Indicators Cultural Links Main Teaching Vocabulary Resources Evaluation Lesson C uses concrete Land Links Introduce lesson song Aunty Wendy’s Mob ask children what they already Take away - Bush Tucker ‘Tucker’ materials, know about Bush Tucker (Assessment Opportunity) Present Bush Tucker Presentation Smart Board including fingers, on Smart Board software. Highlight to the students that as is said in the song, Subtract Presentation Bush Non-verbal to solve simple traditional bush tucker differs from the foods we eat today. Also highlight the concept - Tucker addition and Symbols that when searching/hunting Aboriginal people only took what was needed. How many more Wendy’s Mob subtraction CD problems Warm Up: Deconstruct / - counters Reconstruct compares two Introduce vocabulary being used in today’s lesson and use non-verbal symbol of pulling groups of objects hands apart to symbolize subtraction. Using 10 frame on Smart Board, present students and describes with 10 lilli pilli berries. Ask them How do we know there are 10? Teacher takes 6 away many and ask students to describe how many are left and how they know. Repeat this several ‘how more’ times with different amounts. (EXTENSION: Use a 20 frame). Main Teaching: Dilly Bag Subtraction (Subtraction Posting Box Adaptation, K-6 Mathematics Units of Work NSW 2003) The teacher a dilly bag of counters and presents the following scenario: are ten lemons in this dilly bag. I am going to take some of them out, one at a ‘There time. Then I want you to tell me how many lemons are left in the dilly bag.’ The teacher removes some of the counters (e.g. four) and the students explain the number remaining and discuss their strategies. Ask students- How can you record what you have done? OR As a class record a subtraction sentence: 10 take away ____ makes _____ In small groups lead by a teacher/buddy children subtraction this activity is repeated. Children discuss answers and strategies. Students may pass the dilly bag around the group and pose their own subtraction question by removing an amount of lemons/counters from the 10 in the bag. (EXTENSION: Use 20 counters and/or record results) Conclusion: Repeat activity with 10 and then 20 counters. Ask: - Can you give another example using the same numbers? E.g. had 10 and then I took ‘I away 6 and there are 4 left now.’
Lesson Indicators Cultural Links Main Teaching Vocabulary Resources Evaluation C Bush Tucker uses concrete materials, including fingers, to solve simple addition and subtraction problems compares two groups of objects and describes ‘how many more’ Land Links Non-verbal Symbols Deconstruct / Reconstruct Introduce lesson ‘Tucker’ song Aunty Wendy’s Mob ask children what they already know about Bush Tucker (Assessment Opportunity) Present Bush Tucker Presentation on Smart Board software. Highlight to the students that as is said in the song, traditional bush tucker differs from the foods we eat today. Also highlight the concept that when searching/hunting Aboriginal people only took what was needed. Warm Up: Introduce vocabulary being used in today’s lesson and use non-verbal symbol of pulling hands apart to symbolize subtraction. Using 10 frame on Smart Board, present students with 10 lilli pilli berries. Ask them How do we know there are 10? Teacher takes 6 away and ask students to describe how many are left and how they know. Repeat this several times with different amounts. (EXTENSION: Use a 20 frame). Main Teaching: Dilly Bag Subtraction (Subtraction Posting Box Adaptation, K-6 Mathematics Units of Work NSW 2003) The teacher a dilly bag of counters and presents the following scenario: ‘There are ten lemons in this dilly bag. I am going to take some of them out, one at a time. Then I want you to tell me how many lemons are left in the dilly bag.’ The teacher removes some of the counters (e.g. four) and the students explain the number remaining and discuss their strategies. Ask students- How can you record what you have done? OR As a class record a subtraction sentence: 10 take away ____ makes _____ In small groups lead by a teacher/buddy children subtraction this activity is repeated. Children discuss answers and strategies. Students may pass the dilly bag around the group and pose their own subtraction question by removing an amount of lemons/counters from the 10 in the bag. (EXTENSION: Use 20 counters and/or record results) Conclusion: Repeat activity with 10 and then 20 counters. Ask: - Can you give another example using the same numbers? E.g. ‘I had 10 and then I took away 6 and there are 4 left now.’ Take away Subtract How many more - Bush Tucker Smart Board Presentation - Wendy’s Mob CD - counters
Unit-D4.docx