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Learning Area: Math

Year Group: Year 2 Term: 3

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Number of Describe the features of Today, we are going to talk about 3D Students move back to desk and o https://www.youtube.com/watch?v Informal
per week three-dimensional shapes which are also called write definitions of key words =uZ8Jy1xgqPU
WILF: You can explain the
objects (ACMMG043) geometric solids. o 3D sorting resource (students rule up
Lesson 1 Face – Any of the flat surfaces on a difference between 2D and
table and draw 3D shapes)
and 2 WALT: Describe the What is a dimension? One dimension 3D figure show example. 3D and can give an example
o 3D sorting resource 2 Who am I
differences between 2D is a figure that has one dimension e.g. circle, sphere.
90mins Edge – is where two faces meet cards (students cut cards out)
and 3D shapes. such as a line, line segment or ray.
show example. o 3D sorting resource 3 draw or write WILF: Understanding of
Two dimensions is a figure that has
WALT: Identifying the shape. properties, faces, vertices
length and width such as shapes or Vertex – is a point where 3 edges
geometric features such o T3 Lesson 1 and 5 displayed on IWB and edges.
paper. Three dimension has length, meet. The plural is vertices show
as the number of faces,
width and depth. If you can hold it or example. Adaptions Examples of ways to extend: How? (over-the-shoulder)
corners or edges of a 3D
it doesn’t occupy space than it’s not extra criteria, tasks or higher order
shape. Prism – A prism is a is a 3- When? During lesson
3D. Why do you think we say questions.
dimensional figure with 2 parallel
geometric solid? Listen to answers. What marking tools will be
and congruent polygonal bases 1) Students divide the cards in half.
used? (checklist sorting
I then hold up a 2D shape and a 3D show example. Pentagonal prism. 2) Student A reads the "Who am I?"
exercise)
shape. Turn and tell your neighbour question to student B (i.e: I am a shape
Curriculum Links (Include triangular
about how these shapes are similar that has no faces and no vertices). 1) How do you know that it is
the wording, not just prism
and different. Have partners share 3) Student B responds and explains his or _________ shape? (2) What
codes, so meaning is
their ideas. I record student her answer. (i.e: I know that you are a attributes make you know
evident)
responses on the board. Play sphere because spheres are the only 3D that it is _______? (3) Could
Clearly outline what you shape that have no faces or vertices). this clue be for any other 3D
https://www.youtube.com/watch?v= pyramid is not a
aim for your students to 4) Student B reads a "Who am I?" shape?
uZ8Jy1xgqPU prism because the edges meet at a
be able to achieve in your question to student A and the game
lessons. vertex where the edges meet. continues!
Height – is the distance between 3D sorting resource 2
the prism’s base. 1 cylinder 2 cone 3 cube 4 cone
5 square based pyramids 6 sphere
o 3D sorting resource (students 7 Hemisphere (dome) 8 triangular
rule up table and draw 3D pyramid or (tetrahedron) 9 Dome 10
shapes) Cube 11 sphere
o 3D sorting resource 3 draw or 12 sphere
write the shape.
1 Sphere 2 cube 3 hemisphere 4
rectangular prism 5 octahedron 6 sphere
Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Number of Describe the features of Revision of attributes of 3D shapes I hold up the 3D shapes and ask o A variety of shapes on each table, Informal
lessons or three-dimensional Faces, Edges and Vertices give what they are called? They may give making sure that I have at least one
What will be evaluated?
days/weeks objects (ACMMG043) examples. the exact names "cube" or say, of each shape for each child at the
I will review/introduce 3Dimensional "they are 3D shapes". I explain to table (I sort the shapes, so I can WILF: Correct attributes used
Lesson 3 WALT: See how 2D
shapes to the students. I have a set of students that the 3D shapes look quickly pass out the shapes to each to sort shapes.
shapes are represented
40mins small 3D shapes that include cubes, like they have ‘depth’ whereas 2D table).
as 3D shapes on a page. WILF: Understanding the
pyramids, cones, rectangular prisms don’t they look flat shapes. I tell o T3 Lesson 1 and 5 displayed on IWB
difference between 3D shape
WALT: understanding 3D and spheres. students that they will now try to o Collapsed food boxes x22 or 6 per
on a 2D surface and 2D
language of length, I start by holding up a piece of paper find the shape that I describe and group
shapes.
breadth and depth on a and a rectangular prism. I ask what hold it up without talking. I say "this o Sorting 3D shape worksheets x22
2D surface the similarities and differences shape has 6 faces that are all o Common 3D Shapes worksheet. How? over-the-shoulder,
between the 2 things I am holding. square. It has parallel line segments o graph paper performance,
(they should notice edges, corners, all around its edges and every face
Adaptions What marking tools will be
sides as similar and faces, more looks exactly the same." (cube). I
used? (checklist)
edges, etc. as different.) These are all repeat it with other descriptions Provide students with Common 3D
terms that we used when talking such as "this shape is made up of 1 Shapes worksheet. This worksheet asks
about 2D shapes. If no I will ask, "do square and 4 triangles. It has 5 students to find common household
they both have the same number of faces. It has 5 vertices. (triangular items that represent the shape.
faces? The same number of edges? prism). I have students find the
Provide students with graph paper and
What about vertices? Repeat for sphere, rectangular prism, and cone
ask them to construct a rectangular
triangle and a triangular pyramid and using similar descriptions.
prism and shade 2 faces to represent
circle and a sphere. The food boxes are for you to
where the light is coming from.
construct and list the shape of each
The difference between 2D shapes
face and tell me the name of the
and 3D shapes on paper is
shape.
perception. The language of depth
shape faces edges vertices
and breadth are used. For example

Timing Objectives Intro 20 mins Sequence of Learning Experiences Resources Assessments


