishes.

Count forwards by twos from 20 to 30. 20, 22, 24, 26, 28, 30 Now count backwards by twos from 30 to 20. 30, 28, 26, 24, 22, 20 Count forwards by twos from 36 to 50. 36, 38, 40, 42, 44, 46, 48, 50 Now count backwards by twos from 30 to 20. 50, 48, 46, 44, 42, 40, 38 36 Count backwards from 100 to 80. 100, 98, 96, 94, 92, 90, 88, 86, 84, 82, 80 Count forwards by fives from 40 to 100. 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, 100 Count backwards by ones from 30 to 22. 30, 29, 28, 27, 26, 25, 24, 23, 22 Count backwards by ones from 40 to 30. 4 3 3 3 3 3 3 3 30, 9, 8, 7, 6, 5, 4, 3, 2, 3 301, Count backwards by ones from 50 to 40. 5 4 4 4 4 4 4 4 40, 9, 8, 7, 6, 5, 4, 3, 2, 4 40 1, Now count backwards by fives from 100 to 50. 100, 95, 90, 85, 80, 75, 70, 65, 60, 55, 50 Count backwards by tens from 100 to 0. 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 0

Store the chart.



82

Burrowing about Making areas Materials: • stick or similar (student will use this to trace area edges)

• chalk (or stick can be used – see direction for this activity) • camera.

Tell me what you know about area. Answers will vary, eg • Area is the space inside a border/edge. • Area is the space covered by a flat surface.

Move to an area in the back or front yard.

Let’s look for areas and edges outside. Tell me about four areas you can see. Answers will vary, eg • the area of the garden bed • the area under the car • the area made by the shadow of the tree • the area of the back porch.

Which of the four areas is the largest? Answers will vary.Which of the four areas is the smallest? Answers will vary.Let’s walk around the edges of four of the areas you have described.

Walk around the edges of the areas with the student. Ask the student to use the stick to trace the edges of two of the areas. Take the student to an open space, either sandy or on pavement (or somewhere similar so he/she can draw large shapes with either a stick or chalk). Ask the student to use the stick (to draw in sand) or chalk (to draw on pavement) to draw the following shapes.

• a face shaped area • a tree shaped area

• a triangular area • any shape.

Ask the student to identify the edge and area of each shape.

Help the student take photographs of the shapes he/she drew.



83

Tell me about the edges of the shapes you drew. Answers will vary, eg • some edges were straight and some were curved • some edges have both curved and straight sections • some edges had large areas inside them and some had smaller areas

inside them.Tell me about the areas of the shapes you drew. Answers will vary, eg • the areas were different sizes • the areas were different shapes • some areas were smaller than other areas.

Save the photograph/s into the Set folder.

Comparing rectangles Materials: • activity sheet – Comparing rectangles

• two flat items of similar size, smaller than the activity sheet, eg two books

• scissors

• stapler or paper clip • camera.

Place the activity sheet on the table.

Smooth the palm of your hand over the activity sheet. This is the area of the activity sheet. Area is the space taken up by the surface of an object. In this activity, we will compare the areas of some items. Look at the doorway and the window. Which has the larger area? the doorway How do you know? I can tell my looking at it. Look around and find something that has an area that is larger than your activity sheet. Answers will vary. Look around and find something that has an area that is smaller than your activity sheet. Answers will vary.

Show the student two items with similar areas, eg two books.

Look at these two items. Which has the larger area? Answers will vary. Their area is close so it’s not as easy to tell which is larger. Let’s explore one way that will help us compare different areas.



84

Place an activity sheet and one book on the table.

Look at the activity sheet and the book. Which has a larger area? Answers will vary. Let’s check your answer. Place the activity sheet on the table.

Ask the student to place the book on top of the activity sheet so one corner and two edges of the book match with one corner and two edges of the activity sheet.

Which has the larger area? activity sheet How do you know? I can see some of the activity sheet showing around the edge of the book. Take the book off the activity sheet. Now use the same matching method to find out which of the two books has the larger area.

