2014

   

UNIT  TEMPLATE:  MATHS  

Pre-­‐service  teacher:   Collaborators:  Supervising   Class:  Reception/Year  1    
Nikolina  Zarkovic     teachers      
   
 
 
 
ACARA  Learning  Area:   Time/day/week/term:    
ACARA  Learning  Area:   Term  3  –  weeks  5/6  or  7/8  
Strand:  Mathematics    
Sub-­‐Strand:  Algebra  and  Number    
 
Addition,  subtraction  and  problem  
solving  
 
Length  of  Unit:  8  Lessons    
Learning  objectives/anticipated  outcomes    
 
RECEPTION  
Represent practical situations to model addition and sharing (ACMNA004)
Elaborations:  
• using a range of practical strategies for adding small groups of numbers, such as visual displays or
concrete materials
 
Achievement  standard:    By  the  end  of  the  Foundation  year  students  answer simple questions to collect
information and make simple inferences.
 
YEAR  1  
Represent and solve simple addition and subtraction problems using a range of strategies including counting
on, partitioning and rearranging parts (ACMNA015
Elaborations:  
• developing a range of mental strategies for addition and subtraction problems
 
Achievement  standard:    By  the  end  of  Year  1  students  carry out simple additions and subtractions using
counting strategies.
 
General  Capabilities:  
Numeracy  
Critical  and  Creative  thinking  
 
Learning  outcomes:  
Reception  
• Students  will  develop  an  understanding  of  a  number  line  
• Students  will  develop  an  understanding  of  how  to  represent  addition  equations  
• Demonstrates  early  algebraic  thinking  around  the  concept  of  equivalence  
Year  1  
• Students  will  develop  an  understanding  of  addition  
• Students  will  develop  an  understanding  of  subtraction  
• Students  will  us  abstract  thinking  strategies  to  work  out  equations  
•  Students  will  develop  an  understanding  of  how  to  formally  represent  addition  and  subtraction  equations  
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Unit  overview:  
 
Lesson/activity/task  1    
Prior  Knowledge    
The  aim  of  this  lesson  is  to  develop  an  understanding  of  where  students  understanding  around  problem  
solving  using  addition  and  subtraction  sits.    
 
To  introduce  the  lesson  I  will  use  some  of  the  blocks  in  the  class  as  an  example.  I  will  create  two  circles  
using  hula  hoops  and  place  a  specific  number  of  blocks  in  each.  I  will  then  count  each  with  the  students  and  
explain  that  I  want  to  put  the  same  amount  into  the  box.  As  a  group  we  will  count  to  see  if  we  have  the  
correct  amount.  I  will  use  a  number  line  written  on  the  board  to  assist  me  in  doing  this.  I  will  then  explain  
each  of  the  sheets  to  the  students.    
 
Number  line  –  
Explain  key  terms:  Number  line,  add  and  total.    Explain  to  students  that  we  can  first  start  on  our  first  
number  and  put  a  dot  above  it.  Then  we  add  the  remaining  numbers.    
 
Receptions:  
Draw  pictures  to  represent  a  group  of  numbers  in  circles  =  then  draw  them  all  inside  the  box,  making  sure  
that  each  item  is  visible.    
 
-­‐  The  first  can  be  done  using  fruits  and  adding  them  into  a  basket.  
-­‐  The  second  can  be  done  with  drinks  going  into  a  fridge  
-­‐  The  third  can  be  done  with  balls  inside  a  bucket.    
 
A  number  line  will  be  included  on  the  page  to  help  students  if  they  need.  How  this  can  be  used  will  be  
explained  at  the  introduction  to  the  lesson.    
 
Receptions  will  go  to  their  desks  to  begin  the  activity,  whilst  year  1’s  remain  on  the  floor  to  further  explain  
their  task.    
 
Year  1:  
 
This  task  will  be  the  same  as  the  one  that  the  reception  students  are  doing  although  these  students  will  be  
extended  by  being  asked  to  write  the  problem  underneath.  I  will  come  around  to  the  table  to  show  an  
example  of  this  to  refresh  the  students  memories  of  the  structure  of  the  equations/problems.    
 
Students  will  also  be  faced  with  a  subtraction  question.  This  will  be  structured  by  showing  the  equation  
above  the  spaces.  Students  job  is  to  draw  the  correct  number  of  items  in  each  space  and  figure  out  what  is  
left  at  the  end.      
 
Assessment:  I  will  create  a  checklist  to  see  how  much  students  understand  about  addition  and  subtraction.  I  
will  then  alter  the  planning  that  follows  on  from  this  lesson  to  build  on  what  students  already  know.    
 
