Sorting Socks ES1 lotus

Number and Algebra / Statistics and Probability / Measurement and Geometry
Whole Numbers / Addition and
Subtraction / Multiplication and
Division / Fractions and
Decimals / Patterns and
Algebra / Chance / Data / Length / Area / Volume and Capacity / Mass / Time / 3D / 2D / Angles / Position
Outcomes: MAe-4NA Counts to 30, and orders, reads and represents numbers in the range 0 to 20. / Assessment Activity / Problem / Outcomes: MAe-17SP Represents data and interprets data displays made from objects.
Activity 1.
- Whiteboards. Practise writing numbers 1 to 20.
- Flash cards – recognising numbers.
- Sequencing numbers 11 to 20.
- Daily counting to 30 and beyond from a number. Backwards from 20, change the starting number. / Activity 2.
- Dice games in small groups.
·  Roll a dice and add the same number of blocks to a tower and the first to 20 wins / Mrs Wishy Washy is washing Mr Dishy Washy’s stripy socks. Can you help her sort the socks into the right baskets. Can you put all the two-part patterned socks together, etc. Remember don’t mix up the socks.!
/ Activity 1.
- Picture graph of class socks.
- Teacher led discussion and reasoning of results. Teacher asks questions and students use the graph to analyse and answer the questions.
- Teacher presents questions to the class with ‘yes’ and ‘no’ answer. / Activity 2.
Collecting Data.
- counting coloured cars. Students record tally marks of the colour of passing cars.
- students predict the colour of the next car to pass.
Activity 3.
- Circle Counting Game (Bing Bang Bong, Buzz Off Hairy Legs)
- Count forwards and back.
- Card Games (Snap, Memory and Bingo) / Content:
- count forwards to 30 from a given number
- count backwards from a given number in the range 0 to 20
- identify the number before and after a given number / Activity / Content:
- Answer yes/no questions to collect information
- Organise objects into simple data displays and interpret the displays
Activity 4
- Numeral Cards – refer Page 91 of Developing Efficient Numeracy Strategies (DENS). / Activity
Assessments
Outcomes: MAe-8NA Recognises, describes and continues repeating patterns. / Outcomes: MAe-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.
MAe-2WM Uses objects, actions, technology and/or trial and error to explore mathematical problems.
Problem Solving Strategies
Activity 1.
Beads – thread beads onto string making various patterns (2 part, 3 part etc.) / Activity 2.
Craft – Paddle Pop Sticks
- Students design Native North American Head Dress using paddle pop sticks (PPS). Students glue different coloured PPS onto the headdress making a pattern. / Activity 1.
- Students describing the number before and after a selected number (Reasoning). / Activity 2.
- Students recognise when a mistake is made in a pattern and explain what is wrong (Communicating, Reasoning).
- Students make and continue repeating patterns on a variety of media (Problem Solving).
Activity 3.
Pairs – two students work together. One student makes a pattern and the second student continues the pattern. Vis versa. / Content:
- Sort and classify familiar objects and explain the basis for these classifications
- Copy, continue and create patterns with objects and drawings / Activity 3.
- Students give reasons to support their answers when analysing their data displays (Reasoning, Communicating). / Content:
- recognise numbers in a variety of contexts, e.g. classroom charts, cash register, computer keyboard
- pose and answer questions about situations using everyday language
Working Mathematically
Activity 4. / Activity 4.
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Number and Algebra / Statistics and Probability / Measurement and Geometry
Whole Numbers / Addition and
Subtraction / Multiplication and
Division / Fractions and
Decimals / Patterns and
Algebra / Chance / Data / Length / Area / Volume and Capacity / Mass / Time / 3D / 2D / Angles / Position
Outcomes: MAe-17SP – represents data and interprets data displays made from objects. / Assessment Activity / Problem / Outcomes: Mae-12MG – describes and compares the masses of objects using everyday language.
Activity 1
Students have compared masses of three objects and arranged them in order from lightest to heaviest. / Activity 2
Students will receive a recording sheet and three pictures of objects.
Students cut out pictures and glue them onto the recording sheet in order from lightest to heaviest based on the activity in the sand pit. / Mr Cross had three containers and filled them with sand. Can you help Mr Cross work out which container is the heaviest and which one is the lightest? / Activity 1
Teacher models hefting of two objects to compare masses. Teacher picks two objects that are considerably different in mass to make comparison easier. Students compare the mass of various objects in the classroom by hefting. Repeat numerous times with different objects and changing hands.
NB: Explore the relationship between size and mass - the largest object may not necessarily be the heaviest etc. / Activity 2
Students view the three containers and predict which would be the lightest and heaviest.
Teacher “Will the largest container have the heaviest mass?”
Activity 3 / Content:
- organise objects into simple data displays and interpret the displays. / Activity 3
In small groups, students fill containers with sand.
Each student takes a turn hefting two containers at a time. Students discuss and then order three items from lightest to heaviest. / Content:
- Use comparative language to describe mass e.g. heavier, lighter, heaviest, lightest.
- compare two masses directly
Activity 4 / Activity 4
Students return to class and discuss predictions made previously and the results from the activity.
Assessments
Outcomes: MAe-1WM – Describes mathematical situations using everyday language, actions, materials and informal recordings. / Outcomes: MAe-3WM – uses concrete materials and/or pictorial representations to support conclusions.
Problem Solving Strategies
Activity 1
Students describe which object was the lightest and heaviest.
Students can describe that the soup can was lighter than the peach jar and that both were lighter than the drink bottle etc. / Activity 2 / Activity 1
Students discuss the order of the containers to determine the lightest and heaviest etc. / Activity 2
Activity 3 / Content:
- predict which object would be heavier than, lighter than, or have about the same mass as another object and explain reasons for this prediction / Activity 3 / Content:
- predict which object would be heavier than, lighter than, or have about the same mass as another object and explain reasons for this prediction
Working Mathematically
Activity 4 / Activity 4
Number and Algebra / Statistics and Probability / Measurement and Geometry
Whole Numbers / Addition and
Subtraction / Multiplication and
Division / Fractions and
Decimals / Patterns and
Algebra / Chance / Data / Length / Area / Volume and Capacity / Mass / Time / 3D / 2D / Angles / Position
Outcomes: / Assessment Activity / Problem / Outcomes:
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Activity / Content: / Activity / Content:
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Assessments
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Problem Solving Strategies
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Working Mathematically
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