LESSON 1: Nature Walk - sorting and classifying

Introductory Information

Year Level: Foundation Date: April 2017

Topic: Number and place value: sorting and classifying

Content description: Compare, order and make correspondences between collections, initially to
20, and explain reasoning (ANMNA289)(The Australian Curriculum, v8.1,2016)

Sort and classify familiar objects and explain the basis for these classifications. Copy, continue
and create patterns with objects and drawings (ACMNA005)(The Australian Curriculum, v8.1,
2016)

Lesson objectives:
The students will:
1. Sort and classify concrete objects according to a chosen attribute;
2. Compare, order and make comparisons between groups of objects e.g. largest, smallest;
3. Explain their reasoning and record their results.

Assessment
Objective 1 & 2: Teacher will circulate and observe students sorting and classifying their objects as
they walk around the classroom and check for understanding through questioning. Observations
will be recorded on the included checklist (see Appendix).
Objective 3: Teacher will collect student’s recordings.

Gearing down: Limit the number of different objects to sort and classify reducing the number of
attributes.

Gearing up: Increase the number of objects students can collect (extend counting). Ask students
to create a pattern with the objects.

Materials
Chopsticks and cutlery
Snaplock bag for each student
Activity 1 & 2: Leaves, small sticks, gumnuts, small pebbles students collect from outside
Activity 3: Paper, pencils, textas

Gearing Down:
Coloured teddies

Lesson Outline

Introduce (20 minutes)

Students are seated in a class group (large circle with space in front).

Read Seashells by the Seashore by Marianne Berkes to the class. This book is about a little girl
called Sue who collects different shells at the beach. As she collects shells they appear along the
margin on the book so that students can see her growing collection. It is a lovely book that
demonstrates another example of a collection to children. At the end of the book ask students how
Sue could sort her seashells into groups.

Today we are going to go outside into the court yard outside our classroom and collect 20 things
that we can bring back into the classroom to use to make our own groups. Ask students “what are
some of the things you think we might be able to collect from the school yard to bring into the
classroom to make our own groups?” Students will likely suggest leaves, rocks, sticks, gumnuts.
Reinforce all responses positively and guide students towards objects that are suitable.

Hand out snap lock bags to students and take them outside for a short time to collect some
objects. Remind students to only collect 20 objects.

Explore (25 minutes)

The students return from the walk are seated at tables.

Learning Task 1: Students are asked to sort the objects they have collected in any way they like.
The teacher will walk around the room, stopping at each table to observe and discuss with each
table group how they classified their collections (questions like “that’s an interesting collection of
things from the yard. How have you chosen to sort them?”). It is important that each student is
able to explain how they have sorted their objects. Teacher is observing and recording:
• Ability to recognise attributes and use these to differentiate objects in a collection
• Ability to explain how they have differentiated objects
(Adapted from CESA, 2014, p.4)
Learning Task 2: While circulating ask the students which group is biggest and which group is
smallest. Ask students if any groups have the same amount of things? The purpose of this
exercise is to have students practice their problem solving and counting skills and to explain their
approach and response. Teacher is observing and recording:
• Ability to make comparisons between groups of objects
• Understanding of “most” and “least” and “equal”
• Counting principles
(Adapted from CESA, 2014, p.4)

Learning Task 3: Students are asked to draw their groups of things in order using the paper and
pencils or textas provided on their tables. Students are demonstrating that they are able to
represent concrete objects in pictorial form and practicing fine motor skills.

Gearing Up:
Learning Task 4: Students make a pattern with their objects. The teacher will ask students to
explain their pattern. If there are several students on Learning Task 4 they can share and try to
extend each other’s patterns. Some students may not be able to extend each other’s patterns but
the purpose of the exercise is to give students practice in describing and explaining their pattern.
(The Department of Education and Training, Victoria, 2014)

Gearing Down:
For students who are struggling with Learning Task 1, decrease the different type of objects the
student is trying to sort and classify. If needed a student can start with just 2 different types of
objects (e.g. leaves and gum nuts) or they may prefer to work with 2 different coloured teddies
which only have 1 possible attribute for sorting.

Reflect (10 minutes)

Students are seated in a class group.
Encourage the students to show and share their drawings of how they sorted their collection. Ask
students to raise their hand if their biggest group of things had more than 5 things in it? More than
10 things in it?

Present students with a pile of chopsticks and cutlery. Ask students “how could we sort these
things into groups?” Have some student volunteers sort them or teacher sort them on instruction
from students. Ask the students why we have grouped them this way. Repeat asking for an
alternate way of grouping.
Ask the students:
• Which group has the most things?
• Which group has the least things?
• How many things do we have all together?
(adapted from CESA, 2013, p. 4)

References

Department of Education . 2014. Simple Patterns: Foundation Level. [ONLINE] Available at: http://
www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continuum/Pages/
simpattern05.aspx. [Accessed 3 April 2017].

Australian Curriculum, Assessment and Reporting Authority (2016). The Australian Curriculum:
Mathematics. Version 8.1. Sydney, NSW: ACARA.

