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You are on page 1of 12

Year 2

Term 1, Week 2

Learning Area: Mathematics

Duration: 1 Week

Teaching Sequence

Topic

Representing Numbers

Overview

Students will develop confidence with numbers and calculations by understanding and using number sequences.

Students will be able to recognise the different ways to represent number and identifying patterns beyond 100, using concrete

materials.

Lessons

Teaching and Learning Sequence

Resources

Differentiation

Assessment

Week 2

Lesson 1

Lesson objectives

Students will:

1. Recall the 2s, 5s and 10s

counting sequence to 100

(ACMNA026)

Teaching Sequence

BEFORE

2. Ask the students to slap

their knees and whisper the

number 1. Then tell them

to push their arms out to

the side (or click fingers)

and say 2 in a bigger voice.

Continue the sequence 1

(whisper) 2 (big voice) 3

(whisper) 4 (big voice) etc.

Smaller amounts

are allocated to

students needing

support.

Individual teacher

support.

Extension work

for the higher

levels.

Give students

random numbers

to begin counting

from (example 12,

25, 40...).

WILF:

The ability to count forward and backwards in

2s, 5s, 10s

Estimate large numbers

Represent 5s and 10s counting sequence

Collect information on students ability

throughout lesson

continue counting while

you record the numbers

they are saying in a loud

voice on the board. Then

stop and talk about the

number sequence and the

patterns they can see.

What can you tell me about

the big voice numbers?

What patterns can you see?

4. Tie a weighted object to a

piece of string and swing it

from side to side. Get the

students to count as the

pendulum swings. Then

omit the odd numbers. This

will enable the students to

focus on counting in twos.

DURING

5. Challenge students to see if

they can count backwards

in twos from 10.

6. Counting circles - put

students in different sized

groups up to five. Each

group sits in a circle.

Students count around the

Challenging

students to count

backwards in 2s

and 10s.

piece of paper, when the

counting reaches the

student with the piece of

paper they record the

number they say in a

sequence. Students

continue to count around

the circle. Get the students

to bring their recording

sheets back to share with

the whole class.

What patterns did you see?

Whose pattern is like

yours?

7. Use puppets - have 2, 3, 4

or 5 puppets, students

come to the front of the

class and count using the

puppets. E.g. Using 3

puppets - puppet 1 says 1,

puppet 2 says 2, puppet 3

says 3, puppet 1 says 4,

puppet 2 says 5,

What do you think puppet 2

is going to say when it his

turn next?

What will she say the next

turn?

AFTER

Ask students what they found

interesting in the lesson.

Ask students to write down a

sentence explain the process of

skip counting and how they

would use it in their lives

As a class have a discussion

about the process of skip

counting and how they might

think it is useful.

Create a vocab wall.

Week 2

Session 2

Lesson objectives

Students will:

10s counting sequence to 100

(ACMNA026)

Teaching Sequence

BEFORE

Get students to slap their knees and

whisper the number 1. Then get

Students needing

help will get one on

one teacher/teacher

aid support.

WILF:

The ability to count forward and backwards in 2s,

5s, 10s

fast learners.

Challenge students

to count backwards

in 5s and 10s.

lesson

side (or click fingers) and say 2 in a

bigger voice. Continue the sequence

1 (whisper) 2 (big voice) 3 (whisper)

4 (big voice) etc.

DURING

1. Seat students in a circle. Place

four ice cream containers

upside down in the middle of

the circle. Here are four horse

stables.

2. Now place two horses under

each stable.

There are two horses in each

stable, how many horses are

there altogether?

3. Give the students some time to

think about the problem.

Encourage students to share

their answers and come into

the circle to demonstrate what

they did.

Try to record their responses

e.g. Tom went 1 2, 3 4, 5 6, 7

8, and Heme went 2, 4, 6, 8.

4. Continue to pose several other

similar problems.

Now there are 3 stables at

Johns farm down the road. He

has 3 horses in each stable

how many horse are there

altogether?

5. Encourage students to explain

how they got their answer.