Lesson/activity  2    
Explore  
Reception  students  will  explore  the  concept  of  number  line.  We  can  do  this  using  a  clothesline.  We  start  
with  numbers  1  to  10.  Each  number  can  be  represented  using  a  type  of  clothing.  I  will  start  by  placing  zero  
at  the  start  of  the  number  line.  The  number  line  will  be  on  a  string  stuck  on  the  whiteboard  and  all  the  
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numbers  will  be  placed  on  using  pegs.  Then  I  ask  another  students  to  place  10.  We  gradually  fill  up  the  
entire  number  line.  Inquiry  questions  as  to  why  those  numbers  should  be  placed  there  will  be  asked  
throughout.    
 

Simple  addition  and  subtraction:  Students  will  then  need  to  use  the  number  line  to  fill  in  the  sums.  Each  
number  on  the  line  is  represented  by  an  item  of  clothing  (e.g.  pants  are  the  number  5,  t-­‐shirts  are  the  
number  7).  They  need  to  fill  the  numbers  of  the  equations  in  from  the  shirts.  They  will  need  to  use  the  
number  line  on  the  board  to  figure  out  which  number  represents  which  and  then  they  will  use  this  figure  
out  how  many  things  are  in  the  washing  basket.      

Year  1:  Year  one  students  will  engage  in  the  same  number  line  exercise.  Their  task  though  will  be  made  
more  complex  than  that  of  the  receptions.  Reception  students  sums  will  not  equal  more  than  10  (3+2,  7+1,  
6+3),  whilst  year  one  students  equations  will  go  beyond  the  number  line  (5+6,  7+7,  8+9)  

This  will  require  them  to  do  some  abstract  thinking,  rather  than  using  the  number  line  to  count  the  total  
number  of  items.    

Lesson/activity  3    
Explore  
 
Planning  a  party  –    
Here  students  will  make  a  list  for  their  parties,  adding  all  the  people  they  want  to  invite.  They  will  need  to  invite  their  families  to  
their  party  (parents  and  siblings).  They  then  need  to  consider  who  else  they  want  to  invite  to  the  party.  Receptions  can  invite  up  
to  5  more  friends  and  year  1’s  can  invite  up  to  8.  They  will  draw  an  imaginary  picture  of  people  at  their  party.  They  can  then  
count  them  to  figure  out  the  number  of  guests.    
Year  1  students:    
2  people  could  not  accept  your  invitation  to  the  party.  You  need  to  figure  out  how  many  people  will  be  left.    
 
*Express  that  this  is  only  a  pretend  party  and  that  we  don’t  need  to  invite  real  people,  we  can  invite  our  pets  or  favourite  TV  
characters  if  we  want).    
 
Inquiry:  Stop  the  children  once  they  have  started  drawing,  ask  them  if  they  need  to  use  the  number  line  every  time?  Maybe  they  
could  just  draw  the  number  of  people  and  count  them?    
 
Reception  
Task:  Students  will  do  simple  addition  using  a  real  life  example.  The  number  of  people  they  are  inviting  to  a  party.  They  first  need  
to  draw  each  person  and  then  use  addition  to  figure  out  the  number  of  guests.  They  can  use  the  number  line  for  assistance  if  
they  need.    
 
Year  1  
Task:  Students  will  do  simple  addition  and  subtraction  using  a  real  life  example.  The  number  of  people  they  are  inviting  to  a  
party.  They  first  need  to  draw  each  person  and  then  use  addition  to  figure  out  the  number  of  guests.  They  can  use  the  number  
line  for  assistance  if  they  need.  Once  they  have  figured  out  the  number  of  guests  they  find  out  that  2  people  won’t  be  able  to  
come  to  their  party.  They  then  need  to  figure  out  the  number  of  people  who  will  be  attending.    
 
Conclusion:  
Students  will  meet  back  on  the  floor,  those  who  wish  to  share  can  tell  us  the  number  of  people  invited  to  their  party.  They  will  
need  to  tell  us  how  many  family  members  they  invited  and  also  how  many  friends.  We  will  use  the  number  line  to  figure  out  if  
they  were  correct.    
 