Monday Describe the features of Revision of attributes of 3D objects o T3 Lesson 3 2D to 3D shape o https://www.mathsisfun.com/geom Informal
23rd three-dimensional Faces, Edges and Vertices give display on white board etry/polyhedron.html Polyhedron
Formative
objects (ACMMG043) examples. I hold up the cuboid template and o https://www.mathsisfun.com/geom
11:00-
Classifying 3D objects- Model for ask if students know what the figure etry/prisms.html Prisms What will be evaluated?
11:45 WALT: Make a 3D shape
students the more helpful might build? How many shapes can o Cuboid template x 22
from a 2D surface using WILF: Construction and
Lesson 4 convention of calling 2D things you see? 4 How many square o Triangular prism x22
nets. naming of your 3D shape
‘figures’ and 3D things ‘objects’. shapes can you see? 2 Collectively o Glue x22
40mins
WALT: label attributes of Using this informal convention, a what should we call the shapes we o Scissors x22 WILF: understanding the
3D shapes such as faces, circle is a figure, but a sphere is an see? Faces. How many corners?8, o Draw up table on board difference between nets and
edges and vertices. object. How many vertices? 4 3D images on 2D surfaces.
cuboid prism
Those that have curved surfaces – Ok start to use your knowledge of
How? collect work, over-the-
What are they? Sphere Hemisphere, objects. Show in table. faces 6 5
shoulder, peer-marking,
cone, cylinder. I show students how to cut along
edges 12 9 performance.
Those that are made up of entirely the dark lines on the outside of the
flat or plane surfaces is called a shape (being careful not to cut off vertice 8 6 When? Now
polyhedron (polyhedra plural) - What the tabs on the edges of some s
What marking tools will be
are they? Prisms-is a shape made up pieces). Precision is important here I
used? (checklist)
of two identical polygons at opposite pass one template to each student.
ends and joined by parallel lines. Before they cut, they draw a quick Adaptions *** if available helper takes
Show on IWB face on each face and write the group while I’m teaching main lesson
o https://www.mathsisfun.com/ge object’s name Cuboid on one face.
ometry/polyhedron.html When the cuboid is cut, I ask for Connor, Grace, Scott and Chaice

Polyhedron each student to write their name Complete sorting shapes in a small
group.
o https://www.mathsisfun.com/ge somewhere on the printed sides of
ometry/prisms.html Prisms the paper. I ask students to follow If helper not available, I take the group
me as I fold the pieces together. I while others are constructing solids.
So now we are going to construct our
show students how to add the glue
3D shape but using what we call a
to keep the shape together.
‘Net’. A net is 2D arrangement of I repeat the process with the
shapes that can be cut out to make a triangular prism. We end the lesson
polyhedron. today by placing our shapes a shelf
to refer to in another lesson.

Monday Objectives Intro Sequence of Learning Experiences Resources Assessments


23rd Recognise and represent This week we will be working on our Multiplication 2 times table Two times table work sheets in total 22 Informal
multiplication as multiplication skills. But what is 0 x 2 = zero lots of 2 = zero
Lesson 5 Adaptations Formative
repeated addition, multiplication and why do we need 1x2=one lot of two = ** =2
11:45 groups and it? Multiplication means replicating a 2x2=two lots of two = **, **=4 Worksheet 1 What will be evaluated?
arrays (ACMNA031) quantity or group over and over. First 3x2=Three lots of two= **, **, **=6 Has repeated addition
12:25 WILF: Knowing the symbol of
you need to know the symbol of Repeat up to Worksheet 2
WALT: Visualise a multiplication.
40mins multiplication X. The X means how 12x2=Twelve lots of two=**, **, Has ordered multiplication
group of objects as
many times and lots of. =24 Worksheet 3 WILF: understanding
repeated addition.
What is happening to our amount Has multiplication as well as division. multiplication is repeated
3 x 2 = 3 lots of 2 = **, **, **
when we replicate our patter by addition of a quality or
For example, your money book might one each time? group.
have 5 entries of 10cent and you What is happening when we say 3x2
WILF: Knowing x means
want to know the total amount. Can the first number is doubled.
times or lots of.
you give me an example how you
would count that? Skip count in tens. Nil, observation only
Counting in groups is useful when you
have large numbers to count such as
a classroom of students. You break
the whole amount into small equal
units.

When you move back to your desk I


want you to rule up a new page with
the title Multiplication 2 times table

Timing Objectives Intro 15 Mins Sequence of Learning Experiences Resources Assessments


T3 Lesson 3 2D to 3D shape display
Tuesday Describe the features of Revision of attributes of 3D objects https://www.mathsisfun.com/geometry Informal
on white board
three-dimensional Faces, Edges and Vertices give /polyhedron.html
24th July I hold up the cylinder template and Formative
objects (ACMMG043) examples.
ask if students know what the figure o https://www.mathsisfun.com/geom
1:30 Last week we constructed two types What will be evaluated?
WALT: Make a 3D shape might build? How many shapes can etry/prisms.html Prism
of polyhedron a cuboid and a
2:50 from a 2D surface using you see? 2 How many rectangles o https://www.mathsisfun.com/geom WILF: You can see patterns
triangular prism.
nets. shapes can you see? 1 How many etry/pyramids.html Pyramids within the 3D shapes
45mins A polyhedron (polyhedra plural) is
circles? 2 Collectively what should o https://www.mathsisfun.com/geom between there attributes.
WALT: label attributes of made up of entirely flat or plane
Lesson 6 we call the shapes we see? Faces. etry/cone-sphere-cylinder.html
3D shapes such as faces, surfaces. What is a Prism? – It is a How? collect work, self-
edges and vertices. shape made up of two identical How many corners?0, How many spheres evaluation, performance
polygons at opposite ends and joined edges? 2 How many vertices? 0 o 3D solid cylinder sorting nets x22
When?
by parallel lines. Ok start to use your knowledge of o 3D solid pyramid x22
o https://www.mathsisfun.com/ge objects. Show in table. o Table for students to copy What marking tools will be
ometry/polyhedron.html I show students how to cut along used? Checklist
cuboid prism pyrami cylind
Polyhedron the dark lines on the outside of the
d er Weighting?
o https://www.mathsisfun.com/ge shape (being careful not to cut off
ometry/prisms.html Prism the tabs on the edges of some faces 6 5 5 3
pieces). Precision is important here I
Those that have curved surfaces – edges 12 9 8 2
pass one template to each student.
What are they? Sphere, Hemisphere,
Before they cut, they draw a quick vertice 8 6 5 0
cone, cylinder.
face on each face and write the s
o https://www.mathsisfun.com/ge
object’s name cylinder on one face.
ometry/pyramids.html Pyramids
When the cuboid is cut, I ask for
o https://www.mathsisfun.com/ge
each student to write their name Adaptions
ometry/cone-sphere-
somewhere on the printed sides of
cylinder.html spheres Connor, Grace, Scott and Chaice
the paper. I ask students to follow
So now we are going to construct our me as I fold the pieces together. I Complete sorting shapes in a small
group.
3D shape but using what we call a show students how to add the glue
‘Net’. A net is 2D arrangement of to keep the shape together. Now I give each student a straight edge. I
shapes that can be cut out to make a I repeat the process with the ask them to measure 1 edge of the cube
Pyramid. We end the lesson today
polyhedron. and write down the number in
by placing our shapes a shelf to
refer to in another lesson. centimetres. (It is important to remind
. students to measure precisely so they
can see that all the edges of a cube are
the same size. Do they think that all
edges will be the same for the cube? I ask
them to check.

