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OneSchoolUnit Plan
Name: Unit 2 - Mathematics Year 1 (V8)Duration: 8 Weeks
Year Level: Year 1
Applicable LearningAreas/Subjects: Mathematics
Unit Plan
Through the proficiency strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of:
Number and place value - represent and record counting sequences, partition two-digit numbers, represent and record the tens number sequence, investigate quantities and equality, represent two-digit numbers, standard partitioning of two-digit numbers, model double facts, identify and describe addition and subtraction situations, apply addition strategies, solve subtraction problems, connect addition and subtraction, represent, record and solve simple addition problems.
Fractions and decimals - investigate wholes and halves, partition to make equal parts. Money and financial mathematics - explore features of Australian coins. Patterns and algebra - investigate and describe repeating and growing patterns, connect counting sequences to growing patterns, represent the tens number
sequence, represent and record counting sequences, describe number patterns. Using units of measurement - describe the duration of an hour, explore and tell time to the hour. Shape - investigate the features three-dimensional objects and two-dimensional shapes, and describe two-dimensional shapes and three-dimensional objects. Location and transformation - explore and describe location, investigate and describe position, direction and movement, interpret directions.
For further information to support teaching of the unit, view the: Year level plan Teacher lesson overview Supporting learning resource - Misunderstandings and misconceptions
Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:
Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html
Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure Attachments/Information Communication and Technology/advice.DOCX.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
Creating and describing skip counting in tens (Yr 01)Students describe number sequences resulting from skip counting by 2s, 5s and 10s. To continue simple patterns involving numbers and objects.
Monitoring Mathematics Unscheduled
Describing two-dimensional shapes and three-dimensional objects (Yr 01)Students describe two-dimensional shapes and three- dimensional objects.
Interview Mathematics Unscheduled
Investigating the value of Australian coins (Yr 01)Students use simple strategies to reason and solve a money inquiry question
Assignment/Project Mathematics Unscheduled
Using the language of direction (Yr 01)Students give and follow directions to familiar locations.
Observation Mathematics Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Patterns and algebra Number and place value Using units of measurement /
Location and transformation Number and place value Shape Number and place value Fractions and decimals Money and financial
mathematics
Resources Attachments Plan Resource Bank
Assessment Assignment/Project - Investigating the
value of Australian coins (Yr 01) Interview - Describing two-
dimensional shapes and three- dimensional objects (Yr 01)
Monitoring - Creating and describing skip counting in tens (Yr 01)
Observation - Using the language of direction (Yr 01)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Australian Curriculum
Mathematics – Year 1
Year 1 Achievement StandardBy the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.
Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences.
Content Descriptions
Measurement and Geometry Number and Algebra
Shape Recognise and classify familiar two-dimensional shapes and three-dimensional
objects using obvious features (ACMMG022)Using units of measurement
Describe duration using months, weeks, days and hours (ACMMG021) Tell time to the half-hour (ACMMG020)
Location and transformation Give and follow directions to familiar locations (ACMMG023)
Patterns and algebra Investigate and describe number patterns formed by skip-counting and patterns with
objects (ACMNA018)Number and place value
Count collections to 100 by partitioning numbers using place value (ACMNA014) 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) Represent and solve simple addition and subtraction problems using a range of
strategies including counting on, partitioning and rearranging parts (ACMNA015)Money and financial mathematics
Recognise, describe and order Australian coins according to their value (ACMNA017)
Fractions and decimals Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumStudents require prior experience with:
making connections between number names, numerals and quantities to 10 counting to and from 20 and ordering small collections connecting events and the days of the week explaining order and duration of events using appropriate language to describe location sorting shapes and objects.
Curriculum working towardsThe teaching and learning in this unit work towards the following:
identifying representations of one half explaining time durations counting to and from 100 carrying out simple addition using counting strategies partitioning numbers using place value continuing simple patterns involving numbers and objects telling time to the half hour using the language of direction to move from place to place describing two-dimensional shapes and three-dimensional objects recognising Australian coins according to their value.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy
Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating
Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Using measurement
Information and communication technology (ICT) capability Investigating with ICT Communicating with ICT
Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability Self-management Social awareness Social management
For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.For access to model lessons to address Aboriginal and Torres Strait Islander histories and cultures visit the website YDM-CCP teacher resources (QUT) http://ydc http://ydc.qut.edu.au/resources/YDM-CCP-teacher-resources.jsp
Username: CCPYDM Password: Curriculum#1
Assessing student learningAssessment name: Using the language of directionAssessment description: Students give and follow directions to familiar locations.
Assessment name: Describing two-dimensional shapes and three-dimensional objectsAssessment description: Students describe two-dimensional shapes and three-dimensional objects.
Assessment name: Investigating the value of Australian coinsAssessment description: Students use simple strategies to reason and solve a money inquiry question.
In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:
recall, represent and record counting sequences - ones, twos (up to 20) and tens (to 100) accurately count collections represent counting sequences represent two-digit numbers with materials match numerals and number names to numbers which are multiples of 10 represent and sequence multiples of ten record the tens number sequence partition two-digit numbers using standard place value partitions (tens and ones)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
record standard partitions using the part-part-whole model compare quantities and identify number relationships represent addition and subtraction situations record addition and subtraction number stories demonstrate the commutative principle and the addition process select and use thinking strategies to solve simple addition problems explain their thinking as they solve addition problems share a 'whole' object, quantity or collection represent halves using different models and materials use materials to represent and identify a 'whole' (as an object, collection or quantity) create repeating and growing patterns identify analog and digital clock features identify o'clock times create o'clock times on analog and digital clocks identify and describe geometric features of three-dimensional objects identify and describe geometric features of two-dimensional shapes give and follow directions to locate objects.
Monitoring taskMonitoring name: Creating and describing skip counting in tensMonitoring description: Students describe number sequences resulting from skip counting by 2s, 5s and 10s. Students continue simple patterns involving numbers and objects.