Lesson/activity  4      
Explain  
 
Number  line  pizza  game!  
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Here  students  work  in  groups  of  three.  Receptions  play  this  game  using  addition  and  year  1’s  play  it  using  
both  addition  and  subtraction.  To  introduce  the  lesson  I  will  use  the  larger  number  line  on  the  board.  I  will  
take  one  of  the  pizza  cut  outs  and  a  pencil  and  place  them  on  the  ground.  I  will  then  spin  it  on  the  page  and  
look  at  where  the  pointy  end  of  my  pencil  reaches.  This  will  be  my  first  starting  number.  For  example  it  may  
say  +2.  I  then  place  my  counter  on  the  2  of  the  number  line.  I  then  spin  it  one  more  time  to  reach  +  4.  I  then  
need  to  move  my  counter  4  more  places  until  it  reaches  6.  I  will  explain  that  students  need  to  take  this  in  
turns  with  the  different  members  of  the  group.  Each  person  gets  one  shot,  places  their  number  down  and  
then  allows  the  next  person  to  have  their  turn.  The  first  person  to  reach  10  is  the  winner.  They  can  play  the  
game  multiple  times.    
 
Once  they  have  completed  the  game  several  times  they  will  be  given  the  extra  long  number  lines  where  the  
numbers  go  all  the  way  up  to  20.    
 
Year  1  students  pizza  spinners  will  look  slightly  different.  They  will  have  both  addition  and  subtraction  on  
them  making  the  game  more  difficult.  This  means  that  they  will  need  to  backwards,  making  it  easier  to  
reach  the  number  10.  As  with  the  receptions,  if  they  have  completed  the  game  several  times  they  can  start  
to  use  the  number  line  which  reaches  up  to  20.    
 
 
Lesson/activity    5    
Explain  
 
Reception  task:  In  this  lesson  students  will  begin  to  write  equations  using  mathematical  symbols.  They  will  
use  dice  to  figure  out  simple  equations  which  include  both  the  addition  and  equals  symbol.    
 
Year  1  task:  In  this  lesson  students  will  begin  to  write  equations  using  mathematical  symbols.  They  will  use  
dice  to  figure  out  simple  equations  which  include  both  the  addition  and  equals  symbol.    
 
Introduction:    
Here  students  will  develop  an  understanding  of  what  it  means  to  write  down  an  equation.  The  addition  
symbol  will  be  written  on  the  board  and  the  question  ‘what  does  this  sign  mean?’  will  be  asked  to  the  class.  
We  will  use  both  the  words  plus  and  add  and  write  them  on  the  board  underneath  the  sign.  This  process  
will  be  repeated  with  both  the  equals  symbol  and  the  subtraction  symbol.    
 
We  will  then  roll  two  dice  in  the  middle  of  the  circle.  I  will  use  them  to  create  an  equation.  We  will  take  the  
first  number  it  has  landed  on  and  then  add  the  addition  symbol,  followed  by  the  second  number.  We  will  
then  take  the  equals  symbol.  We  will  use  the  number  line  to  figure  out  what  the  number  equals.    
 
Body:  Each  child  will  be  given  two  dice.  They  will  then  start  to  form  the  equations.  Receptions  who  require  
extra  support  will  be  given  a  scaffold  of  an  equation  with  the  addition  and  equals  symbol  already  included.  
They  will  only  need  to  add  the  numbers.  They  go  back  to  their  desks  whilst  year  1  students  will  remain  on  
the  floor  to  develop  strategies  for  subtraction.      
 
Year  1  students  will  also  explore  subtraction.  They  will  need  at  leats  2  subtraction  equations  and  three  
addition  equations.  This  will  be  modelled  the  same  as  addition,  although  students  will  be  told  that  they  
need  to  write  down  the  bigger  number  first,  as  to  avoid  going  into  the  minus.      
 
At  their  tables  students  will  have  number  lines  to  use  to  help  guide  them.    
 
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Conclusion:  Each  child  should  have  at  least  5  equations  written  down.  As  motivation  to  complete  this  early  
finishers  can  play  the  pizza  game.    
 
Lesson/activity  6    
Elaborate  
In  this  lesson  we  will  be  doing  lots  of  different  addition  activities  to  have  students  think  about  addition  in  many  different  ways.  
There  will  be  three  stations,  all  which  will  have  a  different  addition  activity.  We  will  use  a  stop  watch    
 
Introduction:  Explanation  of  each  task  
 
Body:  10  minutes  for  each  activity    
 
Station  1:  Cup  cake  cases    
At  this  station  there  will  be  a  box  filled  with  pom  poms,  cup  cake  cases  with  two  number  addition  equations  inside  and  also  a  
number  line.  Students  job  will  be  to  fill  the  cupcake  containers  with  the  amount  that  the  equations  equal.    
 
Station  2:  Ocean  animal  addition  cards  
At  this  station  students  will  have  some  laminated  addition  and  subtraction  cards.  Here  they  will  count  the  number  of  sea  
creatures  on  each  page  to  figure  out  the  equation.  They  will  also  have  a  number  line  to  check  if  they  got  it  right.    
 
