MATHEMATICS... · • Lesson notes – Day 1 • Daily chart (glue onto card, laminate or cover in clear contact) • Days of the week cards (glue onto card, 1 set cut out)

MATHEMATICS Pre-primary

SET 5 Lesson Notes

MATHEMATICS Lesson Notes and Home Tutor Guide for this set can be viewed electronically.

Rhymes and Tales

Set 5 Lesson Notes

First published 2015

Updated 2018

© Department of Education WA Revised 2020

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Department of Education

This resource contains information 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

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Rhymes and tales Lesson notes – Day 1

© Department of Education WA 2015 – ECEMATHSPPSet5

1

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

If the student has the charts and cards from previous sets, these can be reused. The student will not need to trace day names, numbers etc if this has been previously completed.

Materials checklist Activity sheets (please print) Check

• Mary had a little lamb

• Where did Mary’s lamb go?

Resources (please print)

• Lesson notes – Day 1

• Daily chart (glue onto card, laminate or cover in clear contact)

• Days of the week cards (glue onto card, 1 set cut out)

• Days of the week chart (glue onto card)

• Months of the year cards (glue onto card, cut out)

• Tracing ordinal cards (glue onto card, cut out)

Maths kit resources

• counters

Other resources

• calendar for current year

• poster putty

• maths scrapbook

• cotton wool

• camera

• video camera



2

Maths scrapbook This scrapbook will be used in some sets. The student does not require a new scrapbook for each set. During the course of the year, the student may need a second scrapbook if the first is filled. The scrapbook may be returned to the teacher or the teacher may request a photograph or scan of some pages.

Storage folders A display book, sheet protector or envelope is required to store completed activity sheets for return to the teacher upon the completion of the set. Alternatively, create a folder on the computer to digitally store the student’s completed and scanned activity sheets. 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.

Signposts used in this resource Lesson notes

Mark the activity Please mark the activity sheet when the student has completed the work. This will supply the student with immediate reward for effort and maintain motivation. Marking will also allow you to collect information for the Reflection sheet.

Save and store Charts and game materials: store in a display book, envelope or box. Print or glue onto card to strengthen them. Activity sheets: store in a sheet protector, display book or envelope, or scan and save into the computer folder created for this purpose.

Sound recording The student will make a sound recording of an oral activity and save it into the computer folder created for this purpose.

Photograph or video recording The student will take a photograph or make a video recording of an activity and save it into the set computer folder.

Listen to a song or rhyme listed.



3

The Say box tells the tutor what to say and ask when teaching the student. Answers to questions are printed using bold text, eg What is your name? Ben

Activity sheets

Discussion This symbol indicates that the student and teacher/tutor will discuss concepts relating to the completion of the sheets.

The answers for all activity sheets are shown in the Lesson notes. All responses are printed using bold text.

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 printing responses. During the discussions, if the student does not know an answer, please tell him/her. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.

Here we go Materials: • calendar for the current year

• Days of the week chart

• Days of the week cards (one set cut out)

• Months of the year cards (cut out)

• Tracing ordinal cards (cut out)

• Daily chart

• counters

• poster putty.Place the Daily chart on the table.

This is our Daily chart. (Point to the title Daily chart.) Each day this week we will use the chart to show the day, date and weather.



4

Let’s read the words in the first box together. What is missing? the day name

Look at the Days of the week chart with the student.

This chart shows us the names of the days of the week. Let’s read it together.

Read the day names through twice with the student. Place the cut out Days of the week cards on the table. Ask the student to match each card to the same day name on the chart.

What day is it today? Answers will vary. Help me find the card that shows today’s name. Use a pencil to trace the letters that make the day name. (Ensure the student forms the letters from the correct positions.) Let’s use poster putty to attach this card to complete part of the first sentence on the Daily chart.

eg

Today is Monday

Read the text in the next box with the student.

To finish the sentence, we need to add a number for the day and the month name. Do you know the name of this month? Answers will vary. Let’s look at our calendar to find out.

Read the month names on the calendar until you come to the current month. Place the cut out Months of the year cards on the table. Ask the student to find the month name that matches the one on the calendar page. Help the student trace the letters that make the month name. (Ensure the student forms the letters from the correct positions.)

We have found the month name and now we need to find the number for the day. Let’s look at our calendar to find out.

Read the day names across the calendar. If the day names are represented by Mon, Tues, or similar, explain to the student that these are short versions of the day names.



5

Look at the numbers on the calendar page. Let’s read them together. 1, 2, 3, 4, 5, … 31. These are the day numbers. We use them so we know which day in the month we are talking about. What day is it today? Answers will vary, eg Monday. Put your finger on the word/letters for Monday. Listen while I read the numbers in Monday’s column. Answers will vary, eg 1, 8, 15, 22, 29. The number for today is (eg) 15. (Point to the number fifteen on the calendar.) Look at these number cards.

Spread the Tracing ordinal cards on the table.

What do you notice about these cards? They have numbers and letters written on them. Find the card that has today’s number on it. eg 15th We read this as (eg) fifteenth. Fifteenth is an ordinal number. Ordinal numbers are special numbers used when you read calendar dates.

Help the student trace the ordinal number. (Ensure the student forms the letters and numbers from the correct positions.) Help the student attach the card to the chart. Read the completed sentence with the student. Answers will vary.

Today is Monday

the 10th of June.

Read the next phrase with the student. Ask the student to tell you what each picture shows. Ask the student to point to each picture as you read the words together. Ask the student to tell you what the weather is like today. Ask the student to point to the picture/s that show this weather. Help the student use poster putty to attach a counter in the box/es showing the weather for the day. Read the completed sentence with the student. Answers will vary.

The weather is



6

Attach the Daily chart to a wall or similar so the student can see it. Store the calendar, charts and cards for future use.

Let’s learn Mary had a little lamb Materials: • activity sheet Mary had a little lamb

• scissors

• glue

• cotton wool

• Maths scrapbook. Place the activity sheet Mary had a little lamb on the table.

We’re exploring the story of Mary and pet. This story is written as a rhyming poem. Find the pet’s picture on the activity sheet. What can you tell me about the pet? Answers will vary. Possible responses include: • the pet is a lamb • the lamb could be grey or black. Draw a picture of Mary to the right of the lamb. Let’s read the rhyme to find out about Mary and the lamb.

Read the rhyme on the activity sheet with the student.

What does the story rhyme tell you? Mary had a pet lamb and it follows her everywhere. The rhyme says the lamb had white fleece. What is fleece? Answers will vary. Fleece is the correct name for the lamb’s wool. Where do you think Mary and her lamb might go together? Answers will vary, eg park, shops, beach, school.

Read or say the rhyme again with the student.



7

What else can you see on the page? shapes Point to each shape and tell me its name. oval, triangles and rectangles One of the triangles has something unusual. What do I mean? It has eyes. What do you think these shapes will make if you cut them out and put them together like a jigsaw? Answers will vary.

Help the student cut out the shapes and the rhyme box.

Use the shapes to make a picture. What picture did you make? Answers will vary.

If the student did not make a lamb shape, help him/her to do this. Help the student glue the lamb onto the left page in the Maths scrapbook. Ask the student to glue the poem on the page with the lamb.

Ask the student to add cotton wool to give the lamb its white fleece and a tail.

Place the scrapbook in a safe place to allow the glue to dry. It will be used in the next activity.

Where did Mary’s lamb go? Materials: • activity sheet Where did Mary’s lamb go?

• scissors

• glue

• Maths scrapbook

• video camera.

Please make a video clip when you see this icon.

Let’s find out where Mary’s lamb went.



8

Place the activity sheet Where did Mary’s lamb go? on the table. Ask the student to look at the pictures on the activity sheet.

These pictures show the where Mary’s lamb went. Can you work out where that was? Answers will vary. Tell me what you can see in each picture. Answers will vary, eg • lamb on the edge of one box• lamb in the middle of one box• children playing• boy and girl sitting in desks• a girl walking into a school.Point to the verse in the box. This is the second verse of the story rhyme. Let’s read it to find out where the lamb went.

Read the verse with the student and discuss where the lamb went and what happened.

