We can use the repeat function on a calculator to work more quickly SESSION REFLECTION TEACHER TOOL SESSION INVESTIGATION SESSION NUMBER ASSESSMENT Focused teacher A short, sharp task relating to fluency in mental Extended opportunity for students to work questions and summary We are looking for... computation or the focus of the lesson. in pairs, small groups or individually. A to draw out the KEY IDEA WHOLE CLASS FOCUS time for teacher to probe children’s thinking mathematics and assist or work a small group for part of the time. LEARNING Sets the for what students do in the chn to make link/s. INTENTION independent session. Session 1 (may TOOL SESSION INVESTIGATION Is a quick way to Students’ level of run over a few Nine Numbers’: students are a choice Beans’ (directions count these? mastery of numbers Task: ‘Next ‘Counting days) of numbers (for differentiation) and must write the found here - adapt to fit time) for their grade next nine numbers after their choice of number. Extending and Enabling Prompts: What’s the difference standard (Vic LEARNING Within article there are prompts that between these two Curric) INTENTION WHOLE CLASS FOCUS will help. numbers? Gr 3: to at least 10 Counting is a Introduce topic of Counting and discuss some 000 skill we need to of the principles of counting: one-to-one What are you Gr 4: to at least tens make maths correspondence, accuracy, sequence of numbers, noticing? of thousands quicker and subitizing. easier. Brainstorm situations in which people need to count. Yr 3: Students choose 1 or 2 Session 2 TOOL SESSION INVESTIGATION Students and order Nine Numbers’: students are given a choice Task: of the Moment’ of the sentences to ‘Next ‘Number numbers to and from 10 LEARNING of numbers (for differentiation) and must write the complete 000. They classify INTENTION next nine numbers after their choice of number. Extending Prompts: (could be done orally numbers as either odd We need to Get a partner to check. Suggest higher numbers for students or written in Learning or even, continue count forwards, (fractions, negative numbers) Journal) number patterns
We can use the repeat function on a calculator to work more quickly SESSION NUMBER KEY IDEA LEARNING INTENTION TOOL SESSION A short, sharp task relating to fluency in mental computation or the focus of the lesson. WHOLE CLASS FOCUS Sets the for what students do in the independent session. INVESTIGATION SESSION Extended opportunity for students to work in pairs, small groups or individually. A time for teacher to probe children’s thinking or work a small group for part of the time. REFLECTION Focused teacher questions and summary to draw out the mathematics and assist chn to make link/s. TEACHER ASSESSMENT We are looking for... Session 1 (may run over a few days) LEARNING INTENTION Counting is a skill we need to make maths quicker and easier. TOOL SESSION ‘Next Nine Numbers’: students are a choice of numbers (for differentiation) and must write the next nine numbers after their choice of number. WHOLE CLASS FOCUS Introduce topic of Counting and discuss some of the principles of counting: one-to-one correspondence, accuracy, sequence of numbers, subitizing. Brainstorm situations in which people need to count. INVESTIGATION Task: ‘Counting Beans’ (directions found here - adapt to fit time) Extending and Enabling Prompts: Within article there are prompts that will help. Is a quick way to count these? What’s the difference between these two numbers? What are you noticing? Students’ level of mastery of numbers for their grade standard (Vic Curric) Gr 3: to at least 10 000 Gr 4: to at least tens of thousands Session 2 LEARNING INTENTION We need to count forwards, TOOL SESSION ‘Next Nine Numbers’: students are given a choice of numbers (for differentiation) and must write the next nine numbers after their choice of number. Get a partner to check. INVESTIGATION Task: ‘Number of the Moment’ Extending Prompts: Suggest higher numbers for students (fractions, negative numbers) Students choose 1 or 2 of the sentences to complete (could be done orally or written in Learning Journal) Yr 3: Students and order numbers to and from 10 000. They classify numbers as either odd or even, continue number patterns
counting_unit_planner_term_i_2017.docx