Station  3:  Domino  Addition  
Using  the  domino’s  in  the  class  we  make  addition  equations  out  of  them.  Those  with  numbers  that  reach  beyond  10  will  be  
separated  for  the  Year  1  students  only  to  work  on.  They  will  take  the  dominos  and  write  their  equations  down  on  the  sheet  
provided.    
 
Station  4:  Put  the  peg  on  the  right  number.  
In  this  activity  students  will  be  given  laminated  sheets  with  equations  on  them.  They  will  also  have  a  bucket  filled  with  pegs  
beside  the  sheets.    
 
Conclusion  
Pack  up  all  the  stations,  put  all  the  things  back  where  they  belong.    
 
Lesson/activity  7  
Elaborate    
 
Introduction  
Read  the  class  12  Ways  to  make  11  12  Ways  to  make  11  by  Meriam  Eve.  As  we  are  reading  the  book  we  will  
use  the  number  line  to  figure  out  how  many  different  ways  they  have  made  11.  I  will  also  write  the  
equations  out  as  we  go.  Students  will  then  be  told  to  find  a  partner.  With  this  person  they  will  need  to  find  
all  the  combinations  to  making  one  number.  I  will  show  an  example  of  this  using  a  number  below  10.  I  will  
create  some  combinations  using  a  counter  and  then  write  them  on  the  board.    
 
Body:  
 
In  pairs  students  will  make  different  combinations  of  numbers.  Once  they  think  they  have  made  each  
combination  they  can  show  me.  They  can  then  write  them  down.  This  can  be  modelled  to  recpetions  
students  by  writing  the  equation  [  _+_=  10  ]  on  the  board.  If  students  find  all  the  combinations  to  one  
number  then  they  can  move  on  and  do  another  number.    
 
Receptions:  using  the  counters,  how  many  different  ways  can  you  make  10?  Refer  to  the  rainbow  fact  chart  
if  you  need  help.    

Year  1:  Each  pair  allocated  a  different  number  between  10-­‐20  (depending  on  level  of  ability).  Make  as  many  
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combinations  as  you  can  of  that  number.  

Easier  task:  All  the  combinations  of  numbers  up  to  5  

Extension:  Can  you  break  that  number  into  3?  In  the  book  they  added  lots  of  small  numbers  together  to  
make  11.  Try  and  do  this  with  your  number.    

 
Lesson/activity  8    (conclusion):  
Evaluate    
 
http://www.snappymaths.com/addsub/addsubw5/resources/addw5mixpic3.pdf  
 
 
In  this  lesson  students  will  need  to  fill  in  the  missing  numbers  from  their  sheets.  These  will  give  me  a  clear  understanding  of  
which  students  understand  how  equations  must  be  written.  Students  from  the  two  year  levels  will  be  given  different  sheets.    
I  will  be  monitoring  the  room  to  see  how  students  are  coping  with  their  tasks.  If  the  degree  of  complexity  is  too  hard  for  Year  1  
students  they  will  be  given  the  reception  sheet  and  if  it  is  easy  for  receptions  they  will  be  given  the  year  1  sheet.    
 
Reception  students  will  have  images  to  help  visually  guide  them  although  Year  1  will  have  to  think  abstractly  about  which  
numbers  are  missing.  For  some  equations  the  number  missing  will  be  the  answer  to  the  equation,  although  for  others  it  will  be  
either  the  firs  or  second  number.  This  will  require  them  to  think  about  addition  and  subtraction  in  a  different  way.    
 
Year  1  tasks  will  have  a  visual  guide  for  the  first  few  examples.  This  will  act  as  a  guide  for  the  following  questions.    
 
Assessment:  Summative  using  rubric    
Links    
Links  to  other  curriculum  Learning  Areas,  topics  or  unit  planning  (how  does  this  lesson  or  unit  plan  meaningfully  connect  to  the  
students’  learning  in  other  areas):  
 
Links  to  resources  or  opportunities  (web  links,  programs  or  content):  
 
Links  to  frameworks,  taxonomies  or  organisers:    
5  E’s  instructional  model    
-­‐  Students  use  their  prior  knowledge  and  literacies  to  develop  explanations  for  their  hands-­‐on  experiences.  
Students  have  opportunities  to  represent  and  re-­‐represent  their  developing  understanding.    
Five  phases:  Engage,  Explore,  Explain,  Elaborate  and  Evaluate.    
 
