Board. Initially use standard addition and subtraction problems where the operation is straight forward. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES JOURNAL ACMNA031 – Students wil Read the book Observe students as Spotty Henry” Present the Students Early FISH Kit Recognise represent ‘One is a snail, they play ‘How many following story: Henry is a record One is a snail, ten is a and ten is a crab’. Apple?’ game. Record spotted octopus with 8 legs. He their crab. By April Pulley represent situations Place a crab students’ explanations has 2 spots on each leg. How answers in Sayre and Jeff Sayre. as repeated picture in front and reasoning. Are many spots does Henry have? the math 2006. Candlewick as addition and of the group. students able to Materials are provided for book Press: Somerville. repeated explain How many describe and represent students to work out a way to Repeated addition – addition, reasoning. crabs can you the additive (2+2+2) as solve and record the problem. how many legs? Cards groups and Proficiency see? How many well as the Share strategies and Multiplication – arrays. Strand: legs can you multiplicative (3 representations with the group. repeated addition see? Establish groups of 2 or 3 X 2) Source: apple trees. – that each crab representations? connecting has ten legs. Achievement Standard: 2.2.6 number Write 1 group represent calculations of 10 next to the multiplication and – with crab. We can division by grouping Repeat counting write this into sets. Addition sequences. another way: Reasoning – 1X10 using known Place another facts to crab next to the derive first one? How strategies many crabs do for you see now? unfamiliar To find out how calculations. many legs, write this number story 10 + 10. Another way of saying this is 2
Board. Initially use standard addition and subtraction problems where the operation is straight forward. TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.2.6 – Repeat Addition ACMNA031 – Recognise and represent as repeated addition, groups and arrays. Students wil represent situations as repeated addition and explain reasoning. Proficiency Strand: – connecting number calculations with counting sequences. Reasoning – using known facts to derive strategies for unfamiliar calculations. Read the book ‘One is a snail, ten is a crab’. Place a crab picture in front of the group. How many crabs can you see? How many legs can you see? Establish that each crab has ten legs. Write 1 group of 10 next to the crab. We can write this another way: 1X10 Place another crab next to the first one? How many crabs do you see now? To find out how many legs, write this number story 10 + 10. Another way of saying this is 2 Observe students as they play ‘How many Apple?’ game. Record students’ explanations and reasoning. Are students able to describe and represent the additive (2+2+2) as well as the multiplicative (3 groups of 2 or 3 X 2) representations? Achievement Standard: represent multiplication and division by grouping into sets. Spotty Henry” Present the following story: Henry is a spotted octopus with 8 legs. He has 2 spots on each leg. How many spots does Henry have? Materials are provided for students to work out a way to solve and record the problem. Share strategies and representations with the group. Source: Students record their answers in the math book Early FISH Kit One is a snail, ten is a crab. By April Pulley Sayre and Jeff Sayre. 2006. Candlewick Press: Somerville. Repeated addition – how many legs? Cards Multiplication – repeated addition apple trees.
planningf_year2_term_2.docx