FeedbackFeedback in this unit this may include:
recall of the ones, twos and tens counting sequences skip counting using multiples of ten, 2 and 1 comparison of quantities evidence of part-part-whole understanding recording addition and subtraction problems use of thinking strategies for solving simple addition problems partitioning into two equal parts comparison and sorting of Australian coins understanding repeating and growing patterns identifying the rule for a number pattern identify and describe the geometric features of three-dimensional objects and two-dimensional shapes.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
5 Lessons Patterns and algebra Lesson 1: Describing patterns involving objects and numbers Lesson 2: Describing growing patterns in counting sequences Lesson 3: Counting by tens Lesson 4: Representing and recording counting sequences Lesson 5: Describing number patterns
5 Lessons Number and place value Lesson 6: Representing multiples of 10 Lesson 7: Comparing quantities Lesson 8: Recording equal quantities Lesson 9: Representing two-digit numbers Lesson 10: Partitioning two-digit numbers
5 Lessons Using units of measurement / Location and transformation Lesson 11: Describing the duration of an hour Lesson 12: Telling time to the hour Lesson 13: Describing location and position Lesson 14: Describing direction and movement Lesson 15: Assessing student learning
4 Lessons Number and place value Lesson 16: Modelling double facts Lesson 17: Connecting addition and subtraction Lesson 18: Solving addition problems 1 Lesson 19: Solving addition problems 2
4 Lessons Shape Lesson 20: Identifying features of three-dimensional objects Lesson 21: Identifying features of two-dimensional shapes Lesson 22: Describing two-dimensional shapes and three-dimensional objects Lesson 23: Assessing student learning
3 Lessons Number and place value Lesson 24: Identifying and describing addition problems Lesson 25: Representing addition and subtraction Lesson 26: Working with subtraction
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Curriculum Plan Topics
Duration Topic
3 Lessons Fractions and decimals Lesson 27: Representing one-half Lesson 28: Identifying halves Lesson 29: Partitioning to make equal parts
3 Lessons Money and financial mathematics Lessons 30-32: Investigating the value of Australian coins
32 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students describe repeating and growing patterns, identify patterns in counting sequences and use skip counting by tens.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Describing patterns involving objects and numbers
Lesson objectivesStudents will:
Describe repeating and growing patterns.Evidence of learningCan the student:
Describe and continue repeating patterns involving objects and numbers?
Describe and continue growing patterns involving objects and numbers?
Example learning sequence Establish learning context Describe and continue repeating patterns Describe and continue growth patterns Describe number patterns
Resources Supporting learning resource - Describing patterns involving objects and numbers Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Monster choir: Look and listen (TLF L494) Education Services
Australia CC BY-SA 3.0 http:creativecommons.org/licenses/by-sa/3.0/au/ Learning object - Sound and movement patterns Learning object - Hundred board materials for pattern making e.g. attribute blocks, counters, linking cubes, pasta,
shells digital camera
Helpful information Website - Mathematics library
https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html
Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html
Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html
Supporting learning resource - Monitoring audit - by the end of Year 1 https://learningplace.eq.edu.au/cx/resources/items/07c3b137-31f5-41a1-bc5e-6c4bc570c648/0/Mth_Y01_SLR_MonitoringAudit.docx
Supporting learning resource - Patterning https://learningplace.eq.edu.au/cx/resources/items/dd968653-8284-46cf-b52c-30a42d1065f3/0/Mth_Y01_U3_SLR_Patterning.docx
Website - About patterns and algebra http://www.qcaa.qld.edu.au/downloads/p_10/kla_maths_info_pattern.pdf
Supporting learning resource - Making balance scales https://learningplace.eq.edu.au/cx/resources/items/0adab87e-f9eb-44a4-b9d3-dacb5dd3e48c/0/Mth_Y01_U3_SLR_MakeBalScales.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students describe repeating and growing patterns, identify patterns in counting sequences and use skip counting by tens.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 2
Describing growing patterns in counting sequences
Lesson objectivesStudents will:
Identify patterns within counting sequences.Evidence of learningCan the student:
Describe the patterns in counting sequences?Example learning sequence
Establish learning context Recall counting sequences Connect counting sequences to growing patterns Record the counting sequence Use counting to quantify a collection
Resources Supporting learning resource - Describing growing patterns in counting sequences Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Hundred board various materials for counting (e.g. a box filled with blocks, counters, buttons,
paperclips, beads, marbles, shells, rocks, pegs, ice-cream sticks)Helpful information
Supporting learning resource - Patterning https://learningplace.eq.edu.au/cx/resources/items/dd968653-8284-46cf-b52c-30a42d1065f3/0/Mth_Y01_U3_SLR_Patterning.docx
Website - About patterns and algebra http://www.qcaa.qld.edu.au/downloads/p_10/kla_maths_info_pattern.pdf
Supporting learning resource - Making balance scales https://learningplace.eq.edu.au/cx/resources/items/0adab87e-f9eb-44a4-b9d3-dacb5dd3e48c/0/Mth_Y01_U3_SLR_MakeBalScales.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students describe repeating and growing patterns, identify patterns in counting sequences and use skip counting by tens.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 3
Counting by tens
Lesson objectivesStudents will:
Identify the numbers in the tens counting sequence. Use skip counting by tens to quantify a collection.
Evidence of learningCan the student:
Use skip counting forwards in tens starting from zero? Represent and record a tens counting pattern? Count in tens to quantify a collection?
Example learning sequence Establish learning context Skip count by tens Represent skip counting by tens Record skip counting by tens pattern Identify missing element in the tens number pattern
Resources Supporting learning resource - Creating and describing skip counting in tens Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Hundred board Sheet - Number cards 1-100 Sheet - Hundred board 1-100 a card with zero written on the front place value bead strings materials suitable for counting hundred board linking cubes or similar materials
Helpful information Supporting learning resource - Patterns
https://learningplace.eq.edu.au/cx/resources/items/db57f9b4-7094-4ef6-a46a-b909fb3e4807/0/Mth_Y01_U3_SLR_Patterns.docx
Supporting learning resource - Using place value beads https://learningplace.eq.edu.au/cx/resources/items/5f2b0781-d610-4238-b007-8f801515f358/0/Mth_Y3-6_SH_UsingPlaceValueBeads.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students describe repeating and growing patterns, identify patterns in counting sequences and use skip counting by tens.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 4
Representing and recording counting sequences
Lesson objectivesStudents will:
Recall the ones, twos and tens counting sequences. Skip count a collection.
Evidence of learningCan the student:
Recall the ones, twos and tens counting sequences? Identify counting sequence patterns?
Example learning sequence Establish learning context Recall counting sequences Represent counting sequences Record counting sequences
Resources Supporting learning resource - Representing and recording counting sequences Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Number line Learning object - Hundred board Sheet - Number line 0 to 40 Sheet - Number cards 1-100 Sheet - Blank number tracks number line to 40 materials such as counters, buttons, blocks
Helpful information Supporting learning resource - Counting in twos
https://learningplace.eq.edu.au/cx/resources/items/7e4a4b4c-38ec-4ed0-aaca-a2df51ca9518/0/Mth_Y01_U3_SLR_CountInTwos.docx
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 1 and Sample learning activities
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Patterns and algebra Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students describe repeating and growing patterns, identify patterns in counting sequences and use skip counting by tens.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 5
Describing number patterns
Lesson objectivesStudents will:
Identify the rule in a number pattern. Connect representations of number patterns.
Evidence of learningCan the student:
Identify the rule in a number pattern? Connect different representations of number patterns?
