to facilitate tens and ones on their 49 more efficient whiteboard. Say: This task explores counting. and zero Represent the number students as a place in as many ways as you understanding of holder can. the meaning of the Ask: What if we take individual digits in a 2.4.3 the two tens away? two digit number Place Represent this number when confronted by Value 4 using the tiny both standard and hundreds tens and non-standard ones. How would we groupings of objects write this number? Use the place value arrows to check the response. Ask: Would the number have the same value if we didn’t write the zero? Reinforce the understanding that zero is used as a place holder. It indicates there is none of a particular quantity and holds the other digits ‘in place’; for example, 27 means 2 tens and 7 ones, but 207 means 2 hundreds, 0 tens and 7 ones. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMNA030 solving Provide a group of Problem Solving – Ask students to solve questions Solve simple words students with a set of using number from NAPLAN while using the Concrete materials – additiion problems Match Up cards and a sentences that think board counters, unifix, and that think board. represent problem bundle sticks 2.4.4 subtraction contain Students are to sort situations; Whiteboard pens Think problems unknown through the set of formulating board 3 using a quantities. cards to find the problems from range of three cards that authentic efficient match. situations. mental and Ask students to Give students a written display these cards two digit number.
2.4.3 Place Value 4 to facilitate more efficient counting. and zero as a place holder tens and ones on their whiteboard. Say: Represent the number in as many ways as you can. Ask: What if we take the two tens away? Represent this number using the tiny hundreds tens and ones. How would we write this number? Use the place value arrows to check the response. Ask: Would the number have the same value if we didn’t write the zero? Reinforce the understanding that zero is used as a place holder. It indicates there is none of a particular quantity and holds the other digits ‘in place’; for example, 27 means 2 tens and 7 ones, but 207 means 2 hundreds, 0 tens and 7 ones. 49 This task explores students understanding of the meaning of the individual digits in a two digit number when confronted by both standard and non-standard groupings of objects TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.4.4 Think board 3 ACMNA030 Solve simple additiion and subtraction problems using a range of efficient mental and written solving words problems that contain unknown quantities. Provide a group of students with a set of Match Up cards and a think board. Students are to sort through the set of cards to find the three cards that match. Ask students to display these cards Problem Solving – using number sentences that represent problem situations; formulating problems from authentic situations. Give students a two digit number. Ask students to solve questions from NAPLAN while using the think board Concrete materials – counters, unifix, bundle sticks Whiteboard pens
planningf_year2_term_4.docx