Early Years: Kindergarten
Dani Upton
Hebersham PS
Dharug Cluster

Intro: This is a sample from a Unit of Work planned for our Early Stage One (Kindergarten) classes focusing on Subtraction through the Monday Maths Mob Program. This Unit of Work was planned by Dani Upton and taught by Kindergarten classroom teachers with support from Stage 3 Aboriginal and Torres Strait Islander students as well as an additional teacher/SLSO/AEO.

Monday Maths Mob

Rationale and Aim:

As outlined in the Aboriginal Education and Training Policy (2009) it is our responsibility as teachers to:

  • improve the educational outcomes of Aboriginal and Torres Strait Islander students
  • build increased knowledge and understanding of Aboriginal Australia for all staff and students
  • strengthen collaborative decision making with Aboriginal people and communities

Our Monday Maths Mob program (part of the Make It Count project) aims to develop our students’ early numeracy skills as well as increase their knowledge and understanding of Aboriginal culture.

Following the Make It Count Conference (Sydney, March 2012) I have chosen to include aspects of the 8 ways of learning. Tyson Yunkaporta from the Orange cluster raised the notion of finding maths in the culture rather that finding the culture in the maths. Furthermore he explained that embedding Aboriginal culture in our teaching must be authentic and not tokenistic. Using the ‘8 ways of learning’ I aim to embed the non-tangible aspects of Aboriginal culture in Maths Mob planning.

Term 4 Organisation:

Each Kindergarten class will take part in Maths Mob in their own classrooms with their own teachers. Each class will have an additional teacher/SLSO/AEO to support learning as well as Aboriginal and Torres Strait Islander Stage 3 students.

To allow for best use of available resources lessons will work on a rotational basis as outlined below:

Wk2 / Wk3 / Wk4 / Wk5
KS / A / B / C / D
KG / B / C / D / A
KM / C / D / A / B
KR / D / A / B / C

Term 4 Program Overview:

This term we will be covering the following outcomes –

WMES1.1 Asks questions that could be explored using Mathematics

WMES1.2 Uses objects, actions, imagery, technology and trial and error to explore mathematical problems

WMES1.3 Describes mathematical situations using everyday language, actions, materials and informal recordings

WMES1.4 Uses Concrete materials and pictorial representations to support conclusions

WMES1.5 Links mathematical ideas and makes connections with, and generalisations about existing knowledge and understanding

NES1.2 Combines, separates and compares collections of objects, describes using everyday language and records informally