We repeat this for the square and


triangular pyramid. What did they find
out?
Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 7 Describe the features of Revise What is a dimension? One Students Go on a shape finding Outside environment Informal
three-dimensional dimension is a figure that has one hunt to identify as many objects as
Wednesday 3D object hunt x 22 Formative
objects (ACMMG043) dimension such as a line, line segment they can that represent the known
25th Jul or ray. Two dimensions is a figure 3D objects on their sheets. Adaptions WILF: Recognise 3D objects
WALT: Describe the
that has length and width such as in the environment.
1:30 features of three- Conclude Work sheet is open ended, relies on
shapes or paper. Three dimension has
dimensional objects visual imagination. How? (eg collect work, self-
2:15 length, width and depth. If you can Class comes in and we draw up a
evaluation, performance,
hold it or it doesn’t occupy space than table and list items found in the
3D objects are drawn on worksheet along
project,)
it’s not 3D. Why do you think we say environment. Each student is asked with classification of object.
geometric solid? It has the capacity to to identify their object. When?
hold things.
We begin to make connections to What marking tools will be
Face – Any of the flat surfaces on a 3D why we learn 3D shapes. used? Observation only,
figure show example. prepping before assessment.

Edge – is where two faces meet show


example.

Vertex – is a point where 3 edges


meet. The plural is vertices show
example.

Some of the classifications of 3


Dimensional shapes are cuboids,
prisms and pyramids.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 8 Recognise and represent What is multiplication and why do we Multiplication 3 times table Create story boards. Students rule up Informal
multiplication as need it? Multiplication means 0 x 3 = zero lots of 3 = zero story board in Grid books.
Thurs Formative
repeated addition, replicating a quantity or group over 1x3=one lot of three = *8* =3
Story board template
26th Jul groups and and over. First you need to know the 2x3=two lots of three = ***,* **=6 What will be evaluated?
arrays (ACMNA031) symbol of multiplication X. The X 3x3=Three lots of three= ***, ***, If you have 2 boxes of eggs and there is
11:30 WILF: Knowing the symbol of
means how many times and lots of. ***=9 6 eggs in each box, how many eggs in
WALT: Visualise a multiplication.
12:25 group of objects as 3 x 2 = 3 lots of 2 = **, **, ** Repeat up to total do you have? WILF: understanding
repeated addition. 12x3=Twelve lots of three=***, multiplication is repeated
Counting in groups is useful when you
***, =36 addition of a quality or
have large numbers to count such as
What is happening to our amount group.
a classroom of students. You break
when we replicate our patter by
the whole amount into small equal WILF: Knowing x means
one each time?
units. times or lots of.
What is happening when we say 3x2
You have written your 2 times table the first number is doubled. Nil, observation only
and 5 times table, now let explore
how we go about using this new
knowledge.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

Lesson 9 Describe the features of Revise What is a dimension? One Some of the classifications of 3 3-Dimensional assessment worksheets Summative
Thursday three-dimensional dimension is a figure that has one Dimensional shapes are Spheres, x22
Formative
26th Jul objects (ACMMG043) dimension such as a line, line segment hemisphere, cones, cylinders,
Adaptions
2:15 or ray. Two dimensions is a figure cuboids, prisms and pyramids. What will be evaluated?
WALT: Describe the
2:50 that has length and width such as Worksheet 1 is identifying faces, edges
features of three- Students move back to their desk I WILF: Students are able to
shapes or paper. Three dimension has and vertices.
dimensional objects explain the worksheet and what is identify and describe the
length, width and depth. If you can
expected of them. Do your best. Worksheet 2 Includes names of the faces, edges and vertices of a
hold it or it doesn’t occupy space than
shapes 3D object.
it’s not 3D. Why do you think we say Name and date
geometric solid? It has the capacity to Worksheet 3 also includes providing How? collect work.
hold things. examples of household items that
When?
represent the Solid object being assessed
Face – Any of the flat surfaces on a 3D
What marking tools will be
figure show example.
used? Checklist
Edge – is where two faces meet show
example.

Vertex – is a point where 3 edges


meet. The plural is vertices show
example.

