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PIALBA STATE SCHOOL: MATHEMATICS YEAR 1 SEMESTER 1 UNIT 1 PLAN

Proficiency Strands

At this Year level:

Understanding includes connecting names, numerals and quantities, and partitioning numbers in various ways

Fluency includes readily counting number in sequences forwards and backwards, locating numbers on a line and naming the days of the week

Problem-solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer

Reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of data and explaining patterns that have been created..

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 1 Pre-Test

3 S Understanding Teen Numbers

4 S Guided Inquiry – Investigating Data

6 M Pool Problems

8 S Classifying Outcomes

9 M Measuring Length Using Informal Units

10 D Show Me Term 1 Post-TestShow Me Term 2 Pre-Test

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

KLA: MathsYear Level Team: Year 1

Term 1: Semester 1Show Me Pre-test is to be completed, entered into Spreadsheet and unpacked with Year Level teachers prior to the commencement of the Unit

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Internal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Lessons L2B U2BMEASUREMENT –

Calendar (Days of the Week, Months of the

Year)

ONGOING LEARNING THROUGHOUT THE TERM

#Warm up Number songs and number PowerPoint. Days of the week/ months of the year chants

Birthday graph – picture graph of classes birthdays

Plot special events onto a calendar – Whole class plotting Xmas/Easter/School holidays and their birthday.

Days of the week chain – cut and sequence activity.

Daily routine/timetable- done daily to reflect that day’s events.

Yesterday/today/tomorrow calendar – Every morning calendar undated.

#Open-ended

Being able to chant the days of the week.

Able to identify their birthday month

Check if sequenced correctly

Understanding language of yesterday and tomorrow

L2B

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary 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

.

U2BReading calendars

Linking months of the year to seasons

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 tasks

C2C Maths Library:https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-d3563ffe8a/2/Mathematics_Library/index.html

Birthday Graph – Individual Months, Cards with student’s names and birthdays

Songs /chants / Macarena YouTube – Big numbers

song Months of the Year

Vocabulary:day, week, month, year, Days of the Week, Months of the Year, yesterday, today, tomorrow

Walt: To understand the duration (length) of time.

Wilf: Ability to use the language of time and to sequence time events

Tib: Using calendars and knowing days of the week and months of the year are used daily in our everyday lives.

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https://www.youtube.com/watch?v=5enDRrWyXaw

https://www.youtube.com/watch?v=e0dJWfQHF8Y


https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-d3563ffe8a/2/Mathematics_Library/index.html




KLA: MathsYear Level Team: Year 1






(Feedback)



Resources

Lessons L2B U2B

PLACE VALUECounting to

100

#Warm ups Ladders Race to 10 Alternate 4 square

Counting using a hundred board – counting, add in the missing numbers, 10’s counting pattern.

Odometer Simulator- visual understanding of ‘0’ in place value to be used with manipulative MAB’s. Zero used as ‘place holder’ – ‘Zero SuperHero’

Book – ‘The Story of Zero the Hero’

Number lines- On floor, IWB, individual activity sheets

Counting in 10’s- Hand prints- charts to 100

Use warm ups to diagnose any misconceptions in place value

Check in – can students verbalise the purpose of ‘0’

L2B


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





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

U2B




Independent Work

Peer Instruction

Tiered tasks

C2C Maths Library:https://learningplace.eq.edu.au/cx/resources/file/3ea6ae58-5cb2-4db6-8fd2-d3563ffe8a/1/Mathematics_Library/index.html

Ed Studio warm ups Individual

whiteboards/pens Dice Alternative Four Square

Mat Hundred Board Scratch-Odometer

Simulator YouTube – Big numbers

song Let’s Count Up to 10 (Zero

Superhero version) Book – ‘The Story of Zero

the Hero’ Floor number lines

(masking tape) (Art- hand printing. 10s

counting pattern)

Vocabulary:0-100, tens, ones, place value

Walt: Count forward and backwards to 100 in 1’s, and 10’s from any given point.

Wilf: Correct counting sequence used to 100

Tib:Fluency in counting will help with other concepts such as operations.

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https://www.youtube.com/watch?v=6RfIKqkvHTY



https://outlook.office.com/owa/?realm=eq.edu.au

https://outlook.office.com/owa/?realm=eq.edu.au

https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?pid=1914948





KLA: MathsYear Level Team: add teacher names






(Feedback)



Resources

Lessons L2B U2B

PLACE VALUETeen Numbers

#Warm ups Ladders Get closer Race to 20

Video – Teen Numbers

MAB’s/paddle-pop sticks- on place value/ part part whole mats – Aligns with resource video’s.

Writing/Matching numbers and words- cards, representing teen numbers in different formats-(digit/word/picture/number sentence) Match Cards

Make a teen number flipbook- clearly shows the one does not change.

Bead string to 20 – manipulate and practice counting. Discuss how we could describe a number (eg 13) by looking at the bead string (10 + 3). Use in conjunction with flipbook – place the 10 card and overlay with the three.

Double 10 frame – Use counters to make teen numbers – recognise the 10 and left over 1 in the number

Identify missing teen numbers- Large floor number line, IWB, individual number lines

Art – make a SuperHero Zero!

ASSESSMENT TASK-Understanding teen

numbers

Assessment Purpose:: To recognise, model, write and order numbers to 20, locate numbers on a number line and partition numbers using place value.

Relevant part of Achievement standard: Students count to and from 100 and locate numbers on a number line. Partition numbers using place value.

Use warm ups to diagnose any misconceptions in place value

Week 3 Check In

Bead Strings – do students recognise the ‘10’ in the number


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

Automaticity of Multiplication Facts through rhyme and song.