Look at the pictures. It followed her to school one day. Which picture represents that line? The picture of the girl going into the school. Complete the picture by drawing the lamb following Mary. Let’s read the next line. This was against the rules. Which picture will you use to show that it was against the rules to have a lamb at school? the lamb How can you show that the lamb should not be at school? Answers will vary, eg draw a line or cross on the lamb. Add to the lamb picture to show that it should not be at school. Let’s read the next line. It made the children laugh and play Which picture will you use to show this line? the three children Do you think you need to add anything to this picture? Answers will vary. If you wish to add something, do it now. Let’s read the last line. to see a lamb at school Which picture could you use to show the last line? the children sitting in their desks What can you add to the picture? Draw a lamb. Draw the lamb. Let’s read the question in the last box. Where else could the lamb follow Mary? You can print three ideas into the box.



9

Discuss ideas with the student and help him/her print them into the box. Ask the student to open to the lamb page (from previous activity) in the maths scrapbook. Ask the student to cut out the pictures, poem and question box. Ask the student to place the picture boxes onto the right page of the scrapbook. Ask the student to say the verse with you and point to the pictures that match each line. Now arrange the pictures in a row to show the correct order of the verse. Let’s check that the pictures are in the right order. We’ll say the rhyme and you can point to the matching pictures. If the pictures are not in the correct order, ask the student to rearrange them. Ask the student to glue the pictures onto the scrapbook page in the correct order. (The page can be landscape or portrait orientation.) Ask the student to print the numbers 1 to 4 below the pictures to show the order.

1 2 3 4

1 2

3 4

Ask the student to glue the rhyme verse and the question box onto the page below the pictures. Help the student prepare a small presentation where he/she says the first verse and shows the lamb picture and then says the second verse as he/she points to the pictures.



10

When the student is ready, video the presentation.

Save the video clip into the Set folder. Store the maths scrapbook.

Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 1 stored or saved.

Store the checklist and complete it at the end of each lesson.



1



• Humpty Dumpty’s wall

• Humpty Dumpty

• Humpty Dumpty puppets

• Humpty puzzle (glue onto card)



• Daily chart (from Day 1)

• Days of the week cards (from Day 1)

• Days of the week chart (from Day 1)

• Months of the year cards (from Day 1)

• Tracing ordinal cards (from Day 1)

Maths kit resources

• counters

• 2 pop sticks

• 2 cm coloured cubes

Other resources


• poster putty

• large paper clip

• sharp pencil



2

• camera

• video camera

• adhesive tape

• maths scrapbook







• Daily chart

• counters

• poster putty.Place the Days of the week chart, Daily chart and day name cards on the table.

Point to each day name on the Days of the week chart and read it if you know it. (Read any names that the student does not know.) What day was it yesterday? Answers will vary. Remove yesterday’s day name card from the chart. What day is it today? Answers will vary.



3

Find the day name card for today and use a pencil to trace the letters that make the day name. (Ensure the student forms the letters from the correct positions.) Attach the day name to the chart.


What was the ordinal number for yesterday? Answers will vary. What do you think the ordinal number will be today? Answers will vary. What was the month yesterday? Answers will vary.

If the month has changed, ask the student to remove the month name from the chart. Read the month names on the calendar until you come to the current month. (Ask the student to find the new month name card if required, trace the letters and attach it to the chart.) Read the day names across the calendar.

Look at the numbers on the calendar page. Let’s read them together. 1, 2, 3, 4, 5, … 31. Find the number for yesterday and put your finger on it. Now move your finger across the row to the next number. This is the number for today. Let’s read the number together.


Find the ordinal number card that has today’s number on it. eg 19th We read this as (eg) nineteenth.

Help the student trace the ordinal number. (Ensure the student forms the letters and numbers from the correct positions.) Help the student attach the ordinal number and month name cards to the chart. Read the completed sentence with the student. Answers will vary. Read the next phrase with the student. Ask the student to point to each picture and read the words. Ask the student to tell you what the weather is like today. Ask the student to point to the picture/s that show the weather and use poster putty to attach a counter in the box/es showing the weather. Read the completed sentence with the student. Answers will vary.




4

Let’s learn Humpty Dumpty’s wall Materials: • activity sheet Humpty Dumpty’s wall

• counters

• camera.

Please take a photograph when you see this icon. Place the activity sheet Humpty Dumpty’s wall on the table and read the title.

Who can you see on the activity sheet? Humpty Dumpty Look at Humpty Dumpty’s wall. Point to the purple bricks that have spots. Count the spots on the first brick. 5 Count out a group of five counters to match. Let’s use the counters to work out how many spots you need to draw so there are ten in the brick. Say five in your head as we already have five counters and choose extra counters as we count on. 5, 6, 7, 8, 9, 10 How many counters in your second group? five How many counters altogether? ten How many extra spots do you need to draw in the brick? 5 Draw the five spots. Count the spots on the second brick. 7 Count out a group of seven counters to match. Say seven in your head as we already have seven counters, and choose extra counters as we count on. 7, 8, 9, 10 How many counters in your second group? three How many counters altogether? ten How many extra spots do you need to draw in the brick? 3 Draw the three spots.

Continue to guide the student to use the counters and count on before drawing the spots in each brick.



5

Ask the student to glue the activity sheet onto the next blank page in the maths scrapbook.

Help the student take a photograph of the scrapbook page.

Save the photograph into the Set folder. Store the maths scrapbook.

Humpty Dumpty Materials: • activity sheet Humpty Dumpty puppets

• activity sheet Humpty Dumpty

• 2 pop sticks

• adhesive tape


• maths scrapbook

• video camera.

Please make a video clip when you see this icon. Place the Humpty Dumpty puppets activity sheet on the table. Read or chant the Humpty Dumpty rhyme with the student.

The rhyme says ‘All the king’s horses and all the king’s men’. Do you know what this means? Answers will vary. Many countries have either a queen or a king as a leader. We have a queen. When this song was written, the people in England had a king. The king had soldiers who rode horses to protect him and his family. Humpty Dumpty must have been very important because the king sent his soldiers to help him.

Point to the rhyme words on the activity sheet as you read them together.



6

Who can you see on this activity sheet? two Humpty Dumptys and a soldier on a horse What shape is made by the dashed line around Humpty? an oval Cut out the two Humpty ovals on the dashed lines.

Help the student tape a pop stick to the back of one Humpty oval. Help the student tape the second Humpty oval to the other side of the pop stick to make a double sided pop stick puppet.

What shape is made by the dashed line around the soldier on horseback? an oval Cut out the soldier on the dashed line.

Help the student tape the second pop stick to the back of the soldier to make a pop stick puppet. Ask the student to use some of the 2 cm cubes to make a wall for Humpty to sit on.

You can act it out the Humpty Dumpty story while we say the rhyme.

Say the rhyme together as the student uses the puppets and wall to act it out.

What happened first in Humpty’s story? Humpty sat on the wall. Show me that using the puppet and the wall. What happened second? Humpty fell off the wall. Show me that using the puppet and the wall. What happened third? The king’s horses and men came to the wall. Show me that using the puppets. What happened fourth? The king’s horses and men left because they could not fix Humpty. Show me that using the puppets.

Place the Humpty Dumpty activity sheet on the table.

These pictures also tell the Humpty Dumpty story. Tell me what you can see in each picture. Answers will vary, eg • Humpty on the ground next to the wall• Humpty on the ground and the king’s horses and men• Humpty sitting on the wall• Humpty falling off the wall.

Ask the student to cut out the pictures. Ask the student to open to the next blank page in the maths scrapbook.



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Ask the student to place the pictures in the story order on the scrapbook page as you say the rhyme. Ask the student to glue the pictures onto the scrapbook page in the correct order. (The page can be landscape or portrait orientation.) Ask the student to print the numbers 1 to 4 below the pictures to show the order.

1 2 3 4

Help the student cut out the rhyme from the Humpty Dumpty puppets activity sheets and glue it onto the scrapbook page.

Ask the student to show the finished work and tell the story or say the rhyme as he/she points to the pictures, while you make a video clip.

Save the video clip into the Set folder. Store the maths scrapbook and puppets.

Humpty puzzle Materials: • Humpty puzzle activity sheet (glue onto card)

• sharp pencil

• large paper clip.

The rhyme says that ‘All the king’s horses and all the king’s men couldn’t put Humpty together again’. I think that we can put Humpty together again, but we need to use our counting knowledge to do it! Let’s try.