Apex is a continuous curved surface


Timing Objectives Intro tapering to a point. Sequence of Learning Experiences Resources Assessments

30 Jul Recognise and Recall symbol for multiplying Draw on the board Maths books x22 Summative
represent groups of the same quantity.
11:00 – X means repeated groups of equal 10 X fun activity x22 Formative
multiplication as
11:40 X means lots of or times quantity.
repeated addition, https://topnotchteaching.com/lesson- What will be evaluated?
(repeated amounts) a group is
40mins groups and Draw grid Number times ten ideas/times-tables/
repeated. WILF: Equal units of 10.
arrays (ACMNA031)
4x10= 40 10x10=1 2x10=20 22 strips of 60cm x5cm with 4cm fold lines
Use examples of 2 times and 5 WILF: representing equal
WALT: visualise a 00 marked. X22
times. Draw diagrams to units of ten a number of
group of objects as a
demonstrate. 1x10=10 7x10=70 12x10=120 Adaptions times.
unit and using this to
calculate the number Today we are going to be 8x10=80 3x10=30 9x10=90 How? collect work.
of objects in several writing our ten times table.
5x10=50 11x10=1 6x10=60 When?
identical groups. Some students may know how
10
to count in tens but can you What marking tools will
visualise the amount of ten Make 10x booklet follow instructions be used? Checklist
objects as a group.
https://topnotchteaching.com/lesson-
Recall 10 sticks, now imagine ideas/times-tables/
the ten sticks were a cent each.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

30 Jul The connections of How will we raise money? Record Answers to Questions Resource 1: Kieren's Coin to be read aloud to Summative
people in Australia to Read the story 'Kieren’s Coin' What do you know about coins – class.
2:45 – Formative
people in other places (Resource 1) to the class. Money survey x22. Money Survey x 22
3:00
in Australia and Where did the coin come from? Money Smart Cover page x 22 What will be evaluated?
Glue Money Smart Cover page at the back
Activity across the world What had Kieren's classmates
of your books. For those that will be WILF: What you know
1 (ACHASSK050) been discussing for the last
needing a new book shortly come and get about money.
three weeks? Adaptions
Listen for specific Why was Kieren's dad sitting at a new book but still glue Money Smart to Survey – students either describe or draw How? collect work -
purposes and the kitchen table and doing the back. responses. Survey.
information, sums? Power point to display coins, real coins for
You will be keeping your moneysmart When?
including instructions, Why do some people collect students to use.
books in your big red draws.
and extend students’ coins? What marking tools will
own and others’ Why can coins from different be used? Checklist
ideas in discussions countries be interesting?
(ACELY1666) What do we call a person who
collects coins? (a numismatist)

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

31 Jul Count and order Revise Kieren’s coin: Kieren's class raised money using a money Money power point presentation Summative
small collections of Students help someone from museum, your class will also hold a Resource 1: Kieren's Coin
1:30 – Formative
Australian coins and Bali understand and use fundraising event. We will be making book
3:00 Digital resource: google.com/maps
notes according to Australian currency. marks and selling them using the money What will be evaluated?
Activity their Show - cart. Worksheet 1: Lin's first email (one per
WILF: Different ways to
2 value (ACMNA034) student) PHOTOCOPY LIGHT
Money power point For each job on the list, ask: What skills make up amounts of
WALT: Recognise presentation. will you need in order to do this job at our Worksheet 2: Lin's second email (one per money.
Australia money. fundraising event? Make sure that the student)
How? collect work.
following skills are included:
WALT: Know the Let me count the ways students draw grid
When?
value of Australian o Adding amounts of money Worksheet 3 to make $1.00 use example
money. together What marking tools will
Number of Number of Number of
o swapping coins and notes for be used? Checklist
50c coins 20c coins 5c coins
other coins or notes
o calculating the total cost when 1
buying more than one of an item.
2

8
Adaptions

Worksheet 1 ranges from lower amounts to


higher amounts.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

02 Aug Recognise and I write the word array on the I draw an array on a piece of grid paper on o Maths books. Summative
represent board. I draw a 3 row by 4 in the smart board. I put 3 rows of circles o Array work sheet.
11:45 – Formative
multiplication as a row array and ask students and I put 2 in each row. I ask students how o Creating arrays.
12:25
repeated addition, why an array might be many rows do I have? (3). How many What will be evaluated?
Adaptions
groups and helpful in math. I tell columns holding up the rows? (2). I ask do
WILF: students can show
arrays (ACMNA031) students that an array is a I have the same number of objects in each Needs explicit instructions. Use smaller
multiplication in columns
way of way of organizing a row? How about in each column? Can quantities.
and rows.
set of objects into rows anyone tell me how many circles I have in
Use coloured pencils for rows.
(across) and columns all with 3 rows and 2 in each row? (6). How? collect work.
(holding it up). In an array Could anyone give me an addition Alyssa, Chaice, Grace, Angus, Ivy, Maci.
When?
there has to be the same sentence for the array on the board? I ask
Reveal an array of twos, one row at a time.
number of objects in each for a volunteer. I am looking for 3 + 3 = 6 What marking tools will
Encourage the student to imagine the next
row and column. or 2 + 2 + 2 = 6. If a child gives me 5 + 1 = 6 be used? Checklist
row and to say how many they will see
I say, this is a true sentence, but it doesn't
Use Red for rows and colour altogether when that row is revealed.
match the way the array is organized.
lead for columns
Arrays are a way for students to model Repeat with pairs of counters set out on a
with mathematics. number line (use metre ruler). Encourage
I clear my array and create a new array of students to step over the number line using
4 rows and 5 columns. I repeat my fingers as they count up in twos. How many
questions for this display. twos? What calculation have we just done.?
Pass out __________________________-________
o Array worksheet
The lesson didn’t go well. Those that came to
In their books ask students to draw an
the mat seemed as if they wanted the
array that has 2 rows with 6 dots in
attention. Next time I will call students out
each row. I ask them if they have an
who I have identified as weak with arrays.
even number of dots? How can they
Issues to address:
tell? (the objects all have a partner,
they can pair up the numbers, they Starting point of arrays is across the bottom,
know that 12 is an even number). and then will build up the columns.
Students complete
Use coloured squares on black cardboard to
o Creating arrays.
build buildings.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

2 Recognise and Recalling 2 times table and 5 All students are responsible for learning Adaptions Summative
August represent times table. Number facts for and involved in the process.
Working in small groups. Formative
multiplication as each. Look at multiplication as
11:00- Next, I ask if there is another way to show
repeated addition, units, of units (groups). 6x3 = * * * * * * = 18 What will be evaluated?
11:45 the story…3 x 3 maybe an array, a picture,
groups and ** ** ** ** ** **
WALT: Think in groups of fact triangles, etc. WILF: All 3 times table
arrays (ACMNA031) 2x3 = * * =6
three. written to 12x3
** **
Practise Student A rolls a dice, How? collect work.
Student B writes the sum and
When?
student C draws the diagram.
The whole class follows. If a What marking tools will
student knows the answer be used? Checklist
before we finish they earn 10c.
Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

