Day 1

Welcome to Day 1 of the Wombat pack!

Watch the video to help you get started.

Day 1 video

Duration: 1:06

To complete today's activities, you will need:

pencils

a workbook or paper

array game cards
(PDF file, 604 KB)

scissors

paper

English

Reading and viewing – Symbol hunt and storytelling

You will need:

pencils

a workbook or paper

Watch the video and join in the activity.

Find some symbols in your house or outside. Draw these symbols.
Look at the photo with the Aboriginal symbols. What symbols can you see? What do you think these symbols mean?
Write a few sentences about what you think the story is telling us.

Symbols everywhere

Duration: 9:27

Responding to visual texts – Symbols and school logos

You will need:

pencils

a workbook or paper

Watch the video and join in the activity.

Look at the images of the school logos.

Hint! The school logos are below if you want to look at them.

Does your school have a logo?
- What is on it? Describe the symbols and the colours.
- What do you think these symbols and colour choices mean?

Symbols and school logos

Duration: 2:29

Northbourne Public School

Dunoon Public School

Lake Albert Public School

Bexhill Public School

Bayanami Public School

Dorroughby EEC

Representing ideas – Writing about symbols

You will need:

pencils

a workbook or paper

Watch the video and join in the activity.

Imagine the Principal and the P&C have decided to change the school logo. Design a new logo for your school.

What do the colours and symbols represent? Record your answers in your workbook or on a device.

Designing a new school logo

Duration: 0:55

Care and connect

Core muscles

Watch the video and join in the activity.

Core muscles

Duration: 0:59

Mathematics

Number – Imagining dots

You will need:

pencils

a workbook or paper

array game cards (PDF file, 604 KB)

Watch the video and join in the activity.

Imagining dots – part 1
Duration: 6:18

Adapted from Kling and Bay-Williams (TCM, 2015)

Watch the video and join in the activity.

Imagining dots – part 2
Duration: 5:44

Try using the area model to represent the different ways you could break apart your array.

Example: using the area model

Examples from the video using the area model.

Michael and Penny both saw the arrays differently. How was your way of seeing the dots similar or different to their way of thinking?

Example: different ways of thinking

Examples of different strategies explained in the video.

Use the area model to represent the different ways you could break apart your array.

Example: using the area model

Number – Go fish! Partially covered arrays

You will need:

array game cards (PDF file, 604 KB)

Watch the video and join in the activity.

Hint! The instructions are also below if you need them.

Go fish! Partially covered arrays
Duration: 6:48

Instructions (select arrow)

Each player gets 7 cards. The rest of the cards are placed in a pile in the middle (the 'draw pile').
Players try to make matches, connecting a picture card (partially covered array) with a number (a product card).
Once players can't make any more matches using their own cards, they can take turns to ask their opponent for a card.
If their opponent has the card, they must give it to the asking player.
If they don't, they say 'go fish' and the player gets a card from the pile in the middle.
If at any point a player has no cards left, they can pick up another 7 cards from the draw pile.
Play continues until there are no cards left in the draw pile and/or all matches have been made.
The player with the most matches at the end is the winner!

Getting started

Example game

Example of pairs - arrays matched with the number (product) card.

Reflection:

What strategies did you use to work out how many dots were in the array? 
Was there a product that had more than one matching array? Could there have been other arrays that matched the product? Which ones?
If you played the game again tomorrow, what’s an adaptation (change) you could make?