TERM/WEEKS: Term 1 Week 5 YEAR LEVEL: Pre Primary LEARNING AREA/TOPIC: Mathematics

FORWARD PLANNING DOCUMENT

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities: Asia and Australia's engagement with Asia
Notes about devise access in the classroom: Every child will have access to an iPad and a smart board will be assessable in the classroom.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Term 1, Connect number 1. Create play-dough 1. The formative Introduction: https://www.youtube.co

Week 5, names, representation of the number assessment of 1. A Youtube will be played to the class (5 little ducks went m/watch?v=tFoUuFq3v
Lesson 1 numerals and quantities, from numbers 1-9 . the pic-collage out one day) For the students to sing along and count Hw
with the video - first 2min (0:00-2:00).
quantities, 2. Create, pictures of play dough will assess the 2. Then the teacher will read the book Bear Counts By Bear Counts by Karma
including zero, quantities and dice number. students ability Karma Wilson. Stopping at each page were the bear Wilson
initially up to 10 3. Create a simple pic-collage to connect counts. Ask the students how many on each page, select
and then beyond showing pictures of play number names particular students to come to the front to point and count iPads 1 Per child.
(ACMNA002) dough amounts and the with the number with you. iPad needs pic collage
3. Teacher will instruct the students that they will be using a app, camera access,
number name/digit the quantities. number of activities in the classroom, and using their and the book creator
Content area: amount represents. 2. Book creator counting skills in each activity. app.
Mathematics will be used for Body:
assessment. 1. The students will first be split into groups, with 4-5 Play-dough
The student will students in each group. Each group will be completing a Play-dough equipment:
different activity based on counting, different ways to Roller, shape cutters.
display the see numbers and recognising the number name.
completed 2. The teacher will be focusing one one group using pic Dice
activity. collage and play dough activity.
3. The students will roll a dice, they will then create a play
dough representation of the number quantity.
4. The student will then take a picture of their creation. The
students can repeat 2-5 times.
5. Once the child has taken a picture of each creation, they
will create their own pic-collage. The students will need
to decorate and name each quantity with the number
name. For example O O O = 3 (play-dough circles).
Other activities will be done through-out the lesson based on
number, but will be child driven.
 Conclusion:
1. The students will create their own book creator. They
will decorate, and personalise their book so they know it
is theirs For example: taking a picture of themselves.
2. The students will copy their activity or take pictures of
their activity that they have done, in the lesson, into the
book creator.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Term 1 Connect 1. Students will be able to 1. The students will Introduction: Dr Seuss Counting
Week 5 number recognise number amounts use book creator to 1. Book: 10 apples up on top by Dr Seuss. Cards:
lesson names, with their number amounts, take a picture of 2. The teacher will begin the class with reading 10 apples up https://www.youtube.co
2 numerals beyond 10. on top by Dr Seuss. To get the children counting, the m/watch?v=9o7ECgx9
2. Create a page in book their matching teacher will stop at each page and count the number of 3nA
and cards to display
creator, incorporating pictures apples each character has on their head, with the whole
quantities, taken of matching pairs their ability to class. Book: 10 apples on top
including found. 3. The teacher will then use the smart board with the by Dr Seuss.
match number
zero, initially 3. Recognise a number between students. The smart board will show collections of https://www.youtube.co
names to the
up to 10 and 10-20. objects. The teacher will ask the students: m/watch?v=OB-
then beyond correct quantity 10 4. The teacher will use techniques such as grouping in 5s02AsUU
(ACMNA002 and beyond. bundles and patterns the children have used and seen
) 2. The teacher will before. To ensure that the students can recognise the Metal detectors
use a ‘tick the box’ number it represents easily. For example show 6 dots
Content assessment tool to seen on a dice. The students can see the pattern easily iPads
and can recognise the number amount easily. Book creator app
area: show if each
Mathematics • how many they think are there?
student had been
able to cross off the • How did you work that out?
correct number • How can we see it quicker?
Body:
name to the
1. Students will be within a group of 6 students and split into
quantity. pairs.
2. The students will be using metal detectors to match the
right number name with the correct number amount.
1. There will be 20 envelopes set up with one Dr Seuss card
in each. While the matching card will be hidden in a sand
pit. The children will need to use the metal detector to find
a hidden card. The children will need to detect if it is
matching or not.
2. If it is matching they can keep the cards, if it is not, they
need to place the card back in the sand pit. Each student
will be able to pick an envelope, and open to seen what
number name or collection they are searching for.
3. The matching card will be hidden in the sand pit with a
piece of metal stuck to the card to be found by the
students.
4. The students must scan the area with their metal detectors
and try to find their matching number name to the amount.
If they collect a card that is not matching they must put the
card back where they found it.
5. At the end of the lesson the students must take a picture
of the cards they have found and put in their Book Creator.
Other activities will be done through the lesson
Conclusion:
1. The teacher will bring the students down on the mat and
ask the class what they found interesting, hard, and easy.
2. The teacher will ask key questions to get the children
talking about numbers past 10.
• What number comes after 10?
• Who saw the number 16 in their activity? repeat.
•
3. The teacher will bring out flash cards with the numbers 0-
25.
4. The focus of the mat session is for the children to
recognise the ‘teens’ e.g. fifteen after 10 numbers do not
go from 10-20.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Term 1, Connect number 1. Use QR Reader to display 1. The students Introduction: One Duck Stuck
Week 5, names, number quantities. will use book 1. Introduce One Duck Stuck by Phyllis Root. Book by Phyllis Root
Lesson 3 numerals and 2. Identify quantities up to 25 by creator to take 2. Key Questions: What will this book be about? Will we see
quantities, connecting the quantity a picture of their counting or numbers or collections of animals? Then read Smart board
including zero, displayed on QR code with finished bingo book to children.
iPads
initially up to 10 the number name displayed board and to 3. Smart board activity, children need to drag the collection QR code Reader apps
and then beyond on bingo board. display the of numbers to the specific number name. on iPads
(ACMNA002) 3. Incorporate at least 1-2 number names 4. talk about going beyond 10 - the teens going to 20. Look Book creator app
photos to book creator of they came at number line. Camera access
30 QR codes pre-
Content area: bingo board and screen shots across. Body:
made.
Mathematics of number quantities. 2. The teacher will 1. Students will firstly, head back to desks with their iPads
use a ‘tick the and open the QR Code Reader.
box’ 2. Secondly, they will then fill in their bingo board with
assessment numbers up to 20. There will be 15 squares to fill in on
tool to show if their bingo board.
each student 3. On each desk there will be 30 QR Codes in a pile/game.
had been able In each QR code it will display a collection of objects
to cross off the (ducks, fish, dots, etc). On the back of the QR code cards
correct number will be a small number which will tell the teacher what
name to the number has been scanned.
quantity that 4. The students will need to either count or recognise the
was shown on objects to find the quantity. They can then identify the
the QR code. quantity with the number name, on their bingo board and
mark off the number if they have it written down.
5. The first person with all their numbers crossed off
becomes the winner.
6. This will be done per desk group. The teacher will ensure
that no students are going ahead of the others, they are all
at the same card, and move on together.
Conclusion:
1. The students can take a picture of their completed bingo
board and upload their board to book creator.
2. The children will come back to the mat and the teacher will
ask the class:
- Who won the games of bingo?
- What did you find hard?
- What numbers were easy to recognise?
3. Pick 2 students who have clear presentations of what they
have done in their book creator. To show the class.