MAG Planning Term 3 Prep
MAG Planning Term 3 Prep
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Review/Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCESP.3.1
Ten Frames / ACMNA002 Connect number names, numerals and
quantities, including zero, initially up to 10 and then
beyond.
ACMNA003Subitise small collections of objects.
ACMNA004Represent practical situations to model addition and sharing. / Investigate the combinations to 10 and discover the relationship between addition and subtraction. / Joining ten frame puzzle pieces / Imagine that ten new Preps are coming to school next term. Please draw me a picture to show me how many boys and girls there could be. When discussing the students answers, observe students mathematical justification.
Achievement Standard: make the connections between number names, numerals and quantities up to 10 / In small groups provide students with a collection of unifx cubes. Ask them to use the unifix cubes to find as many combinations to 10 as they can. / Ten Frame - Puzzle Pieces
Whiteboards
Whiteboard pens
Transparent Counters
Paper Hands
Early Years FISH
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
P.3.2
Function Machine / ACMNA004 Represent practical situations to model addition and sharing. / Investigate numerical functions and the linking of a rule and its inverse function. / Making a Rule
Place a rule on the front of the function machine / Students can consistently follow a given rule to change an object into a new object; and reverse the rule to change an object back to its original state. / Use the function machine as per normal, introduce words such as ‘at’ and add letters at the start to create new words. / Function Machine – box with side entry and exit.
Function Machine –
Small-Large Picture Cards
Function Machine Rule Cards –
Small-Large, + 1, 2
FISH
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
P.3.3
Ordinal Numbers / ACMNA289Compare, order and make
correspondences between collections,
initially to 20, and explain reasoning. / Students will use ordinal numbers to describe a sequence of events or objects; and read and record ordinal numbers. / Identifying ordinal numbers / Have an array of objects set up and ask students to point to certain objects while using ordinal number language, for example: Show me which animal is first in the line; Which animal is third in the line?; Where is the giraffe? Show me animal which is coming last; Can you place this animal second in the line? / Invite students to solve problems using ordinal numbers. For example: The second person in the line has two people behind him. How many people are in the line? Or There are 10 cars in the race. Four crossed the finish line before the red car. What place did the red car come? (Please note: that in order to solve these problems acting out and concrete materials will be required). / Paper plates
Collection of classroom items (pens, ruler, stapler)
Book: The Very Hungry Caterpillar
Wooden, foam or magnetic letters
FISH
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
P.3.4
Hanging Geokoes / ACMNA001 Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
ACMNA289Compare, order and make correspondences between collections, initially to 20, and explain reasoning / Students will place numbers in sequence along a number justifying position and explaining their reasoning. / Ordering 1-10 / Teachers will observe two elements of the students’ learning. They will note students’ ability to sequence numbers in the correct order and the ability to identify some properties of the number, for example: number before/after/between. Teachers make anecdotal notes and observations. / Hanging geckos – on a skipping rope place numbers 0 and 20 at each end. Where would 15 go? How can we check? / Hanging Geckos
Skipping rope – varying lengths
FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
P.3.5
Patterns-Identifying the repeat / ACMNA005 Sort and classify familiar objects and explain
the basis for these classifications. Copy, continue and
create patterns with objects and drawings. / Collections of real world materials, for example: buttons, leaves, shapes, counters, plastic fruit, stones, beads. / Using the real world materials, create a simple ABABABAB repeating pattern / Using real world materials, create a simple ABABAB repeating pattern:
Ask: What is the repeating part of the pattern? How many repeats are there? How many elements are there in each repeat? / Go on a pattern hunt around the school. Take photos of the patterns that you can see and make a class book about patterns in the school. / Collections of real world materials, for example: buttons, leaves, shapes, counters, plastic fruit, stones, beads.
Bracelets (party favours) or large rubber bands or paper plate with centre cut away.
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
P.3.6
Cuisenaire Rods / ACMNA289Compare, order and make
correspondences between collections, initially to 20,
and explain reasoning.
ACMNA004Represent practical situations to model
addition and sharing.