The student explores the best way to match and compare the two books.

Which has the larger area? Answers will vary. How do you know? I can see some of the larger book showing around the edge of the smaller book.

Ask the student to cut out the four rectangles from activity sheet.

Place the balloon, kite, hat and shoe rectangles in a row. Use your looking skills to order the rectangles from largest area to smallest area. Answers will vary. Use your matching skills to check your order.

Allow the student to explore the best way to match and compare the rectangles. Discuss the method/s he/she used.

Ask the student to make a stack with the rectangles in size order from largest to smallest.

Help the student staple/paper clip the rectangles together to keep them in their largest to smallest area order.

Take a photograph of the rectangle stack.

Save the photograph in the Set folder.



85

Reaching out Use your area skills Materials: • activity sheet – Use your area skills

• scissors • glue.

Place the materials on the table. Read Narrah’s speech bubble with the student. Help the student cut out the shapes. The student works independently to complete the activities.

pentagons


semicircles







86



• Quincey tells the time

• Use the news

• Koko Koala

Resources





Home resources


• a large empty square or rectangular space in a room,verandah or yard (approx. 3 m x 4 m or larger)

• string, rope or similar to mark the edges of the space

• sheets of newspaper

• 2 cm cubes

• playing cards

• scrap paper

• 3 x A4 sheets of paper

• camera

• clipboard or book to lean on



87

Quincey’s quest Quincey tells the time Materials: • activity sheet – Quincey tells the time



Let’s read Quincey’s speech bubble. Use your calendar to find today’s date. Print the date using numbers with dashes or strokes. What are dashes? Answers will vary, eg horizontal lines. What are strokes? Answers will vary, eg diagonal lines. Why do we use them when we print the date? Answers will vary, eg to separate the numbers so we can read the date. Will you use dashes or strokes? Answers will vary. Look at the calendar page to find the day, date and month. (Help if required.) Read them to me. Answers will vary, eg Tuesday the ninth of December. Use the calendar to work out the date in numbers and print it on the line. Don’t forget the strokes/dashes. (Help if required.) What year is it now? Answers will vary, eg 2021. Print the year to finish the date . Read the date to me. Answers will vary, eg the ninth of the twelfth, twenty twenty one. The next activity is about time. Read Quincey’s speech bubble.


four o’clock half past seven

Answers will vary, eg alf past h 9 half past nine 9:30



88

Answers will vary, eg half past 12 half past twelve 12:30


Diving in Try some turnarounds Materials: • Addition facts to 10 (from Day 7)



Spread the cards face up on the table. Ask the student to point to, read and say the answers for any facts he/she knows. Each fact that is correct is turned over. Ask the student to use the counters to work out the unknown answers, turning each fact over as it is solved. Turn the cards face up on the table. Ask the student to point to each card and say it’s turnaround fact with the answer, eg for the card + 0 =, the student says zero add 9 nine equals nine. The student can use the counters to solve unknown facts. Turn over each card after the turnaround fact and answer has been said.

Store the cards.

Showing sharing Materials: • counters (from Maths kit).



89

What are we doing when we share? Answers will vary, eg • breaking things into smaller parts • halving • dividing single objects • dividing collections or groups • sharing fairly/equally.

Count out 16 cubes.Halve the cubes.How many groups did you make? 2How many cubes in each group? 8Make one group again. How many cubes in the group? 16Share the cubes into three groups.What happened? Answers will vary. Possible responses include: • all the groups do not have the same number of cubes • each group has 5 cubes and there is one cube left over.

Make one group again. How many cubes in the group? 16Share the cubes into four groups.What happened? all the groups have 4 cubesMake one group again. How many cubes in the group? 16Count on while you add some cubes to the group. I want 24 cubes in the group when you finish. 16, 17, 18, 19 … 24 Share the cubes into five groups. What happened? Answers will vary. Possible responses include: • all the groups do not have the same number of cubes • each group has 4 cubes and there are 4 cubes left over.