Focus  Questions  to  enhance  the  planning  processes   Links  to  AITSL  Standards:  
Know  students  and  how  they  learn:  What  relevant   AITSL  Standard  1.    
information,  skills  or  knowledge  will  my  students  need  to   1.1  Physical,  social  and  intellectual  development  and  characteristics  of  students  
possess  to  help  them  to  engage?  What  information  do  they   1.2  Understand  how  students  learn  
need  to  know  in  order  to  progress  (concepts,  knowledge,   1.3  Students  with  diverse  linguistic,  cultural,  religious  and  socioeconomic  backgrounds  
skills  or  experiences  required  before  independent/group   1.4  Strategies  for  teaching  Aboriginal  and  Torres  Strait  Islander  students  
tasks)?   1.5  Differentiate  teaching  to  meet  the  specific  learning  needs  of  students  across  the  full  range  of  
abilities  
1.6  Strategies  to  support  full  participation  of  students  with  disability  
 
Know  the  content  and  how  to  teach  it:  What  choices  do  I   AITSL  Standard  2.    
have  about  content  (appropriate  choice  about  focus/topic,   2.1  Content  and  teaching  strategies  of  the  teaching  area  
sequencing  of  content)  to  support  engagement  and   2.2  Content  selection  and  organisation  
development?  How  does  organisation  of  content,  resources   2.3  Curriculum,  assessment  and  reporting  
and  delivery  enhance  development?    What  is  the  topic  of   2.4  Understand  and  respect  Aboriginal  and  Torres  Strait  Islander  people  to  promote  
focus  of  this  lesson  (what  content  should  be  covered  at  this   reconciliation  between  Indigenous  and  non-­‐Indigenous  Australians  
age/developmental  stage)?  What  do  I  need  to  include  to   2.5  Literacy  and  numeracy  strategies  
support  Indigenous  learners  and  to  accommodate  for  the   2.6  Information  and  Communication  Technology    
diverse  needs  of  my  learners?    
Plan  for  and  implement  effective  teaching  and  learning:   AITSL  Standard  3.    
How  do  I  ensure  that  my  planning  is  challenging  for  my   3.1  Establish  challenging  learning  goals    
 2014
   
learners?  How  do  I  measure  engagement  and  progress?  How   3.2  Plan,  structure  and  sequence  learning  programs  
do  I  use  feedback  to  strengthen  my  planning  for  future   3.3  Use  teaching  strategies  
teaching?     3.4  Select  and  use  resources  
  3.5  Use  effective  classroom  communication  
3.6  Evaluate  and  improve  teaching  programs  
3.7  Engage  parents/carers  in  the  educative  process  
 
Create  and  maintain  supportive  and  safe  learning   AITSL  Standard  4.    
environments:  How  does  my  planning  for  teaching  support   4.1  Support  student  participation  
engagement,  minimise  disruption  and  prioritise  learning?   4.2  Manage  classroom  activities  
How  does  my  planning  support  individual  participation  and   4.3  Manage  challenging  behaviour  
equitable  access  for  all  of  my  students?     4.4  Maintain  student  safety  
  4.5  Use  ICT  safely,  responsibly  and  ethically  
 
Assess,  provide  feedback  and  report  on  student  learning:   AITSL  Standard  5.    
How  do  I  assess  my  students’  learning  of  this  content  to   5.1  Assess  student  learning  
support  their  development?  What  assessment  strategies   5.2  Provide  feedback  to  students  on  their  learning  
further  enhance  the  opportunities  for  student  engagement?     5.3  Make  consistent  and  comparable  judgements  
5.4  Interpret  student  data  
5.5  Report  on  student  achievement  
 
Engage  in  professional  learning:    What  professional  learning   AITSL  Standard  6.    
do  I  need  in  order  to  enhance  my  planning  and  teaching  of   6.1  Identify  and  plan  professional  learning  needs  
this  content?  How  can  colleagues  and  available  staff  enhance   6.2  Engage  in  professional  learning  and  improve  practice  
my  preparation  for  teaching  the  chosen  content?  How  can   6.3  Engage  with  colleagues  and  improve  practice  
evaluations  of  my  planning  and  teaching  improve  student   6.4  Apply  professional  learning  and  improve  student  learning  
engagement  and  learning?    
Engage  professionally  with  colleagues,  parents/carers  and   AITSL  Standard  7.    
the  community:  How  else  can  I  enhance  my  planning  for   7.1  Meet  professional  ethics  and  responsibilities  
teaching  and  student  learning?   7.2  Comply  with  legislative,  administrative  and  organisational  requirements  
7.3  Engage  with  the  parents/carers  
7.4  Engage  with  professional  teaching  networks  and  broader  communities