8 Ways

Lesson / Indicators / Cultural links / Main Teaching / Vocabulary / Resources / Evaluation
A
Totems / uses concrete materials, including fingers, to solve simple
addition and subtraction problems
compares two groups of objects and describes ‘how many
more’ / Land Links
Non-verbal symbols
Deconstruct / Reconstruct / Introduce lesson by asking students what a totem is (Assessment Opportunity). Remind students that Hebersham PS is on Dharug land and that the possum is the totem. Show presentation.
Warm up: Possum Ears (‘Rabbits Ears Plus’ Adaptation, K-6 Mathematics Units of Work NSW 2003)
The teacher models making ‘possum ears’ by putting their fists at the sides of their head, saying a number less than 10 and raising that number of fingers.
Students are asked to:
❚raise two fingers on one hand and three fingers on the other hand. How many fingers are raised altogether?
❚show six possum ears. How many fingers have been raised on each hand to make six altogether?
❚raise two fingers on one hand. How many fingers need to be raised on the other hand to make four altogether?
Students should be encouraged to raise their fingers while their hands are still at the side of their heads. Then they can check if they have the correct number by looking at and counting their fingers.
Once children have mastered making amounts begin to explore how many more fingers students would need to make 10. Discuss responses and strategies.
Main Teaching: Subtraction Team Bingo
Introduce vocabulary being used in today’s lesson and use non-verbal symbol of pulling hands apart to symbolize subtraction. Using sisters dreaming Australian animals bingo board (one per group) children work as a team to solve subtraction questions using fingers as subtraction strategy. If the answer to the problem is on the board e.g. 10 – 5 = 5 (5 is on the board) the team can place a counter on the board. Once full the team can swap their board with another team to see how many ‘bingos’ they can achieve. Teacher to model this to whole class first before breaking up into teams lead by teachers/buddies.
Conclusion:
In Maths Mob books students should draw/write about what they learned today. These can then be shared with the class in a yarning circle. / How many more
Take away
Subtract / - Totems Smart Board Presentation
- Bingo Boards
- Question Cards
- Counters
Lesson / Indicators / Cultural Links / Main Teaching / Vocabulary / Resources / Evaluation
B
Aboriginal Art / uses concrete materials, including fingers, to solve simple
addition and subtraction problems
compares two groups of objects and describes ‘how many
more’ / Land Links
Symbols and Images
Deconstruct / Reconstruct / Introduce lesson using Aboriginal Art Smart board presentation paying particular attention to rock art involving hand prints. Explain how hands and fingers can help us to count and that we will use them to help us today.
Warm up: Possum Ears (Rabbits Ears Plus Adaptation, , K-6 Mathematics Units of Work NSW 2003)
The teacher models making ‘possum ears’ by putting their fists at the sides of their head, saying a number less than 10 and raising that number of fingers.
Students are asked to:
❚raise two fingers on one hand and three fingers on the other hand. How many fingers are raised altogether?
❚show six possum ears. How many fingers have been raised on each hand to make six altogether?
❚raise two fingers on one hand. How many fingers need to be raised on the other hand to make four altogether?
Students should be encouraged to raise their fingers while their hands are still at the side of their heads. Then they can check if they have the correct number by looking at and counting their fingers.
Once children have mastered making amounts begin to explore how many more fingers students would need to make 10. Discuss responses and strategies.
Main Teaching: Hand Prints (K-6 Mathematics Units of Work NSW 2003)
In small groups, students are given a die (numbered 1, 1, 2, 2, 3 and 3), a collection of counters, and a game board made up of two hand prints as shown. The object of the game is to collect exactly ten counters.
In turn, students roll the die, collect that number of counters, and place them on the game board. If the student cannot fit the number of counters on their game board, they must remove that number from those on the board.
Model this as whole class before break up into small groups led by teacher/buddies. Children can record by colouring the tip of the fingers for each roll.
Conclusion:
In Maths Mob books students should draw/write about what they learned today. These can then be shared with the class in a yarning circle. / Take away
Subtract
How many more / - Art Smart Board Presentation
- Handprint copies
- Dice
- Counters
Lesson / Indicators / Cultural Links / Main Teaching / Vocabulary / Resources / Evaluation
C
Bush Tucker / uses concrete materials, including fingers, to solve simple
addition and subtraction problems
compares two groups of objects and describes ‘how many
more’ / Land Links
Non-verbal Symbols
Deconstruct / Reconstruct / Introduce lesson using ‘Tucker’ song Aunty Wendy’s Mob ask children what they already know about Bush Tucker (Assessment Opportunity) Present Bush Tucker Presentation on Smart Board software. Highlight to the students that as is said in the song, traditional bush tucker differs from the foods we eat today. Also highlight the concept that when searching/hunting Aboriginal people only took what was needed.
Warm Up:
Introduce vocabulary being used in today’s lesson and use non-verbal symbol of pulling hands apart to symbolize subtraction. Using 10 frame on Smart Board, present students with 10 lillipilli berries. Ask them How do we know there are 10? Teacher takes 6 away and ask students to describe how many are left and how they know. Repeat this several times with different amounts. (EXTENSION: Use a 20 frame).
Main Teaching: Dilly Bag Subtraction (Subtraction Posting Box Adaptation, K-6 Mathematics Units of Work NSW 2003)
The teacher holds a dilly bag of counters and presents the following scenario:
‘There are ten lemons in this dilly bag. I am going to take some of them out, one at a time. Then I want you to tell me how many lemons are left in the dilly bag.’
The teacher removes some of the counters (e.g. four) and the students explain the number remaining and discuss their strategies. Ask students- How can you record what you have done? OR As a class record a subtraction sentence:
10 take away ____ makes _____
In small groups lead by a teacher/buddy children subtraction this activity is repeated. Children discuss answers and strategies. Students may pass the dilly bag around the group and pose their own subtraction question by removing an amount of lemons/counters from the 10 in the bag. (EXTENSION: Use 20 counters and/or record results)
Conclusion:
Repeat activity with 10 and then 20 counters. Ask:
- Can you give another example using the same numbers? E.g. ‘I had 10 and then I took away 6 and there are 4 left now.’ / Take away
Subtract
How many more / - Bush Tucker Smart Board Presentation
- Aunty Wendy’s Mob CD
- counters
Lesson / Indicators / Cultural Links / Main Teaching / Vocabulary / Resources / Evaluation
D
Flags / uses concrete materials, including fingers, to solve simple
addition and subtraction problems
compares two groups of objects and describes ‘how many
more’ / Non verbal symbols
Symbols and images
Deconstruct / Reconstruct / Show children examples of the Aboriginal, Torres Strait Island and Australian flags and ask them to identify them (Assessment opportunity). Show students ‘Flags’ Smart Board presentation.
Warm up:
Draw a giant 10 frame on the carpet with chalk and select 10 students to fill it. Ask the children how many children there are in the frame and how they know. Using a large dice roll the dice and subtract a number of children from the frame. Use non-verbal symbol of pulling hands apart to remind students that subtraction means we are taking part away from a group. As a class decide how we could record what we have found.
Extend this activity to a 20 frame if children are able.
Main teaching: Flag 10 frames (Ten Frame Subtractions Adaptation, , K-6 Mathematics Units of Work NSW 2003)
Show children the same activity as in the warm up except that instead of using our bodies we will use flags. As a whole class practise subtracting an amount from 10 and recording. (Recording may be through a sentence e.g. 10 take away ____ makes ____) Also attempt to subtract from 20 by putting 2 10 frames together.
Break into small groups for students to work with a teacher/stage 3 buddy to subtract independently and record findings in their Maths Mob books.
Conclusion:
Share work samples with the class and talk about patterns the children found when subtracting e.g. friends of ten and/or friends of 20. / Subtract
Take away
How many are left?
How many more to make 10? / 10 frames
Flag tokens
Dice
Books
Pencils