6 Aug Recognise and Recall why we use arrays. why I break up the array to demonstrate o Creating arrays Summative
represent do we arrange a group of o Multiplication-Matching-Puzzle-
Arrays Formative
multiplication as objects into an array? Easier to Game on IWB.
repeated addition, count quantity. How might an o Multiplication-Matching-Puzzle- What will be evaluated?
groups and array make counting the Game cut
WILF: straight rows and
arrays (ACMNA031) quantity easier? I tell students o coloured counters.
columns.
that an array is a way of
WALT: Arrange a 3 across , 5 up the column, skip count by Adaptions
organizing a set of objects into 5’s WILF: Same number of
quantity into an
rows (across) and columns Sums are arranged from easiest to more objects in each row and
array.
(holding it up). In an array difficult. column.
WALT: Recognise the there has to be the same
Adaptions How? collect work.
row and column number of objects in each row
amount in an array. and column. Small group on the mat. When?
2 across the bottom, 6 up the column and
add each column together, you can skip
WALT: draw The focus is on noticing and Starting point of arrays is across the bottom, What marking tools will
count up the column by 2.
diagrams of an array describing the array and how and then will build up the columns. be used? Checklist
from the sum. many there are altogether. Once your array is done you can skip
Use coloured squares on black cardboard to
count any direction across your array.
o Creating arrays The quantity will not change. build buildings.

Go through questions, notice


wording.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

6 Aug Recognise and Recalling knowledge about Word problems write up on manual o Word problems Summative
represent arrays we are going to practise board. o Dot Problem IWB
Multipli Formative
multiplication as with our story boards.
cation 1a to e. Change amounts keep story the Adaption
repeated addition, What will be evaluated?
story o Creating arrays – using same.
groups and Use the Dot Problem to break down step by
boards knowledge of creating WILF: straight rows and
arrays (ACMNA031) step the process.
arrays to work toward columns.
WALT: Arrange a storyboards. Chaice, Grace, Maci, Alyssa, Ivy, Angus,
WILF: Same number of
quantity into an Hamish
Apply same knowledge as objects in each row and
array.
creating arrays. column.
WALT: Recognise the Demonstrate how they could How? collect work.
row and column be used in a story board.
When?
amount in an array.
What marking tools will
WALT: draw
be used? Checklist
diagrams of an array
from the sum.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

06 Aug Count and order Revise Kieren’s coin: What skills will you need in order to do Money power point presentation Summative
small collections of Students help someone from this job at our fundraising event? Make Resource 1: Kieren's Coin
1:30 – Formative
Australian coins and Bali understand and use sure that the following skills are included:
2:15 Digital resource: google.com/maps
notes according to Australian currency. What will be evaluated?
o Adding small collections
Activity their Show – magnetic money. Worksheet 1: Lin's first email (one per
o Calculating the total cost when WILF: Different ways to
2 value (ACMNA034) student) PHOTOCOPY LIGHT
Ask what the value of each is. buying more than one of an item. make up amounts of
WALT: Know the Recall the weight of coins. Why Worksheet 2: Lin's second email (one per money.
value of Australian we have notes. student)
How? collect work.
money. Adaptions
Ask about features to help Let me count the ways students draw grid
When?
WALT: Add the value identify value. Symbols, colour, Worksheet 1 ranges from lower amounts Worksheet 3 to make $1.00 use example
of Aust coins and plastic metal etc. to higher amounts. What marking tools will
Number of Number of Number of
notes together. be used? Checklist
Kieren's class raised money 50c coins 20c coins 5c coins
using a money museum, we will 1
hold a fundraising event to sell
book marks using the money 2
cart as our shop. 3

6
Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

07 Aug Count and order Revise Kieren’s coin: What skills will you need in order to do Money power point presentation Summative
small collections of Students help someone from this job at our fundraising event? Make Worksheet 1: Lin's first email (one per
1:30 – Formative
Australian coins and Bali understand and use sure that the following skills are included: student) PHOTOCOPY LIGHT
2:15
notes according to Australian currency. What will be evaluated?
o Adding small collections Worksheet 2: Lin's second email (one per
Activity their Show – magnetic money.
o Adding amounts of money student) WILF: Different ways to
2 value (ACMNA034)
Ask what the value of each is. together make up amounts of
Let me count the ways students draw grid
WALT: Know the Recall the weight of coins. Why o swapping coins and notes for money.
Worksheet 3 to make $1.00 use example
value of Australian we have notes. other coins or notes
How? collect work.
money. o Calculating the total cost when Number of Number of Number of
Ask about features to help
buying more than one of an item. 50c coins 20c coins 5c coins When?
WALT: Add the value identify value. Symbols, colour,
of Aust coins and plastic metal etc. 1 What marking tools will
notes together. 2 be used? Checklist
Kieren's class raised money Adaptions
using a money museum, we will 3
Worksheet 1 ranges from lower amounts
hold a fundraising event to sell
to higher amounts. 4
book marks using the money
cart as our shop. 5

7
Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

09 Aug Count and order Remember our shopping list What skills will you need in order to do o Activity 5: Wipe-out record Summative
small collections of and we needed to add the cost this job at our fundraising event? Make o Money Dice rules displayed
1:30 – Formative
Australian coins and of items together? Now we can sure that the following skills are included: o Money Dice
2:15
notes according to go shopping to goodies. Use What will be evaluated?
o Adding small collections Let me count the ways students draw grid
Activity their token Coles products to buy for
o Adding amounts of money Worksheet 3 to make $10.00 use example WILF: Different ways to
2 value (ACMNA034) $1.00 + .70c
together make up amounts of
Number of Number of Number of
WALT: Know the Demonstrate counting on and o swapping coins and notes for money.
$5 note $2.00 coin $1.00 coin
value of Australian algorithm. other coins or notes
1 How? collect work.
money. o Calculating the total cost when
Use knowledge of value of
buying more than one of an item. 2 When?
WALT: Add the value coins.
of Aust coins and Worksheet 3 to make 80c use example What marking tools will
notes together. be used? Checklist
50c coin 20c coin 10c coin 5c coin

Adaptions 1

Shopping list 1 ranges from lower 2


amounts to higher amounts.