Reys, Robert E., Anna Rogers, Sue Bennett, Audrey Cooke, Kylie Robson, Bronwyn Ewing.
Helping Children Learn Mathematics, 2nd Edition. John Wiley & Sons Australia, 08/2016. VitalBook
file.

Catholic Education South Australia, 2013. Early Years Numeracy Observation Assessment. P.4

LESSON 2: Catch the Fly

Introductory Information

Year Level: 3 Date: April 2017

Topic: Number and place value: addition and subtraction.

Content description: Recognise and explain the connection between addition and subtraction
(ACMNA054)(The Australian Curriculum, v8.1,2016)

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly
efficient mental strategies for computation (ACMNA055)(The Australian Curriculum, v8.1,2016)

Lesson objectives:
The students will:
1. Use a number line model to create subtraction sums;
2. Solve problems using a number line;
3. Play the “Truth Tiles” game to practice their mental strategies for addition and subtraction
(Maths300)

Assessment
Objective 1 & 2: Teacher will circulate and observe students using the number line.
Objective 3: Teacher will collect student’s recordings.

Gearing down: Students can move forward by one side of the domino at a time.

Gearing up: Students are encouraged to try use mental strategies to determine what number they
can hop too instead of counting out the places. They can also move onto the Truth Tiles game and
aim to find as many solutions as they can.

Materials
Catch the Fly number line (see appendix)
Number lines 1-20 (see appendix)
Frog Markers (see appendix)
Dominos
Truth Tiles playing board and number tiles (see appendix)
Lesson Outline

Introduce (15 minutes)

Students are seated in small groups (at their tables).

Students are going to play a subtraction game using the number line before moving on to play the
Truth Tiles game. First introduce the Catch the Fly game (adapted from Burton, G. National
Council of Teachers of Mathematics. 2007 and Rogers, A. Workshop 4, Mathematics Education M,
2017.) For this game students are going to pair up. Each student is given a different colour frog
marker. The aim of the game is to hop to the end of the number line, catch the fly (at the number
20) and then hop back to the water lilly (at 0).

Ask for 2 volunteers and at the front of the class demonstrate a large number line and ask the first
student to randomly select a domino. The student uses the numbers on the domino to determine
how many spaces they can hop along the number line. The second student then selects a domino
to find out how many spaces they can hop.

At this point ask the class if it matters which number they choose to hop first? For example, if the
numbers on the domino are 3 and 4 does it matter if you hop 3 places and then 4 places instead of
4 places and then 3 places? We are introducing the commutative property to students here.

Once a student makes it to the fly they then have to subtract the numbers on the domino to
determine how many spaces back towards the lilly they hop. For example, if they are on number
20 (where the flies are) and they pick up a domino that has the numbers 6 and 4 on it they need to
hop back 10 places.

As you demonstrate the game ask the class to predict what number they will land on after they pick
up a domino but before they count it out along the number line.

Students don’t need to get exactly the right number to land on the 20 or back to the zero the first
time they play through however on the second attempt they should aim to get exactly the right
number to land on the 20 or back on the zero. To increase the chance of getting the exact number
required they can start to introduce subtraction between the numbers on the domino. For example
if they are 4 places away from the 20 they would need to get a domino with a 4 and 0, 3 and 1 or 2
and 2 OR they could use subtraction on a domino with 6 and 2 or 5 and 1.
When students have played through the game a few times they can move onto the Truth Tiles
game. Briefly explain that the aim of the truth tiles game is to place the numbers 1-9 into the
following sums so that all 9 numbers are used and all 3 sums are true:
_+_=_
_-_=_
_x_=_

Explore (30 minutes)

Children are seated in pairs (at their tables).

Students play the Catch the Fly game. Each pair needs a number line, 2 frog markers in different
colours and a set of dominos placed upside down in front of them. Teacher circulates and observes
the following:
• Which students are able to move their frog marker directly to the number and which counted as
they took hops?
• Which students had trouble with the sums?
• Have students grasped the commutative property?

Students will need to cut out the number tiles and place those onto the equation frame provided.
There are many different combinations and students can record the combinations they find in their
workbook.
(Truth Tiles 1. http://www.maths300.com/members/m300full/030ltrue.htm)

Gearing Up: Students are encouraged to use mental strategies to determine what number they
need to hop to rather than counting it out along the number line.

Students should aim to find as many possible solutions to the Truth Tile game as they can. For
those up for a challenge they could aim for 8.

Gearing Down: Students can move forward by one side of the domino at a time. For example, if
they select a domino with a 5 and a 4 they can count forward 5 places and then count forward 4
places. They can also use a coloured counter to mark their starting point on the number line so
they can count again if they lose their place or get stuck. Blank number lines are also available for
these students to mark and draw their movements on.

Reflect (15 minutes)

Conclude the lesson by having another game of Catch the Fly at the front of the classroom. This
time ask for one student to play the game at the front of the classroom with you. Have the class
work together to try to beat the teacher by thinking about and calling out numbers first for the
student and then for the teacher to move forward. This will encourage students to think about
calling out larger numbers for their fellow student and smaller numbers for the teacher. It will also
have them thinking and considering how many more places they need to move forward and
backward in order to beat the teacher.

