A2, EST204, ICT ,Week 2

Lesson Plans for the unit of work

Week 2

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Learning Area: Mathematics and Literacy Year Level Class Size: Class and then
:1/2 focus group of six students
Addition Concepts and Strategies

Day: Week 2, Session 1

Topic: Addition facts with 5

Curriculum Connections

Number and Algebra

Level 1

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts(VCMNA089)

Literacy

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing
ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using
appropriate volume and pace (ACELY1788)

Level 2

Explore the connection between addition and subtraction (VCMNA106)

Solve simple addition and subtraction problems using a range of efficient mental and written
strategies (VCMNA107)

Literacy

Listen for specific purposes and information, including instructions, and extend students own and others' ideas in
discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an
appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Learning Intentions

We are learning to use a ten frame to write addition facts with 5

Success I can work out addition facts using 5 and a ten frame
Criteria

Essential Facts with sums from 6 to 10 can be partitioned into 5 plus some more
Understanding

Focus -Showing Addition on a Tens Frame

-Making 10 on a Ten Frame

K LEAHY_A2_EST204_S233006
 -Making 10 to Add 9

-Making 10 to Add Two Number

10 Minutes Students use class IPads for Mental Maths 10 minutes - Hit the button against
the clock.( each student has individual learning levels arranged by the teacher)

https://www.topmarks.co.uk/maths-games/7-11-years/mental-maths

Choose a student to read out the learning intention that is written on the board.
Procedure
Show the students how you create a tens frame on the IWB (Two rows of 5
boxes, insert a table)

We have used the tens frame to compare numbers before. Today we will use it
to learn how it can help with addition.

Hold up 7 fingers: ask students to use their fingers, what combination of

numbers can be used to add together to equal 7? Look for a student holding up
one hand and two fingers.

What addition fact have they made? 5 + 2 =7

What is an addition fact for ten that we can make that goes with the same
fingers? ( ask a student to come and write it on the IWB) 7+3=10

Our hands are like two rows of a ten frame; demonstrate by putting your fingers
on the ten frames.

If the top row is full its like holding up 5 fingers. How can we show 7 on the ten
frame( put 5 of one colour on the top row and two on the bottom)

What is the addition for 7 that goes with the ten frames? (5+2=7)

What is an addition fact for 10 that goes with the ten frames? (7+3=10)

Work with a partner; create you own tens frame on the IPad using a word
document. Put 6 Xs on your ten frames. Write an addition fact with 5 that goes
with your counters (5+1=6) write an addition fact with 10 that goes with your
counters (6+4=10) repeat with 7, 8 and 9 counters on their frame. Students write
the answers on the document and save.

Focus Groups

Students play Crawling Caterpillars- Makes a 10

Or

Crazy Frogs Make 10

K LEAHY_A2_EST204_S233006
Resources - Interactive Whiteboard-IWB
- Ten frames on the IWB
- Counters
- Game boards
- Dice
Reflection How will I get students to reflect on their learning?

Students will create their own tens frame and work through the example
equations then play a game using the same strategy.

K LEAHY_A2_EST204_S233006
Learning Area: Mathematics and Literacy, Year Level Class Size: Class and then
Addition Concepts and Strategies :1/2 focus group of six students

Day: Week 2, Session 2

Topic: Making 10 on a ten frame

Curriculum Connections

Number and Algebra

Level 1

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts(VCMNA089)

Literacy

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing
ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using
appropriate volume and pace (ACELY1788)

Level 2

Explore the connection between addition and subtraction (VCMNA106)

Solve simple addition and subtraction problems using a range of efficient mental and written
strategies (VCMNA107)

Literacy

Listen for specific purposes and information, including instructions, and extend students own and others' ideas in
discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an
appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Learning Intentions

We are learning to use objects to solve story problems

Success I can use a ten frame to solve story problems

Criteria

Essential 10 can be shown in two parts in different ways and represented by using
Understanding addition number sentences

Focus -Showing Addition on a Tens Frame

-Making 10 on a Ten Frame

-Making 10 to Add 9

K LEAHY_A2_EST204_S233006
 -Making 10 to Add Two Number

10 Minutes Students use class IPads for Mental Maths 10 minutes Addition, Repair the
slide.( each student has individual learning levels arranged by the teacher)

Choose a student to read out the learning intention.

Procedure
Revise previous lesson but with numbers greater than 5.

Today we are learning to use ten frames to think of addition facts as 10 and
some more.

Ensure one tens frame is completed before moving onto the next ten frame.

Can you show me 8 + 3 = ( put 8 counters on one frame and 3 in the other)

How can you make 10 out of this ten frame? ( Add 2 to the 8 to make a full ten
frame)

How do the numbers change when you make the 10 here? (8 becomes 10 and
the three gets smaller and becomes 1. 10 + 1 =11 so 8+3= 11

My son likes to collect cars; he has shelves on his wall that holds 10 cars each.
He has 8 cars and they are all on the top shelf, can you use counters on the tens
frame to show this? Yesterday he was given 4 more cars, can you show this on
your tens frame? (guide students to have 8 one frame and 4 on the other)

Will all of the cars fit on the top shelf in my sons room? (No) How many more
can I fit on the top shelf? Show me on the frame, How many will be on the
second shelf? How many are there altogether? What addition sentence does
your ten frame show? (10 + 2 =12)

Write on the IWB that 8 + 4 and 10 + 2 both add up to 12

Create two ten frames on your IPad, using X show me the following equation on
your tens frames, you can use another symbol like O to represent the second
number, 4+8, 7+5, 9+4)

What are your answers? How did you get your answer?