Example learning sequence Establish learning context Identify the pattern of a counting sequence Connect representations of number patterns Identify patterns created by skip counting from different starting
points Use number patterns
Resources Supporting learning resource - Describing number patterns Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Hundred board and calculator combo Learning object - Number line Sheet - Blank number tracks materials to model number patterns calculators
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 1 and Sample learning activities
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students sequence multiples of ten, compare quantities, represent and partition two-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 6
Representing multiples of 10
Lesson objectivesStudents will:
Skip count by tens. Connect numerals, number names and quantities. Sequence multiples of 10
Evidence of learningCan the student:
Count in tens to quantify a collection? Represent multiples of 10 numbers with materials? Match number name, numeral and representations for multiples of
10?Example learning sequence
Establish learning context Represent multiples of 10 Match quantities, number names and numerals Sequence multiples of 10
Resources Supporting learning resource - Representing multiples of 10 Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Hundred board Sheet - Ten words and digits: 20 to 90 Sheet - 10 frame place value beads (100 string) cards with the numerals and words for multiples of ten to 100 materials suitable for counting paper plates ten frames number line representations classroom display of numerals and number names for multiples of ten
Helpful information Supporting learning resource - Using place value beads
https://learningplace.eq.edu.au/cx/resources/items/5f2b0781-d610-4238-b007-8f801515f358/0/Mth_Y3-6_SH_UsingPlaceValueBeads.docx
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 1, 4 and 5
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students sequence multiples of ten, compare quantities, represent and partition two-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 7
Comparing quantities
Lesson objectivesStudents will:
Compare quantities. Make small collections equal.
Evidence of learningCan the student:
Compare quantities? Describe quantities as equal or not equal?
Example learning sequence Establish learning context Compare quantities Make quantities equal
Resources Supporting learning resource - Comparing quantities Supporting learning resource - Mathematics tool kit Years P-2 Video - Balance balance scales collections of small materials suitable for comparing quantities such as linking cubes
or counters objects with the same and different mass/size dice (0 to 9) materials such as counters and blocks
Attachments Lesson plan
Lesson 8
Recording equal quantities
Lesson objectivesStudents will:
Record equal expressions. Explain how the total remains the same regardless of the order in
which the parts are combined.Evidence of learningCan the student:
Connect simple number expressions using the equals symbol? Explain the equivalence between two expressions?
Example learning sequence Establish learning context Record equivalence Represent commutativity
Resources Supporting learning resource - Recording equal quantities Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Balloon match balance scales materials suitable for using with the balance scales Sheet - Ten frames
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students sequence multiples of ten, compare quantities, represent and partition two-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 9
Representing two-digit numbers
Lesson objectivesStudents will:
Partition two-digit numbers. Represent two-digit numbers.
Evidence of learningCan the student:
Represent two-digit numbers with a variety of materials? Partition two-digit numbers and identify the parts?
Example learning sequence Establish learning context Represent two-digit numbers Identify and record the tens and ones Represent two-digit numbers using partitioning
Resources Supporting learning resource - Representing two-digit numbers Supporting learning resource - Mathematics tool kit Years P-2 Sheet - Number cards 1-100 Sheet - Folded cards Sheet - Place value chart two-digit number cards (words and symbols) materials suitable for counting place value beads maths mat or grid drawn on the floor ice-cream sticks, kidney beans and craft glue linking cubes
Helpful information Supporting learning resource - Writing numbers
https://learningplace.eq.edu.au/cx/resources/items/2431a81d-f4e1-42a6-8cf1-d3d445a37602/0/Mth_Y01_U3_SLR_WritingNum.docx
Supporting learning resource - Using place value beads https://learningplace.eq.edu.au/cx/resources/items/5f2b0781-d610-4238-b007-8f801515f358/0/Mth_Y3-6_SH_UsingPlaceValueBeads.docx
Supporting learning resource - Using the maths mat https://learningplace.eq.edu.au/cx/resources/items/8242d1fc-2698-486b-a356-22f467b146f3/0/Mth_SH_UsingMathsMat.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students sequence multiples of ten, compare quantities, represent and partition two-digit numbers.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 10
Partitioning two-digit numbers
Lesson objectivesStudents will:
Use standard place value and flexible partitioning to represent two-digit numbers.
Evidence of learningCan the student:
Partition two-digit numbers using standard place value? Partition two-digit numbers flexibly? Record the partitions in a part-part-whole model and as an
addition number sentence?Example learning sequence
Establish learning context Identify standard place value partitions of two-digit numbers Record standard place value partitions of two-digit numbers Flexibly partition two-digit numbers
Resources Supporting learning resource - Mathematics tool kit Years P-2 Supporting learning resource - Partitioning two-digit numbers Sheet - Thinkboard: Partitioning Sheet - Folded cards Sheet - Place value chart Sheet - Buccaneer bower bird bingo! materials suitable for counting place value beads linking cubes
Helpful information Supporting learning resource - Partitioning - What is it?
https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc
Supporting learning resource - Using place value beads https://learningplace.eq.edu.au/cx/resources/items/5f2b0781-d610-4238-b007-8f801515f358/0/Mth_Y3-6_SH_UsingPlaceValueBeads.docx
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understandings 4 and 6
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Using units of measurement / Location and transformation
Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students describe the duration of an hour, tell the time to the hour and describe location, position, direction and movement.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 11
Describing the duration of an hour
Lesson objectivesStudents will:
Describe the duration of an hour. Represent the duration of an hour on a clock.
Evidence of learningCan the student:
Describe the duration of an hour? Represent the duration of an hour on a clock?
Example learning sequence Establish learning context Identify the language of time Investigate the duration of an hour Identify different types of clocks Explore the features of a clock (analog and digital)
Resources Supporting learning resource - Describing the duration of an hour Supporting learning resource - Mathematics tool kit Years P-2 pictures of clocks (digital and in books and magazines) analog clock digital clock materials such as paper plates and split pins to make clocks (optional)
Attachments Lesson plan
Lesson 12
Telling time to the hour
Lesson objectivesStudents will:
Tell the time to the hour on an analog and digital clock.Evidence of learningCan the student:
Read and display o'clock times on analog and digital clocks?Example learning sequence
Establish learning context Model o'clock times on an analog clock Match analog times to digital times Practise making o'clock times on analog and digital clocks
Resources Supporting learning resource - Telling time to the hour Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Matching o'clock time Learning object - Clocks: Analog and digital Sheet - Analog clock face classroom timetable, TV guide Text - Carle, E 1977, The grouchy ladybug, Harper Collins Publishers, New York
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Using units of measurement / Location and transformation
Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students describe the duration of an hour, tell the time to the hour and describe location, position, direction and movement.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 13
Describing location and position
Lesson objectivesStudents will:
Locate objects from positional descriptions. Describe the location of objects.
Evidence of learningCan the student:
Locate an object? Describe the location of an object?
Example learning sequence Establish learning context Describe familiar locations Use positional language Locate objects
Resources Supporting learning resource - Describing location and position Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Set the table Learning object - Position Learning object - The bathroom Learning object - In the garden shed collection of objects digital camera
Attachments Lesson plan
Lesson 14
Describing direction and movement
Lesson objectivesStudents will:
Explore directions and the distance moved. Identify directional opposites, e.g. left, right. Give and follow directions to a specific location.
