Embedded Files
Core concept: We can use positional language to describe movement and ordinals.
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: Soaring spiders – 20 minutes
Activity: Soaring spiders – 20 minutes
Explore positional language and create a position anchor chart such as in, on, under, up, down, near, between, next to, in front of, behind, left and right.
Explore positional language and create a position anchor chart such as in, on, under, up, down, near, between, next to, in front of, behind, left and right.
Explain that students will be using a spider figurine, Resource 13: Positional language dice, and a 6-sided number dice to describe the position of an object in the playground in relation to another object. For example, in, on, under; as well as proximity terms such as near, between and next to.
Model rolling the Resource 13: Positional language dice to determine the position that the spider needs to be placed. In small groups, students roll the 6-sided number dice to determine how many positions they need to find for the spider.
Provide time for students to play ‘soaring spiders’ in small groups.
Students record the different positions the spider was placed in the playground by drawing a map
photographs of student manipulation of materials and work sample to demonstrate conceptual understanding (MAO-WM-01, MAE-RWN-01, MAE-GM-01)
Consolidation and meaningful practice: The great Australian race – 25 minutes
Consolidation and meaningful practice: The great Australian race – 25 minutes
Place a collection of up to 10 identical objects such as rocks in a line.
Place a collection of up to 10 identical objects such as rocks in a line.
Model describing the position of each object using ordinal numbers. Cover the objects with a scarf. While the objects are covered, replace one of the objects with a different object. For example, show 10 white rocks and then replace one with a green leaf. Uncover the items and ask students to describe which object is different using ordinal numbers. Tell a story about friends who challenged each other in a race. Relate to the Olympics.
Model describing the position of each object using ordinal numbers. Cover the objects with a scarf. While the objects are covered, replace one of the objects with a different object. For example, show 10 white rocks and then replace one with a green leaf. Uncover the items and ask students to describe which object is different using ordinal numbers. Tell a story about friends who challenged each other in a race. Relate to the Olympics.
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