Embedded Files
Core concept: Mathematicians use language to describe position and movement.
Warm-up/Daily number sense: Zap zero – 10 minutes
Warm-up/Daily number sense: Zap zero – 10 minutes
Build student understanding of number word sequences by counting backwards from 20.
Build student understanding of number word sequences by counting backwards from 20.
Ask students to gather in a circle as a whole class.
Ask students to gather in a circle as a whole class.
Explain to students that they will be counting backwards from 20 to zero.
Explain to students that they will be counting backwards from 20 to zero.
Have each student call out one number in the sequence. When the number sequence reaches zero, the student who says ‘zero’ is zapped and sits down. Continue the game with students commencing the backward count from 20 again. observations of game-based learning opportunity (MAO-WM-01, MAE-RWN-01).
Have each student call out one number in the sequence. When the number sequence reaches zero, the student who says ‘zero’ is zapped and sits down. Continue the game with students commencing the backward count from 20 again. observations of game-based learning opportunity (MAO-WM-01, MAE-RWN-01).
This process continues until one student remains standing.
This process continues until one student remains standing.
Activity: collections and positional language– 10 minutes
Activity: collections and positional language– 10 minutes
When playing handfuls, call out different actions such as:
When playing handfuls, call out different actions such as:
Stand next to your collection.
Stand next to your collection.
Place 5 objects near your foot.
Place 5 objects near your foot.
Swap places with someone standing next to you.
Swap places with someone standing next to you.
Hold 8 objects behind your back.
Hold 8 objects behind your back.
Sit down in front of 3 objects.
Sit down in front of 3 objects.
Activity: collections to 20 – 20 minutes
Activity: collections to 20 – 20 minutes
Explain that students will be listening and following directions to draw an Australian bush landscape including some native Australian animals.
Explain that students will be listening and following directions to draw an Australian bush landscape including some native Australian animals.
Guide students through step-by-step directions to draw an Australian bush landscape such as:
Guide students through step-by-step directions to draw an Australian bush landscape such as:
- Draw a hill on the left.
- Draw a lake on the right.
- Draw a track between the hill and the lake.
- Draw a windmill in front of the hill.
- Draw a tree behind the lake with 4 branches.
- Draw 5 emus near the lake.
- Draw a woomera next to the emus.
Ask students to combine and find the total by placing sticks on Resource 4: Ten-frame to represent the branches on the tree, emus and woomera in the drawing.
Ask students to combine and find the total by placing sticks on Resource 4: Ten-frame to represent the branches on the tree, emus and woomera in the drawing.
students’ visual representation after following simple directions to position objects (MAO-WM-01, MAE-CSQ-02, MAE-GM-01).
students’ visual representation after following simple directions to position objects (MAO-WM-01, MAE-CSQ-02, MAE-GM-01).
Page updated
Report abuse