Evidence of learningCan the student:
Give directions to locate objects? Follow directions to locate an object?
Example learning sequence Establish learning context Identify the language of direction and movement Give and follow directions Follow directions on a grid Give directions to locate an object
Resources Supporting learning resource - Describing direction and movement Supporting learning resource - Mathematics tool kit Years P-2 Sheet - Position and movement words Sheet - Direction words Sheet - 5 x 5 grid analog clock whistle or simple percussion instrument collection of objects to hide 5 × 5 grid on the floor or a large 5 × 5 Maths mat objects (e.g. soft toy, chair, ball) programmable floor robots (optional)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Using units of measurement / Location and transformation
Topic Duration 5 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students describe the duration of an hour, tell the time to the hour and describe location, position, direction and movement.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 15
Assessing student learning
Assessment purposeTo give and follow directions to familiar locations.Example learning sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Using the language of direction Assessment task - Using the language of direction: Model response Assessment task - Using the language of direction: Teaching notes
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students model double facts, connect addition and subtraction and solve addition problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluencyEnd each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 16
Modelling double facts
Lesson objectivesStudents will:
Describe and represent doubles.Evidence of learningCan the student:
Represent a double? Identify the parts and whole of a double?
Example learning sequence Establish learning context Describe double patterns Represent doubles
Resources Supporting learning resource - Modelling double facts Learning object - Double Trouble Slideshow - Doubling using a ten frame Sheet - Seeing double Sheet - Doubles chart 2 to 10 Sheet - Doubles chart 12 to 18 collection of materials, e.g. buttons, shells, linking cubes, toothpicks, ice- cream
sticks, beads, beans, pasta egg cartons sticky tape blank Ten Frame (one per student) collection of counters, two different colours paint brushes Supporting learning resource - Mathematics tool kit Years P-2
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students model double facts, connect addition and subtraction and solve addition problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluencyEnd each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 17
Connecting addition and subtraction
Lesson objectivesStudents will:
Explore commutativity in addition.Evidence of learningCan the student:
Identify part and whole values in an addition situation? Rearrange the parts to display a related addition fact? Explain that in addition, the whole does not change by rearranging
the parts?Example learning sequence
Establish learning context Combining parts Represent related facts
Resources Supporting learning resource - Connecting addition and subtraction Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Dice combo Sheet - Dominoes Sheet - Words and digits 1 to 9 1 wire coat hanger and 20 pegs (per pair) 20 bead string (one per pair) 20 linking cubes - 10 of one colour and 10 of another colour (per pair) 20 counters - 10 of one colour and 10 of another colour (per pair)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students model double facts, connect addition and subtraction and solve addition problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluencyEnd each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 18
Solving addition problems 1
Lesson objectivesStudents will:
Use thinking strategies to solve simple addition problems. Record simple addition problems with numerals and symbols.
Evidence of learningCan the student:
Represent and describe part and whole values in addition situations?
Identify and use an appropriate thinking strategy to solve simple addition problems?
Record simple addition problems using numerals and symbols?Example learning sequence
Establish learning context Identify and describe addition situations Use thinking strategies to solve simple addition problems Record simple addition problems
Resources Supporting learning resource - Recording addition Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Introducing the '+' symbol Learning object - Writing addition sentences Sheet - Number cards 1-100 Sheet - Empty jars Maths mat playing cards counters, linking cubes or beads ten frames
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 1 and 2, and Sample learning activities
Supporting learning resource - Using the maths mat https://learningplace.eq.edu.au/cx/resources/items/8242d1fc-2698-486b-a356-22f467b146f3/0/Mth_SH_UsingMathsMat.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 24 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students model double facts, connect addition and subtraction and solve addition problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluencyEnd each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 19
Solving addition problems 2
Lesson objectivesStudents will:
Rearrange the parts of an addition situation to show commutativity.
Select appropriate thinking strategies to solve simple addition problems.
Record addition problems with numerals and symbols.Evidence of learningCan the student:
Explain and demonstrate how, in addition, the whole does not change by rearranging the parts?
Select an appropriate thinking strategy to solve an addition problem?
Example learning sequence Establish learning context Explain addition facts Explain commutativity in addition Solve simple addition problems
Resources Supporting learning resource - Solving addition problems Supporting learning resource - Mathematics tool kit Years P-2 Sheet - Addition number stories materials suitable for modelling addition ten frames and counters place value beads drawing materials number cards 0-100 place value chart
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Calculate, Key understandings 1 and 2, and Sample learning activities
Supporting learning resource - Using the maths mat https://learningplace.eq.edu.au/cx/resources/items/8242d1fc-2698-486b-a356-22f467b146f3/0/Mth_SH_UsingMathsMat.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Shape Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify and describe the features of two- dimensional shapes and three-dimensional objects.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 20
Identifying features of three- dimensional objects
Lesson objectivesStudents will:
Identify and describe the obvious geometric features of three-dimensional objects.
Evidence of learningCan the student:
Identify and describe the geometric features of three-dimensional objects?
Example learning sequence Establish learning context Identify three-dimensional objects Describe three-dimensional objects Sort three-dimensional objects Create structures using three-dimensional objects.
Resources Supporting learning resource - Identifying features of three-dimensional objects Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Face painter: Finding faces 1 Learning object - Shapes at the show Sheet - Shape names variety of three-dimensional objects, e.g. soup cans, balls, duster, books, ice-cream
cones, cereal packets models of three-dimensional shapes, e.g. cube, sphere, rectangular prism, cone,
cylinder, pyramid attribute blocks or pictorial representations of two-dimensional shapes sheets for recording features of three-dimensional objects
Helpful information Supporting learning resource - 3D shapes
https://learningplace.eq.edu.au/cx/resources/items/18fe5454-bc1d-4b4a-a627-2f6d119f8159/0/Mth_Y01_U4_SLR_3DShapes.docx
Supporting learning resource - 3D shapes and objects and 2D shapes https://learningplace.eq.edu.au/cx/resources/items/957bebab-f7ea-4b71-ab2b-955b6fc0a5e1/0/Mth_Y01_U4_SLR_3DShapes2DShapes.docx
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 26 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Shape Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify and describe the features of two- dimensional shapes and three-dimensional objects.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 21
Identifying features of two- dimensional shapes
Lesson objectivesStudents will:
Identify and describe the geometric features of two-dimensional shapes.
Evidence of learningCan the student:
Identify and describe the geometric features of two-dimensional shapes?
