FISH Cards TOPIC CONTENT STUDENT KEY IDEA ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMNA005 Sort and Students will copy, Using the real Take 20 counters/bottle Touching Patterns: Collections of classify familiar continue, create and world tops/etc. Use 10 of them to Involve the students in materials, for objects and identify the missing materials, make a pattern and the performing and example: buttons, explain the basis for elements of a create a simple other 10 to make a non continuing patterns leaves, shapes, these classifications. repeating pattern. ABABABAB pattern. Tell why is one a made by touching counters, plastic Copy, continue repeating pattern and the other is not. different body parts. fruit, stones, and create patterns pattern These patterns may beads. with objects and include students Paper cups P.4.6 drawings. touching: head, Strips of paper shoulders, head, FISH Kit shoulders or eyes, ears, eyes, ears or knees or feet, knees, feet. Throughout the process – skip parts of the pattern and see if the students can detect what is missing. TOPIC CONTENT STUDENT KEY IDEA ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMMG007 Students will make Making a Roll out the number line and Create a number line 0 – FISH Compare, order and and explore the Numberline place the digits 0 and 10 on 10. Then create part of a Number Line make number line to 20. it. Give the students any number line 11 – 20. 1 – 20 numeral correspondences random number that would Discuss what is the cards between collections, appear on the number line same/different about the Birthday cards P.4.7 initially to 20, and and ask them to place it in two. Foam Numbers explain reasoning. it’s correct position. Ask Number Ladder ACMMG004 students to explain their String Represent practical reasoning for placing the 30 ml cups situations to model number in that position. addition and subtraction. TOPIC CONTENT STUDENT KEY IDEA ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMMG023 Connect Students will Place a rule on Observe and make Class Calendar: FISH days of the week to identify and the front of the progressive observations of How many weeks in this Easel, paper, pens P.4.8 familiar events and sequence the days function what the students are doing month? The Very Hungry actions. of the week. machine. and saying. Note their ability Caterpillar by Eric Students will to give the name of the Carle connect days of the today, yesterday, tomorrow Function machine
FISH Cards TOPIC CONTENT DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.4.6 ACMNA005 Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings. Students will copy, continue, create and identify the missing elements of a repeating pattern. Using the real world materials, create a simple ABABABAB repeating pattern Take 20 counters/bottle tops/etc. Use 10 of them to make a pattern and the other 10 to make a non pattern. Tell why is one a pattern and the other is not. Touching Patterns: Involve the students in performing and continuing patterns made by touching different body parts. These patterns may include students touching: head, shoulders, head, shoulders or eyes, ears, eyes, ears or knees or feet, knees, feet. Throughout the process – skip parts of the pattern and see if the students can detect what is missing. Collections of materials, for example: buttons, leaves, shapes, counters, plastic fruit, stones, beads. Paper cups Strips of paper FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.4.7 ACMMG007 Compare, order and make correspondences between collections, initially to 20, and explain reasoning. ACMMG004 Represent practical situations to model addition and subtraction. Students will make and explore the number line to 20. Making a Numberline Roll out the number line and place the digits 0 and 10 on it. Give the students any random number that would appear on the number line and ask them to place it in it’s correct position. Ask students to explain their reasoning for placing the number in that position. Create a number line 0 – 10. Then create part of a number line 11 – 20. Discuss what is the same/different about the two. FISH Number Line 1 – 20 numeral cards Birthday cards Foam Numbers Number Ladder String 30 ml cups TOPIC CONTENT DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.4.8 ACMMG023 Connect days of the week to familiar events and actions. Students will identify and sequence the days of the week. Students will connect days of the Place a rule on the front of the function machine. Observe and make progressive observations of what the students are doing and saying. Note their ability to give the name of the today, yesterday, tomorrow Class Calendar: How many weeks in this month? FISH Easel, paper, pens The Very Hungry Caterpillar by Eric Carle Function machine
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