Help the student to cut out the twelve puzzle pieces. Ask the student to turn the puzzle pieces over and spread them on the table. Place the remaining section of the activity page (containing the spinner circle) on the table. Lay the paper clip on the spinner, so that one end is ‘looped’ over the centre of the spinner circle. Place the pencil point inside the paper clip and on the centre of the spinner circle.



8

Show the student how to flick the paper clip so it spins around the pencil, to land on one of the spinner spaces. Ask the student to flick the paperclip.

Which number has the paper clip landed on? Answers will vary. When you are counting, which number comes before (the number landed on)? Answers will vary. When you are counting, which number comes after (the number landed on)? Answers will vary.

If the student gave the correct response to both questions, he/she can turn over one piece of the Humpty Dumpty puzzle. If both answers were not correct, it is your turn to flick the paperclip. The student asks you the before and after questions. If you answer correctly, turn over a puzzle piece. Continue taking turns and turning over puzzle pieces. If a connecting puzzle piece is turned over, the player can move the piece next to any other matching pieces. As the game progresses, the Humpty Dumpty puzzle will be put together. The student can colour the puzzle if he/she wishes.

Store the spinner and puzzle pieces to play the puzzle game at other times.





1



• Patterns

• Patterns in the day

• Patterns in the week








Maths kit resources

• counters


Other resources


• poster putty



2







• Daily chart

• counters


Point to each day name on the Days of the week chart and read it if you know it. (Read any names that the student does not know.) What day was it yesterday? Answers will vary. Remove yesterday’s day name card from the chart. What day is it today? Answers will vary. Find the day name card for today and use a pencil to trace the letters that make the day name. (Ensure the student forms the letters from the correct positions.) Attach the day name to the chart.





3





Help the student trace the ordinal number. (Ensure the student forms the letters and numbers from the correct positions.) Help the student attach the ordinal number and month name cards to the chart. Read the completed sentence with the student. Answers will vary. Read the next phrase with the student. Ask the student to point to each picture and read the words. Ask the student to tell you what the weather is like today. Ask the student to point to the picture/s that show the weather and use poster putty to attach a counter in the box/es showing the weather. Ask the student to read the completed sentence. Answers will vary.


Let’s learn Patterns Materials: • activity sheet Patterns

• 2 cm coloured cubes.



4

Let’s think about patterns. What is a pattern? Answers will vary, eg a pattern repeats itself. What has a pattern? Answers will vary. Possible responses include: • my shirt

• beads in a necklace

• butterfly wings.Let’s make some patterns using the 2 cm cubes. Take out a red and a yellow cube and place them side by side.

This will be our pattern. Take three more yellow cubes and three more red cubes and repeat the pattern.

You have used our pattern to make a sequence of cubes. Which cube would come next in the sequence? red Which cube would come after the red cube in the sequence? yellow Let’s make a different pattern using two red cubes and two yellow cubes.

Encourage the student to make a pattern using the four cubes, eg red, red, yellow, yellow; yellow, red, red, yellow.

This is your pattern. Take two more yellow cubes and two more red cubes to repeat your pattern.

eg

Now make a different pattern using a red cube, a yellow cube and a green cube. Answers will vary. Read me your pattern. Answers will vary. Possible responses include: red, yellow, green; green, yellow, red; yellow, green, red; red, green, yellow; yellow, red, green; green, red, yellow. Use more cubes to make one repeat of your pattern.

Place the activity sheet Patterns on the table. Read the instructions with the student.



5

Read the first pattern sequence to me. pink circle, blue triangle, pink circle, blue triangle, pink circle, blue triangle, pink circle Which shapes make the pattern? one circle and one triangle Loop the two shapes that make the pattern.

Which shape comes next in the pattern? triangle What colour is it? blue Draw a blue triangle into the box to continue the pattern sequence.

Read the second pattern sequence to me. cloud, sun, moon, cloud, sun, moon, cloud Which pictures make the pattern? cloud, sun, moon Loop the first pattern group. Which picture comes next in the pattern? sun Draw a sun into the box to continue the pattern sequence.

Ask the student to look at the next pattern sequence and identify the pattern. purple rock, purple rock, blue rock Ask the student to loop the pattern. Ask the student to draw the next object into the box to continue the pattern sequence.



6

Use two or three cubes to make a pattern. You can choose the colours. Answers will vary, eg purple, red; blue, red, red. On the activity sheet, colour the first cubes in the line to show your pattern. Loop your pattern. Colour the rest of the cubes to show that your pattern is repeating itself.

Answers will vary, eg

Store or scan and save the activity sheet.

Patterns in the day Materials: • activity sheet Patterns in the day

• Days of the week chart.

What day is it today? Answers will vary. Each day can be divided into two parts. Can you tell me what they are? daytime and night time Daytime and night time make a pattern that repeats itself every day of every week, month and year. Let’s record that on our activity sheet.

Place the Patterns in the day activity sheet on the table.

Look at the Patterns in the day activity sheet. What do you see in the top row of the table? the day names Read them to me. Monday, Tuesday … Sunday. This section of the table is like a calendar for two weeks. Each day has two spaces for you to show the daytime and night time pattern for the two weeks.



7

How can you show the pattern? Answers will vary. Possible responses include: shade the daytime part yellow and the night time part black draw a sun for daytime and a moon for night print a ‘D’ for daytime and an ‘N’ for night time.

Help the student choose a suitable idea.

Let’s begin by completing the first space for Monday to show daytime.

eg

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Now fill in the second space for Monday to show night time.

eg


Encourage the student to complete the remaining spaces for the two weeks.


Read the two week pattern to me. daytime, night time; daytime, night time; … daytime, night time The day can be divided into smaller parts. I can think of morning. What can you think of? Answers will vary, eg afternoon, evening, breakfast, lunch, dinner, supper, morning tea, afternoon tea.



8

Let’s explore the pattern parts that include food! What are they? breakfast, lunch, dinner, supper, morning tea and afternoon tea Let’s record this pattern on the activity sheet. (Point to the words ‘Meal time patterns’.) This says ‘Meal time patterns’. In the spaces below we will record our pattern. What is the first meal of the day? breakfast How can we show that in the first space of the row? Answers will vary, eg ‘B’ for breakfast, an egg, piece of toast.

Help the student choose a suitable idea and complete the space.

What is the first snack time of the day? morning tea How can we show that in the second space of the row? Answers will vary, eg ‘M’, ‘MT’, an apple, a cake.

Help the student choose a suitable idea and complete the space. Continue to guide the student through each meal and snack time (in order) that he/she has until they are all represented. (It is not necessary to show times that the student does not eat, eg supper.) Guide the student to repeat the pattern so all spaces are filled, eg

Meal time patterns

What were the other parts of the day? I can think of morning. What can you think of? Answers will vary, eg afternoon, evening, night. Let’s record this pattern on the activity sheet. (Point to the words ‘Parts of the day patterns’.) This says ‘Parts of the day patterns’. In the spaces below we will record our pattern. Which part of the day should we begin with? Answers will vary. Accept morning, afternoon, evening or night. How can we show that in the first space of the row? Answers will vary, eg ‘A’ for afternoon, stars for night, sun coming up for morning.

Help the student choose a suitable idea and complete the space. Continue to guide the student through each time in order, until they are all represented. Guide the student to repeat the pattern so all spaces are filled, eg



9

Parts of the day patterns


Patterns in the week Materials: • Days of the week chart

• Patterns in the week activity sheet.Place the Days of the week chart on the table.

Let’s read the days of the week from the Days of the week chart together. Monday, Tuesday … Sunday. Let’s say the pattern three times. Monday, Tuesday … Sunday; Monday, Tuesday … Sunday; Monday, Tuesday … Sunday. What do you notice about the days of the week? They make a pattern that repeats itself. The days of the week are always in this order so they make a pattern. This pattern continues through each month and each year. It’s a pattern that repeats itself many times. Let’s see if we have any patterns that repeat during the week.

Place the activity sheet Patterns in the week on the table. Ask the student to trace and read each day name.

What events do we have happening this week? Answers will vary. Possible responses include: school work trumpet lessons walking the dog going to Aunty Jan’s visiting the waterfall.