ACMMG006Use direct and indirect comparisons to
decided which is longer, heavier or holds more, and
explain reasoning in everyday language. / Students will use Cuisenaire rods to discover combinations to ten, representing number in a linear representation. / Ask students to find the various size of the Cuisenaire rods / Using the Cuisenaire rods, give students a number between 1 and 10. Ask students to tell you all they know about that number. For example: What numbers it is bigger/smaller than and the combinations that make the number. Allow the use of Cuisenaire rods for students to demonstrate their answers. / Use the Cuisenaire rods to create pictures to a certain value, for example: Make a person that will equal 10 or a boat that equals 9. / Cuisenaire rods
Mini whiteboards
Whiteboard pens
FISH kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
P.3.7
Obstacle Course / ACMMG010 Describe position and movement. / Students will sequence and use positional language when planning and describing the daily obstacle course as well as simple directions for locations around the school. / Planning an obstacle course / In small groups allow students to take turns planning the daily obstacle course. Ask students to describe the obstacle course to you in detail. Observe and evaluate the students’ use of descriptive positional and directional language. In particular observe students’ understanding and use of terms such as:
•Between
•Near
•Next to
•Forwards
•Backwards
•Towards
•Over
•under
•In
•On / Mystery Object: Invite a student to select an object in the classroom and give the class clues to its location, such as It’s on the bookcase. It’s near the whiteboard. It’s under the window. Ask students questions: It is to the left of the clock? Is it facing the wall? Encourage students to ask similar questions. / Butchers paper
Pens
Photos of Obstacle course
equipment (this will vary depending on your own schools equipment)
Positional Language signs
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
P.3.8
Calendar 1 / ACMMG007Compare and order the duration of events using everyday language of time
ACMMG008Connect days of the week to familiar events and actions / Students will identify and name the days of the week and link specific days to familiar events / Play the Jolly Postman / Observe students playing with the function machine and use a checklist to record if the students know and can identify the days of the week, sequence the days of the week and link specific days to familiar events. For example: What is the day after Monday? If yesterday was Wednesday and tomorrow will be Friday, what day is it today? / Identifying times in a day. Discuss various activities of children, adults and animals during the day and night. Include examples of out of the ordinary behaviour, for example: bakers, owls and other nocturnal animals. / The Jolly Postman by Janet and Allan Ahlberg
Post boxes
Easel, paper, pens
Scissors, glue
FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
P.3.9
3D Objects / ACMMG009 Sort, describe and name familiar two-
dimensional shapes and three-dimensional objects in the environment. / Students will sort, describe, name and represent familiar three-dimensional objects. / Sort objects / Display the 3D shapes: sphere, cube, prism, cylinder, cone.
Ask students to select a shape from your description.
Find my shape: I am curved around the middle. I have two ends. I have a flat circle shape on each end. I look like a paper roll (cylinder).
Find my shape: I have one curved round surface. I am a perfectly round 3D shape like a ball (sphere). / Go on a 3D object hunt around the school. Take photos of the 3D objects that you can see and make a class book about 3D objects in the school. / 3D objects: sphere, cube, prism, cylinder, cone.
A collection of real life 3D objects For example: Sphere: marble, ball, orange; Cone: party hat, traffic cone, ice-cream cone; Cube: dice, rubix cube, box; Rectangular prism: blocks, book, tissue box; Cylinder: candle, can, paper towels.
Mystery Box – Cardboard box about 25x25x35cm with a lid. Cut holes in each side (leaving a flap) as in the diagram
FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
P.3.10
Tally Marks / ACMSP011Connect number names, numerals and
quantities, including zero, initially up to 10 and then
beyond.
ACMNA002Subitise small collections of objects.
ACMNA003Compare, order and make
correspondences between collections, initially to 20,
and explain reasoning.
ACMNA289Answer yes/no questions to collect information. / Students will draw and read tally marks to identify a total. / Play Dog Bone Tally / Observe students when answering questions about the monthly weather chart. Note if students are able to recognise the tally mark symbol for 5. / Use tally marks to record data when investigating a topic in class, for example: Use tally marks to record the results when investigating how many handmade boats floated or sunk. / Large piece of cardboard
Pens
Bowls
Dog Bones
Numbers 1 - 10
Mini Whiteboards
Whiteboard pens
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