Independent Work

Peer Instruction

Tiered tasks

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

Individual whiteboards/pens

Dice Alternative Four Square

Mat

Number, Name and Picture Cards to 20 (cut and laminated to use as a matching activity)

Sheet – Folded Teen Numbers

Sheet – Number Lines Place Value Mats MABs Bundling Sticks Floor number line (masking

tape) Videos Teen Numbers Breaking up Teen Numbers Week 3 Check In Paints

Vocabulary:teen, tens, ones, count on, place value, number line, more, less, after, before, part-part-whole, digit, word, quantity, number sentence.

Walt: Recognise the digit and word for teen numbers

Wilf: Able to read and write teen numbers in digit and word form

Tib: Place Value will help student’s to better understand addition and subtraction as well as partitioning

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










(Feedback)



Resources

Lessons L2B U2BDATA

REPRESENTATION & INVESTIGATION –Investigating Data

Representation

Warm ups Ladders Get closer Alternative 4 square

Discuss the concept of data and why we study it- E.g. Tells us what we need to learn

Relate back to our birthday chart

“My Friend – A Rosie and Wallace Story” – read the online story. Discuss the questions used in the story. What were the purpose of the questions?

The Best Birthday Present – used to show how and why to collect data

Pose questions that help us collect data- boy/girl ratio, colour of hair/eye’s, Favourite learning area… Understanding the difference between a question and a statement.

Different ways to represent data collected- tally marks, graph, picture chart.

Review and discuss findings- What could we use this data for…

Guided Inquiry –Investigating Data

Representation

Assessment Purpose:To use simple strategies to reason and solve a data inquiry question.

Open-ended Task – The answer is

10, what might the question be?

Can students recognise a question from a statement?

Do students formulate appropriate questions?









Independent Work

Peer Instruction

Tiered tasks


Individual whiteboards/pens

Dice Alternative Four Square

Mat Birthday Graph – Individual

Months, Cards with student’s names and birthdays

Resource – Guided Inquiry Investigating Data Representations

“My Friend – A Rosie and Wallace Story”The Best Birthday Present

Vocabulary data, question, tally, table, graph, _____________________

Walt: Gather, record and represent data.

Wilf: Students can explain their representations using language of data.

Tib: We use data in our everyday lives to make decisions

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(Feedback)


Process: Pedagogy – HowProduct: Check for

Understanding

Resources

Lessons L2B U2BPLACE VALUE –

Partitioning and Addition

Warm ups Race to 10 Flip 10 (cards 1-9. Arrange like memory. Take turns to flip

cards that would make ten)

Sorting a collection – tip a collection of counters on the floor, count and discuss this as the whole. Identify different ways to sort and discuss this as being the parts.

Part-part-whole – arrange collections in the different sections on the floor. Discuss the parts and whole. Does the whole change depending on how we make the parts.

Tens Frames – identify parts of the whole using tens frame Shake, Rattle, Drop – with 10 two-sided counter. Shake in

hands, drop onto desk. Place red on the 10s frame first, then the yellow. Record the partition on the recording sheet (i.e. 3 and 7 is 10)

What’s removed? — mini ten frames - Fill in the missing dots for each ten frame. Write a sentence that describes each ‘make to ten’ fact.

20 Bead Strings – practice partitioning 20 in different ways. What do they notice of the strings?

Ten Frames – Use ten frames and coloured counters to identify the ‘parts’ of ten. Use to create part-part-whole models. Use the language of part and whole, known and unknown.

Addition Situations – represent addition in a variety of ways (part-part-whole, drawing, bead strings, ten frames)

Open-ended Task – How many ways

can you make 10?

Number Talk – Subitising up to

10

Students need to be able to identify that the ‘whole’ number is larger than the ‘parts’



Use Concrete Materials (MABs, counters)

Small Group Instruction

Provide smaller number of vocabulary words and use picture clues




Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers


Dice Decks of cards Sorting counters Container Tens frames Individual whiteboards Large Part-part-whole

model (can be made with masking tape on the floor)

Shake, Rattle Drop sheet

Vocabulary place value, tens, ones, number, digit, word, partition, part, whole, part-part-whole, add, addition, sum, total, number line, benchmark ___________________

Walt: Identify parts of ten

Wilf:I will be able to show different ways to show the number ten.

Tib: Addition is a constant need in our everyday lives

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Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsWALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

UnderstandingInternal

monitoring data Formative (Feedback)



Resources

Lessons 22-25 L2B U2BNUMBER and

PLACE VALUE –Addition

Warm ups Domino Draw –part-part-whole, picture, tens frame, words

etc to match Get Out of My House

Transition to mathematical language - Learning Object: “Introducing Addition” - 10 and 2 makes 12 → 10 add 2 makes 12 (create word wall of addition words as they arise)

‘Count on’ Addition Strategy – ‘Count on Me’ Learning Object

‘Counting on’ Number Lines – Model and represent the ‘counting on’ strategy on a number line. Number Lines – Model and practice addition up to 10 on a number line

Real-world Situations – identify real situations in the classroom and around the school that would need addition

Art Link – Rainbow Fact Painting

#Open ended

Number Talks – addition to

20 (encourage ‘use ten’ strategy)

Addition Situations that bridge ten. (5+6=__; 5+8=__)

Open-ended Task – □+□+□= 20

Do students use the tens frame properly

Do students identify and use the language of addition?