Help the student print the event names or draw a picture or symbol into the space after each day name. Answers will vary. eg,



10

school work tennis lesson feed pets

school work feed pets




Aunty Jan’s feed pets

waterfall visit feed pets

Which events make a pattern during the week? Answers will vary. Possible responses include: schoolwork for five days and then two days off tennis lesson every Monday and Thursday feed the pets every day. Tick any event that happens every day. Answers will vary. (If there is more than one event, the student should use different coloured ticks.) Loop any event that has a pattern but it’s not every day. Answers will vary. (If there is more than one event, the student should use different coloured loops.)



11






Aunty Jan’s feed pets

waterfall visit feed pets


Tutor

Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 3 stored or saved.




1



• Patterns in the month

• Patterns in the year








Maths kit resources

• counters

Other resources


• poster putty

• camera




2






• Daily chart

• counters

• poster putty.

Place the Days of the week chart, Daily chart and day name cards on the table.

Point to each day name on the Days of the week chart and read it if you know it. (Read any names that the student does not know.) What day was it yesterday? Answers will vary. Remove yesterday’s day name card from the chart. What day is it today? Answers will vary. Find the day name card for today and use a pencil to trace the letters that make the day name. (Ensure the student forms the letters from the correct positions.) Attach the day name to the chart.







3





Let’s learn Patterns in the month Materials: • Patterns in the month activity sheet

• calendar page for the current month.

Place the activity sheet Patterns in the month on the table.

Let’s investigate events that happen for our family each month to see if we have any patterns. This activity sheet is like a calendar page. Let’s label and number it so it matches this month.

Help the student print the month name in the shaded top line of the calendar table.

Look at this month’s calendar page. Point to the first day of the month. What day is it? Answers will vary, eg Tuesday. Find the same day on the activity sheet calendar page.



4

In the square below the day name, print the number 1. Now we know which day was the first day of the month, we can number all the days in order.

Help the student print the numbers to show the dates for the month. Each number should take up about half the square and the remainder of the square will be used to enter events. Answers will vary, eg

July


1 2 3 4 5 6 7 8 9 10 11 12

What events do we have this month? Answers will vary. Possible responses include: • Max’s birthday on the 7th• guitar lessons every Tuesday• feed the dog• family picnic on Sunday• lessons every morning.

Help the student use words or pictures to mark the different repeated and individual events on the calendar page, eg



5

What events only happen in this month? Answers will vary, eg dentist visit. This event does not make a pattern as it changes during the week, month and year. What events make a pattern that will happen in this month every year? Answers will vary, eg Max’s birthday. Use a blue pencil to shade those events. What events make a pattern that will happen every week in this month? Answers will vary, eg lessons, guitar lessons. Use different coloured pencils to shade the different events that will happen every week in this month. The colours will help us see each pattern, (eg shade all ‘guitar lesson’ entries in yellow). We might repeat these patterns every month for the whole year and perhaps for many years.


Patterns in the year Materials: • activity sheet Patterns in the year


• camera.

Please take a photograph when you see this icon.

Yesterday we explored patterns in the day and week. The months of the year also repeat in a pattern. Let’s say them together starting with January.

Place the Patterns in the year activity sheet on the table.

Look at the Patterns in the year activity sheet. Point to each month name as we read it.

Ask the student to read the month names.

Next to each month name there is a space. Do you know anyone whose birthday is in January? Answers will vary.

Move through the months and when the answer is yes, help the student print the person’s name into the box. More than one name can be printed into each box.



6

Help the student to find out the birthday months of other family members and friends. The student should ask the question, either face to face, over the phone or via email and then record the names on the activity sheet.

Help the student to take a photograph of the completed activity sheet.

Look at the months when different people have their birthdays. These make a pattern for each year. Every (eg January) you have your birthday. This pattern will continue for all your life. Who else has a pattern? Answers will vary. Possible responses include: • Nana’s birthday is every May of every year since she was born• my friend Sophie’s birthday is every July.What other events happen every year? Answers will vary. Possible responses include: • Christmas Day• Easter Sunday• ANZAC Day• Halloween.There are many events that make a pattern over many years.

Save the photograph into the Set folder. Store or hang the sheet so the student can use it as a birthday reference for making cards, sending emails or phoning friends to wish them a happy birthday.

Tutor





1



• Seasons go round and round

• Birthday seasons

• Birthday graph








• Seasons chart

• Seasons cards

Maths kit resources

• counters

Other resources


• poster putty

• camera



2







• Daily chart

• counters

• poster putty.


Point to each day name on the Days of the week chart and read it if you know it. (Read any names that the student does not know.) Let’s complete our Daily chart. What day was it yesterday? Answers will vary. Remove yesterday’s day name card from the chart. What day is it today? Answers will vary. Find the day name card for today and use a pencil to trace the letters that make the day name. (Ensure the student forms the letters from the correct positions.) Attach the day name to the chart.




3










4

Let’s learn Seasons go round and round Materials: • Seasons go round and round activity sheet.

Place the activity sheet seasons go round and round on the table.

We have explored lots of patterns about time. We discussed patterns during the day. What other patterns did we discuss? patterns in the week, month and year There is another pattern we can explore that happens every year. Let’s listen to the song to find out what it is.

Read the poem at the top of the page with the student.

What pattern is the rhyme telling us about? the seasons

Ask the student to point to the words as you read the poem together.

How many seasons in the pattern? four What are they? summer, autumn, winter and spring These four seasons repeat through the year in many countries. We have these four seasons in some parts of Australia and two seasons in the other parts of Australia. The two seasons are called the wet and the dry. In the wet season it rains a lot and in the dry season there is no rain. What season are we in now? Answers will vary. What is the daytime weather like now? Answers will vary. What is the night time weather like now? Answers will vary. What sort of clothes do you wear now? Answers will vary. What sort of activities do you take part in now? Answers will vary. Look at the activity sheet. Find all the places where the name for this season is printed and loop them.

Help the student to read the two lines about the current season. Ask the student to draw a picture to show the weather and something he/she does in the current season.

Which season will we have next? Answers will vary. What is the daytime weather like in that season? Answers will vary.



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What is the night time weather like in that season? Answers will vary. What sort of clothes do you wear in that season? Answers will vary. What sort of activities do you do in that season? Answers will vary. Look at the activity sheet. Find all the places where the name for this season is printed and loop them.

Help the student to read the two lines about this season. Ask the student to draw a picture to show the weather and something he/she does in the season.

Which season will we have next? Answers will vary. What is the daytime weather like in that season? Answers will vary. What is the night time weather like in that season? Answers will vary. What sort of clothes do you wear in that season? Answers will vary. What sort of activities do you do in that season? Answers will vary. Look at the activity sheet. Find all the places where the name for this season is printed and loop them.


Which season will we have next? Answers will vary. What is the daytime weather like in that season? Answers will vary. What is the night time weather like in that season? Answers will vary. What sort of clothes do you wear in that season? Answers will vary. What sort of activities do you do in that season? Answers will vary. Look at the activity sheet. Find all the places where the name for this season is printed and loop them.





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Seasons fun Materials: • Seasons cards (cut out)

• Seasons chart.

Place the chart on the table.Read through the first four season names and discuss the picture that matches each season.

Let’s read through the season order three times to show how the season pattern repeats itself over three years. summer, autumn, winter, spring, summer … spring Let’s use the chart to help us check the order of the seasons. Point to winter. Point to the season that comes before winter. What is its name? autumn Point to the season that comes after winter. What is its name? spring Point to autumn. Point to the season that comes before autumn. What is its name? summer Point to the season that comes after autumn. What is its name? winter Point to spring. Point to the season that comes before spring. What is its name? winter Point to the season that comes after spring. What is its name? summer Point to summer. Point to the season that comes before summer. What is its name? spring Point to the season that comes after summer. What is its name? autumn

Place the Seasons cards for summer, winter, autumn and spring on the table. Help the student read the season names on the cards. Ask the student to put the season cards in the same order as they appear on the Seasons chart. Turn over the Seasons chart and mix the order of the cards. Ask the student to place them in order starting from winter. Mix the cards and ask the student to place them in order starting from autumn. Mix the cards and ask the student to place them in order starting from spring.

Store the cards and chart for use in other activities.



