|
Learning
Focus/Learning Objectives
Counting
Strategies.
(See
Mathematics Developmental Continuum Addition and Subtraction Progression
Points)
|
Vocabulary:
Adding, Addition, Counting on,
counting up, 100’s chart, open number line, more, less, same, total, sum,
|
|
|
Warm Up
Game
|
Whole
Class Introduction
|
Student
Activity
|
Share/Reflection
|
|
|
5 mins
|
10 mins
|
25 - 35
|
|
|
Monday
|
Roll to
100 (100’s Chart)
Check
counting on and knowledge of numbers.
Record
student understandings.
|
I went
fishing on the weekend with my Mum. I caught 3 and she caught 5. How many did
we catch?
Model
on 100’s chart, Open # line and # sentence.
|
You
went fishing. How many did each person catch and how many fish did you end up
with?
Pictures/Numbers/Words (P/N/W) or Thinkboard
|
Discuss
strategies.
How did
they use the 100’s chart, Open # line and # sentence.
|
|
Tuesday
|
10
rolls. Highest total wins. Write # sentence.
2+4+1+5......=27
|
Mum gave me $8 and Dad gave me $5.
How much money did I have?
|
My
family and friends each gave me some money for my birthday. How much money
did I end up with? P/N/W
|
Discuss
strategies.
How did
they use the 100’s chart, Open # line and # sentence.
|
|
Wednesday
|
Roll to
50 and back again. First back to zero wins.
|
I played
one game last night for 12 minutes, then another for 8 minutes. How long did
I play for?
|
I went
to my friends and we played heaps of games. How long did we play for. P/N/W
(List
the games and how long we played each.)
|
Discuss
strategies.
How did
they use the 100’s chart, Open # line and # sentence.
|
|
Thursday
|
Skip
Counting.
Around
the World. Discuss counting by 4’s. (4,8,2,6,0)
Play counting by 4’s until you get around the
whole class twice.
|
What
colours are in smarties? I counted my box of smarties and had 12 smarties.
How many of each colour could there be?
Model a
table with students suggestions
|
You had
a big bag of smarties and there was 100. How many of each colour were there?
Draw in a
table.
Write
the number sentence.
|
Share.
What if
there were 1000?
|
|
Friday
|
Roll to
100.
|
I went
to the zoo on the weekend. I saw 4 Giraffes, 3 Elephants and 2 Gorillas. How
many animals did I see?
|
I went
to the zoo and counted all the animals. How many of each type were there. How
many animals altogether? P/N/W
|
Share
solutions.
Discuss
words associated with counting on. Create word bank for addition.
|
|
Dimension
|
level
|
Progression Point
|
|
Number
|
1.0
Standard
|
… They
use materials to model addition and subtraction of subtraction by the
aggregation (grouping together) and disaggregation (moving apart) of objects.
They add and subtract by counting forward and backward using the numbers from
0 to 20.
|
|
1.25
|
- counting
forwards and backwards by 1 from starting points between 1 and 100
- calculation
of the next number when asked to add 1 or 2 to any natural number from 0
to 10
- drawing
of diagrams to show subtraction activities
|
|
1.5
|
- addition
and subtraction of two-digit multiples of ten by counting on and
counting back
- counting
on from the larger of two collections to find their total
- use
of the number properties (commutative and associative) of addition in
mental computation, and recognition of complements to ten; for example,
3 + 4 + 7 + 6 = 3 + 7 + 4 + 6 = 10 + 10 = 20
|
|
2.0
Standard
|
… They
add and subtract one- and two-digit numbers by counting on and counting back.
They mentally compute simple addition and subtraction calculations involving
one- or two-digit natural numbers, using number facts such as complement to
10, doubles and near doubles. They use commutative and associative properties
of addition and multiplication in mental computation (for example, 3 + 4 = 4
+ 3 and 3 + 4 + 5 can be done as 7 + 5 or 3 + 9).
|
|
2.5
|
- addition
and subtraction of amounts of money including calculation of change from
$10
- use
of strategies such as ‘near doubles’, ‘adding 9’ and ‘build to next 10’
to solve addition and subtraction problems
- use
of written methods for whole number problems of addition and subtraction
involving numbers up to 99
|
|
3.0
Standard
|
… They
estimate the results of computations and recognise whether these are likely
to be over-estimates or under-estimates. They compute with numbers up to 30
using all four operations. They devise and use written methods for:
- whole
number problems of addition and subtraction involving numbers up to 999
They
devise and use algorithms for the addition and subtraction of numbers to two
decimal places, including situations involving money. They add and subtract
simple common fractions with the assistance of physical models.
|
|
|
4.0
Standard
|
Students
explain and use mental and written algorithms for the addition, subtraction,
multiplication and division of natural numbers (positive whole numbers).
|
|
Structure
|
2.5
|
o
variation of order and grouping of addition (commutative and associative
property) to facilitate computations; for example, 3 + 5 + 7 + 5 = 3 + 7 + 5
+ 5 = 10 +10 = 20
|
|
3.0
|
They
use number properties in combination to facilitate computations (for example,
7 + 10 + 13 = 10 + 7 + 13 = 10 + 20).
|
|
4.0
|
Students
recognise that addition and subtraction…are inverse operations.
|
|
|