You are on page 1of 12

Week Plans

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.

Students will develop fluency with using numbers in authentic context.


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

3. Encourage the students to


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.

circle, one student has a


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:

Recall the 2s, 5s and


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

Extension for the


fast learners.

Represent 5s and 10s in a counting sequence

Challenge students
to count backwards
in 5s and 10s.

Collate evidence for students ability throughout


lesson

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.
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

Have a class discussion on where


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

efficient way of counting use 5s.


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 -

Teacher one on one


support for

WILF
identify the value of each digit in a two digit number

Represent 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

Collated ongoing information in regards to students


ability to represent 2 digit numbers

the number stays the same.


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.

Collection of students ability to use 2 digit number.

Collection of work alone students work and marking


of this work to see if students need this subject
matter revised.

show on the 1s and 10s columns.


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.