Example learning sequence Establish learning context Identify two-dimensional shapes Describe two-dimensional shapes Sort two-dimensional shapes Create other shapes using two-dimensional shapes
Resources Supporting learning resource - Identifying features of two-dimensional shapes Supporting learning resource - Mathematics tool kit Years P-2 Learning object - 2D shapes Learning object - Plane shapes (1) pattern blocks or cut-out shapes illustrations of two-dimensional shapes 2 metre length of elastic, tied in a loop two-dimensional shape name cards three-dimensional models opaque bag
Helpful information Supporting learning resource - About 2D shapes
https://learningplace.eq.edu.au/cx/resources/items/740bc6b7-7ae2-4e15-9735-301b2a97a7fc/0/Mth_Y01_U4_SLR_About2DShapes.docx
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 27 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Shape Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify and describe the features of two- dimensional shapes and three-dimensional objects.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 22
Describing two- dimensional shapes and three- dimensional objects
Lesson objectivesStudents will:
Identify and sort everyday shapes and objects. Describe and name familiar shapes and objects.
Evidence of learningCan the student:
Identify and sort two-dimensional shapes and three-dimensional objects?
Explain the sort? Describe the features of familiar shapes and objects?
Example learning sequence Establish learning context Identify familiar shapes and objects Sort and describe shapes and objects Compare shapes and objects
Resources Supporting learning resource - Describing two-dimensional shapes and three-
dimensional objects Supporting learning resource - Mathematics tool kit Years P-2 illustrations of common regular and irregular two-dimensional shapes models of common three-dimensional objects pattern blocks or cut-out two-dimensional shapes digital camera
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=true Represent shape, Key understanding 1.
Attachments Lesson plan
Lesson 23
Assessing student learning
Assessment purposeTo describe two-dimensional shapes and three-dimensional objects.Example learning sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment.
Resources Assessment task - Describing two-dimensional shapes and three-dimensional
objects Assessment task - Describing two-dimensional shapes and three-dimensional
objects: Teaching notes Assessment task - Describing two-dimensional shapes and three-dimensional
objects: Model response
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 28 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify, describe and represent addition and subtraction problems and solve subtraction problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 24
Identifying and describing addition problems
Lesson objectivesStudents will:
Identify the parts and whole of an addition problem. Explain thinking used to solve addition problems.
Evidence of learningCan the student:
Identify the parts and whole in addition situations? Explain thinking used to solve an addition problem?
Example learning sequence Establish learning context Identify and describe addition Describe thinking used to solve simple addition problems
Resources Supporting learning resource - Identifying and describing addition problems Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Introducing the '+' symbol Sheet - 10 frame counters and other materials suitable for showing the additive concept of joining addition word wall materials suitable for modelling addition
Helpful information Supporting learning resource - Number facts: addition and subtraction
https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx
Supporting learning resource - Part-part-whole reasoning: addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/25a49a23-d190-45d5-8bce-465dc8db054c/0/Mth_Y02_U4_SLR_PartPartWholeReasoning.docx
Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Understand operations, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 29 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify, describe and represent addition and subtraction problems and solve subtraction problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 25
Representing addition and subtraction
Lesson objectivesStudents will:
Identify and represent simple addition and subtraction situations. Describe addition and subtraction using parts and whole.
Evidence of learningCan the student:
Identify the operation (addition or subtraction) and represent it with materials?
Identify the part and whole values in addition and subtraction problems?
Record simple number sentences using the '=' sign?Example learning sequence
Establish learning context Identify and represent addition and subtraction Use thinking strategies to solve simple addition and subtraction
problems
Resources Supporting learning resource - Representing addition and subtraction Supporting learning resource - Mathematics tool kit Years P-2 Learning object - Interactive number lines Sheet - 20 frame or double 10 frame Sheet - Number line 0 to 40 hoop and balls or similar objects counters number cards 0-100
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Understand operations, Key understandings 1, 2, 7 and 9
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 30 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Number and place value Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify, describe and represent addition and subtraction problems and solve subtraction problems.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 26
Working with subtraction
Lesson objectivesStudents will:
Describe, represent and record simple subtraction problems. Solve simple subtraction problems.
Evidence of learningCan the student:
Describe and represent whole and part values in subtraction? Identify strategies used to solve a simple subtraction problem? Record a simple subtraction problem using the '=' symbol?
Example learning sequence Establish learning context Identify, describe and represent subtraction Solve simple subtraction problems Record simple subtraction problems.
Resources Supporting learning resource - Working with subtraction Supporting learning resource - Mathematics tool kit Years P-2 Sheet - 20 frame or double ten frame counters materials suitable for modelling subtraction
Helpful information Supporting learning resource - Number facts: addition and subtraction
https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx
Supporting learning resource - Part-part-whole reasoning: addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/25a49a23-d190-45d5-8bce-465dc8db054c/0/Mth_Y02_U4_SLR_PartPartWholeReasoning.docx
Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Understand operations, Key understandings 1, 2, 7 and 9Attachments
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 31 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Fractions and decimals Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify and represent one half and partition to make equal parts.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 27
Representing one-half
Lesson objectivesStudents will:
Share a whole into two equal parts.Evidence of learningCan the student:
Partition a whole into two equal parts? Identify one-half of a whole?
Example learning sequence Establish learning context Describe a 'whole' Share a whole into two equal parts
Resources Supporting learning resource - Representing one-half Supporting learning resource - Mathematics tool kit Years P-2 different objects, materials and models suitable for halving, e.g.
o collections (toys, counters, food items)o shapes (drawings, images, sheets of paper, flat items such as paper plates)o amounts (fruit, balls of playdough, water in a jug, sand in a container, string,
ribbon)Helpful information
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 32 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Fractions and decimals Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify and represent one half and partition to make equal parts.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 28
Identifying halves
Lesson objectivesStudents will:
Identify half of a whole. Describe one-half of a whole.
Evidence of learningCan the student:
Identify one-half of a whole? Describe one-half as one of two equal parts of a whole?
Example learning sequence Establish learning context Recognise one-half of a whole Make two equal parts of a whole
Resources Supporting learning resource - Identifying halves Supporting learning resource - Mathematics tool kit Years P-2 variety of materials, e.g. 2D shapes printed on paper, modelling clay, jug of water,
empty jug, string/ribbon, bag of rice bags of materials with an even number of items (20 or less): counters, pegs, blocks,
crayons etc. cup/glass balance scales objects to be halved (e.g. fruit)
Helpful information Sheet - Making balance scales
https://learningplace.eq.edu.au/cx/resources/items/4d203462-c0d4-4a95-befe-058d037e2a91/0/Mth_Y01_U4_SH_MakingBalanceScales.docx
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1
Attachments• Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 33 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Fractions and decimals Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students identify and represent one half and partition to make equal parts.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 29
Partitioning to make equal parts
Lesson objectivesStudents will:
Partition to make halves. Identify representations of a half.
Evidence of learningCan the student:
Partition to make two equal parts? Identify equal or not equal parts of a whole?