Monitoring task Pool Problems









Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers

Provide opportunities to work independently


Dominoes Beads Pipe cleaners Gameboard Get Out of My

House Sheet – Ten Frames Sheet – Number lines Sheet – Addition Stories Learning Object –

”Introducing Addition” Paint

Vocabulary place value, tens, ones, number, digit, word, partition, part, whole, part-part-whole, add, addition, sum, total, number line, benchmark, strategy,

Walt: ‘Use ten’ to solve addition problems

Wilf: I can explain how I used ten to solve this problem

Tib: Using strategies helps us to perform addition more efficiently.

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Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsWALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

UnderstandingInternal monitoring data

Formative (Feedback)



Resources

Lessons 26-29 L2B U2B

PLACE VALUE –Subtraction

Warm ups Alternate Four Square

Exploring Subtraction – “Five Little Monkeys Jumping on the Bed”. Discuss what happens to the number of monkeys each time one falls off the bed. “Mr Brown’s Magnificent Apple Tree” (by Yvonne Winer – or a similar story that counts down/subtracts )

Learning Object – “Introducing Subtraction”

Language of Subtraction – create a word wall

Real-world Situations – identify real situations in the classroom and around the school that would need subtraction

Model and Represent Subtraction Situations – use Ten Frames, manipulatives, MABs, cubes, shaped counters, playdough etc to represent subtraction situations.

Learning Object – “Working with Subtraction”

Number Talks – Simple addition and subtraction that encourage the ‘count on’ and ‘count back’ strategies and ‘Think Addition’ Strategy

Open-ended – “There were 20 hot cross buns in the bakery window. Customers came and bought some. How many hot cross buns were taken? How many hot cross buns are left?

Do students identify and use the language of subtraction?









Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers



Learning Object – Count on Me

YouTube – Five Little Monkeys

Book – Mr Brown’s Magnificent Apple Tree”

Learning Object – “Working with Subtraction”

Learning Object – “Introducing Subtraction”

Sheet – Number Lines Alternate Four Square

Vocabulary place value, tens, ones, number, digit, word, partition, part, whole, part-part-whole, subtraction, take-away, minus, total, number line, benchmark, strategy,

Walt:: Identify the language of subtraction situations. Represent and solve

Wilf: I can explain when to use subtraction.

Tib: Subtraction situations occur daily in our everyday lives

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https://www.youtube.com/watch?v=4L6e0mwbGXw

https://www.youtube.com/watch?v=4L6e0mwbGXw










Internal monitoring data Formative (Feedback)



Resources

Lessons 30-32 L2B U2B

CHANCE –Describing Outcomes

of Chance Events

# Activities Outcomes – discuss the language of chance.

Name everyday events that ‘will happen’, ‘won’t happen’ or ‘might happen’

Hat Tricks – Variety of objects inside a hat. Discuss the chances of certain things being pulled out of the hat. (i.e. what are the chance I will pull a pencil out of the hat? An elephant?)

Animal Corners – game – an animal is placed in each corner of the room. Students need to decide which animal Is most likely to be drawn out of a tub.

Timetable – Discuss the chances of certain events happening at school. (e.g. go swimming today? Eat fruit break? Etc.)

Open-ended –

ASSESSMENT TASK:Classifying Outcomes

Assessment Purpose:To classify outcomes of simple familiar events.

Open-ended Task – My teacher says we ‘might’ play a game this afternoon. What is something that is ‘more likely’ to happen and something that is ‘less likely’ to happen.

Animal Corners – opportunity to monitor students ability to recognise the chances of events









Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers



Animal Corners Hat – variety of objects to

place in the hat Classroom timetable

Vocabulary will happen, might happen, won’t happen, impossible, possible, likely, unlikely, chance

Walt:Understand the language of chance

Wilf: I can explain if something ‘will happen’, ‘won’t happen’ or ‘might happen’

Tib:Everyday events involve chance and we need to use mathematical language to describe how likely they are to occur.

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(Feedback)



Resources

L2B U2B

MEASUREMENT

Length

# Activities Language of Length – Create word wall

(long, short, narrow, wide, thin, thick [extend to the superlatives: thin, thinner, thinnest])

Explore length in the environment – Students work in small groups or with a partner to find objects to match a descriptor (e.g. long, short, narrow, thick).

Create lengths to match a description – use blocks or playdough etc. Make a long/short/thin/thick snake etc

Direct Comparison – Encourage the exploration of objects to discover the direct comparison of objects to determine length. (i.e. which stick is longer? How can you know?)

Ordering Objects – with a variety of objects – directly compare the length to determine the order of length (i.e. 4 pencils)

Indirect Comparison – use familiar objects to compare the length of two objects. (i.e. measure a block and a pencil – use a piece of string or paperclips to measure)

Monitoring Task: Measuring Length

Using Informal Units

Open-ended Task: (show an object)

What is something in the classroom that is longer/shorter than this object?

Thicker/thinner than this object?

Wider/narrower than this object?

When directly comparing – are students lining one end up to the other to measure accurately?

When indirectly comparing – are students using uniform measuring tools, laying one end to the other (no overlapping)












Independent Work

Peer Instruction

Tiered tasks

Use Larger numbers


Interlocking cubes Playdough String Paperclips Word wall cards

Vocabularymeasure, length, long, short, tall, wide, narrow, thin, thick, (and superlatives), compare, order, Walt:Directly compare the length of objects

Wilf: I can show why one object is longer/shorter than another.

Tib: We use measurement in our daily lives to make decisions about our choices in materials

Assessment Task/s

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MODIFIED Year 1 Unit 1Assessment task — Understanding teen numbers

Name Class

Task

Part B: Consultation — Interview record

Question Response Observations/Comments

B1: What is your number?

