Fluency includes in sequences readily forward and backwards, locating numbers on a line, and naming the days of the week Problem Solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, and using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer Reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of , and explaining patterns that have been created MAG Planning Term 4 Year 1 CONTENT STUDENT TOPIC KEY IDEA Review/Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL Students can consistently ACMNA015 Use materials to Follow the rule – Using • Use the function Early FISH follow a given rule to add answer problems a function machine, • Represent and solve Machine as per Function Machine box or subtract 1 or 2; observe whether • Simple addition and Normal but do not Function Machine arrows and reverse the rule to children can follow the • Subtraction problems tell the students the Digits 0--‐20 two sets change a number back to rule to answer Using a range of rule, only the its original value. problems Strategies including ‘function machine 1.4.1 Counting on, worker’. When the Function partitioning and students card is Machine Rearranging parts. outputed, the students then need to work out what the rule is that was applied to their number. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMNA013 Making connections Ordering numbers on a • Observe students as Cut a 100’s board Number line mat with Recognise, model, between names, number line Into strips to create some graduations they place numbers read, write and order numerals and • A number line to Echidnas on the number line. 1.4.2 numbers to at least quantities. Find the • 100. Play Whiteboard marker Note their ability Number line 100. Locate these Opera Man • from Number Bibs 1--‐10 to explain their numbers on a number • extensions Number Bibs 15--‐25 reasoning for the line • Early FISH placement. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMNA018 Explain patterns Filling in a blank 100 Observe students: • 10 X 10 floor grid 1.4.3 100s Board Puzzles • Can place numbers on that have been grid Investigate and 1 – 100 Numeral cards 100 Boards • Ask students to cut
Fluency includes in sequences readily forward and backwards, locating numbers on a line, and naming the days of the week Problem Solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, and using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer Reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of , and explaining patterns that have been created MAG Planning Term 4 Year 1 TOPIC CONTENT DESCRIPTOR KEY IDEA Review/Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.1 Function Machine ACMNA015 Represent and solve Simple addition and Subtraction problems Using a range of Strategies including Counting on, partitioning and Rearranging parts. Use materials to answer problems Follow the rule – Using a function machine, observe whether children can follow the rule to answer problems Students can consistently follow a given rule to add or subtract 1 or 2; and reverse the rule to change a number back to its original value. Use the function Machine as per Normal but do not tell the students the rule, only the ‘function machine worker’. When the students card is outputed, the students then need to work out what the rule is that was applied to their number. • Early FISH • Function Machine box • Function Machine arrows • Digits 0--‐20 two sets TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.2 Number line ACMNA013 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line Making connections between names, numerals and quantities. Ordering numbers on a number line Observe students as they place numbers on the number line. Note their ability to explain their reasoning for the placement. Cut a 100’s board Into strips to create A number line to 100. Play Find the Opera Man from extensions • Number line mat with some graduations • Echidnas • Whiteboard marker • Number Bibs 1--‐10 • Number Bibs 15--‐25 • Early FISH TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.4.3 100 Boards ACMNA018 Investigate and Explain patterns that have been Filling in a blank 100 grid Observe students: • Can place numbers on 100s Board Puzzles Ask students to cut • 10 X 10 floor grid • 1 – 100 Numeral cards
planningf_term_4_year_1.docx