centre cut away. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMNA289 Students will use Ask students to Using the Cuisenaire rods, give Use the Cuisenaire Compare, order and Cuisenaire rods to find the students a number between 1 rods to create Mini whiteboards make discover various size of and 10. Ask students to tell pictures to a certain Whiteboard pens correspondences combinations to the Cuisenaire you all they know about that value, for example: FISH kit between collections, ten, representing rods number. For example: What Make a person that initially to 20, number in a linear numbers it is bigger/smaller will equal 10 or a and explain representation. than and the combinations that boat that equals 9. reasoning. make the number. Allow the P.3.6 ACMNA004 use of Cuisenaire rods for Cuisenaire Represent practical students to demonstrate their Rods situations to model answers. addition and sharing. ACMMG006 Use direct and indirect comparisons to decided which is longer, heavier or holds more, and explain reasoning in everyday language. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMMG010 Students will Planning an In small groups allow students Mystery Object: Invite Butchers paper Describe position sequence and use obstacle to take turns planning the daily a student to select an Pens and movement. positional language course obstacle course. Ask students object in the Photos of Obstacle when planning and to describe the obstacle course classroom and give course describing the daily to you in detail. Observe and the class clues to its equipment (this obstacle course as evaluate the students’ use of location, such as It’s will vary well as simple descriptive positional and on the bookcase. It’s depending on your P.3.7 directions for directional language. In near the whiteboard. own schools Obstacle locations around particular observe students’ It’s under the window. equipment) Course the school. understanding and use of Ask students Positional terms such as: questions: It is to the Language signs Between left of the clock? Is it Near facing the wall? Next to Encourage students Forwards to ask similar Backwards questions. Towards Over
centre cut away. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.3.6 Cuisenaire Rods ACMNA289 Compare, order and make correspondences between collections, initially to 20, and explain reasoning. ACMNA004 Represent practical situations to model addition and sharing. ACMMG006 Use direct and indirect comparisons to decided which is longer, heavier or holds more, and explain reasoning in everyday language. Students will use Cuisenaire rods to discover combinations to ten, representing number in a linear representation. Ask students to find the various size of the Cuisenaire rods Using the Cuisenaire rods, give students a number between 1 and 10. Ask students to tell you all they know about that number. For example: What numbers it is bigger/smaller than and the combinations that make the number. Allow the use of Cuisenaire rods for students to demonstrate their answers. Use the Cuisenaire rods to create pictures to a certain value, for example: Make a person that will equal 10 or a boat that equals 9. Mini whiteboards Whiteboard pens FISH kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.3.7 Obstacle Course ACMMG010 Describe position and movement. Students will sequence and use positional language when planning and describing the daily obstacle course as well as simple directions for locations around the school. Planning an obstacle course In small groups allow students to take turns planning the daily obstacle course. Ask students to describe the obstacle course to you in detail. Observe and evaluate the students’ use of descriptive positional and directional language. In particular observe students’ understanding and use of terms such as: Between Near Next to Forwards Backwards Towards Over Mystery Object: Invite a student to select an object in the classroom and give the class clues to its location, such as It’s on the bookcase. It’s near the whiteboard. It’s under the window. Ask students questions: It is to the left of the clock? Is it facing the wall? Encourage students to ask similar questions. Butchers paper Pens Photos of Obstacle course equipment (this will vary depending on your own schools equipment) Positional Language signs
planning_prep_term3.docx