B2: (a) What number is one more than your number?B2: (b) What number is one less than your number?

B3: How have you arranged the materials to represent your number?

B4: (a) Partition your collection into tens and ones.B4: (b) How does partitioning help you understand your number?

B5: (a) Which number belongs where the star is on the number line?B5: (b) How do you know that? How did you work that out?

B6: Which numbers would come immediately before and immediately after the star on the number line?

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Part A: Observation — Student record

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Name:

10 20

Year 1 Mathematics: Unit 1 — Understanding teen numbers Name:

Purpose of assessment: To recognise, model, write and order numbers to 20, locate numbers on a number line and partition numbers using place value.

Relevant part of Achievement standard: Students count to and from 100 and locate numbers on a number line. Partition numbers using place value.

Understanding and Fluency Problem solving and Reasoning

Recognise, model and write teen numbers.Locate teen numbers on a number line.

Explain partitioning of teen numbers.

Orders numbers larger than 20 on a number line. B6 Explains place value partitioning of a teen number. B4 (b) A

Identifies a specific number larger than 20 on a number line. B5 (a) Explains how they identified a specific number larger than 20 on a number line.B5 (b) B

Locates a teen number on a number line. A7Identifies one more / one less B2Models a teen number using materials and an image. A6 A2Writes a teen number – digit A4Writes a teen number – word ((approximation of spelling ok ))A5

Partitions a teen number into place value parts. B3,B4 (a) ,A3 C

Places a number on a number line. Partitions teen numbers. D

Writes a number. Arranges materials. E

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Year 1 Unit 1 Assessment task — Investigating data representation

Name Date

Task

During Semester 1, students complete two Mathematical Guided Inquiries. They are: Investigating data representation: ‘What is the best way to represent our class?’ (Unit 1)

which focuses on learning related to the sub-strand Data representation and interpretation Investigating the value of Australian coins: ‘Which Australian coin would you rather have?’

(Unit 2) which focuses on learning related to the sub strand Money and financial mathematics.

As a monitoring task observe:

Mathematical Guided Inquiry

Link to relevant section of the achievement standard

Quality of student learning:

What is the best way to represent our class?

Students describe data displays. They collect data by asking questions, draw simple data displays and make simple inferences.

Collect evidence that the student can: ask a suitable question for gathering

data collect and record responses to the

question represent data justify the representation.

As an assessment task, the inquiry and the attached Guide to making judgments can be used to report student learning (in line with the achievement standard) to parents. The specific aspects of the achievement standard are:• collect data by asking questions• draw simple data displays• describe data displays.

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The two identified Mathematical guided inquiries can be used as tools to monitor or assess student understanding of Semester 1 work. Schools can choose to:

• use both inquiries as assessment • choose to use one inquiry for monitoring and one for

assessment, or

• use both inquiries as monitoring tasks.

Year 1 Mathematics: Unit 1 — Investigating data representation Name:

Purpose of assessment: To use simple strategies to reason and solve a data inquiry question.

Understanding and Fluency Problem-solving and Reasoning

Connect and apply data understanding to the inquiry question.Use mathematical language and symbols.

Interpret, model and investigate data.Explain and justify conclusions using mathematical evidence.

Accurately transfers knowledge of data representation and interpretation to represent one data value of their class.Consistently and clearly uses appropriate mathematical language, materials and diagrams.

Develops and applies methods to gather relevant evidence for a viable representation of their class using objects and drawings.Represents and presents evidence logically.Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

A

Recalls and uses appropriate data understanding connected to the inquiry question.Consistently uses appropriate mathematical language, materials and diagrams.

Develops a method to gather evidence to support the representation of their class.Explains mathematical thinking including choices made, strategies used and conclusions reached.

B

Uses and applies data understanding to collect data and represent one data value of their class.Uses appropriate mathematical language, materials and diagrams.

Chooses a known method to gather evidence to support the representation of their class using objects and drawings.Represents and presents evidence.Describes mathematical thinking including strategies used and conclusions reached.

C

Collects data or represents one data value of their class.Uses aspects of mathematical language, materials or diagrams.

Follows a given method to gather evidence.Makes statements about choices or strategies used when prompted. D

Recognises a data representation.Uses everyday language. Makes isolated statements. E

Feedback:

Mth_Y01_U1_MT_TN_PoolProblems

MathematicsMonitoring task — Representing and solving addition: Teaching notes Year 1 Unit 1

Name Date

Resources

Assessment task — Representing and solving addition

counters or similar materials

Task: To carry out simple addition problems using a range of strategies.Record observations of students’ explanations and actions on the assessment task Representing and solving addition.

Question 1: Refer to ‘Pool 1’Present a simple addition problem such as:

6 children are swimming in the pool.

2 more children jumped into the pool.

How many children are in the pool altogether?

Question students about the problem and record their responses on ‘Pool 1’.

What happened in this problem?

What do you have to find out?

What will you do to solve this problem, add or subtract?

How did you know that?

Ask students to:

model the problem using materials and ‘Pool 1’

solve the addition problem

explain their thinking, e.g. ‘I used counting’

record the number sentence to match the problem under the picture.


Question 2: Refer to ‘Pool 2’Pose a problem that relates to the picture, e.g.

4 boys are in the swimming pool and 4 girls join them. How many children are in the pool altogether? or

7 children are in the swimming pool and 1 more child (in a float ring) joins them. How many children are in the pool altogether?

Ask students to:

model the situation using counters or similar materials

arrange the counters to make it easier to solve the problem


explain their thinking, e.g. ‘I used doubles’

record an addition number sentence to match the problem under the picture.

