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PIALBA STATE SCHOOL: MATHEMATICS PREP SEMESTER 2 TERM 4 UNIT 4 PLAN

Proficiency Strands

At this Year level:

Understanding includes connecting names, numerals and quantities Fluency includes readily counting numbers in sequences, continuing patterns and

comparing the lengths of objects Problem-solving includes using materials to model authentic problems, sorting

objects, using familiar counting sequences tosolve unfamiliar problems and discussing the reasonableness of the answer

Reasoning includes explaining comparisons of quantities, creating patterns and explaining processes for indirect comparison of length.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

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Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

1 D Show Me Term 4 Pre-Test

2 D Early start testing

4 (S) Number sequence assessment

6 M Build a house for a toy

7 D Show Me Term 4 Post-Test

*Reports done by week 8

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: Maths Show Me Pre-test is to be completed, entered into Spreadsheet and unpacked with Year Level teachers prior to the commencement of the Unit Term 4: Semester 2

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Differentiation ResourcesL2B U2B

NUMBER & PLACE VALUE

Counting, Collections, Quantities, Addition

situations

Lessons 1-4# Warm ups

#Activities

Establish learning context Count forwards and backwards from

different starting points Identify next, before and after Identify quantities Record numerals and number names and

order numerals and number names

Quantify different collections Represent numbers in different ways Identify ways of thinking about numbers Develop representations of numbers

#Open Ended

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography, tape and video.

Expose to more technical or specific Maths vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Independent Work

Peer Instruction

Tiered task

Mathematics Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html

Counters, blocks and other uniform materials for counting

20 balls 2 hoops Marked number track 1-20 Blocks or similar solid objects Container Sheet - Numerals and words to

20 Sheet - Dot-to-dot

Learning object - Eye video (Note: Select the song 'A frog went walking'.)

class display of numeral formations and word names to 20

Musical instruments Manipulative objects familiar print texts (e.g. picture

storybooks, magazines, and posters)

Sheet - Numerals and words to 20 Sheet - Card games

classroom/environmental materials, e.g. cardboard, paint, stamps, and pictures

Vocabulary:

Walt: Count to identify how many and make collections. Connect number names, collections and numerals.

Wilf: Connect numeral and number names to quantities and connect different representations of quantities

Tib: We need to know the connections between numbers, numerals and quantities.

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https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-3d3563ffe8a/3/Mathematics_Library/index.html




KLA: MathsYear Level Team: add teacher names

Term 4: Semester 2Show Me Pre-test is to be completed, entered into Spreadsheet and unpacked with Year Level teachers prior to the commencement of the Unit







situations

Lessons 5-8# Warm ups

#Activities Establish learning context Subitise smaller quantities within a larger

collection Combine smaller quantities Explore different ways of partitioning a

quantity Explore more or less Identify quantities by referring to a known

quantity Compare and sequence quantities Join groups in addition situations Represent addition experiences

#Open Ended



Use Concrete Materials (MABs, counters)

Small Group Instruction








Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently


20-bead strings classroom collections cloth to cover a collection dominoes stickers dotted dice felt pens / crayons linking cubes or similar

materials five and ten frames made out

of tape or drawn with chalk objects/toys to place on the

frames ten frames (on cardboard) egg cartons (Note: These can

be cut back to 10 if necessary) ice cube trays, patty cake

trays, simple grids cloth/paper to cover parts Sheet - Fish Slideshow - Birds and stars Learning object - Dice combo numbered dice Cards with numerals to at

least 20

Vocabulary Partitioning, quantities, known quantity, collections, starting quantity, more, less, visualisaing

Walt: Subitise to count collections and develop visual representations of collections. Identify quantities by referring to a starting quantity.

Wilf: Subitise small collections and visually represent collections. Identify more or less than a starting quantity.

Tib: It makes it easier to add numbers together.

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situations

Lessons 9-12#Warm Ups

#ActivitiesRevise Part/Part/Whole and partitioning Establish learning context Sequence quantities Represent number sequences Share collections

Assessment purposeTo connect number names, numerals and quantities up to 10 and count to and from 20.

Conduct Summative Assessment. Understand the assessment Review the Guide to making judgments

and understand the standards A-E Conduct the assessment

Assessment task – Identifying Numerals

Purpose of assessment: To connect number names, numerals and quantities up to 10 and count to and from 20






.