Make one group again. How many cubes in the group? 24Share the cubes into eight groups.What happened? all the groups have 3 cubesWhat can you tell me about some numbers and making groups? Sometimes a number of objects will not share equally amongst the groups.

Store the counters.



90

Burrowing about Measuring area Materials: • a large empty square or rectangular space in a room, verandah or yard

(approx. 3 m x 4 m or larger)

• string, rope or similar to mark the edges of the space • sheets of newspaper

• 2 cm cubes • playing cards

• scrap paper

• 3 x A4 sheets of paper • c .amera

Take the student and the materials to the large empty area. Help the student use the string to mark the edges of an area approximately 2 metres x 3 metres.

Yesterday you compared the areas of different objects and shapes by laying them on top of each other. Today we want to investigate different ways to measure areas. If we want to measure a large area correctly, what do you think we need to do? Answers will vary. You need to choose a suitable measuring unit. Do you think the playing cards are a suitable measuring unit for the area you marked out? Answers will vary. Let’s test them. Use the cards to cover the area.

Take photographs two of the student covering the area with the cards. Do not help.

What happened? I did not have enough cards. Use the 2 cm cubes, A4 sheets and scrap paper to finish covering the area. Tell me what you used to cover the area. cards, cubes and paper Tell me how many of each unit you used. Answers will vary, eg 52 cards, 100 cubes and 5 pieces of paper.



91

That seems rather complicated! We need to make this easier. How can we do that? Answers will vary. Possible responses include: • Don’t use so many different measuring units. • Use larger measuring units so you don’t need as many. • Use one large measuring unit.

Using one measuring unit is very sensible. That is one of the rules of measurement for area, length, mass and capacity. Look at how well you have covered the area. Can you see any spaces? yes The uncovered spaces mean all the area has not been measured. Why do we have these spaces? Answers will vary. Possible responses include: • We used different units and they don’t fit together. • The cards have curved corners and these leave spaces.

We need to make sure all of the area is covered and there are no spaces. This is another rule for measuring area. Each unit must touch the edges of the other units but not overlap or leave any gaps. What do you thin inal rule might be? k the f Answers will vary. It is very simple, all the units must be placed inside the edges of the area. Look at our measuring units again. What would you choose to cover this large area? sheets of newspaper Why? Answers will vary. Possible responses include: • they are large and cover a large area • you would not need too many • you could cover the area quickly • they are rectangular and should not leave any gaps • we have enough.

Remove all the measuring units from the area so you can measure again.

Save the photographs in the Set folder. The newspapers and marked area will be used in the next activity.



92

Use the news Materials: • activity sheet – Use the news

• clipboard or book to lean on • marked out area approximately 2 metres x 3 metres (from previous activity)

• sheets of newspaper

• camera

Place the activity sheet on the clipboard. Read Quincey’s speech bubble on the activity sheet with the student. Read the ‘Estimate’ instruction and ask the student to print his/her estimate into the box. Read the next instruction with the student.

Take a photograph of the student laying opened newspaper sheets into the area. If required, remind the student about the rules of measuring area. Leave any spaces that occur between the edges of the newspaper sheets and the area edges.

Take a photograph of the area covered with newspaper sheets. Read the ‘How many newspapers ..’ question and ask the student to work out the answer. Ask the student to print the answer into the box. Answers will vary. Read the next question and ask the student to print the answer into the box.

Are there any spaces between the newspaper sheets? Answers will vary.

Read and discuss the student’s answer. Help the student print his/her explanation on the lines.

Explain your answer. Answers will vary. Possible responses include: • I did not place the sheets so the sides were touching each other. • I did not place the sheets so the tops and bottoms were touching. • I placed the sheets so the sides were touching each other. • I placed the sheets so the tops and bottoms were touching each other. • Each newspaper sheet is a rectangle so they fit together easily. • Each newspaper sheet touches the other newspaper sheet so there are no

spaces between them.