Focus Groups

Low group 6 students- Roll dice and show this number on the ten frame, what
number do you need to fill the ten frame? What is your equation? Write it on the
white board, when I come around to check your work I will take a photo and add
it to Seesaw.

Middle group 9 students- Roll 2 dice and 2x ten frames; show the equation on
the white board. Do 8 rolls so you should have 8 equations on the whiteboard.
When I come around to check your work I will take a photo and add it to
Seesaw. You can then play Race to the Hive- Addition to 12

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 Top group 10 students- Roll 2 dice and 2x ten frames; show the equation on
the white board. Do 10 rolls so you should have 10 equations on the whiteboard.
When I come around to check your work I will take a photo and add it to
Seesaw. You can then play the Cover Addition Snail Game

Resources - IPad
- Interactive Whiteboard
- Small whiteboards
- Counters
- Games
Reflection How will I get students to reflect on their learning?

Their work will be posted to Seesaw for them to share and discuss with their
family.

K LEAHY_A2_EST204_S233006
Learning Area: Mathematics and Literacy, Year Level Class Size: Class and then
Addition Concepts and Strategies :1/2 focus group of six students

Day: Week 2, Session 3

Topic: Making 10 to add 9

Curriculum Connections

Number and Algebra

Level 1

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts(VCMNA089)

Literacy

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing
ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using
appropriate volume and pace (ACELY1788)

Level 2

Explore the connection between addition and subtraction (VCMNA106)

Solve simple addition and subtraction problems using a range of efficient mental and written
strategies (VCMNA107)

Literacy

Listen for specific purposes and information, including instructions, and extend students own and others' ideas in
discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an
appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Learning Intentions

We are learning to model joining stories and write an addition sentence

Success I can write an addition sentence

Criteria

Essential 9 can be shown in two parts in different ways and represented by using addition
Understanding number sentences

Focus -Showing Addition on a Tens Frame

-Making 10 on a Ten Frame

-Making 10 to Add 9

-Making 10 to Add Two Number

K LEAHY_A2_EST204_S233006
10 Minutes Students use class IPads for Mental Maths 10 minutes Loop Cards.( Each
student has individual learning levels arranged by the teacher)

Review yesterdays lesson but with 9 as the first number.

Procedure
Use the IWB and mark X on 9 of the boxes in the tens frame.

Add 3 Os = 12

What is the new equation? 10 + 2 =12

Notice 9+3 is the same as 10+2 =12

Today we will use the laminated ten frames and counters to work out the
equations.

9 + 6 =? You can make a 10 to help you add 9. Move one counter from 6 to 9.

How many counters on the top frame? How many on the bottom frame?

10 + 5=15 is the same as 9 + 6=15. It is a quick way to add numbers together.

Open your pack, one between 2 people. Pull out an equation and write it at the
top, add your counters, write the new equation and have your partner check your
answer.

Focus Groups

Worksheet- Making 10 to add 9 (from the book, topic 5 lesson 8) Printed

Set up games on the tables in allocated groups, take a photo of the

students playing the maths games and add to seesaw.

Resources - IWB
- Ten frames
- Counters
- Teacher IPad to take photo
Reflection How will I get students to reflect on their learning?

Take photo of students playing maths games and having fun

K LEAHY_A2_EST204_S233006
Learning Area: Mathematics and Literacy Year Level Class Size: Class and then
Addition Concepts and Strategies :1/2 focus group of six students

Day: Week 2, Session 4

Topic: Making 10 to add two numbers

Curriculum Connections

Number and Algebra

Level 1

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts(VCMNA089)

Literacy

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing
ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using
appropriate volume and pace (ACELY1788)

Level 2

Explore the connection between addition and subtraction (VCMNA106)

Solve simple addition and subtraction problems using a range of efficient mental and written
strategies (VCMNA107)

Literacy

Listen for specific purposes and information, including instructions, and extend students own and others' ideas in
discussions (ACELY1666)

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an
appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Learning Intentions

We are learning to master addition facts where one addend is 8 or 9

Success I can use an addition fact to solve an equation when 8 or 9 is the add end
Criteria

Essential Addition facts involving 8 or 9 can be changed to an equivalent fact with 10

Understanding

Focus -Showing Addition on a Tens Frame

-Making 10 on a Ten Frame

-Making 10 to Add 9

-Making 10 to Add Two Number

K LEAHY_A2_EST204_S233006
10 Minutes Students use class IPads for Mental Maths 10 minutes Speed Challenge,
Addition and Subtraction, You will write your answers in your Maths books.(
Each student has individual learning levels arranged by the teacher)

Procedure Choose a student to read out the learning intention on the board.

Repeat yesterdays lesson but with 8 as the first number.

8 + 3. Make 8 on the tens frame, get out 3 counters

8 + 5= 13 You can make a 10 to help you add 8. Move two counters from 5 to 8.

How many counters on the top frame? How many on the bottom frame?

10 + 3 = 13. It is a quick way to add numbers together

Show 8 + 6 =14 on the ten frame (8 on one, 6 on other) move 2 counters over.
What addition sentence does the frame tell us now? ( 10 + 4 =14) Which is
easier to add 8 + 6, or 10 + 4? ( 10 + 4, just add the 4 to the 0)

In partners use your pack to work out the equations.

Focus Group

Work with a partner, place 8 counters on the ten frame, take turns to roll the dice
and get a number to add to the 8, the other partner records the addend. Work
together to make 10 and find the new equation to complete.

Students are to record both addition sentences and answers to present to the
class. Teacher can record the presentation on the IPad for the students to
watch.

Resources - IPad
- IWB
- Ten frames
- Counters

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