Timing Objectives Intro Sequence of Learning Experiences Resources Assessments

9 Aug Recognise and Revise knowledge about arrays Demonstrate how they could be used in a o Word problems Summative
represent we are going to practise with story board. o Dot Problem IWB
Multipli Formative
multiplication as our story boards.
cation Adaption
repeated addition, What will be evaluated?
story o Creating arrays – using
groups and Word problems write up on manual Use the Dot Problem to break down step by
boards knowledge of creating WILF: straight rows and
arrays (ACMNA031) board. step the process.
arrays to work toward columns.
WALT: represent and storyboards. 1a to e. Change amounts keep story the Chaice, Grace, Maci, Alyssa, Ivy, Angus,
WILF: Same number of
solve multiplication same.
Apply same knowledge as objects in each row and
sums.
creating arrays. column.
.
Time Objective Intro Sequence of learning Resources Assessment

09 Aug Creating book marks to sell for Demonstrate and provide instructions for  Template of corner Summative
Money Smart students. monster Formative
1:00-
 Square paper for origami What will be
3:00 Photo copy Roald Dahl for students to cut and
 Roald Dahl Template evaluated?
paste and colour.
 Coloured paper/ WILF: straight rows
cardboard and columns.
 Glue scissors WILF: Same number
 http://ayeletkeshet.com/d of objects in each
iy-kawaii-bookmarks/ row and column.

Time Objective Intro Sequence of learning Resources Assessment

Monday Recognise and represent Write up on board 8x3 Use an array for the diagram  White boards x22 Summative
13 Aug multiplication as repeated
Eight boys ate three pies. How Eight rows of 3 columns. Formative
10 addition, groups and
many pies were eaten?
arrays (ACMNA031) What will be
12:00-
WALT: representing a word evaluated?
12:30
problem as a number
WILF: Straight rows
sentence
and columns
Understand the use of
WILF: correct
vocabulary about familiar and If we want to sell something what
quantity.
new topics and experiment with do, we do? Why? Other than a post
2:00- and begin to make conscious what other ways can we advertise? Refer to information poster. Students work on a  Example poster
3:00 choices of vocabulary to suit We need to create a poster for our poster for the money smart cart.  cardboard
audience and Stall because we want people to
Show example poster.
purpose (ACELA1470) buy as many book marks as
WALT: Create an information possible.
WILF: Neat accurate
poster for our stall.
Show example: Poster Highlight information.
important information, What?,
When, Where, how much?

Time Objective Intro Sequence of learning Resources Assessment


Tuesday Count and order small Counting collections Demonstrate four students use the magnetic  Whiteboards Summative
14 Aug collections of Australian coins money to make up a collection of money,  Magnetic money Formative
18 and notes according to their another four students need to order the value What will be
12:30 value (ACMNA034) from largest to smallest. Once done the students evaluated?
WALT: Count the ways we swap, it’s a round robin game. WILF: Correct order
can make $0.80 from $20, WILF: Correct
10c and 5C amount of money
Time Objective Intro Sequence of learning Resources Assessment
Wed 15 Activity 5 and 6 Recall count the ways. Why we Display  Going shopping Summative
Aug 18 Count and order small need to know that other coins and  Going shopping worksheet  Mini shop with price tags Formative
1:30 collections of Australian coins notes can be used to make the Demonstrate with magnetic money how to What will be
and notes according to their same value of money. count on to collect change. Adaptations: evaluated?
value (ACMNA034) We need change if we don’t have Pair students one is the shop keeper the other Students can buy $10 worth of WILF: Spending to
WALT: buy more than one the exact amount of money. the shopper. Each take a turn at role. mini shop store. Rule up in money your limit.
item and counting out smart books. WILF: Counting
change. correct change.
Time Objective Intro Sequence of learning Resources Assessment
Thurs 16 Recognise and represent Students on the mat in a circle: Rote learning and fun engaging manner.  3xtables activity Work sheet
Aug18 multiplication as repeated Counting in groups of 3, I say 1x3 is  Jig saw puzzle to be percentage correct.
2:30 addition, groups and ? student says 3, I say 2x3 is? completed
2:45 arrays (ACMNA031) Students says 6 and so on if they
WALT: Count in 3’s, 5’s and get it right they earn 10c. I do the
2’s same for 5’s and 2 times table.
Time Objective Intro Sequence of learning Resources Assessment
Tuesday Count and order small Counting collections. Students use the magnetic money to make up a  Whiteboards Summative
23 Aug collections of Australian coins Demonstrate: Group leaders make collection of money, which is the same in value  Magnetic money Formative
18 and notes according to their an amount of money – the group as their leader but it cannot be the same moneys What will be
9:30- value (ACMNA034) has to make that same amount but displayed. evaluated?
10:00 WALT: Count the ways we using different denominations (Its WILF: Correct order
can make $0.80 from $20, count the ways). When they have The leader must write the amount on the paper WILF: Correct
10c and 5C shown their amount and it is provided and list the collections made to that amount of money
correct they choose another value.
leader.