93

Read the next question and ask the student to print the answer into the box.

Are there any spaces between the newspaper sheets and the edges of the area?

Answers will vary.

Read and discuss the student’s answer. Ask the student to print his/her explanation on the lines.

Explain your answer. Answers will vary. Possible responses include: • The newspaper sheets cover the area exactly. • The newspaper sheets are too small to cover up to all the edges and if I add

more, they go over the edges.

Read the last instruction with the student. Discuss possible answers. Ask the student to print three ideas on the lines. Answers will vary. Possible responses include bath mats, tea towels, towels, large atlases. The student does not need to have enough of the unit to cover the area.

Store or scan and save the activity sheet. Save the photographs in the Set folder.

Reaching out Koko Koala Materials: • activity sheet – Koko Koala

• cottonwool balls

• glue.


You have been measuring areas of regular shapes like rectangles and triangles. Sometimes we want to measure the area of an irregular shape. Let’s read Narrah’s speech bubble. This is an art and area activity! What are the measuring units? cottonwool balls Look at Koko’s outline. Is it a regular shape? no Trace the edges. This is the area you will measure using cottonwool balls. How many cottonwool balls do you think you will need to cover Koko? Answers will vary.



94

Print your estimate into the Estimate column in the table. Now you can do an area test. Cover Koko with cottonwool balls. Don’t cover her eyes or nose! Count the cottonwool balls you have used. Answers will vary. Print the number into the Test column.Did you use the same, more or less cottonwool balls as your estimate? Answers will vary. Take the cottonwool balls off the picture. Now you need to check the number. This time you will glue each cottonwool ball onto the picture. Do you think you will use the same, more or less cottonwool balls? Answers will vary. Place the cottonwool balls very close to each other and make sure you fill any spaces. Don’t cover Koko’s eyes or nose!

Guide the student to put glue inside a section of the koala outline and then fill it with cottonwool balls. (This method will prevent the glue stick or brush from becoming covered in cottonwool.) Ask the student to count the balls as he/she glues them on. Help if required.

Print the final number of cottonwool balls into the Check column. Did you use the same, more or less cottonwool balls as the test? Answers will vary. Did you use the same, more or less cottonwool balls as your estimate? Answers will vary.

Read the sentence starter below the table. Discuss possible answers.Ask the student to print an ending to the sentence. Answers will vary, eg • I could place them very close together • there were no spaces between them • I had enough to cover the area • I could place them so they did not go outside the edge.

Leave the activity sheet to dry.

S tore or photograph and save the activity sheet.



95





96



• Quincey is halving

• Count the squares

• Attribute shapes as units

• An investigation 1 and 2

Resources





• tape measure (from Maths kit)

• geoboard and elastic bands (from Maths kit)

• Attribute shapes (from Maths kit)

Home resources


• camera

Quincey’s quest Quincey is halvingMaterials: • activity sheet – Quincey is halving





97

Let’s read Quincey’s speech bubble. Use your calendar to find today’s date. Print the date using words and numbers. Look at the calendar page to find the day, date and month. (Help if required.) Read them to me. Answers will vary, eg Thursday the ninth of December.


What year is it now? Answers will vary, eg 2021. Print the year to finish the date. Read the date to me. Answers will vary, eg Thursday the ninth of December, twenty twenty one. The next activity is about halves. Read Quincey’s speech bubble and complete the tasks.


I have 22 pears in the whole collection.

There are 11 pears in half of the collection.




98

Diving in All the facts Materials: • Addition – facts to 6 cards ( )from Day 4

• Addition – facts to 10 cards (from Day 7) • counters (from Maths kit).