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Birthday seasons Materials: • activity sheet Birthday seasons

• maths scrapbook.

The months of the year fit into the seasons. What month is your birthday? Answers will vary. Do you know what season that is? Answers will vary. Let’s look at the chart on the activity sheet to find out.

Place the Birthday seasons activity sheet on the table.

Let’s read the words in the centre together. The words said that the seasons go round and round like a ferris wheel. The months of the year do this too. Look at each box. What pictures can you see? a sun, a blowing leaf, an umbrella and a rainbow These pictures represent the seasons. Which season matches the sun? summer Point to the word summer. Why do you think the word summer is written in red? Answers will vary, eg because red is a hot colour and summer is hot. Which season matches the umbrella in the rain? winter Point to the word winter. Why do you think the word winter is written in blue? Answers will vary, eg because blue is a cold colour and winter is cold. Which season matches the rainbow? spring Point to the word spring. Why do you think the word spring is written in green? Answers will vary, eg because plants are green and they grow in spring. Point to the word autumn. Why do you think the word autumn is written in orange? Answers will vary, eg because in autumn the leaves on some trees turn orange and fall off.

Help the student read the month names in each season.

Find your birthday month on the chart. Choose a new colour and lightly shade the space. Answers will vary. What season is your birthday? Answers will vary.

Glue the activity sheet into the maths scrapbook.



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Birthday graph Materials: • activity sheet Birthday graph


Let’s make a special chart to show the seasons of some birthdays. This special chart is called a graph. We need some people to include on the graph. Who can we ask about their birthday month? Answers will vary, eg mum, dad, siblings, friends, grandparents.

Help the student make a list of about ten people on the next blank page in the maths scrapbook. Help the student contact everyone and ask their birthday months. Help the student print the birthday month next to the matching name in the maths scrapbook.

You have collected the information you need for your graph. Let’s see what we need to do next.

Look at the activity sheet Birthday graph with the student.

(Point to the graph.) We will use this table to make the graph. (Point to the column label ‘Summer’.) What season is this? summer (Trace your finger up the column.) This column will show the people who have their birthdays in summer. With your finger, trace the column that will show the autumn birthdays. Trace the column that will show the winter birthdays. Which birthdays will be shown in the fourth column? spring Under each season name you can see the short names for the matching months. Let’s read them.

Help the student read the short month names as their full names, eg read January for Jan, across the row.

We will use one face to represent each person on our graph. Let’s cut out the faces. Let’s cut out the faces along the dashed lines. Let’s show your birthday on the graph first. Which month is our birthday? Answers will vary. Which season is that? Answers will vary.



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Ask the student to choose one of the cut out faces and place it into the box directly above the season name. Ask the student to glue the face into place, eg

Help the student work through the names on the list in the scrapbook. Ask the student to choose a face picture to represent each person. Ask the student to read the name and birth month. Ask the student to work out the birth season using the yoyo on the activity sheet Birthday seasons in the maths scrapbook or the month and seasons lists across the graph. Help the student glue the face into the correct space on the graph, eg

Which season has the most faces? Answers will vary. How many does it have? Answers will vary. Which season column has the fewest faces? Answers will vary. How many does it have? Answers will vary. In which season do most of our family and friends have their birthdays? Answers will vary. How do you know? that column has the most faces In which season do the smallest number of our family and friends have their birthdays? Answers will vary. How do you know? that column has the fewest /no faces



10

Store or scan and save the Birthday graph activity sheet.

Tutor Reflection Please complete the Day 5 Reflection. Write your observations and comments about how capably the student worked on the activities this week. 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 the Reflection for return with the set.





1



• Goldilocks in trouble








Maths kit resources

• counters

• attribute shapes

Other resources


• poster putty

• maths scrapbook

• Goldilocks and the three bears storybook or eBook. (The storycan be read from these Lesson notes if a book is not available.)

• camera

• 4 or 5 spoons of different sizes, eg teaspoon, tablespoon,wooden spoon

• 4 or 5 bowls of different sizes



2

• 4 or 5 plates of different sizes

• 4 or 5 cups/mugs of different sizes

• 4 or 5 square or rectangular containers of different sizes

• glue







• Daily chart

• counters

• poster putty.


Point to each day name on the Days of the week chart and read it if you know it. (Read any names that the student does not know.) Let’s complete our Daily chart. What day was it yesterday? Answers will vary. Remove yesterday’s day name card from the chart. What day is it today? Answers will vary.



3

Find the day name card for today and use a pencil to trace the letters that make the day name. (Ensure the student forms the letters from the correct positions.) Attach the day name to the chart.











4

Let’s learn Goldilocks in trouble Materials: • story book Goldilocks and the three bears

• activity sheet Goldilocks in trouble

• camera



This activity is called Goldilocks in trouble. What can you tell me about Goldilocks? Answers will vary. Possible responses include: • She has gold hair. • She is a girl. • She went to the bears’ house. • She ate the bears’ food. • She sat on the bears’ chairs and broke one. • She slept in baby bear’s bed. Let’s investigate the trouble Goldilocks got into when she went exploring.

Find a comfortable spot to sit with the student, eg sofa, under a tree, beanbag. Read the story of Goldilocks (from a book or using the text below) to the student.

Goldilocks and the three bears

Once upon a time, there were three bears that lived in a house in a forest. One day Mama bear made porridge for breakfast. The porridge was very hot so the bears went for a walk while they waited for it to cool. A little girl named Goldilocks went for a walk in the forest too. After a while, she came to the three bears’ house. She knocked and when no one answered, she opened the door and walked in. On the table in the kitchen she saw three bowls of porridge. Goldilocks was hungry after her walk so she tasted the porridge from the largest bowl. “This porridge is too hot!” she exclaimed. She tasted the porridge from the middle-sized bowl. “This porridge is too cold,” she said Then she tasted the smallest bowl of porridge. “Ahhh, this porridge is just right,” she said happily and she ate it all up.



5

After she'd eaten the porridge Goldilocks was feeling a little tired, so she walked into the living room where she saw three chairs. Goldilocks sat in the largest chair to rest her feet. “This chair is too hard!” she exclaimed. She sat in the middle-sized chair. “This chair is too soft!” she said. She tried the smallest chair. “Ahhh, this chair is just right,” she sighed. Oh dear! Just as she settled down into the chair to rest, it broke into pieces! Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay on the first bed, but it was too hard. Then she lay on the second bed, but it was too soft. Then she lay on the third bed and it was just right. Goldilocks fell asleep. While Goldilocks was sleeping, the three bears came home. “Someone's been eating my porridge,” growled Papa bear. “Someone's been eating my porridge,” said Mama bear. “Someone's been eating my porridge and they ate it all up!” cried Baby bear. “Someone's been sitting in my chair,” growled Papa bear. “Someone's been sitting in my chair,” said Mama bear. “Someone's been sitting in my chair and they've broken it all to pieces,” cried Baby bear. The bears decided to go upstairs to the bedroom. When Papa bear saw his bed, he growled, “Someone's been sleeping in my bed.” “Someone's been sleeping in my bed, too” said Mama bear “Someone's been sleeping in my bed and she's still there!” exclaimed Baby bear. At the sound of Baby bear’s cry, Goldilocks woke up and saw the three bears. She sat up and screamed, “Help!” Goldilocks jumped off the bed and ran out of the room. She ran down the stairs, opened the door and ran home. “Hmph!” growled Papa bear. “Hmph!” exclaimed Mama bear. “Hmph!” cried Baby bear.

Discuss what happened in the story with the student. Place the activity sheet Goldilocks in trouble on the table. Ask the student to tell you what he/she sees in the pictures. three bears, three bowls, three chairs and three beds Help the student cut out the picture cards and spread them on the table.