Independent Work

Peer Instruction

Tiered tasks


Assessment task - Identifying numerals

Assessment task - Identifying numerals: Teaching notes

Assessment task - Identifying numerals: Model response

Vocabulary

Walt: Compare and sequence quantities up to 20

Wilf: Sequence quantities and numbers, describe order of numbers and locate numbers in a sequence

Tib: We need to know numbers in order and fill in missing numbers in sequences

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DifferentiationResources

L2B U2BLocation and

Transformation: Location, Movement, Language to describe

Lessons 21 – 24 #Warm Ups

#Activities Establish learning context Position objects in relation to other

objects Describe positions in relation to the

body Locate objects from descriptions Follow placement instructions Describe changes in location Record changes in location Describe movement sequences Describe movement paths

#Open-Ended












Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers


play equipment such as balls or beanbags for each student

blindfolds for pairs of students activities such as 'Pin the tail on

the donkey', simple puzzles, building blocks, painting/drawing materials

Image - Family picnic (Note: This could be printed out or displayed on an interactive whiteboard.)

Image - Bedrooms play equipment and objects such

as rugs, chairs, ropes (useful for creating

a structure in the classroom such as a boat/tent)

cards to record object names Image – Camping Learning object - Jan's puppet gloves, socks, paper bags or

wooden spoons that could be students'

puppets • class equipment to make a mini

world, e.g. blocks

Vocabulary

Walt: Position and locate objects, describe changes in a location and describe movement.

Wilf: Position and locate objects from descriptions, follow placement instructions, copy movements

Tib: We need to follow instructions and movements in order to move around.

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Measurement: Mass Length Capacity

Lessons 13 - 20#Warm Ups

#Activities Establish learning context Identify contexts for measuring capacity Explore the capacity of a container Compare the capacity of objects Identify contexts for measuring mass Explore methods for comparing mass Compare the mass of objects Make direct comparison of the length Explore methods for comparing length Compare the length of objects

Investigating using measurement to construct a house Construct a space to fit an object.

#Open-Ended

Monitoring task - Investigating using measurement to

construct a house

Supporting learning resource - Investigating using measurement to construct a house








Use small group instruction and cooperative learning




Provide opportunities for more abstract measuring (on paper)

Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers


Supporting learning resource - Comparing the length of objects

different coloured streamers Supporting learning resource -

Comparing the mass of objects

objects of varying mass balance scales / class-made

seesaw weights e.g. paperclips,

sinkers (Note: Include objects that are large and light as well as small and heavy, e.g. large bags of wadding and marbles)

ice-cream cones of different shapes and sizes

rice, corn, popcorn, seeds, pasta, small blocks

cardboard of different sizes

Vocabulary

Walt: Compare the capacity of containers and the mass and length of objects.

Wilf: Identify when capacity could be measured?Compare the capacity of containers?Order containers based on capacity?Compare and sort objects based on length, mass and capacity?Describe objects by referring to length, mass and capacity?Identify objects from two attribute descriptions?

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strategies stacking (nesting) toys,

saucepans, measuring cups Supporting learning resource -

Comparing the capacity of containers








NUMBER & ALGEBRA: Duration of events,

Special Events

Lessons 29, 30#Warm Ups

#Activities Explore the language of duration Compare the duration of events directly Identify special events that happen once a

year Recall the sequence and represent a special

event Consider the meaning of the question Plan and prepare for the celebration Hold the celebration

#Open-Ended








Use small group instruction and cooperative learning




Provide opportunities for more abstract measuring (on paper)

Independent Work


Sheet - Pikelets (Note: This is an example of a simple cooking recipe.)

ingredients and equipment for the recipe

playdough scissors cookie cutters scrap paper materials such as cardboard,

miniature figures, sand for modelling the

stories Supporting learning resource

- Representing special events that occur once a year

materials such as cardboard, miniature figures, sand for

Vocabulary

Walt: Identify equal and not equal parts, identify and describe addition, compare the duration of events and represent special events that occur once a year.

Wilf: Compare the duration of

events directly? Compare the duration of

events indirectly? Use mathematical

language to describe duration?

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Identify events that only happen once a year?

Use mathematical language to describe the duration of an event?

Investigating language to describe location

______________________Vocabulary

______________________

Walt: Apply mathematics skills and knowledge to plan a celebration

Wilf: Students toInvestigate language to describe location.Pose questions using mathematical language?Describe, compare and sort objects?Describe the position of objects?