Time Objective Intro Sequence of learning Resources Assessment

Thurs 23 Count and order small Recall count the ways. Why we Display  Display Show me the Summative
Aug collections of Australian coins need to know that other coins and money
 Show 5c number line Formative
and notes according to their notes can be used to make the  Whiteboards x22
1:30 –
value (ACMNA034) same value of money. Demonstrate how we need to count up to reach  Display 5c number line What will be
2:45
WALT: Counting out change We need change if we don’t have 50c and it’s the part in the middle that is the  Display 10c number line evaluated?
the exact amount of money. change.  22 x pile of money to
WILF: You know
Display Show me the money and $10.00
Display where to start from
complete as a class on the mat.  Calculating change.
to count back
 10c number line  Going shopping work
change.
sheets.
Demonstrate how we need to count up to reach
WILF: You give back
$1.00 and it’s the part in the middle that is the
the largest
change.
Adaptations denomination for
Display calculating change work together on the change.
Page 2 and Going shopping
mat to show different strategies. Page 2 is for LA
worksheet is for LA Assessment
and Page3 and 4 is for HA
Page3 and 4 is for HA checklist

Time Objective Intro Sequence of learning Resources Assessment


27 Mon Compare and order several Big Idea After showing the clip I demonstrate measuring https://www.youtube.com/watch Summative
Aug 18 shapes and objects based on the IWB duster on the graph paper. Then I ?v=n5ULJ_kcFzI
Perimeter is the outside, and area is Formative
length, area, volume and measure it using a piece of string and the String
09:10:30 the inside of a figure. Students can
capacity using appropriate magnetic ruler. Shape Document What will be
use both concepts to work with
uniform informal Students math book grid lined evaluated?
geometric shapes. I hand out the shapes and ask students to use Grid paper IWB
units (ACMMG037)
their rulers to measure the perimeters. WILF: Accurate
SHOW YouTube Clip
WALT: Understand that area measurement.
After we come back to the mat to discuss the
is the measurement inside
answers. WILF
the object.
Students can trace their hand and find the
WALT: Perimeter is the
perimeter.
measurement outside of the
object. We can discuss different answers but we use the
same method.

Time Objective Intro Sequence of learning Resources Assessment

28 Tues Count and order small Explain you are going to do a one Demonstrate storyboard on board and then  Story board blank x22 Summative
Aug 18 collections of Australian coins on one with money smart to assess hand out work sheet.  Money smart rubrics
Formative
and notes according to their learning.  Have money and work
09:10:30 While the class is working on storyboards
value (ACMNA034) sheet rubrics What will be
While I am doing that the class will individually assess students for Money Smart
Assessment evaluated?
be completing storyboards. knowledge.
Recognise and represent
WILF: Level of money
multiplication as repeated
smart standard.
addition, groups and
arrays (ACMNA031) WILF: Accurate
WALT: Storyboards. fluency and
reasoning for
multiplication.

Time Objective Intro Sequence of learning Resources Assessment

Wed 29 Compare and order several The students have been introduced I draw a large rectangle on a piece of graph  Graph paper – draw Summative
Aug 18 shapes and objects based on to finding the perimeter of a field. paper. I ask students how I can find the area of arrays (2 dice)
Formative
length, area, volume and Today we will introduce finding the my rectangle. I tell them I am like the farmer and  Geo boards (2 dice)
1:30- capacity using appropriate area of that same field. I want to fill in all of my rectangle but don't know  Graph paper with shapes What will be
2:45 uniform informal how to figure out how big it is. drawn x 6 evaluated?
I ask students if they remember
units (ACMMG037)  Draw block letter
creating arrays? We count together and find the area of the WILF: Using an array
WALT: Measure an area of an shape. I ask students what it might remind them strategy for counting
Finding the area of a shape is a lot
object. of (arrays). If no one comes up with the idea of area.
like making and counting an array. I
an array, I try writing the repeated addition
draw an array on the board and we
sentence ( 2 + 2 + 2) on the board next to my
count the squares to find the area,
rectangle. This helps students see the connection
or total number of squares inside
between the array and the area.
the figure.
I ask students how many of them remember
doing arrays? I tell them that finding the area of
a rectangle is just like finding the total of an
array

Repeat exercise. I ask for a volunteer to show us


how they might use repeated addition, or
multiplication to solve the array.

I ask students if the area and the perimeter are


the same? How could we figure that out?

Time Objective Intro Sequence of learning Resources Assessment

Compare and order several Recall perimeter and area lesson. Explain contents of work sheets, students work  Perimeter and area Formative
shapes and objects based on through sheets building on skills using diagonal worksheets 1-2
What will be
length, area, volume and lines or half squares.
evaluated?
capacity using appropriate
uniform informal WILF: the difference
units (ACMMG037) between area and
perimeter.

WILF: Patterns
between area and
perimeter.

WILF: how you


calculate ½ squares.

Time Objective Intro Sequence of learning Resources Assessment

Compare and order several Recall perimeter and area lesson. Assessment of knowledge  Perimeter and area Summative
shapes and objects based on assessment 3
Formative
length, area, volume and
capacity using appropriate What will be
uniform informal evaluated?
units (ACMMG037)
WILF: Understanding
of how to calculate
perimeter.

WILF: understanding
how you calculate
area.

Time Objective Intro Sequence of learning Resources Assessment

Mon 3 Compare masses of objects Mass is the measurement of the Show Vocab poster. Ask for meanings. Show  Vocabulary poster Summative
Sep using balance weight of objects. comparisons to demonstrate meaning.  Scales.
Formative
2018 scales (ACMMG038)  Power point units of
Explain what hefting means, explain Show power point and quiz students for
measurement What will be
11- balance scales, explain pivot point. response.
 Match the mass with evaluated?
12:30
We can use comparison of objects What is heavier a kilo of feathers or a kilo of marbles x22
WILF: Vocabulary of
or we can use units of measure such bricks?  Measuring the mass of
mass for example,
as grams, kilograms and tonnes. everyday items x22
Using balance scales to demonstrate Power heavy, heavier, light,
We compare mass because later in point. Adaptations: lightest.
years you will learn about density of
 Depending on understanding continue Power point visuals WILF: Understanding
an object and if they will sink or
with Measuring the mass of everyday of weight
float. This leads to buoyancy and Concrete examples
items x22 comparisons. Which
boats.
Differentiated work sheets. is more or less than.
On Wednesday as a lead into using scales
Also stacking items according to
activity.
weight. Heaviest on the bottom,
lightest on top. For example,
shopping, building, lifting (manual
or hydraulic)