These cards show us what Goldilocks saw when she went to the house of the bears. Group the pictures so the same items are together. What groups did you make? chairs, bowls, beds and bears What did Goldilocks try first? porridge



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Whose porridge? Father bear’s porridge Which porridge bowl belongs to Father Bear? the largest bowl Place that bowl in front of you. What did Goldilocks try after Father Bear’s porridge? Mother bear’s porridge Which porridge bowl belongs to Mother Bear? the middle-sized bowl Which porridge bowl belongs to Mother Bear? the middle-sized bowl Place that bowl to the right of Father bear’s bowl. Whose bowl is left? Baby Bear’s Place the bowl to the right of Mother Bear’s bowl. What did Goldilocks try next? the chairs Whose porridge? Father bear’s chair Which chair belongs to Father Bear? the largest chair Place that chair in front of you, below the row of bowls. What did Goldilocks try after Father Bear’s chair? Mother bear’s chair Which chair belongs to Mother Bear? the middle-sized chair Place that chair to the right of Father bear’s bowl. Whose chair is left? Baby Bear’s Place the chair to the right of Mother Bear’s bowl.

Repeat the activity using the beds.

Help the student take a photograph of the rows of pictures.

Point to the largest bowl. Point to the smallest bed. Point to the middle-sized chair. Point to the bear that uses the largest chair. How do you know? He is the largest bear so he uses the largest chair. Point to the bear that uses the middle-sized bowl. How do you know? She is the middle-sized bear so she uses the middle-sized bowl. Point to the bear who uses the smallest bed. How do you know? He is the smallest bear so he uses the smallest bed. Organise the pictures into groups that show each bear with its bowl, chair and bed.

Help the student take a photograph of the groups of pictures.



7

Open to the next blank page in your scrapbook. Turn the book so it is like a pad with pages that are longer across than they are down. Ask the student to place the three bears down the left side of the page, from largest to smallest.

Help the student to glue the bears onto the page.

Ask the student to arrange the bowls next to the matching bears, and glue them onto the page. Ask the student to arrange the chairs next to the matching bears, and glue them onto the page. Ask the student to arrange the beds next to the matching bears, and glue them onto the page.

Help the student take a photograph of the page.

Which bear eats the most food? the largest bear Which bear eats the smallest amount of food? the smallest bear Point to the bed that would have the smallest sheets. Point to the bed that would have the largest sheets. Point to the tallest chair.



8

Point to the shortest chair. Think about the story. How do we know that Goldilocks was in trouble? Answers will vary. Possible responses include: • Goldilocks went into the bears’ house without asking.• The bears growled at her.

Save the photographs into the Set folder. Store the maths scrapbook.

Big and small and between Materials: • attribute shapes

• 4 or 5 spoons of different sizes

• 4 or 5 bowls of different sizes

• 4 or 5 square or rectangular containers of different sizes

• 4 or 5 plates of different sizes

• 4 or 5 cups/mugs of different sizes

• camera.

Please take a photograph when you see this icon. Spread all the attribute shapes onto the table. Ask the student to find a large square, rectangle, circle, hexagon, semi-circle and triangle and place them together in a group. Ask the student to put away all the other large shapes. Ask the student to find a small square, rectangle, circle, hexagon, semi-circle and triangle and place them together in a group. Ask the student to put away all the other small shapes. Ask the student to find a middle-sized square, rectangle, circle, hexagon, semi-circle and triangle and place them together in a group. Ask the student to put away all the other middle-sized shapes. Ask the student to place the large shapes in a row across the table.

How many large shapes do you have? 6 Place the middle-sized shapes in a row below the large shapes. Make sure these shapes match the shapes in the large row.



9

How many middle-sized shapes do you have? 6 How many shapes do you have altogether? (Help the student count if necessary.) 12 Place the small shapes in a row below the middle-sized shapes. Make sure these shapes match the shapes in the other two rows. How many small shapes do you have? 6 How many shapes do you have altogether? (Help the student count if necessary.) 18

Help the student take a photograph of the shapes. Ask the student to take all the spoons and place them in a row to show smallest to largest order.

Help the student take a photograph of the spoons. Ask the student to take all the bowls and place them in a row to show smallest to largest order.

Help the student take a photograph of the bowls. Ask the student to order the containers from largest to smallest.

Help the student take a photograph of the containers. Ask the student to order the plates and cups in the same way.

Help the student take photographs of the plates and cups.

Save the photographs into the Set folder.



10





1



• The Goldilocks story








Maths kit resources

• counters

Other resources


• poster putty

• Goldilocks and the three bears storybook or eBook. (The storycan be read from these Lesson notes if a book is not available.)

• video camera

• stapler

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 printing responses. During the discussions, if the student does not know an answer, please tell him/her. The student can refer to any of the charts when completing activities.



2

The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.

Here we go Materials: • calendar for the current year• Days of the week chart




• Daily chart

• counters








3






Let’s learn The Goldilocks story Materials: • activity sheet The Goldilocks story

• Goldilocks and the three bears storybook or eBook (or read from theseLesson notes)

• stapler

• video camera.

Please make a video when you see this icon.



4

We know part of the Goldilocks story from the song but there’s more to the story than that. The story is a fairy tale, although there are no fairies in it! However, it has talking bears and things happen that do not happen in real life. Let’s find out everything that happened.

Find a comfortable spot to sit with the student, eg sofa, under a tree, beanbag. Read the Goldilocks story book, eBook or the version below, or tell the story if you know it.

Goldilocks and the three bears

Once upon a time, there were three bears that lived in a house in a forest. One day Mama bear made porridge for breakfast. The porridge was very hot so the bears went for a walk while they waited for it to cool. A little girl named Goldilocks went for a walk in the forest too. After a while, she came to the three bears’ house. She knocked and when no one answered, she opened the door and walked in. On the table in the kitchen she saw three bowls of porridge. Goldilocks was hungry after her walk so she tasted the porridge from the largest bowl. “This porridge is too hot!” she exclaimed. She tasted the porridge from the middle-sized bowl. “This porridge is too cold,” she said Then she tasted the smallest bowl of porridge. “Ahhh, this porridge is just right,” she said happily and she ate it all up. After she'd eaten the porridge Goldilocks was feeling a little tired, so she walked into the living room where she saw three chairs. Goldilocks sat in the largest chair to rest her feet. “This chair is too hard!” she exclaimed. She sat in the middle-sized chair. “This chair is too soft!” she said. She tried the smallest chair. “Ahhh, this chair is just right,” she sighed. Oh dear! Just as she settled down into the chair to rest, it broke into pieces! Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay on the first bed, but it was too hard. Then she lay on the second bed, but it was too soft. Then she lay on the third bed and it was just right. Goldilocks fell asleep. While Goldilocks was sleeping, the three bears came home. “Someone's been eating my porridge,” growled Papa bear. “Someone's been eating my porridge,” said Mama bear. “Someone's been eating my porridge and they ate it all up!” cried Baby bear. “Someone's been sitting in my chair,” growled Papa bear. “Someone's been sitting in my chair,” said Mama bear. “Someone's been sitting in my chair and they've broken it all to pieces,” cried Baby bear. The bears decided to go upstairs to the bedroom.



5

When Papa bear saw his bed, he growled, “Someone's been sleeping in my bed.” “Someone's been sleeping in my bed, too” said Mama bear “Someone's been sleeping in my bed and she's still there!” exclaimed Baby bear. At the sound of Baby bear’s cry, Goldilocks woke up and saw the three bears. She sat up and screamed, “Help!” Goldilocks jumped off the bed and ran out of the room. She ran down the stairs, opened the door and ran home. “Hmph!” growled Papa bear. “Hmph!” exclaimed Mama bear. “Hmph!” cried Baby bear.

What did Goldilocks see first when she went into the house? bowls of porridge Which bowl of porridge did she try first? the big/large bowl Which bowl of porridge did she try second? the middle-sized bowl Which bowl of porridge did she try third? the small/smallest bowl What did Goldilocks see second in the house? three chairs Which chair did she try first? the big/large chair Which chair did she try second? the middle-sized chair Which chair did she try third? the small/smallest chair What did Goldilocks see third in the house? three beds Which bed did she try first? the big/large bed Which bed did she try second? the middle-sized bed Which bed did she try third? the small/smallest bed Let’s make our own picture book about the Goldilocks story.

Place the activity sheet The Goldilocks story on the table. Ask the student to describe what is happening in each picture.

The empty box is for the book cover. I’ll help you print the story title. What will it be? Answers will vary. Possible responses include: • Goldilocks• The three bears• Goldilocks and the three bears• Goldilocks in trouble.