Tib: We can enhance our understanding and fluency through maths

Lessons 31-35#Warm Ups

#Activities Establish learning context Consider the meaning of the question

(Discover) Plan the celebration (Devise) Prepare for the celebration (Develop) Hold the celebration (Defend) Explore further questions (Diverge)

#Open-Ended

Monitoring Task: Measurement :

Duration

strategies

Concrete Materials

Hands on activities









Peer Instruction

Tiered tasks

Use Larger numbers



Independent Work

Peer Instruction

Tiered tasks

modelling the stories story stick (Note: This is an

object to cue the students to have a turn, e.g. a rolled-up piece of newspaper.)


Monitoring task - Investigating language to describe location

Supporting learning resource - Investigating language to describe location

cooking ingredients craft materials play equipment dress-up costumes recorded music musical equipment Supporting learning

resource - Mathematics tool kit Years P-2

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investigations. Supporting learning resource - Guided inquiry poster

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Curriculum into the classroom

Modified 17/08/18 Mathematics Year Prep Unit 4

Assessment task – Identifying Numerals

Name Date

Task 2: Jack made the placemat below to show the number 7. Has he shown 7 correctly?

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document.docx

2a.

Yes No2b. Explain your answer.

2c Count forwards from 1 to 20 (record student response) 2d Count backwards from 20 (record student response)

Student Response Sheet - Number Sequences

Task 3: Fill in the missing numbers in the sequences below.

3a

2 3 5 3b

10 7 4

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document.docx

3c

1011

15

3d

1415

17

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document.docx

Year Prep Mathematics: Unit 4 - Identifying Numerals Name:

Purpose of assessment: To connect number names, numerals and quantities up to 10 and count to and from 20.

Understanding and Fluency Problem-solving and Reasoning

Connects numerals, numbers and quantities.Counts to and from 20.

Explains connections between numbers and their representations.

Accurately connects numerals, numbers and quantities beyond 10 in all four ways. (1b)

Explains all connections to the numeral 7 using mathematical language of more and less. (2b) A

Connects in some ways numerals, numbers and quantities beyond 10. (1b)Explains some connections between numbers and their representations. (2b)Continues counting sequences to 20. (3c)Identifies most missing numbers in counting sequences to and from 20. (3d,e)

B

Connects numerals, numbers and quantities up to 10. (1a)Counts accurately to and from 20. (2c,d)Identifies placemat as incorrect. (2a)

Continues counting sequences to and from 20. (3a,b)Explains a connection between a number and a representation. (2b) C

Connects some numerals, numbers and quantities up to 10. (1a)Demonstrates some counting principles. (2c,d) Continues a number sequence. (3a,b) D

Draws a quantity or writes a numeral up to 10. (1a) Writes a number in a counting sequence. (3) E

Feedback:

Australian Curriculum

Foundation to 6 Maths - Year 2Foundation Year Achievement StandardBy the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.

Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.

Content Descriptions

Measurement and Geometry Number and Algebra Statistics and Probability

Using units of measurement

• Compare and order duration of events using everyday language of time (ACMMG007)

• Connect days of the week to familiar events and actions (ACMMG008)

• Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

Location and transformation

• Describe position and movement (ACMMG010)

Shape

• Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)

Number and place value

Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)

Represent practical situations to model addition and sharing (ACMNA004)

Subitise small collections of objects (ACMNA003)

Data representation and interpretation

• Answer yes/no questions to collect information and make simple inferences (ACMSP011)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

awareness of numbers and the quantities they represent exposure to regular routines and events comparing features of objects.

Curriculum working towardsThe teaching and learning in this unit work towards:

making connections between number names, numerals and quantities up to 10 comparing objects using mass, length and capacity explaining the order and duration of events using appropriate language to describe location counting to and from 20

ordering small collections.

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.qut.edu.au/resources/YDM-CCP-teacher-resources.jsp

Username: CCPYDM Password: Curriculum#1

Assessing student learningAssessment name: Identifying numeralsAssessment description: Students connect number names, numerals and quantities up to 10 and count to and from 20.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information 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:

counting and manipulating materials arranging and sequencing quantities and numbers demonstrating counting on sharing collections describing the parts of the whole and justifying if they are equal comparing the size of objects completing the practice activities sorting the objects comparing the size of objects ordering the objects sharing a personal special event comparing the duration of events creating shapes placing objects making observations of changes in location identifying the mathematics used for an activity annotated work samples of students' representations photographed, collected work samples and artefacts collected, annotated work samples of shapes created by students.