References

Australian Curriculum, Assessment and Reporting Authority (2016). The Australian Curriculum:
Mathematics. Version 8.1. Sydney, NSW: ACARA.

Rogers, A, Workshop 4, Mathematics Education M, University of South Australia. 2017.

Burton, G. National Council of Teachers of Mathematics. 2007. Hopping on the Number Line.
[ONLINE] Available at: http://illuminations.nctm.org/Lesson.aspx?id=355. [Accessed 4 April 2017]
LESSON 3: Elevator Arithmetic

Introductory Information

Year Level: 6 Date: April

Topic: Number and place value: integers in real world situations

Content description: Investigate everyday situations that use integers. Locate and represent
these numbers on a number line (ACMNA124)(The Australian Curriculum, v8.1,2016)

Lesson objectives:
The students will:
1. Explore how integers apply to real world situations;
2. Solve simple addition and subtraction of positive and negative numbers using a number line.

Assessment
Objective 1: Observation of individual, paired workings and group discussions
Objective 2: Teacher will collect student’s recordings.

Gearing down: Students can use the Elevator number line and elevator counter.

Gearing up: Students can move onto Problem Set 3.

Materials
Number lines -6 to 10 (see appendix)
Number lines - blank
Elevator token (see appendix)
Coloured counters

Lesson Outline

Introduce (15 minutes)

(To prepare for this lesson place an Elevator number line, Elevator token and problem sheet on
each students table)
Students are seated at their tables.
On the smart board show students the picture of the building on the vertical number line with the
elevator shaft visible in the middle (refer to Appendix).

Draw the elevator at one of the above ground (positive) floors and ask students what floor the
elevator is currently at?

Erase and draw the elevator at one of the floors below ground level (negative) and ask students
what floor the elevator is at now?

Now explore whether the students grasp that moving up and down in the elevator is addition and
subtraction with the following situations:
• We are on level 1 and we go up 3 levels. What level are we on now?
• We are on level 4 and we go down 2 levels. What level are we on now?

After discussion - model these examples on the elevator number line by drawing the elevator in the
starting position and using up and down arrows to indicate the direction in which the elevator is
moving. Ask students if anyone knows how this might be represented symbolically?
• We are on level 1 and we go up 3 levels: 1 + 3 = 4
• We are on level 4 and we go down 2 levels: 4 - 2 = 2

Now introduce negative numbers arithmetic to them with the following situation:
• We are on level 2 and we go down 4 levels. What level are we on now?

Model this example on the elevator number line and ask students how they might represent it
symbolically.
(Silver, Z. National Council of Teachers of Mathematics. 2007)

Explore (30 minutes)

Students are seated at their tables and work in pairs
Using the number line and elevator token students can work in pairs through Problem Set 1 (see
appendix) which is a list of pictorial and written problems for them to solve similar to those
demonstrated in the introduction. The students are given the movement - in written form and
asked to model it on the number line to get the answer. Students should record their answers on
the Problem Set for collection after the lesson.
Teacher walks around the room observing students. Encourage students to have a go at making
up their own problems for their partner to solve.

If they are feeling confident with Problem Set 1 they can move onto Problem Set 2. Problem Set 2
gives students a starting point and an end point and asks them to determine the direction
(operation - addition or subtraction) and the number of floors (integer) required to get from the
starting point to the end point.

Gearing Up:
Once students are confident with Problem Set 1 and 2 they can move onto Problem Set 3.
Problem Set 3 gives students the expression (symbolic form) which they will need to interpret to
get the answer. Students may not need to use the number line to solve these problems but when
questioned by the teacher they should be able to explain how they interpreted the expression e.g.
for -3 -3 = -6 the students should be able to explain that the elevator started at level -3 and moved
down 3 levels to level -6.

Gearing Down:
Students can be given a coloured token to mark the starting point of the elevator on their number
line to assist them in counting on from that token.

Reflect (10 minutes)

Encourage students to share a little about what they have discovered today when playing the
game. Lead the conversation towards how we interpret the elevators starting point, direction and
movement from the symbolic form.
• Did anyone notice any links between the direction the elevator moved and the operation used
when writing the elevators movement symbolically?
• How do you know where the elevator starts when you are given the elevators movement
symbolically? 3 + 3 as an example
• How do you know how many floors the elevator needs to move?

Praise them for their contributions and ideas and finish up by asking them to consider other real life
situations where they might find positive and negative numbers. They may have suggestions
straight away but if not, encourage them to have a think about it so that we can have a brainstorm
next lesson.

References
Australian Curriculum, Assessment and Reporting Authority (2016). The Australian Curriculum:
Mathematics. Version 8.1. Sydney, NSW: ACARA.

Silver, Z. National Council of Teachers of Mathematics. 2007. Elevator Arithmetic. [ONLINE]

Available at: http://illuminations.nctm.org/Lesson.aspx?id=4075. [Accessed 7 April 2017]