Think Solve a Think Board to students to find completed Think Board. solve questions Concrete Board 2 problems by link different connections between the Annotate comments made by from NAPLAN Materials – using ways of different ways of the student that demonstrate while using the counters, unifix, number representing representing a problem. their understanding of the Think Board. bundle sticks sentences addition and This helps students to connections between the Whiteboard pens for addition subtraction focus on the meaning of different ways of representing Word problems – or problems the operation rather the problem. Check to see if unknown subtraction. including words, than on just calculating students select the correct quantity concrete to find an answer. Model operation, select a suitable embedded (Dark materials, working through a word representation, and correctly Blue) pictures and problem using the Think represent the number Set of Think number Board. Progress from sentence. Board Cards sentences. This MAG 2.2.5 where Early Years FISH will assist them students were using the Kit in solving word standard addition and problems that subtraction word contain unknown problems. Introduce quantities. students to the word Proficiency problems that have an Strand: Problem unknown quantity Solving – using embedded in the number question. sentences that represent problem situations; formulating problems from authentic situations. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES JOURNAL ACMNA026 Students will Patterns on a Hundreds Fill in the missing numbers in Calculators: With Investigate practice skip Board. the pattern the use of a number counting in 2s, The following strategy is Print and laminate a series of calculator ask 100s board sequences, 3s, 5s and 10s a mental routine skip counting patterns with students to find 2.3.2 Mini whiteboard Number initially from any number designed by Ann and numbers missing from the the counting Whiteboard those as a starting Johnny Baker (2006). Senteacher website. Provide pattern for the markers increasing point using a This process consists of washable markers and ask 20s, 50s and 2 and hundreds board. Closed, Open, and Flip students to figure our the skip 100s. Discuss the decreasing questions. pattern and fill in the missing similarities and by twos, Proficiency Give each student a 100s numbers. Students should be differences
Think Board 2 Solve problems by using number sentences for addition or subtraction. a Think Board to link different ways of representing addition and subtraction problems including words, concrete materials, pictures and number sentences. This will assist them in solving word problems that contain unknown quantities. Proficiency Strand: Problem Solving – using number sentences that represent problem situations; formulating problems from authentic situations. students to find connections between the different ways of representing a problem. This helps students to focus on the meaning of the operation rather than on just calculating to find an answer. Model working through a word problem using the Think Board. Progress from MAG 2.2.5 where students were using the standard addition and subtraction word problems. Introduce students to the word problems that have an unknown quantity embedded in the question. completed Think Board. Annotate comments made by the student that demonstrate their understanding of the connections between the different ways of representing the problem. Check to see if students select the correct operation, select a suitable representation, and correctly represent the number sentence. solve questions from NAPLAN while using the Think Board. Concrete Materials – counters, unifix, bundle sticks Whiteboard pens Word problems – unknown quantity embedded (Dark Blue) Set of Think Board Cards Early Years FISH Kit TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.3.2 Number 2 ACMNA026 Investigate number sequences, initially those increasing and decreasing by twos, Students will practice skip counting in 2s, 3s, 5s and 10s from any number as a starting point using a hundreds board. Proficiency Patterns on a Hundreds Board. The following strategy is a mental routine designed by Ann and Johnny Baker (2006). This process consists of Closed, Open, and Flip questions. Give each student a 100s Fill in the missing numbers in the pattern Print and laminate a series of skip counting patterns with numbers missing from the Senteacher website. Provide washable markers and ask students to figure our the skip pattern and fill in the missing numbers. Students should be Calculators: With the use of a calculator ask students to find the counting pattern for the 20s, 50s and 100s. Discuss the similarities and differences 100s board Mini whiteboard Whiteboard markers
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