CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMNA001 Establish Compare and order Counting objects Show Me frame Peg Cards: Give Subitisation understanding of the using one-to-one in a group eg. Ask learner to find matching students a card cards – language and correspondence Student asked to word, dot and collections with a number on numerals, processes of counting join a group of cards for a given numeral it. Students are to words, dots by naming numbers two other and explain why their match read the number and in sequences, initially students (daily is right. and attach the collections to and from 20, routine) Ask learner to show same number of 'Show Me' moving from any examples of word, dot and pegs to the cards. frame starting point. collection cards which are Show me ACMNA002 Connect not right and explain why frame - digits, P.1.6 number names, . words Different numerals and Assessment Observation Number Representations quantities, including Checklist puzzles zero, initially up to recognise numbers in a Early Years 10 and then beyond. variety of contexts FISH Kit ACMNA289 Use 10 as a reference Compare, order and make correspondences make between collections correspondences between collections, initially to 20, and explain reasoning. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMNA005 Sort and A group of items Copying rhymes Use observational checklists Pattern Study: Pattern Cards classify familiar form a pattern only or rhythmic and monitor students ability Bring in an 5 X 5 Grid objects and explain if there is an patterns-what is to: assortment of Pattern Cards the basis for these element of repeated? create a repeating pattern wrapping paper Early Years classifications. Copy, repetition or by clapping, body for the students to FISH Kit continue and create regularity that can movements or music. study. Find a patterns with objects be described with a Describe and copy a repeating pattern and drawings. rule pattern that has been in the paper and P.1.7 demonstrated cut off a section. Body Patterns Glue the section onto a strip of blank paper and ask students to continue or copy the pattern. Hang competed patterns around the
TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.1.6 Different Representations ACMNA001 Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point. ACMNA002 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond. ACMNA289 Compare, order and make correspondences between collections, initially to 20, and explain reasoning. Compare and order using one-to-one correspondence Counting objects in a group eg. Student asked to join a group of two other students (daily routine) Show Me frame Ask learner to find matching word, dot and collections cards for a given numeral and explain why their match is right. Ask learner to show examples of word, dot and collection cards which are not right and explain why . Assessment Observation Checklist recognise numbers in a variety of contexts Use 10 as a reference make correspondences between collections Peg Cards: Give students a card with a number on it. Students are to read the number and attach the same number of pegs to the cards. Subitisation cards – numerals, words, dots and collections 'Show Me' frame Show me frame - digits, words Number puzzles Early Years FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.1.7 Body Patterns ACMNA005 Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings. A group of items form a pattern only if there is an element of repetition or regularity that can be described with a rule Copying rhymes or rhythmic patterns-what is repeated? Use observational checklists and monitor students ability to: create a repeating pattern by clapping, body movements or music. Describe and copy a pattern that has been demonstrated Pattern Study: Bring in an assortment of wrapping paper for the students to study. Find a repeating pattern in the paper and cut off a section. Glue the section onto a strip of blank paper and ask students to continue or copy the pattern. Hang competed patterns around the Pattern Cards 5 X 5 Grid Pattern Cards Early Years FISH Kit
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