Spread the cards face up on the table. Ask the student to point to, read and say the answers for any facts he/she knows. Each fact that is correct is turned over. Ask the student to use the counters to work out the unknown answers, turning each fact over as it is solved. Turn the cards face up on the table. Ask the student to point to each card and say it’s turnaround fact with the answer, eg for the card 6 + 0 =, the student says zero add six equals six. The student can use the counters to solve unknown facts. Turn over each card after the turnaround fact and answer has been said.

Store the cards.

Tape measure maths Materials: • tape measure .(from Maths kit)


Look at your tape measure. What number does it count up to? 100 Why is a tape measure useful for addition and subtraction? Answers will vary, eg because you can work out answers for bigger numbers, use it like a number line or number grid. How do we use it to add? put your finger on starting number and count the on How do we use it to subtract? put your finger on the starting number and count back Try this one. 39 add 4. What do you do first? put my finger on the number I start with … 39



99

What happens next? I count on 4 spaces. What is the answer? 43 What is 3 4?9 add 43Try this one. 39 take away 4 What do you do first? put my finger on the number I start with … 39.What happens next? I count back 4 spaces. What is the answer? 35 What is 39 take away 4? 35

Use the following examples to give the student practice in using the tape measure and deciding whether to count on for addition or count back for subtraction.

4 49 4 – 33 7 – 67 8 97 8 96 3 + 6 = 3 10 = 7 10 = 9 + 8 = 6 + 10 =

Store the tape measure.

Burrowing about On the geoboard Materials: • geoboard – squared side facing up (from Maths kit)

• elastic bands (from Maths kit).

Look at the geoboard. Trace the edges. How many edges are there? 4 What shape do the edges make? a square What shape is the area inside the edges? square Use one elastic band to loop all the pegs down the left side of the geoboard. Use a second elastic band to loop all the pegs down the right side of the geoboard. Use a third elastic band to loop all the pegs along the top of the geoboard. Use a fourth elastic band to loop all the pegs along the bottom of the geoboard. What shape have you made? a square What shape is the area inside the square? square



100

Take the four elastic bands off the board. Use one elastic band to make a square in one corner of the board. You can make it any size.

Make a square somewhere else on the geoboard. Your square should be larger than the student’s square.

Who has made the square with the larger area? you How do you know? the area inside the elastic band looks larger

Take your elastic band square off the board. Ask the student to make two more squares, one with a smaller area than the one he/she has on the board and the other with a larger area than the one he/she has left on the board.

You have made three squares. Point to the square with the smallest area. Point to the square with the largest area. Change the squares into rectangles. Each rectangle must have a different area. Point to the rectangle with the smallest area. How do you know? the area inside the elastic band is smaller Point to the rectangle with the largest area. How do you know? the area inside the elastic band is larger

Make a rectangle with a larger area than the student’s largest rectangle.

Does this rectangle have a smaller or larger area than your rectangle? Answers will vary. How do you know? the area inside the elastic band looks larger Sometimes we can easily see which shape has the larger area but sometimes we can’t. Let’s investigate another method to compare area.

Remove the elastic bands from the geoboard. Position the geoboard so the student cannot see it.

At the top of the geoboard, make an elastic band square that encloses 9 smaller squares, as shown.



101

On another section of the geoboard, make an elastic band rectangle that encloses 9 smaller squares

Look quickly at these shapes. Which shape has the larger area? Answers will vary. How do you know? Answers will vary. Possible responses include: • the rectangle is longer so the area is larger • the square looks like it has the larger area • they are the same but different shapes.

How can we check? Answers will vary.Count the small squares inside the larger square. 9 squaresCount the small squares inside the rectangle. 9 squaresWhat can you tell me about the number of small squares inside the square and rectangle? They both have 9 squares. What can you tell me about the area of the square and rectangle? They both have the same area. The small squares are your measuring units. We can use them because they are all the same size and shape. You used them to discover that both shapes have the same area. Let’s try another pair of shapes.

Position the geoboard so the student cannot see it. Leave the elastic band square that encloses 9 smaller squares.

Change the elastic band rectangle so that it encloses 10 smaller squares as shown here.