Example learning sequence Establish learning context Describe equal parts Identify different representations of one half
Resources Supporting learning resource - Partitioning to make equal parts Supporting learning resource - Mathematics tool kit Years P-2 Slideshow - An unbearable half Sheet - Butterfly and apple illustration collections of materials, e.g. counters, beads, straws, linking cubes symmetrical paper shapes strips of paper, streamers or tape images or digital images that can be manipulated when partitioning
Helpful information Text - Department of Education Western Australia (2013), First Steps in
Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 34 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Teaching Sequence
Topic Money and financial mathematics Topic Duration 3 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students complete a Mathematical guided inquiry investigating the value of Australian coins.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 30-32
Investigating the value of Australian coins
Lesson objectivesStudents will:
Describe, compare, order and sort Australian coinsEvidence of learningCan the student:
Compare, order and sort coins based on physical features and value?
Justify preferences by referring to the features and values of the coins?
Example learning sequence Establish learning context Describe and recognise Australian coins (Discover) Plan how choices will be made (Devise) Explore the functions and features of Australian coins (Develop) Explain selections (Defend) Explore further questions (Diverge)
Resources Assessment task - Investigating the value of Australian coins Supporting learning resource - Investigating the value of Australian coins Supporting learning resource - Mathematics tool kit Years P-2 Supporting learning resource - Guided inquiry poster class collection of coins (Australian and foreign currencies, if possible) Learning object - Choosing coins Learning object - More coins or Learning object - $1 and $2 coins Sheet - Coin concentration cards (printed on cardboard and cut out) Sheet - Price cards (printed on cardboard and cut out) coloured sticky dots containers for sorting examples of recorded money such as price stickers, tags and dockets images and collections of objects that could be sold images of coins (such as digital camera images) purses/wallets or money bags magnifying glasses
Helpful information Website - Royal Australian Mint: Circulating coins (Royal Australian Mint)
http://www.ramint.gov.au/circulating-coins Supporting learning resource - Guided Inquiry: 5Ds
https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx
Supporting learning resource - Guided Inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 8
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 35 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section Resource Attachments*
Sequence - Patterns and algebra Lesson plan - Mth_Y01_U2_LP01.docx Lesson plan - Mth_Y01_U2_LP02.docx Lesson plan - Mth_Y01_U2_LP03.docx Lesson plan - Mth_Y01_U2_LP04.docx Lesson plan - Mth_Y01_U2_LP05.docx
Sequence - Number and place value Lesson plan - Mth_Y01_U2_LP06.docx Lesson plan - Mth_Y01_U2_LP07.docx Lesson plan - Mth_Y01_U2_LP08.docx Lesson plan - Mth_Y01_U2_LP09.docx Lesson plan - Mth_Y01_U2_LP10.docx
Sequence - Using units of measurement / Location and transformation
Lesson plan - Mth_Y01_U2_LP11.docx
Lesson plan - Mth_Y01_U2_LP12.docx Lesson plan - Mth_Y01_U2_LP13.docx Lesson plan - Mth_Y01_U2_LP14.docx Lesson plan - Mth_Y01_U2_LP15.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 36 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Sequence - Number and place value Lesson plan - Mth_Y01_U2_LP16.docx
Lesson plan - Mth_Y01_U2_LP17.docx
Lesson plan - Mth_Y01_U2_LP18.docx
Lesson plan - Mth_Y01_U2_LP19.docx
Sequence - Shape Lesson plan - Mth_Y01_U2_LP20.docx
Lesson plan - Mth_Y01_U2_LP21.docx
Lesson plan - Mth_Y01_U2_LP22.docx
Lesson plan - Mth_Y01_U2_LP23.docx
Sequence - Number and place value Lesson plan - Mth_Y01_U2_LP24.docx
Lesson plan - Mth_Y01_U2_LP25.docx
Lesson plan - Mth_Y01_U2_LP26.docx
Sequence - Fractions and decimals Lesson plan - Mth_Y01_U2_LP27.docx
Lesson plan - Mth_Y01_U2_LP28.docx
Lesson plan - Mth_Y01_U2_LP29.docx
Sequence - Money and financial mathematics Lesson plan - Mth_Y01_U2_LP30_32.docx
Sequence 1 wire coat hanger and 20 pegs (per pair)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 37 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
2 metre length of elastic, tied in a loop
20 bead string (one per pair)
20 counters - 10 of one colour and 10 of another colour (per pair)
20 linking cubes - 10 of one colour and 10 of another colour (per pair)
5 × 5 grid on the floor or a large 5 × 5 Maths mat
a card with zero written on the front
addition word wall
analog clock
attribute blocks or pictorial representations of two-dimensional shapes
bags of materials with an even number of items (20 or less): counters, pegs, blocks, crayons etc.
balance scales
blank Ten Frame (one per student)
calculators
cards with the numerals and words for multiples of ten to 100
class collection of coins (Australian and foreign currencies, if possible)
classroom display of numerals and number names for multiples of ten
classroom timetable, TV guide
collection of counters, two different colours
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 38 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
collection of materials, e.g. buttons, shells, linking cubes, toothpicks, ice-cream sticks, beads, beans, pasta
collection of objects
collection of objects to hide
collections of materials, e.g. counters, beads, straws, linking cubes
collections of small materials suitable for comparing quantities such as linking cubes or counters
coloured sticky dots
containers for sorting
counters
counters and other materials suitable for showing the additive concept of joining
counters, linking cubes or beads
cup/glass
dice (0 to 9)
different objects, materials and models suitable for halving, e.g. collections (toys, counters, food items) shapes (drawings, images, sheets of paper, flat items such as paper plates) amounts (fruit, balls of playdough, water in a jug, sand in a container, string, ribbon)
digital camera
digital clock
drawing materials
egg cartons
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 39 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
examples of recorded money such as price stickers, tags and dockets
hoop and balls or similar objects
hundred board
ice-cream sticks, kidney beans and craft glue
illustrations of common regular and irregular two-dimensional shapes
illustrations of two-dimensional shapes
images and collections of objects that could be sold
images of coins (such as digital camera images)
images or digital images that can be manipulated when partitioning
Learning object - $1 and $2 coins
Learning object - 2D shapes
Learning object - Balloon match
Learning object - Choosing coins
Learning object - Clocks: Analog and digital
Learning object - Dice combo
Learning object - Double Trouble
Learning object - Face painter: Finding faces 1
Learning object - Hundred board
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 40 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Learning object - Hundred board and calculator combo
Learning object - In the garden shed
Learning object - Interactive number lines
Learning object - Introducing the '+' symbol
Learning object - Matching o'clock time Learning object - Monster choir: Look and listen (TLF L494) Education Services Australia CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/
Learning object - More coins
Learning object - Number line
Learning object - Plane shapes (1)
Learning object - Position
Learning object - Set the table
Learning object - Shapes at the show
Learning object - Sound and movement patterns
Learning object - The bathroom
Learning object - Writing addition sentences
linking cubes
linking cubes or similar materials
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 41 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
magnifying glasses
materials for pattern making e.g. attribute blocks, counters, linking cubes, pasta, shells
materials such as counters and blocks
materials such as paper plates and split pins to make clocks (optional)
materials suitable for counting
materials suitable for modelling addition
materials suitable for modelling subtraction
materials suitable for using with the balance scales
materials to model number patterns
Maths mat
maths mat or grid drawn on the floor
models of common three-dimensional objects
models of three-dimensional shapes, e.g. cube, sphere, rectangular prism, cone, cylinder, pyramid
number cards 0-100
number line representations
number line to 40 materials such as counters, buttons, blocks
objects (e.g. soft toy, chair, ball)
objects to be halved (e.g. fruit)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 42 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
objects with the same and different mass/size
opaque bag
paint brushes
paper plates
pattern blocks or cut-out shapes
pattern blocks or cut-out two-dimensional shapes
pictures of clocks (digital and in books and magazines)
place value bead strings
place value beads
place value beads (100 string)
place value chart
playing cards
programmable floor robots (optional)
purses/wallets or money bags
Sheet - 10 frame
Sheet - 20 frame or double 10 frame
Sheet - 5 x 5 grid
Sheet - Addition number stories
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 43 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Sheet - Analog clock face
Sheet - Blank number tracks
Sheet - Buccaneer bower bird bingo!