Question 3: Refer to ‘Pool 3’Ask students to:

suggest an addition problem that relates to the image

use a ten frame to represent the image

rearrange the counters on a ten frame to make it easier to see the parts of the addition situation

record the parts and whole using the part-part-whole model


explain their thinking, e.g. ‘I used ten’

record the addition number sentence under the picture.


Monitoring task — Representing and solving addition Year 1 Unit 1Name Date

Pool 1

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Pool 2


Pool 3


Modified Year 1 Unit 1Assessment task — Classifying outcomes: Teaching notes

ResourcesAssessment task — Classifying outcomesAssessment task — Classifying outcomes: Student resource 1Assessment task — Classifying outcomes: Student resource 2counters or similar materials

dice

Task: Observation and consultationThis task has two components.

Part A: Chance cards — interview with the student about chance events.

Part B: Chance fruit game — Groups of students play a game and decide on the validity of statements made about the game by two students.

Note: This assessment task may be administered in two parts during a series of rotational activities.

Part A: Chance cardsDisplay the cards from the assessment task Classifying outcomes: Student resource 1 to each student.

For each card, ask students to:

A1 - think about each event as it would relate to them

A1 - place the cards into piles according to whether they will happen, won’t happen or might happen

A2 - explain their decisions

A3 – Give examples of other events that ‘will happen’, ‘won’t happen’ and ‘might happen’.

A4 - justify why they made that suggestion.


Record student responses on Part A of the assessment task Classifying outcomes

Part B: Chance fruit gameStudents are to play a game using a dice and counters.

Provide small groups of students with:

the assessment task Classifying outcomes: Student resource 2

a counter for each player

a dice.

Ask students to identify the pictures on the game board.

Explain the game to students:

they will take turns to toss the dice

move that many spaces

the winner is the first to the bowl of fruit at the finish.

Read the following statements to students.

Colin said, ‘I will certainly land on a picture of fruit.’Xander replied, ‘That’s impossible!’

Ask students to:

B1 -decide which person is correct (Colin or Xander)

B2 -explain why one person is correct and the other person is incorrect.

Record student responses on Part B of the assessment task Classifying outcomes.

Allow students to take turns to play the game.

Modified Year 1 Unit 1Assessment task — Classifying outcomes

Name Date


Task: Record student responses in the spaces provided.

Part A: Chance cards

Part B: Chance fruit game


Year 1 Mathematics: Unit 1 — Classifying outcomes Name:

Purpose of assessment: To classify outcomes of simple familiar events.

Understanding and Fluency Problem-solving and Reasoning

Classify the outcomes of simple familiar events. Provide reasons for the classification of outcomes using the language of chance.

Gives examples of events that ‘will happen’, ‘won’t happen’ and ‘might’ happen’.A3 Chooses the correct statement and justifies the response. B1 B2 A

Gives an example of an event that ‘will happen’, ‘won’t happen’ or ‘might happen’.A3

Justifies classification of all outcomes. A4 B

Classifies outcomes of familiar events as ‘will happen’, ‘won’t happen’ or ‘might happen’. A1

Explains why events will or won’t happen. A2Choose the correct statement B1 C

Identifies outcomes of familiar events involving chance. Explains why an event will or won’t happen. D

Recalls an outcome of a familiar event. Describes the outcomes of a familiar chance event. E

Feedback:


MathematicsMonitoring task — Measuring length using informal units Year 1 Unit 1

Link to relevant section of the Achievement standard

Quality of student learning

Students order objects based on lengths and capacities using informal units.

Task 1Look for evidence that the student:

• predicts objects that would be shorter than the straw

• directly compares the lengths of two objects

• aligns the objects at one end to make the comparison

• identifies objects that are shorter.

Task 2Look for evidence that the student:• selects uniform informal units

• places them correctly alongside the object with no gaps or overlaps

• uses the measurements correctly to determine if the straw was long enough.

MaterialsRecording sheet (below)

straws — one for each student

drink bottle or similar container

container of small objects of different sizes

container of uniform objects such as counters or same-sized beads

container of objects longer than a straw such as paint brushes

scissors

Teacher noteThis task provides an opportunity to gather evidence about student learning. It is expected that teachers provide each student with a copy of the task listed on the following pages.

Teacher note

Consult and observe students as they complete the following measurement tasks. These activities


Teacher noteAlthough this task does not specifically require students to order objects based on length, the learning in this unit leads into this skill, which will be addressed later in the year.

may be completed as rotations in small groups.

Task 1: What is shorter than your straw? Directly compare the length of two objects.Have students snip a straw to any length.

Ask students to:

• suggest objects in the classroom that are shorter than their straw

• demonstrate how they would determine which objects are shorter

• identify objects that were shorter.

Focus questionsWhich objects do you think are shorter than your straw?

How could you work out which objects were shorter than your straw?

What do you need to remember when you compare the length of two objects?

What did you find out when you compared the length of the objects with the straw?

Task 2: Is your straw long enough for the drink bottle? Use uniform informal units to measure the length of objects.Ask students to consider:

• the length of straw suitable for use with the drink bottle

• ways of comparing the length of the drink bottle and the straw

• how they could measure the length of the straw and the bottle if they could not place them side-by-side.

Provide students with collections of materials and ask them to choose from these to measure the straws.

Observe their choice of materials.

Observe their technique of measuring.

Measure the height of the drink bottle with the student.

Ask students to decide if their straw is long enough for the drink bottle.

Focus questionsIs your straw long enough for you to drink out of the drink bottle?

How could you find out?

How could you measure the drink bottle?

How could you measure the straw?

What materials could you use?

Why are they useful for measuring the length?