Monitoring taskMonitoring name: Investigating using measurement to construct a houseMonitoring description: Students compare objects using mass, length and capacity.Monitoring name: Investigating language to describe location

Monitoring description: Students use appropriate language to describe location

FeedbackFeedback in this unit this may include:

recalling forwards and backwards counting sequences connecting numeral names, numbers and quantities visualising parts within a collection joining collections comparing the capacity of containers comparing the mass of objects directly comparing the length of objects describing the location of objects identifying equal parts

counting on from different starting points.

Prep Semester 2 Term 4 Mathematics Report Card Comment BankAssessment Task 3: Identifying Numerals

A B C D E2MPA3 2MPB3 2MPC3 2MPD3 2MPE3

Identifying Numerals

{Name} accurately connected numerals, numbers and quantities beyond 10 in all four ways. {She,He} explained all connections to the numeral 7 using mathematical language of more and less.


{Name} connected in some ways numerals, numbers and quantities beyond 10. {She,He} explained some connections between numbers and their representations. {Name} continued counting sequences to 20. {She,He} identified most missing numbers in counting sequences to and from 20.


{Name} connected numerals, numbers and quantities up to 10. {She,He} counted accurately to and from 20. {She,He} identified placemat as incorrect. {Name} continued counting sequences to and from 20. {She,He} explained a connection between a number and a representation..


{Name} connected some numerals, numbers and quantities up to 10. {She,He} demonstrated some counting principles. {Name} continued a number sequence.


{Name} drew a quantity or wrote a numeral up to 10. {She,He} wrote a number in a counting sequence.

Maths Pre-ModerationPrep : Unit 4 Term 4: Semester 2 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students will learn and apply Maths knowledge and skills through guided play and tasks integrated and embedded into other key learning areas. Students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.

Learning opportunities support students to:

In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.

Through the proficiency strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of:

Number and place value - counting forwards and backwards from different starting points, represent quantities, compare quantities, match number names, numerals and quantities, identify parts in a collection, identify addition, join collections, represent addition experiences, make equal groups.

Using units of measurement - directly and indirectly compare the mass, length and capacity of objects, directly and indirectly compare the duration of events.

Location and transformation - describe position, describe direction.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Understanding and Fluency Connect number names, numerals and quantities up to 10

Problem Solving and Reasoning Use familiar counting sequences to and from 20 to solve unfamiliar problems.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 2 Unit 3 Maths Unit. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)

recalling forwards and backwards counting sequences connecting numeral names, numbers and quantities visualising parts within a collection joining collections comparing the capacity of containers comparing the mass of objects directly comparing the length of objects describing the location of objects identifying equal parts counting on from different starting points..

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Assessment Task 1: Identifying numerals

Understanding and Fluency Connects numerals, number names and quantities up to 10.

Problem solving and reasoning Continues counting sequences to and from 20.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)


Understanding and Fluency Writes a numeral beyond 10 to connect to the number name and quantity.

Problem solving and reasoning Identifies a missing number in a counting sequence to 20.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)


Understanding and Fluency Writes the number name and draws a quantity to connect to a numeral beyond 10.

Problem solving and reasoning Identifies a missing number in a counting sequence greater than 20.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Counting from different starting points Example learning sequence

Establish learning context Count forwards and backwards Count from different starting points Identify next, before and after

Evidence of learningCan the student:

Recall forwards and backwards counting sequences?

Apply forwards and backwards counting appropriately?

Lesson 2Connecting numerals and number names Example learning sequence

Establish learning context Identify quantities Record numerals and names Order numerals and number names


Connect numerals and number names to quantities?

Represent counting sequences?

Lesson 3Connecting representations of quantities Example learning sequence

Establish learning context Quantify different collections Represent numbers in different ways



Connect different representations of quantities?

Lesson 4Representing quantities Example learning sequence

Establish learning context Identify ways of thinking about numbers Develop representations of numbers



Connect different representations of quantities?

Lesson 5Visualising parts of a collection Example learning sequence

Establish learning context Subitise smaller quantities within a larger collection Combine smaller quantities Explore different ways of partitioning a quantity


Subitise small collections? Visualise parts within a collection?

Lesson 6Identifying quantities Example learning sequence

Establish learning context Explore more and less Identify quantities by referring to a known quantity


Identify more or less than a starting quantity? Identify a quantity by referring to another quantity?

