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Learning
Focus/Learning Objectives
Counting
Strategies.
(See
Mathematics Developmental Continuum Addition and Subtraction Progression
Points)
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Vocabulary:
Adding, Addition, Counting on,
counting up, 100’s chart, open number line, more, less, same, total, sum,
Subtraction, minus, counting
back, counting backwards, difference.
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Warm Up
Game
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Whole
Class Introduction
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Student
Activity
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Share/Reflection
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5 mins
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10 mins
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25 - 35
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Monday
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Roll to
0 (100’s Chart)
Check
counting on and knowledge of numbers.
Record
student understandings.
(Start
at 100 and count down)
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I went
fishing on the weekend with my Mum. We caught 10 but threw 3 back. How many
did we have?
Model on
100’s chart, Open # line and # sentence.
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You
went fishing. How many did each person catch, how many did you throw back and
how many fish did you end up with?
P/N/W
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Discuss
strategies.
How did
they use the 100’s chart, Open # line and # sentence.
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Tuesday
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10
rolls. Highest total wins. Write # sentence.
2+4+1+5......=27
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When I
opened my bag of lollies last night I counted 15 lollies. My friend ate 6.
How many lollies were left?
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I
bought a bag of 50 lollies. I gave a different amount to each of my family. How many lollies
did I have left? P/N/W
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Discuss
strategies.
How did
they use the 100’s chart, Open # line and # sentence.
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Wednesday
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Skip
Counting.
Around
the World. Discuss counting by 3’s. (3,6,9,2,5,8,1,4,7,0)
Play counting by 3’s until you get around the
whole class twice.
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My fish
tank holds 100 litres. I put 50 litres in my pool and drank 4 litres. How
much water was left?
What
else could I have used the water for?
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How
much water was left in your fish tank? Show how much you had and how much you
used for each and how much was left for the fish. P/N/W
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Discuss
strategies.
How did
they use the 100’s chart, Open # line and # sentence.
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Thursday
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Greedy
Pig
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I had
$25 and gave $5to my brother and $6 to my sister. How much money did I have
left?
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You had$100
to share with your friends. You gave each person a different amount. How much
did you have left?
Draw a
table.
Write
the number sentence.
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Share.
What if
there were 1000?
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Friday
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Roll to
0.
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I went
to the zoo on the weekend. I counted 37 snakes, then 12 escaped. How many
snakes were left?
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When
you went to the zoo a whole lot of animals escaped. How many were there, how
many escaped of each type and how many were left?
P/N/W
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Share
solutions.
Discuss
words associated with subtraction. Create word bank..
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Addition and Subtraction - Progression Points
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Dimension
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level
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Progression Point
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Number
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1.0
Standard
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… 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.
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1.25
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- 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
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1.5
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- 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
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2.0
Standard
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… 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).
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2.5
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- 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
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3.0
Standard
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… 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.
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4.0
Standard
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Students
explain and use mental and written algorithms for the addition, subtraction,
multiplication and division of natural numbers (positive whole numbers).
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Structure
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2.5
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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
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3.0
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They
use number properties in combination to facilitate computations (for example,
7 + 10 + 13 = 10 + 7 + 13 = 10 + 20).
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4.0
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Students
recognise that addition and subtraction…are inverse operations.
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