Pair up students and give them a

series of counters to represent

horses and some ice cream

containers, or cups to represent

stables. The students take turns to

hide the same number of horses

under each stable while their partner

hides their eyes or turns around.

When the student turns back, their

partner says "There are 2 horses

under each of these stables. How

many are there altogether?" Their

partner then has to work out how

many horses there are altogether.

AFTER

Reflection:

Lesson 8

Week 2

and why skip counting is useful,

either in school or when doing

something with mum and dad.

Lesson objectives

Students will:

Represent two digit number

(ACMNA027)

Order two digit numbers on a

number line (ACMNA027)

Teaching Sequence

Warm Up

Dice game - Roll three dice, students

will then use the numbers to make

10. Students record ideas in maths

diary.

BEFORE

Discuss, with the students what

they know about number lines,

where are they used and what are

they used for..

Teacher draws a number line on

whiteboard and numbers it 0 - 40.

Using the skip counting process the

teacher will Show the class how to

find 20 on the number line. First off

use something like counting by 2s

then to demonstrate a more

Picture

of

number

line

placed

on the

board.

Allocat

ed

number

for

each

individ

ual

student

s.

Chalk

or tape

to

place a

number

line on

the

Support

Teacher one on one

support for

struggling learners.

Extension work for

fast learners.

WILF

Show 2 digit numbers utilising a number line.

The ability to justify their answer.

Formative

Evidence of the completed number line.

Checklist in regards to the students ability to

represent and justify the use of number lines.

Lesson 9

Week 2

DURING

Using Tape or chalk create a number

line either outside or in the class

room number it 0-100.

Each child will be given a number.

Tell 5 students at a time to find their

number and go stand on it, ask

them how they knew that? What

type of process did they use?

Proceed with this activity until every

child has had a go.

Back in the class Students will be

asked to draw 3 number lines in

their maths diary.

Teacher will uncover the 3 two digit

numbers that were written on the

board for students to represent

separately on their number line.

Students will then create sums for

each number using whatever

process the feel works.

Reflection: As a class discuss how

effective counting by 2s, 3s, 5s and

tens is and discuss why and where

they are effective in our lives.

Lesson objectives

Students will:

floor

outside

or

inside.

100

Chart

Materia

ls -

support for

WILF

identify the value of each digit in a two digit number

(ACMNA027)

Make connections between

different ways to represent two

digit numbers (ACMNA028)

Teaching Sequence

BEFORE

Digital Dice Game computer rolls

three dice. Using these numbers

the students will be required to write

the largest 2 digit number and then

justify how they came to this answer.

DURING

- Teacher will show the class that the

MAB 100s block can also be

represented using MAB 1s and 10s.

Students will count the blocks as a

class to show the amount is the

same.

- Show the class the process to

represent 27 whilst using MAB 10s

and 1s.

Show the students how to represent

two digit numbers on whiteboard,

e.g. (whole number 27, groups of

10s (2 etc.) and 1s (7 etc.), use

picture representations (dogs, cats

etc.). Class discussion about how

MAB

struggling learners.

and

number Extension for fast

learners.

beads.

Challenge students

Math

to justify their

Books

understanding.

Dice

ability to represent 2 digit numbers

Repeat for number 16, 28, 42, 66

AFTER

Students work individually on

numerous two digit numbers to

represent tens and ones (utilising

the tools used throughout the

lesson).

Lesson 10

Week 2

Lesson objectives

Students will:

Represent two digit number

(ACMNA027)

Make connections between

different ways to represent two

digit numbers (ACMNA028)

Teaching Sequence

Before

Card Game. In pairs students deal 3

cards and chose 2 to make the

largest number.

DURING

- Introduce 1s and 10s columns.

- Use 1s and 10s columns to identify

and show students the number 27.

AFTER

Give the students 10 numbers to

Deck of

cards

1S and

10s

column

sheets.

Help struggling

students by

allocating one on

one teacher time.

Provide extension

work for the fast

learners.

of this work to see if students need this subject

matter revised.

Ask the students to explain how

they did this and they need to

justify their response.

Students will work alone on many

different 2 digit numbers.

Reflection:

As a class discuss why and where

this would be useful in their lives.

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