Teaching Sequence FeedbackLesson 7Comparing quantities Example learning sequence

Establish learning context Identify parts within a quantity Compare quantities Sequence quantities


Identify the parts within a quantity? Compare quantities using more and less? Sequence quantities and describe the sequence?

Lesson 8Representing addition situations Example learning sequence

Establish learning context Join groups in addition situations Represent addition experiences


Join collections? Represent the addition process? Identify the parts and the whole?

Lesson 9Representing sharing Example learning sequence

Establish learning context Share collections


Distribute a collection into equal parts? Represent the sharing process? Use appropriate mathematical language to reflect

on sharing experiences?

Lessons 10-11

Representing number sequences Example learning sequence

Establish learning context Sequence quantities Represent number sequences


Sequence quantities and numbers? Describe the order of numbers in a sequence? Locate numbers in a sequence?

Lesson 12

Assessing student learning

Example assessment sequence Understand the assessment

Assessment purposeTo connect number names, numerals and quantities up to 10 and count to and from 20.

Teaching Sequence FeedbackLesson 13Comparing the capacity of containers Example learning sequence

Establish learning context Identify contexts for measuring capacity Explore the capacity of a container Compare the capacity of objects


Identify when capacity could be measured? Compare the capacity of containers? Order containers based on capacity?

Lesson 14

Comparing the mass of objects

Example learning sequence Establish learning context Identify contexts for measuring mass Explore methods for comparing mass Compare the mass of objects


Identify when mass could be measured? Compare the mass of objects? Order objects based on mass?

Lesson 15Comparing the length of objects

Example learning sequence Establish learning context Make direct comparison of the length Explore methods for comparing length Compare the length of objects


Directly compare length? Indirectly compare the length of objects? Order objects based on length?

Lesson 16Comparing objects using measurement attributes

Example learning sequence Establish learning context Identify the language of measurement Sort objects based on size features Identify objects based on two measurement

attributes


Compare and sort objects based on length, mass and capacity?

Describe objects by referring to length, mass and capacity?

Identify objects from two attribute descriptions?

Lessons 17-20Investigating using measurement to construct a house

Students will: Construct a space to fit an object.

Example learning sequence Establish lesson objective Use the language of measurement (Discover) Plan a house for a teddy (Devise) Construct a house for the teddy (Develop) Explain how the house is the best fit for the teddy

(Defend) Explore further questions (Diverge)

Resources Monitoring task - Investigating using measurement

to construct a house Supporting learning resource - Investigating using

measurement to construct a house


Directly and indirectly compare length and capacity? Use the language of measurement to describe

comparisons?

Lesson 21Positioning and locating objects

Example learning sequence Establish learning context Position objects in relation to other objects Describe positions in relation to the body Locate objects from descriptions


Position and locate objects from descriptions? Describe the location of objects?

Teaching Sequence Feedback

Lesson 22 Evidence of learning

Observing changes in location

Example learning sequence Establish learning context Follow placement instructions Describe changes in location Record changes in location

Can the student: Follow placement instructions? Describe changes in location?

Lessons 23-24Describing movement

Example learning sequence Establish learning context Describe movement sequences Describe movement paths


Copy movements? Describe movement patterns and paths?

Lesson 25Identifying equal and not equal parts

Example learning sequence Establish learning context Partition a collection Identify equal and not equal parts Share collections into equal parts


Partition a quantity? Compare the parts and determine if they are equal

or not equal?

Lessons 26-27Identifying and describing addition

Example learning sequence Establish learning context Describe how the total changes after addition Model addition experiences Record addition experiences


Describe how a quantity changes during the joining process?

Identify when addition is occurring?

Lesson 28Adding using counting

Example learning sequence Establish learning context Count on from different starting points Use counting on when adding


Count on from different starting points? Make connections between counting on and

addition?

Lesson 29Comparing the duration of events

Example learning sequence Establish learning context Explore the language of duration Compare the duration of events Compare durations indirectly


Compare the duration of events directly? Compare the duration of events indirectly? Use mathematical language to describe duration?

Teaching Sequence Feedback

Lesson 30Representing special events that occur once a year


Identify events that only happen once a year?

Example learning sequence Establish learning context Identify special events that occur once a year Recall the sequence of a special event Represent a special event

Use mathematical language to describe the duration of an event?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed MATHS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Maths Unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation as well as the Show Me Tasks.

Scan and Assess

Act

Review

Prioritise

Review

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