6

Help the student print the title into the box. Help the student cut along the lines to make six picture boxes. Ask the student to order the picture boxes to tell the story. Ask the student to tell you the story using each picture. Help the student put the booklet together with the pictures in order and the cover on top. Staple the book on the left edge to make it into a booklet.

Make a video of the student using the booklet to tell the story. The student can colour the pictures if he/she wishes.

Save the video clip into the Set folder. Store the booklet and encourage the student to tell the story to others.





1



• Goldilocks pattern pictures 1, 2 and 3








Maths kit resources

• counters

Other resources


• poster putty

• maths scrapbook

• camera

• tray that will hold four slices of bread

• four square or rectangular slices of bread

• two or more sandwich fillings, eg butter, lettuce, cheese, meat

• bread and butter knife

• bread knife

• two side plates



2







• Daily chart

• counters







3







Let’s learn Goldilocks says sorry Materials: • activity sheets Goldilocks pattern pictures 1, 2 and 3

• camera




4


Goldilocks felt sorry that she had gone into the bears’ home, behaved badly and then run away. She decided she would have a picnic and invite the bears. Goldilocks decided to make a rug to sit on.

Place the activity sheets Goldilocks pattern pictures 1, 2 and 3 on the table. Ask the student to tell you what he/she sees in the picture groups on each sheet. chairs, beds, bowls, baby bears, baby bear photographs, Goldilocks, mother bears, father bears, Mother bear’s broom, Father Bear’s barbecue and trees. Help the student cut out the picture boxes and spread them on the table. Ask the student to group the like pictures together and place the groups to one side or top of the table. Ask the student to turn the maths scrapbook to landscape orientation and open to the next blank page.

What can you tell me about patterns? Patterns are made up of a number of objects or pictures that are repeated. This blank page represents the tablecloth. Goldilocks wants to use some of the pictures to make a pattern around the edge of the cloth. Use some of the pictures to make a repeating pattern across the top of the page.

The student can use as many different pictures as he/she likes to make the pattern. Encourage the student to experiment with the pictures until he/she has created a pattern across the top of the page.

Which pictures have you used to make your pattern? Answers will vary. Read your pattern to me. Answers will vary, eg bed, bowl, chair, bed, bowl, chair …

Help the student glue the pattern across the top of the page. Ask the student to make a different pattern across the bottom of the page.

Which pictures have you used to make your pattern? Answers will vary. Read your pattern to me. Answers will vary, eg baby bear, dining chair, trees, Goldilocks, baby bear, dining chair …

Help the student glue the pattern across the bottom of the page.

Look at the first picture in the top row. What is it? Answers will vary. This picture is the beginning of the pattern going down the page.



5

Look at the first picture in the bottom row. What is it? Answers will vary. This picture is part of the pattern going down the left side of the page. You need to make a pattern that uses these two pictures. You can include other pictures too.

Encourage the student to experiment with the pictures until he/she has created a pattern that goes down the left side of the page, and includes the two pictures already on the page. If necessary, small spaces can be left between the pictures to make the pattern ‘fit’.

Which pictures have you used to make your pattern? Answers will vary. Read your pattern to me. Answers will vary, eg mother bear, night time picture, mother bear, night time picture …

Help the student glue the pattern down the side of the page.

Look at the last picture in the top row. What is it? Answers will vary. This picture is the beginning of the pattern going down the right side of the page. Look at the last picture in the bottom row. What is it? Answers will vary. This picture is part of the pattern going down the right side of the page. You need to make a pattern that uses these two pictures. You can include other pictures too.

Encourage the student to experiment with the pictures until he/she has created a pattern that goes down the left side of the page, and includes the two pictures already on the page. If necessary, small spaces can be left between the pictures to make the pattern ‘fit’.

Which pictures have you used to make your pattern? Answers will vary. Read your pattern to me. Answers will vary, eg father bear, trees, bowl, father bear, trees, bowl …

Help the student glue the pattern down the side of the page.



6

Help the student take a photograph of the page.

Save the photograph into the Set folder. Leave the page open to dry. It will be used in the next activity.

Goldilocks makes sandwiches Materials: • tray that will hold four slices of bread

• four square or rectangular slices of bread

• two or more sandwich fillings, eg butter, lettuce, cheese, meat, pickle, honey

• bread and butter knife

• bread knife

• two side plates

• camera

• maths scrapbook (open to picnic rug page).

Please take a photograph when you see this icon. Please choose a place to work where the student can help you make two rounds of sandwiches. Place the ingredients and equipment on the table.

Goldilocks decided to make some sandwiches for the picnic. Let’s look at what she used.

Ask the student to identify the ingredients and equipment on the table.

You can make some sandwiches for the bears. Before we start, what should we do? wash our hands Let’s do that now. What should we do to start making the sandwiches? Place the four slices of bread on the tray. Do that now. What shape are the bread slices? square/rectangular What colour are the bread slices? Answers will vary. What is the next step? spread butter/margarine on each slice What colour is the butter/margarine? yellow Spread it on the bread slices.



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Help the student to complete the task.

What is the next step? put in the fillings Do you put fillings on all the slices of bread? no How many slices do you place the fillings on? two Let’s put the fillings on the two slices of bread that are closest to you. Which filling will you use first? Answers will vary. Do that now. (Help if required.)

Continue to lead the student through the adding of the fillings. If the student uses cheese, tomato or similar items, ask them about the shape and colour of each object as it is added to the sandwich or the colour of the spreads. Ask the student to place the remaining slices of bread on top of the sandwiches.

Who has Goldilocks asked to come to the picnic? the three bears How many will be at the picnic altogether? Answers will vary. Possible responses include: • Goldilocks and the three bears• four.Look at our whole sandwiches. How many do we have? twoWe need to cut the whole sandwiches so everyone has an equal piece. Let’s cut one whole sandwich into two equal pieces. Use your finger to show me where I should cut it.

The student should indicate either corner to corner (diagonal cut) or side to side (straight cut). Guide the student towards one of these responses if necessary. Cut the sandwich as the student has indicated.

How many pieces did I make when I cut the sandwich? two These pieces are the same size and shape. They are called halves. Halves are always the same size. We have two halves and one whole sandwich. Do we have enough equal sandwich pieces for the picnic? no Why not? Answers will vary. Possible responses include: • we need four pieces, and we only have three• the pieces are not all the same size.Let’s cut the other whole sandwich in half. Let’s cut it a different way. Can you think how I can make one cut in a different place to get two equal pieces? Answers will vary.

The student should indicate the second cut option, depending on how the first sandwich was cut, corner to corner (diagonal cut) or side to side (straight cut). Guide the student towards the response if necessary.



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Cut the sandwich as the student has indicated.

How many pieces did I make when I cut this sandwich? two Are the pieces the same size and shape? yes Are they halves? yes Do we have enough equal sandwich pieces for the picnic? yes Why? Answers will vary. Possible responses include: • we have four pieces now• the pieces are all the same size.Let’s place the sandwiches on the plates.

Help the student place the sandwiches on the side plates. Place them in their original shape so each sandwich shows the way it was cut.

Help the student take a photograph of the plates of sandwiches. (This will be glued onto the centre of the picnic rug later.) Ask the student to place the two plates of sandwiches on the picnic rug page in the maths scrapbook.

Help the student take a photograph of the rug page and plates of sandwiches. Ask the student to share the sandwiches with others for morning tea or lunch. Print the photograph of the two plates of sandwiches (taken previously) and glue it into the centre of the picnic rug page in the maths scrapbook.

Save the photograph of the actual plates of sandwiches on the picnic rug page into the Set folder.





1



• Inside outside

• Inside the house of the 3 bears 1 and 2








Maths kit resources

• counters

• plastic animal – bear

• 2 cm coloured cube

Other resources


• poster putty

• plastic container, eg cup

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 printing responses. During the discussions, if the student does not know an answer, please tell him/her. The student can refer to any of the charts when completing activities.



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The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.

Here we go Materials: • calendar for the current year• Days of the week chart




• Daily chart

• counters








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Let’s learn Inside outside Materials: • activity sheet Inside outside

• plastic animal – bear

• plastic container, eg cup

• 2 cm coloured cube.Please emphasise bold words during the discussion.