How do the measurements tell you if your straw is long enough for the drink bottle?


Recording sheetName: Date:

Task Measurement skills Observations/Comments

1 predicted objects that would be shorter than the straw

directly compared the length of two objects

aligned the objects at one end to make the comparison

identified objects that were shorter than the straw

2 selected uniform informal units

placed units correctly alongside the object with no gaps or overlaps

used measurements correctly to determine if the straw was long enough

Name: Date:

Task Measurement skills Observations/Comments

1 predicted objects that would be shorter than the straw

directly compared the length of two objects

aligned the objects at one end to make the comparison

identified objects that were shorter than the straw

2 selected uniform informal units

placed units correctly alongside the object with no gaps or overlaps

used measurements correctly to determine if the straw was long enough


Australian Curriculum

Foundation to 6 Maths - Year 1

Year 1 Level 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.

Content Descriptions

Number and Algebra Measurement and Geometry Statistics and Probability

Number and place value

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

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

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

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

Patterns and algebra

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

Using units of measurement

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

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

Chance

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

Data representation and interpretation

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

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

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculum

Students require prior experience with: making connections between number names, numerals and quantities up to 10 counting to and from 20 and ordering small collections comparing objects using mass, length and capacity connecting events and the days of the week explaining the order and duration of events.

Curriculum working towards

The teaching and learning in this unit work towards the following: describing number sequences resulting from skip counting by 2s, 5s and 10s counting to and from 100 and locating numbers on a number line continuing simple patterns involving numbers and objects partitioning numbers using place value explaining time durations carrying out simple additions and subtractions using counting strategies

ordering objects based on lengths and capacities using informal units.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and cultures

Students 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 learning

Assessment name: Understanding teen numbers

Assessment description: Students recognise, model, write and order numbers to 20, locate numbers on a number line and partition numbers using place value.

Assessment name: Classifying outcomes

Assessment description: Students classify outcomes of simple familiar events.

Assessment name: Investigating data representation

Assessment description: Students use simple strategies to reason and solve a data 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:

join parts to make a whole represent counting sequences sequence and partition teen numbers represent doubles count collections record teen numbers using part-part-whole model identify the parts and the whole of a collection describe addition and subtraction problems using part-part-whole models rearrange parts in an addition situation describe subtraction situations represent the teen numbers describe a growing pattern compare objects based on length using informal units measure length using uniform informal units locate and record significant events on a calendar compare units of time justify classification of chance events gather, record and represent data describe data displays ask questions to collect data

Monitoring task

Monitoring name: Measuring length using informal units

Monitoring description: Students order objects based on lengths and capacities using informal units.

Monitoring name: Representing and solving addition

Monitoring description: Students carry out simple addition problems using a range of strategies.

FeedbackFeedback in this unit this may include:

interpreting a calendar using textual knowledge of a calendar describing durations of time copying and continuing a growing pattern partitioning a collection partitioning and representing teen numbers describing addition by referring to the parts and whole modelling and representing subtraction asking a suitable question to collect data collecting and recording data representing data using the language of length measuring length using uniform informal units representing the ones and twos counting sequence classifying the outcomes of familiar events using thinking strategies to solve addition and subtraction problems.

Year 1 Semester 1 Term 1 Mathematics Report Card Comment Bank

Assessment Task 1: Understanding teen numbers

A B C D E

Understanding teen numbers

{Name} ordered numbers larger than 20 on a number line. {She,He} explained place value partitioning of a teen number.


{Name} identified a specific number larger than 20 on a number line. {She,He} explained how they identified a specific number larger than 20 on a number line.


{Name} located a teen number on a number line. {She,He} identified one more / one less. {Name} modelled a teen number using materials and an image. {She,He} wrote a teen number – digit and word.


{Name} placed a number on a number line. {She,He} partitioned ten numbers.


{Name} wrote a number. {She,He} arranged materials on the table.

Assessment Task 2: Classifying outcomesA B C D E

Classifying outcomes

{Name} gave examples of events that ‘will happen’, ‘won’t happen’ and ‘might’ happen’.{She,He} chose the correct statement and justifies the response.


{Name} gave an example of an event that ‘will happen’, ‘won’t happen’ or ‘might happen’ {She,He} justified classification of all outcomes.


{Name} classified outcomes of familiar events as ‘will happen’, ‘won’t happen’ or ‘might happen’ {She,He} explained why events will or won’t happen. {Name} chose the correct statement.


{Name} identified outcomes of familiar events involving chance. {She,He} explained why an event will or won’t happen.


{Name} recalled an outcome of a familiar event. {She,He} described the outcomes of a familiar chance event.

Assessment Task 3: Investigating data representation

A B C D E

Investigating data representation

{Name} accurately transferred knowledge of data representation and interpretation to represent one data value of their class. {She,He} consistently and clearly used appropriate mathematical language, materials and diagrams. {Name} developed and applied methods to gather relevant evidence for a viable representation of their class using objects and drawings. {She,He} represented and presented evidence logically. {Name} clearly explained mathematical thinking including choices made, strategies used and conclusions reached.

Investigating data representation

{Name} recalled and used appropriate chance understanding connected to the inquiry question. {She,He} consistently used appropriate mathematical language, materials and diagrams. {Name} developed a method to gather evidence to support the representation of their class. {She,He} explained mathematical thinking including choices made, strategies used and conclusions reached.

Investigating data representation events

{Name} used and applied chance understanding to collect data and represent one data value of their class. {She,He} used appropriate mathematical language, materials and diagrams. {Name} chose a known method to gather evidence to support the representation of their class using objects and drawings. {She,He} represented and presented evidence.{Name} described their mathematical thinking including strategies used and conclusions reached.