Sheet - Butterfly and apple illustration
Sheet - Coin concentration cards (printed on cardboard and cut out)
Sheet - Direction words
Sheet - Dominoes
Sheet - Doubles chart 12 to 18
Sheet - Doubles chart 2 to 10
Sheet - Empty jars
Sheet - Folded cards
Sheet - Hundred board 1-100
Sheet - Number cards 1-100
Sheet - Number line 0 to 40
Sheet - Place value chart
Sheet - Position and movement words
Sheet - Price cards (printed on cardboard and cut out)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 44 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Sheet - Seeing double
Sheet - Shape names
Sheet - Ten frames
Sheet - Ten words and digits: 20 to 90
Sheet - Thinkboard: Partitioning
Sheet - Words and digits 1 to 9
sheets for recording features of three-dimensional objects
Slideshow - An unbearable half
Slideshow - Doubling using a ten frame
sticky tape
strips of paper, streamers or tape
Supporting learning resource - 3D shapes https://learningplace.eq.edu.au/cx/resources/items/18fe5454-bc1d-4b4a-a627-2f6d119f8159/0/Mth_Y01_U4_SLR_3DShapes.docx
Supporting learning resource - 3D shapes and objects and 2D shapes https://learningplace.eq.edu.au/cx/resources/items/957bebab-f7ea-4b71-ab2b-955b6fc0a5e1/0/Mth_Y01_U4_SLR_3DShapes2DShapes.docx
Supporting learning resource - About 2D shapes https://learningplace.eq.edu.au/cx/resources/items/740bc6b7-7ae2-4e15-9735-301b2a97a7fc/0/Mth_Y01_U4_SLR_About2DShapes.docx
Supporting learning resource - Comparing quantities
Supporting learning resource - Connecting addition and subtraction Supporting learning resource - Counting in twos https://learningplace.eq.edu.au/cx/resources/items/7e4a4b4c-38ec-4ed0-aaca-a2df51ca9518/0/Mth_Y01_U3_SLR_CountInTwos.docx
Supporting learning resource - Creating and describing skip counting in tens
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 45 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Describing direction and movement
Supporting learning resource - Describing growing patterns in counting sequences
Supporting learning resource - Describing location and position
Supporting learning resource - Describing number patterns
Supporting learning resource - Describing patterns involving objects and numbers
Supporting learning resource - Describing the duration of an hour
Supporting learning resource - Describing two-dimensional shapes and three-dimensional objects Supporting learning resource - Guided Inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx
Supporting learning resource - Guided inquiry poster Supporting learning resource - Guided Inquiry: 5Ds https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx
Supporting learning resource - Identifying and describing addition problems
Supporting learning resource - Identifying features of three-dimensional objects
Supporting learning resource - Identifying features of two-dimensional shapes
Supporting learning resource - Identifying halves
Supporting learning resource - Investigating the value of Australian coins Supporting learning resource - Making balance scales https://learningplace.eq.edu.au/cx/resources/items/0adab87e-f9eb-44a4-b9d3-dacb5dd3e48c/0/Mth_Y01_U3_SLR_MakeBalScales.docx
Supporting learning resource - Mathematics tool kit Years P-2
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 46 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Modelling double facts Supporting learning resource - Monitoring audit - by the end of Year 1 https://learningplace.eq.edu.au/cx/resources/items/07c3b137-31f5-41a1-bc5e-6c4bc570c648/0/Mth_Y01_SLR_MonitoringAudit.docx
Supporting learning resource - Number facts: addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/6448d192-0095-4b27-8d01-f918764f82b8/0/Mth_Y01_U2_SLR_NumberFacts_AddSub.docx
Supporting learning resource - Partitioning - What is it? https://learningplace.eq.edu.au/cx/resources/items/54a1ea7d-15cc-3fe3-1078-8211bc7c8923/0/Mth_HI_Partitioning_PlaceValueParts.doc
Supporting learning resource - Partitioning to make equal parts
Supporting learning resource - Partitioning two-digit numbers Supporting learning resource - Part-part-whole reasoning: addition and subtraction https://learningplace.eq.edu.au/cx/resources/items/25a49a23-d190-45d5-8bce-465dc8db054c/0/Mth_Y02_U4_SLR_PartPartWholeReasoning.docx
Supporting learning resource - Patterning https://learningplace.eq.edu.au/cx/resources/items/dd968653-8284-46cf-b52c-30a42d1065f3/0/Mth_Y01_U3_SLR_Patterning.docx
Supporting learning resource - Patterns https://learningplace.eq.edu.au/cx/resources/items/db57f9b4-7094-4ef6-a46a-b909fb3e4807/0/Mth_Y01_U3_SLR_Patterns.docx
Supporting learning resource - Recording addition
Supporting learning resource - Recording equal quantities
Supporting learning resource - Representing addition and subtraction
Supporting learning resource - Representing and recording counting sequences
Supporting learning resource - Representing multiples of 10
Supporting learning resource - Representing one-half
Supporting learning resource - Representing two-digit numbers
Supporting learning resource - Solving addition problems
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 47 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Telling time to the hour Supporting learning resource - Using place value beads https://learningplace.eq.edu.au/cx/resources/items/5f2b0781-d610-4238-b007-8f801515f358/0/Mth_Y3-6_SH_UsingPlaceValueBeads.docx
Supporting learning resource - Using the maths mat https://learningplace.eq.edu.au/cx/resources/items/8242d1fc-2698-486b-a356-22f467b146f3/0/Mth_SH_UsingMathsMat.docx
Supporting learning resource - Working with subtraction Supporting learning resource - Writing numbers https://learningplace.eq.edu.au/cx/resources/items/2431a81d-f4e1-42a6-8cf1-d3d445a37602/0/Mth_Y01_U3_SLR_WritingNum.docx
Supporting learning resource - Written methods and the connection to mental computation strategies https://learningplace.eq.edu.au/cx/resources/items/c3f960b1-0736-ceb5-0764-ee5a70dcc5e8/0/Mth_HI_WrittenMethodsAddSubtract.doc
symmetrical paper shapes
ten frames
ten frames and counters
Text - Carle, E 1977, The grouchy ladybug, Harper Collins Publishers, New York
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand fractional numbers, Key understanding 1Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 1 and Sample learning activitiesText - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 1 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13683969&stream_asset=true Understand whole and decimal numbers, Key understanding 8Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=trueCalculate, Key understandings 1 and 2, and Sample learning activitiesText - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Understand operations, Key understanding 1Text - Department of Education Western Australia (2013), First Steps in Mathematics: Number - Book 2 http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684014&stream_asset=true Understand operations, Key understandings 1, 2, 7 and 9
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 48 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Text - Department of Education Western Australia (2013), First Steps in Mathematics: Space http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13684838&stream_asset=trueRepresent shape, Key understanding 1