Turn the board around so the square is at the bottom of the board before you show the shapes to the student.

Look quickly at these shapes. Which shape has the larger area? Answers will vary. How do you know? Answers will vary. Possible responses include: • the rectangle is longer so the area is larger • the square looks like it has the larger area.

Count the squares to check your prediction. Tell me the number of squares in each shape. The square has 9 smaller squares and the rectangle has 10 small squares. Which shape has the larger area? the rectangle



102

Why are the small squares on the geoboard suitable measuring units? Answers will vary, eg they are all the same size, they help us work out area, they help us compare area.

Store the materials.

Count the squares Materials: • activity sheet – Count the squares.

Read Quincey’s speech bubble with the student. Ask the student to look at the two rectangles in the first row.

Loop the rectangle you think has the larger area. Answers will vary. Count the number of squares in the green rectangle. 7 squares Print 7 inside the green rectangle. Count the number of squares in the orange rectangle. 6 squares Print 6 inside the orange rectangle. Which rectangle has the larger area? the green one Shade the bubble next to the word ‘green’ to show the answer. Was your prediction correct? Answers will vary.

7 6

Which rectangle has the larger area? green orange

Ask the student to look at the two shapes in the second row. Ask the student to loop the shape he/she thinks has the larger area. Ask the student to look at the two shapes in the third row. Ask the student to loop the shape he/she thinks has the smaller area. Ask the student to complete the counting, recording and bubble shading for the second and third rows. Help if required.



103

9 12

Which shape has the larger area? green orange

15 14

Which rectangle has the smaller area? green orange

Ask the student to look at the two shapes in the fourth box.

What can you tell me about these shapes? Answers will vary, eg • they are not squares or rectangles • they are unusual shapes • it’s going to be harder to tell which one has the larger or smaller area.

Loop the shape you think has the smaller area. Answers will vary.Count the number of squares in each shape and print it inside the shape. Read the question and shade the bubble to show your answer.Was your prediction correct? Answers will vary.

12 14

Which shape has the smaller area? green orange

Mark then print and store or save the activity sheet.



104

Attribute shapes as units Materials: • activity sheet – Attribute shapes as units

• large shapesAttribute (6 x squares, rectangles, triangles, circles and hexagons) • camera.

Read the title of the activity sheet and Penni’s speech bubble with the student.

What is this activity about? using the attribute blocks/shapes as measuring units for area Take out he large attribute shapes and place them on the table. t How many different measuring units do you have? five What are they? squares, rectangles, triangles, circles and hexagons Sort them into shape stacks. Look at the activity sheet and name the shape to the left of Penni. rectangle Let’s read the instructions in the box below the rectangle. What will you be measuring? the area inside the rectangle’s edges/sides Look at the table and tell me the first shape you will use to measure the area. hexagon What do you need to remember when you are laying out your units?

• try to fit the units together so there are no spaces • the units must stay inside .the edges

The shapes can go in any direction as long as the space is covered. Cover the area using the hexagons and then record how many you used in the table.

The student completes the measuring and recording.

Is the hexagon a good measuring unit? no Why not? T do e he hexagons not cover th whole area. There was lots of space that wasn’t covered.

Take photographs as the student uses each unit to measure the area. The student works independently to complete the measuring and the table. Discuss how well each shape covers the area after each one has been tested.



105

Which shape covered the area the best? Answers will vary, eg squares. Why? Answers will vary, eg The squares fitted together and covered the area without leaving spaces between them or around the edge of the area. Tick the (shape) to show your choice of the best measuring unit.

4 6 3 4 6

Read the instructions for the next part of the activity sheet.

Take photographs as the student tests each shape and completes the table independently.

0 4 0 0 0

Why do you have zeros for 4 of the shapes? Answers will vary, eg • These shapes did not fit inside the edges of the area. • These shapes were too large to use as units for this area. • These shapes overlapped the edge of the area so I could not use/count

them.