Let’s think about the Goldilocks story. Where did Goldilocks go for a walk? in the forest



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Goldilocks was in the forest and she walked through the forest until she came to the bears’ house. Was Goldilocks inside or outside the bears’ house when she saw it? outside After Goldilocks knocked on the door, what did she do? opened the door and walked into/inside the house Where is Goldilocks now? inside the house What did she see in the kitchen? three bowls Where were the bowls? on the table What was inside the bowls that were on the table? porridge After Goldilocks tasted and ate some porridge, where did she go? into the living room While she was in the living room, what did she see? three chairs What did Goldilocks do? tried the chairs/sat in/on the chairs When Goldilocks sat in Baby bear’s chair, what happened? it broke Where did Goldilocks go next? upstairs Which room did she go into? bedroom What did Goldilocks do in the bedroom? lay on the three beds Which bed was she sleeping on when the bears found her? Baby bear’s bed The bears had been for a walk to wait for their porridge to cool. Had they gone walking inside or outside their house? outside When the bears came home, they came inside the house. They went into each room before they went upstairs. In the bedroom they saw Goldilocks laying on Baby bear’s bed. When Baby bear’s cry woke Goldilocks, what did she do? jumped off the bed and ran out of the room Where did she go next? down the stairs Where did she go next? out the door Now Goldilocks is outside the bears’ house. Where did she go next? through the forest Where did she go next? to her house What do you think she did when she arrived at her house? went inside We just told the story using words that described the positions of the bears and Goldilocks. One word we used was ‘in’. Can you remember another position word that we used? Answers will vary, eg outside.

Continue taking turns to name the words from the story. Possible responses include through, inside, into, in, on, out. Place the plastic bear, the container and one cube on the table.



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Use the bear, container and cube to follow my instructions. Place the bear into the container. Place the bear outside the container. Place the bear on the container. Place the bear inside the container. Place the bear next to the container. Place the bear above the container. Place the bear below the container. Place the bear under the cube. Place the bear underneath the cube. Make the bear go over the cube. Place the bear near the cube. Place the bear behind the cube. Place the bear in front of the cube. Place the bear between the cube and the container. Now I will use the bear, cube and container to show some positions. You tell me what they are.

Use the bear, cube and container to show over, under, in/inside/into, outside, on, next to, between, near, above, underneath, behind, in front of while the student identifies each position. Ask the student to give you a direction about the position of the bear, cube and container. Use the objects to show the position. Continue until the student has given six directions using different words.

Sometimes we use different words to describe the same position. Place the bear in the container. What other words could I use instead of ‘in’? inside or into Place the bear next to the container. What other words could I use instead? outside, beside, near Place the bear under the container. What other word could I use instead? underneath Let’s make a chart to help us remember these position words.

Place the activity sheet Inside outside on the table. Ask the student to identify what is happening in each picture. Help the student read the words that match the pictures.

Store or display the chart for student use.



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Inside the house of the 3 bears Materials: • activity sheets Inside the house of the 3 bears 1 and 2

• maths scrapbook

• video camera.

Please make a video when you see this icon. Place the activity sheet Inside the house of the 3 bears – 1 on the table.

Tell me what you can see in this picture. Answers will vary. Possible responses include: a house with the front all taken off, staircase, kitchen, bathroom, bedroom, bath, stove, table. This is a picture of the three bears’ house. You need to complete it by gluing objects in certain positions. What could you add to the picture and where would you draw it? Answers will vary. Possible responses include: • Goldilocks in the kitchen• three bears outside• three bowls, chairs and beds.

Place the activity sheet Inside the house of the 3 bears – 2 on the table.

What pictures can you see on the activity sheet? bears, Goldilocks, bowls, beds and chairs These are the pictures you will glue onto the bears’ house. Let’s cut them out.

Help the student cut out the pictures on the dashed lines. Ask the student to sort the pictures into groups of bears, bowls, chairs, beds and Goldilocks. The groups should be placed at the top of the table. Place the activity sheet Inside the house of the 3 bears – 1 in front of the student. Read the first instruction from Inside the house of the 3 bears – 2.

Find the bowls and follow the instruction. (Reread the instruction if necessary.) When you are ready, you can glue the bowls in place.

Help the student with the gluing if required. Read the second instruction from Inside the house of the 3 bears – 2.

Find the chairs and follow the instruction. (Reread the instruction if necessary.) When you are ready, you can glue the chairs in place.

Help the student with the gluing if required.



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Read the third instruction from Inside the house of the 3 bears – 2.

Find the beds and follow the instruction. (Reread the instruction if necessary.) When you are ready, you can glue the beds in place.

Help the student with the gluing if required. Read the fourth instruction from Inside the house of the 3 bears – 2.

Find the largest bear and follow his instruction. (Reread the instruction if necessary.) Find the middle-sized bear and follow her instruction. (Reread the instruction if necessary.) Find the smallest bear and follow his instruction. (Reread the instruction if necessary.) When you are ready, you can glue the bears in place.

Help the student with the gluing if required. Read the Goldilocks question and instruction from the activity sheet.

Decide where you will glue Goldilocks and place her there. When you are ready, you can glue Goldilocks in place.

Help the student with the gluing if required.

Tell me where Goldilocks is. Answers will vary, eg on the grass.

Ask the student to glue the activity sheet on the next blank page in the maths scrapbook.

Video the student as he/she uses positional language (eg in, above) to describe each room in the house. Finish with a close shot of the activity sheet page.

Save the video into the Set folder.





1



• Here we go





• Months of the year chart

• Ordinal chart

• Weather chart

Other resources


• computer

• camera

• video camera




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Here we go Materials: • activity sheet Here we go

• Daily chart

• calendar for the current year


• Months of the year chart

• Ordinal chart

• Weather chart. Place the materials on the table.

Today we will complete an activity sheet called Here we go. It looks very similar to the Daily chart and you will print some words to complete it. Point to each day name on the Days of the week chart and read it if you know it. (Read any names that the student does not know.) What day was it yesterday? Answers will vary. What day is it today? Answers will vary. Find today’s day name on the Days of the week chart and copy it into the space after the words ‘Today is’.


Find the calendar page for this month. Look at the Daily chart from yesterday. What was the ordinal number? Answers will vary. What do you think the ordinal number will be today? Answers will vary. Look at the calendar page and find the ordinal number for today. Read the number. Answers will vary. Look at the Ordinal number chart. Find the ordinal number that matches the number you found on the calendar page. eg 19th We read this as (eg) nineteenth. Trace the number. Copy the ordinal number into the space after the word ‘the’ on the activity sheet. Copy the month name from the Months of the year chart into the space after the word ‘of’.

Read the completed sentence with the student. Answers will vary. Read the weather sentence beginning with the student. Ask the student to describe the weather.



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Guide the student to copy the chosen weather words from the Weather chart to complete the sentence. The student can use more than one word and join them using ‘and’. Answers will vary. Ask the student to read the completed sentence. Help the student read the last sentence beginning. Discuss possible ways he/she could finish the sentence. Guide the student to add some words and a full stop to complete the sentence. Answers will vary.

Store or scan and save the activity sheet. Store the calendar and charts for future use.

Let’s learn Photo positions Materials: • camera

• computer.

Please help the student take a photograph when you see this icon.

We need some photographs to show different positions. Look around the room. Can you see something that is inside something else? Answers will vary. Possible responses include: • a pencil inside a pencil case• my foot inside my shoe.

Please help the student take a photograph of the identified objects. Take the camera and walk around the inside and outside of your home, asking the student to identify objects that represent positions and take photographs. Suggested positions: over, under/underneath, inside, outside, above, below, near, next to/beside, between, behind, in front, on and through. Help the student save the photographs into a computer folder. Help the student arrange the photographs into a blank document (perhaps using a table). Help the student label each photograph to show the position it represents.

Save the document into the Set folder.



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Tutor Reflection Please complete the Reflection. Write your observations and comments about how capably the student worked on the activities this week. 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 the Reflection for return with the set.


Use the checklist to check all items have been completed and are ready to send to the teacher with the checklist.

Department of Education

© Department of Education WA Revised 2020

Pre-Primary

MATHEMATICS

Set 5

Lesson Notes

Documents

MATHEMATICS... · • Lesson notes – Day 1 • Daily chart (glue onto card, laminate or cover in clear contact) • Days of the week cards (glue onto card, 1 set cut out)