{Name} collected data or represents one data value of their class. {She,He} used aspects of mathematical language, materials or diagrams. {Name} followed a given method to gather evidence.{She,he} made statements about choices or strategies used when prompted.


{Name} recognised a data representation. {She,He} used everyday language. {Name} made isolated statements.

Maths Pre-ModerationYear 1 : Unit 1 Semester 1 Title:

Curriculum Intent for the Unit (see unit /task description) 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 - count numbers, represent the ones counting sequence to and from 100 from any starting point, represent and record the twos counting sequence, represent and order 'teen' numbers, show standard partitioning of teen numbers, flexibly partition teen numbers, describe teen numbers referring to the ten and ones, describe growing patterns, represent two-digit numbers, represent, record and solve simple addition and subtraction problems, investigate parts and whole of quantities, investigate subtraction and explore commutativity.

Using units of measurement - sequence days of the week and months of the year, investigate the features and function of calendars, record significant events, compare time durations, investigate length, compare lengths using direct comparisons, make indirect comparisons of length, measure lengths using uniform informal units.

Data representation and interpretation - ask a suitable question for gathering data, gather, record and represent data.

Chance - describe the outcomes of familiar events.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Understanding teen numbers Understanding Fluency

Recognise, model and write teen number

Locate teen numbers on a number line

Problem Solving and Reasoning Explain partitioning of teen numbers.

Classifying outcomes Understanding Fluency

Classify the outcomes of simple familiar events.

Problem Solving and Reasoning Provide reasons for the classification of outcomes using the language of chance.

Investigating data representation Understanding Fluency

Connect and apply data understanding to the inquiry question. Use mathematical language and symbols.

Problem Solving and Reasoning Interpret, model and investigate data. Explain and justify conclusions using mathematical evidence.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 Mathematics unit. Were there any literacy / numeracy identified areas?

Scan and Assess

Prioritise

Develop and Plan

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

interpreting a calendar using textual knowledge of a calendar describing durations of time copying and continuing a growing pattern partitioning a collection partitioning and representing teen numbers describing addition by referring to the parts and whole modelling and representing subtraction asking a suitable question to collect data collecting and recording data representing data using the language of length measuring length using uniform informal units representing the ones and twos counting sequence classifying the outcomes of familiar events using thinking strategies to solve addition and subtraction problems.

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: Unit 1 — Understanding teen numbers Locates a teen number on a number line. A7 Identifies one more / one less B2 Models a teen number using materials and an image. A6 A2 Writes a teen number – digit A4 Writes a teen number – word ((approximation of spelling ok ))A5 Partitions a teen number into place value parts. B3,B4 (a) ,A3

Assessment Task 2: Unit 1 — Classifying outcomes Classifies outcomes of familiar events as ‘will happen’, ‘won’t happen’ or ‘might happen’. A1 Explains why events will or won’t happen. A2 Choose the correct statement B1

Assessment Task 3: Unit 1 — Investigating data representation Uses and applies data understanding to collect data and represent one data value of their class. Uses appropriate mathematical language, materials and diagrams. Chooses a known method to gather evidence to support the representation of their class using objects and

drawings. Represents and presents evidence. Describes mathematical thinking including strategies used and conclusions reached.

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

Assessment Task 1: Unit 1 — Understanding teen numbers Identifies a specific number larger than 20 on a number line. B5 (a) Explains how they identified a specific number larger than 20 on a number line. B5 (b)

Assessment Task 2: Unit 1 — Classifying outcomes Gives an example of an event that ‘will happen’, ‘won’t happen’ or ‘might happen’. A3 Justifies classification of all outcomes. A4

Assessment Task 3: Unit 1 — Investigating data representation Recalls and uses appropriate data understanding connected to the inquiry question. Consistently uses appropriate mathematical language, materials and diagrams Develops a method to gather evidence to support the representation of their class. Explains mathematical thinking including choices made, strategies used and conclusions reached.

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

Assessment Task 1: Unit 1 — Understanding teen numbers Orders numbers larger than 20 on a number line. B6 Explains place value partitioning of a teen number. B4 (b)

Assessment Task 2: Unit 1 — Classifying outcomes Gives examples of events that ‘will happen’, ‘won’t happen’ and ‘might’ happen’. A3 Chooses the correct statement and justifies the response. B1 B2

Assessment Task 3: Unit 1 — Investigating data representation Accurately transfers knowledge of data representation and interpretation to represent one data value of their class. Consistently and clearly uses appropriate mathematical language, materials and diagrams. Develops and applies methods to gather relevant evidence for a viable representation of their class using objects

and drawings. Represents and presents evidence logically. Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

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 1Using a calendar Example learning sequence

Establish learning context Identify the function and features of a calendar Sequence time units Record significant calendar events

Evidence of learningCan the student:

Sequence days of the week and months of the year?

Record significant events on a calendar? Interpret a calendar using textual knowledge of a

calendar?

Lesson 2Describing durations of time Example learning sequence

Establish learning context Use the language of duration Compare units of time


Use the language of duration? Identify events that occur daily, weekly, monthly? Compose texts using the language of time?

Lesson 3Counting numbers to 100Example learning sequence

Establish learning context Count and represent collections to 100 Record quantities Count through the decades Identify the position of numbers


Count forwards and backwards in ones from a given number?

Recall a ones counting sequence? Understand the vocabulary of counting numbers? Identify the number of tens and ones of two-digit

numbers

Lesson 4Representing counting sequences Example learning sequence

Establish learning context Recall counting sequences Represent counting sequences Use skip counting to quantify a collection Identify number patterns in the twos counting

sequence


Count forwards and backwards from any starting number?