Store or scan and save the activity sheet. Save the photographs into the Set folder. The Attribute shapes will be used in the next activity.



106

Reaching out An investigation Materials: • activity sheets – An investigation 1 and 2

• large shapesAttribute (6 x squares, rectangles, triangles, circles and hexagons) • camera.

Let’s read the title of the activity sheets. What is an investigation? Answers will vary. Possible responses include: • you do some testing • you try things out to find an answer • you experiment to find an answer.

Let’s read Penni’s speech bubble to find out what you need to do in this investigation. What are you investigating? trying to find out which shape is the best measuring unit for each area What shapes are the areas on An investigation – 1? a triangle and a hexagon Let’s read the instructions and questions beside each shape. Tell me the rules for measuring area. Use one measuring unit; fit the measuring units inside the edges of the area; fit the measuring units together so there are no spaces. Remember that you can turn your shapes to make them fit.

Take a photograph of the student as he/she completes the investigation independently for the triangle and hexagon. Help if required to ensure the measuring rules are followed and the answers are recorded.

Which shape was the best to measure the area of the triangle? a triangle Which shape was the best to measure the area of the hexagon? a triangle You decided that the triangle was the best measuring unit for both areas and then you counted the number of units in each area. Because the measuring units are the same, you can compare the size of the areas and answer the question in the last box.

Read the question at the end of the sheet and ask the student to shade the bubble to match the answer.



107


triangle

What is the area of the shape? 4 triangles


triangle


Which shape had the larger area? triangle hexagon

Read the text on An investigation – 2 with the student.

Take photographs as the student completes the investigation independently. Help if required to ensure the measuring rules are followed and the answers are recorded.

Best measuring unit? hexagon Area? 6 hexagons

Best measuring unit? hexagon Area? 6 hexagons



108

Which shape was the best to measure the area of the spacecraft? a hexagon Which shape was the best to measure the area of the beehive? a hexagon You decided that the hexagon was the best measuring unit for both areas. Because the measuring units are the same, you can compare the size of the areas and complete the sentence in the last box.

Read the question at the end of the sheet and ask the student to print two or three words to complete the sentence.

The spacecraft’s area is equal to/the same as the area of the beehive.

Mark then store or scan and save the activity sheets. Save the photographs into the Set folder. Store the materials.



Number and area Lesson notes – Day 10


109

Day 10 Day 10 is a review day where the student demonstrates his/her understanding of the concepts learned during Days 6 to 10. Encourage the student to complete the activities independently. If the student requires prompting or other help (not including the reading of instructions, speech bubbles etc), please note on the Reflection sheet.

Collect and prepare the items listed on the Materials checklist.


• Quincey counts pop sticks

• Areas and edges

• Leaves

• Ant gardens

• Which unit?

• Reflection Days 6 – 10

Resources





• Cuisenaire rods (from Maths kit)

• Attribute shapes (from Maths kit)

Home resources


• camera

• scissors

• glue



110

Quincey’s quest Quincey counts pop sticks Materials: • activity sheet – Quincey counts pop sticks



Let’s read Quincey’s speech bubble. Use your calendar to find today’s date. Print the date using words and numbers. Look at the calendar page to find the day, date and month. (Help if required.) Read them to me. Answers will vary, eg Monday the ninth of November.

Ask the student to print the date as requested on the lines. Help with spelling if required. The student includes ‘the’, ‘of’ and the comma after the month name. Ask the student to print the year in numbers to complete the date.

Read the date to me. Answers will vary, eg Monday the ninth of November, twenty twenty one. Read Quincey’s speech bubble and complete the tasks.


82

65

74

49

fifty five

eighty three




111

Diving in Addition check Materials: • Addition – facts to 6 cards ( )from Day 4

• Addition – facts to 10 cards (from Day 7).

