ACMNA005: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings ACMMG006: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language ACMMG009: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment ACMMG010: Describe position and movement This is what your term focus looks like: Weeks 1-3 – Shape, lines and transformations Week 4 – Consolidate length and mass Weeks 5-8 – Consolidate numbers to 10 or 20 Weeks 9-10 – Catching up and preparing for next year Problem 19: Lines Problem 15: Positions in space Problem 16: Movement in space Teaching Sequence: Weeks 1-3: Shapes, lines and transformations Investigation idea: Create mosaics from tiling shapes. Preferably have the students attempt to replicate the shapes for tiling, and talk about flipping, sliding and turning as you complete the task. Targeted teaching: Resources: Regular tasks or indirect Homework suggestions: Names and properties of shapes. learning: Lines. Back to Front Maths: Look for and photograph Symmetry is about reflection across a line or on a rotation. Problem 19: Lines As per previous tasks. or draw repeating 2D shapes can be transformed using flips, slides and turns. Problem 15: Positions in space patterns made from Problem 16: Movement in space Include the use of tessellating shapes in your house Make sure that kids understand: blocks or shapes. and in the environment Other: (e.g. tiling patterns).
ACMNA005: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings ACMMG006: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language ACMMG009: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment ACMMG010: Describe position and movement This is what your term focus looks like: Weeks 1-3 – Shape, lines and transformations Week 4 – Consolidate length and mass Weeks 5-8 – Consolidate numbers to 10 or 20 Weeks 9-10 – Catching up and preparing for next year Problem 19: Lines Problem 15: Positions in space Problem 16: Movement in space Teaching Sequence: Weeks 1-3: Shapes, lines and transformations Investigation idea: Create mosaics from tiling shapes. Preferably have the students attempt to replicate the shapes for tiling, and talk about flipping, sliding and turning as you complete the task. Targeted teaching: Names and properties of shapes. Lines. Symmetry is about reflection across a line or on a rotation. 2D shapes can be transformed using flips, slides and turns. Make sure that kids understand: Resources: Back to Front Maths: Problem 19: Lines Problem 15: Positions in space Problem 16: Movement in space Other: Regular tasks or indirect learning: As per previous tasks. Include the use of tessellating blocks or shapes. Homework suggestions: Look for and photograph or draw repeating patterns made from shapes in your house and in the environment (e.g. tiling patterns).
Foundation-Program.docx