three-dimensional models
two-digit number cards (words and symbols)
two-dimensional shape name cards
variety of materials (e.g. 2D shapes printed on paper, modelling clay, jug of water, empty jug, string/ribbon, bag of rice)
variety of three-dimensional objects (e.g. soup cans, balls, duster, books, ice-cream cones, cereal packets)
various materials for counting (e.g. a box filled with blocks, counters, buttons, paperclips, beads, marbles, shells, rocks, pegs, ice-cream sticks)
Video - Balance
Website - About patterns and algebra http://www.qcaa.qld.edu.au/downloads/p_10/kla_maths_info_pattern.pdf
Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html
Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html
Website - Mathematics library https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html
Website - Royal Australian Mint: Circulating coins (Royal Australian Mint) http://www.ramint.gov.au/circulating-coins
whistle or simple percussion instrument
Assessment Planner - Creating and describing skip counting in tens Assessment task - Mth_Y01_U2_SLR_TenTrainsCount.docx
Assessment Planner - Describing two-dimensional shapes and three-dimensional objects
Assessment task - Mth_Y01_U2_AT_2DShapes3DObjects.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 49 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Unit Plan Section Resource Attachments*
Assessment task - Mth_Y01_U2_MR_2DShapes3DObjects.docx
Assessment task - Mth_Y01_U2_TN_2DShapes3DObjects.docx
Assessment Planner - Investigating the value of Australian coins Assessment task - Mth_Y1_U2_4_AT_MathGuidedInquiries.docx
Assessment Planner - Using the language of direction
Assessment task - Mth_Y01_U2_AT_SecretObject.docx Assessment task - Mth_Y01_U2_MR_SecretObject.docx Assessment task - Mth_Y01_U2_TN_SecretObject.docx
Assessment Assessment task - Describing two-dimensional shapes and three-dimensional objects
Assessment task - Describing two-dimensional shapes and three-dimensional objects: Model response
Assessment task - Describing two-dimensional shapes and three-dimensional objects: Teaching notes
Assessment task - Investigating the value of Australian coins
Assessment task - Using the language of direction
Assessment task - Using the language of direction: Model response
Assessment task - Using the language of direction: Teaching notes
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 50 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Describing two-dimensional shapes and three-dimensional objects (Yr 01)Type Interview
Date
Description Students describe two-dimensional shapes and three-dimensional objects.
Learning Area Mathematics
Understanding and fluency Problem solving and reasoning
Recognise and classify familiar two-dimensional shapes and three-dimensional objects using features.
Compares the geometric features of three-dimensional objects.
A ◄ Describes all geometric features of familiar two-dimensional shapes and familiar three-dimensional objects. ◄ Comprehensively explains comparisons of geometric features of three-
dimensional objects.
B ◄ Describes all geometric features of a familiar two-dimensional shape and a three- dimensional object. ◄ Explains comparisons of geometric features of three-dimensional objects.
C ◄Describes the obvious geometric features of familiar three-dimensional objects.Identifies and names familiar two-dimensional shapes and three-dimensional objects.
◄ Compares the geometric features of three-dimensional objects to identify everyday items that are the same and different.
D ◄ States the name of a two dimensional shape and a three-dimensional object. ◄ Identifies objects with similar features.
E ◄ States the name of a two-dimensional shape or a three-dimensional object. ◄ Uses non-geometric features to identify an object that is similar or different.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 51 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Investigating the value of Australian coinsType Assignment/Project
Date
Description Students use simple strategies to reason and solve a money inquiry question.
Learning Area Mathematics
Understanding and fluency Problem solving and reasoning
Connect and apply money understanding to the inquiry question.Use mathematical language and symbols.
Interpret, model and investigate the relative value of coins.Explain and justify conclusions using mathematical evidence.
A ◄
Recalls and uses appropriate money understanding connected to the inquiry question.Consistently and clearly uses appropriate mathematical language, materials and diagrams.
◄
Develops and applies methods to gather relevant evidence for an appropriate coin selection.Represents and presents evidence logically.Clearly explains mathematical thinking including explanation and demonstration of how answers were obtained.
B ◄Recalls and uses appropriate money understanding connected to the inquiry question.Consistently uses appropriate mathematical language, materials and diagrams.
◄Develops a method to gather evidence to support the selection of coin.Explains mathematical thinking including choices made, strategies used and conclusions reached.
C ◄Describes the obvious geometric features of familiar three-dimensional objects.Identifies and names familiar two-dimensional shapes and three-dimensional objects
◄
Chooses a method to gather evidence to support the selection of a coin.Represents and presents evidence.Describes mathematical thinking including description and demonstration of how answers were obtained.
D ◄Uses aspects of mathematical language, materials or diagrams.Records an answer to the inquiry question.
◄Follows a given method to gather evidence.Makes statements about choices or strategies used when prompted.
E ◄Recognises a coin.Uses everyday language.
◄ Makes isolated statements.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 52 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Using the language of direction (Yr 01)Type Observation
Date
Description Students give and follow directions to familiar locations.
Learning Area Mathematics
Understanding and fluency Problem solving and reasoning
Follow directions to a specific location.Formulate a pathway to a specific location.Select appropriate mathematical language to describe position and movement.
A ◄ Precisely follows position and movement directions to a given location.. ◄ Accurately describes alternative pathways to a location using positional and movement language.
B ◄ Precisely follows position directions to a given location. ◄ Accurately describes an alternative pathway to a location using positional language.
C ◄ Follows directions to a given location. ◄ Gives a series of accurate directions to a given location using positional language.
D ◄ Follows some simple directions. ◄ Gives a direction using positional language.
E ◄ Follows a direction. ◄ Gives a direction.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 53 of 54
Unit Plan Plan Name: Unit 2 - Mathematics Year 1 (V8)
Year: 1Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Acknowledgement, Disclaimer and Copyright
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,
ACARA does not endorse or verify that:
The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.
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