Time Objective Intro Sequence of learning Resources Assessment

Wed 5 Compare masses of objects Recalling power point and work Items for measuring are lined up on desk.  Scales for x 5 plus Summative
Sep 11- using balance sheets. Balance scales are on groups desk. weights
Formative
12:30 scales (ACMMG038) Demonstrate what is required. Each member has  Mass measuring using
Explain what hefting means, explain
an object to weigh, they swap for each item. informal units x What will be
balance scales, explain pivot point.
Demonstrate using grams. evaluated?
Adaptations;
Have groups of 5 groups of 4 1= pencil, 2=scissors, 3=pencil case, 4=glue stick
WILF: close
and 5=ruler. Using concrete items,
estimation of weight
Using balance scales,
Introduce grams and kilograms, students use WILF: Actual weight
grams to weigh items for actual weight. Using explicit instruction,

Extension introducing formal units


Conclusion: Class show hands which items was
of measure.
heavier. Then each group provides their findings.
Discuss what they thought.  Grams, kilograms and
tonnes.
 Students use actual
weights for accurate
measurement.

Time Objective Intro Sequence of learning Resources Assessment

Thurs Recognise and represent Revise multiplication storyboard Revise part-part whole.  Use worksheet 1-3 Summative
11:00- multiplication as repeated test. Revise arrays and why they are helpful.  Begin with worksheet 3
Formative
11:30 addition, groups and Use arrays to help group part-part whole. then 2 then 1.
Explain where students can
arrays (ACMNA031) Demonstrate ways of learning 2 times table. What will be
improve.
Demonstrate ways of learning 9 times table. evaluated?

WILF:
WILF

Time Objective Intro Sequence of learning Resources Assessment


 Scales
Thurs Compare masses of objects Recall the meaning of mass which Each student draws up a table 3x6 and use Summative
 objects
11:30- using balance weight of object. balance pan (grams) to weigh each object.
Unit of Estimate Formative
measurem
12:30 scales (ACMMG038)
Recalling the weight of items. Recall Students estimate first then find actual weight. measurement ent
What will be
groups and how we work together
Apple evaluated?
to find the estimate and
measurement of items. Baked beans WILF: Close
estimation
This time we will use formal weight Muesli Bar
measurement. WILF: Accurate
Porridge weight in grams.
Chocolate bar

Time Objective Intro Sequence of learning Resources Assessment

Mon Recognise and represent Dividing numbers is useful when we: Display a group of 12 items how can I share https://www.youtube.com/watch Summative
11:00- division as grouping into • share or group a quantity into a them between 2 people? 3 people? What about ?v=J0lsX2d7y08
Formative
12:30 equal sets and solve simple given number of portions 4 people?
Sharing problem worksheet x22
problems using these • share or group a quantity into Is there a pattern? Is there a similarity to What will be
for scrappies.
representations (ACMNA032) portions of a given size. multiplication or fractions? evaluated?
The symbol or sign for addition is + Display Sharing problem explain the counters, 24 counters per students x22
WALT: dividing the class or a WILF: Sharing a
The symbol or sign for subtraction is show 24 x22 = 528
collection of objects into Sharing and grouping 187 quantity into equal

equal-sized groups 24x6=144 %6 = 24 displayed on board. groups.
The symbol or sign for multiplication
WALT: identifying the is x 24x4=96 %4 =24 Sharing and grouping 186 write in WILF: Strategies that
difference between dividing a The symbol or sign for division is %. grid books work for you.
Sharing problem worksheet x22
set of objects into three equal Remember learning about fractions. Inverse of
Dividing into groups of 3 HA x10
groups and dividing the same What did you do? multiplication.
set of objects into groups of example: I have 22 students and I • need the inverse of multiplication.
three. need two even groups. How shall I https://www.youtube.com/watch?v=J0lsX2d7y
Adaptations.
do that? 08
I divide the group by 2. HA Dividing into groups of 3 HA
½ is the same as %2
Students are given both quota and
For example: I shared 18 cm of sharing problems. They need to
licorice equally between 3 people. use reasoning skills to solve each
How much did I give each person? problem.
These are called partition problems
because you know how many parts.
They are also informally called
sharing problems.
I had 18 cm of licorice and gave
each person 3 cm. How many
people could get licorice? These are
called quotation problems because
you know the quota. They are also
informally called grouping.
Student Name Performs simple Represent They draw two- Students recognise Associates collections Recognise increasing Identifies the missing
addition and multiplication and dimensional shapes. the features of three- of Australian coins and decreasing element in a number
=C
=B subtraction division by grouping dimensional objects. with their value. number sequences sequence.
=A calculations using a into sets. involving 2s, 3s and
range of strategies. 5s.

Aaron =C =C =C

Alyssa Weal =C =C =C

Alyssa Western =C =C =C

Angus =C =C =C

Amelia =C =C =C

Carmen =C =C =C

Chaise =C =C =C

Coby =C =C =C

Connor =C =C =C

Ella =C =C =C
Student Name Performs simple Represent They draw two- Students recognise Associates collections Recognise increasing Identifies the missing
addition and multiplication and dimensional shapes. the features of three- of Australian coins and decreasing element in a number
=C
=B subtraction division by grouping dimensional objects. with their value. number sequences sequence.
=A calculations using a into sets. involving 2s, 3s and
range of strategies. 5s.

Grace =C =C =C

Hamish =C =C =C

Hannah =C =C =C

Ivy =C =C =C

Jacinta =C =C =C

Jessica =C =C =C

Kirah =C =C =C

Libby =C =C =C

Maci =C =C =C

Scott =C =C =C
Student Name Performs simple Represent They draw two- Students recognise Associates collections Recognise increasing Identifies the missing
addition and multiplication and dimensional shapes. the features of three- of Australian coins and decreasing element in a number
=C
=B subtraction division by grouping dimensional objects. with their value. number sequences sequence.
=A calculations using a into sets. involving 2s, 3s and
range of strategies. 5s.

Thomas =C =C =C

Toby =C =C =C

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