Make a stack of the cards and place them face down on the table. Ask the student to turn over one card at a time and say the fact and answer. Known fact cards are placed face up on the table. Unknown fact cards are placed face down on the table. Ask the student to turn over any unknown facts and read them and say the answer. Tell him/her the answer if it’s not known. Turn the card face down again. Ask the student to count the facts he/she knows as he/she collects the cards and places them in a stack. Ask the student to turn over any unknown facts and read them and say the answer. Tell him/her the answer if it’s not known. Turn the card face down again.

Store the cards.

Move around Materials: • open area.

Move to the open area and stand back to back with the student.

Let’s give each other some directions to follow. I’ll begin. Take three steps to your left. Now it’s your turn. Give me a direction to follow. Answers will vary.

Continue taking turns to give directions. Include different forms of movement and action, eg hop, jump, crouch, clap, shake head forward, backward, left, right., Give ten different directions to each other. Return to the school area.



112

Burrowing about Areas and edgesMaterials: • activity sheet – Areas and edges.

Read the title and Narrah’s speech bubble with the student.

What could you print to explain area? Answers will vary, eg • It is the space inside an edge/some edges. • Area is the space taken up by a face/surface.

Ask the student to complete the sentence on the activity page. Help with spelling if required. Read Narrah’s second speech bubble with the student. Ask the student to complete the label matching activity.

edge edge

area area

Read the next instruction with the student. Ask the student to complete the shading activity.

Shade the areas inside these edges.

Read the tracing instruction with the student. Ask the student to complete the tracing activity.

Trace the edges of these areas.




113

Leaves Materials: • activity sheet – Leaves

• camera • scissors

• glue.

Read the instructions on the activity sheet with the student. Help the student cut out the leaves from the activity sheet. Ask the student to look at the leaves and (by sight only) place them in a row in order from smallest to largest area.

Ask the student to take a photograph of the leaves in area order. Ask the student to check the area order by laying the leaves on top of each other. Ask the student to lay the leaves out in area order, based on the results of the checking task.

Ask the student to take a photograph of the leaves in the area order. Ask the student to stack the leaves in area order again. Ask the student to glue the leaves on top of each other, in area order.

Ask the student to take a photo of the leaf stack.

S ave the photographs in the Set folder.to

Ant gardens Materials: • activity sheet – Ant gardens

• 2 cm cubes (from Maths kit) • camera.

Read the title of the activity sheet and Narrah’s speech bubble with the student. Read the top table headings with the student.



114

Ask the student to look at the two gardens and decide which has the larger area. Ask the student to shade the bubble to complete the prediction column. Ask the student to estimate the area of each garden in cubes and print the number into the estimate column. Help with reading if required. Read Narrah’s second speech bubble with the student. The student works independently to complete the measuring and the table.

Take photographs of the student as he/she completes the area measuring.

Which ant has the larger area? Measured area

Gi Ant 12 cubes

Elif Ant 15 cubes

Mark then store or scan and save the activity sheet. Save the photographs into the Set folder.

Reaching out Which unit? Materials: • activity sheets – Which unit?

• 2 cm cubes (from Maths kit) • Cuisenaire rods (from Maths kit)

• large shapesAttribute (6 x squares, rectangles, triangles, circles and hexagons).

Read Narrah’s speech bubble on the activity sheet Which unit? with the student. The student works independently to test the units and complete the activity sheet.


triangle




115


2 cm cube

What is the area of the shape? 13 cubes


Home tutor Reflection Please complete the Days 6 – 10 Reflection. Write your observations and comments about how capably the student worked on the activities. Detailed information will provide the teacher with an insight into any strengths or weaknesses you have noticed as the student completed the activities each day.

Store or scan and save the for return with the completed set.Reflection

Set return checklist Complete the checklist ensure you have all the required items for Day stored or to 10 saved, ready to be returned to the teacher.

Store or scan and save the checklist to send back to the teacher.

Documents

Mathemat ics...• fold the didgeridoo part of the page to get four equal spaces • find an object/measuring unit that fits along the didgeridoo four times, one for each owl. I think