Represent and record a counting sequence?

Lesson 5Describing growth patterns Example learning sequence

Establish learning context Describe growth patterns Create growth patterns Record patterns


Identify a growing pattern? Copy and continue a given growth pattern? Describe the growth pattern created by counting in

twos? Describe a growth pattern using generalised

mathematical statements?

Lesson 6-7Investigating teen numbers Example learning sequence

Establish learning context Identify teen numbers Sequence teen numbers Represent teen numbers Connect numerals and number names


Understand the visual representation of a teen number?

Represent a teen number using materials? Read and write teen numbers? Order teen numbers?

Teaching Sequence FeedbackLesson 8Partitioning teen numbersExample learning sequence

Establish learning context Identify place value representations Record partitions of teen numbers


Partition a teen number into ten and ones? Identify and describe the ten and ones? Record the parts and whole using a part-part-whole

model?

Lesson 9Sequencing teen numbers Example learning sequence

Establish learning context Sequence teen numbers Locate teen numbers on a number line Record teen numbers on a number line


Sequence teen numbers? Position teen numbers? Identify missing teen numbers? Represent the teen numbers on a number line?

Lesson 10Assessing student learning Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Assessment purposeTo recognise, model, write and order numbers to 20, locate numbers on a number line and partition numbers using place value.

Lesson 11-13Investigating data representation Example learning sequence

Establish learning context Explore data (Discover) Plan to collect and record student data (Devise) Represent student data (Develop) Select the ‘best’ data representation (Defend) Explore further questions (Diverge)


Ask a suitable question for gathering data? Collect and record responses to the question? Represent data? Justify the representation?

Lesson 14Partitioning collections Example learning sequence

Establish learning context Partition a collection Describe the parts of a whole


Partition a collection? Describe the parts and the whole? Interpret visual representations of the parts of a

whole?

Lesson 15Partitioning ten Example learning sequence

Establish learning context Partition collections to ten Represent parts of ten Record partitions for ten


Flexibly partition 10? Identify the parts of 10?

Teaching Sequence FeedbackLesson 16Solving addition problems to make ten Example learning sequence

Establish learning context Identify part-part-whole relationships for ten Investigate ‘use ten’ to solve addition problems


Identify the parts and whole in an addition situation? Identify the missing part or whole in an addition

problem? Apply the ‘use ten’ strategy to solve addition

problems?

Lesson 17Modelling and representing addition Example learning sequence

Establish learning context Identify addition situations Describe addition situations Represent addition situations


Describe addition by referring to the parts and whole?

Compose informal records of the parts and whole?

Model and represent the addition process?

Lesson 18Solving addition problems Example learning sequence

Establish learning context Model simple addition problems Record addition problems


Add collections? Informally record addition problems? Use the language of addition to explain addition?

Lesson 19-20Counting to solve addition problems Example learning sequence

Establish learning context Represent and record addition Use counting to solve addition problems

(Monitoring task)


Represent and describe the part and whole values in an addition problem?

Informally record an addition problem? Count to solve addition problems?

Lesson 21Exploring subtraction Example learning sequence

Establish learning context Identify subtraction situations Describe subtraction situations Model simple subtraction situations


Identify subtraction situations? Model and represent the subtraction process? Use the language of subtraction to describe the

process?

Lesson 22Representing subtraction Example learning sequence

Establish learning context Represent subtraction experiences Connect subtraction and addition


Use the language of subtraction when describing a subtraction situation?

Represent the parts and whole in simple subtraction situations?

Teaching Sequence FeedbackLessons 23Recording subtraction Example learning sequence

Establish learning context Represent simple subtraction situations Record subtraction representations


Use the language of subtraction when describing a subtraction situation?

Represent and informally record a simple subtraction situation?

Lesson 24Solving subtraction problems Example learning sequence

Establish learning context Represent simple subtraction situations

Investigate thinking strategies to solve subtraction problems


Use the ‘think addition’ strategy to solve simple subtraction problems?

Lesson 25Counting to solve subtraction problems Example learning sequence

Establish learning context Represent and record subtraction Use counting to solve subtraction problems


Represent and describe the part and whole values in a subtraction problem?

Informally record a subtraction problem? Count to solve subtraction problems?

Lesson 26-27Describing outcomes of chance events Example learning sequence

Establish learning context Discuss chance in relation to familiar events Describe the outcomes of chance events


Describe the outcomes of familiar events (will happen, won’t happen, might happen)?

Classify outcomes of simple familiar events?

Lesson 28Assessing student learning Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Assessment purposeTo classify outcomes of simple familiar events.

Lesson 29Describing the length of an object Example learning sequence

Establish learning context Explore the attribute of length Identify language of length


Identify length features of everyday objects? Use the language of length?

Lesson 30Comparing the length of objects using direct comparison Example learning sequence

Establish learning context Describe the length of objects Make direct comparisons of lengths


Compare the length of two objects using direct comparison?

Understand the language of length?

Teaching Sequence Feedback

Lessons 31Comparing the length of objects using indirect comparison Example learning sequence

Establish learning context Represent the length of objects Compare the length of objects using indirect

comparison Confirm indirect comparisons of length


Compare the length of objects using indirect comparison?

Describe the differences in the length of objects?

Lesson 32Measuring length using non-standard units Example learning sequence

Establish learning context Count units to measure the length of objects

(Monitoring task) Measure the length of objects

Use measurements to compare the length of objects


Accurately measure length using suitable informal units?

Use measurements to compare the lengths of pairs of objects?

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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