Beruflich Dokumente
Kultur Dokumente
CONTEXTUAL
DETAILS
School
Gaw
Date
5/6/2017
Name
Nikolina
Zarkovic
Estimated
Duration
of
Activity
Year
Level
/
Age
Range
Reception
–
5/6
years
old
50
Minutes
Number
of
Students
24
Location
Classroom
AREA
OF
LEARNING
Mathematics
-‐
Number
and
Algebra
TOPIC
Number
and
Place
Value
BROAD
OUTCOMES
Establish
understanding
of
the
language
and
processes
of
counting
by
naming
numbers
in
sequences,
initially
to
and
from
20,
moving
from
any
starting
point(ACMNA001)
Subitise
small
collections
of
objects
(ACMNA003)
SPECIFIC
LEARNING
OUTCOMES
Students
will
develop
an
understanding
that
numbers
are
said
in
a
particular
order
and
there
are
patterns
in
the
way
we
say
them
They
will
practice
using
subitising
as
the
basis
for
ordering
and
comparing
collections
of
numbers
STUDENTS’
PRIOR
KNOWLEDGE
All
students
have
a
develop
knowledge
of
the
numbers
1
to
5.
Some
can
count
up
tp
10
and
others
can
exceed
this
to
20
and
beyond.
PREPARATION
/
ORGANISATION
-‐
Containers
-‐
Number
and
dot
subtilising
cards
-‐
C
level
number
line
assessment
task
-‐
B
Level
number
line
assessment
task
-‐
1
to
10
Game
board
-‐
1
to
20
game
boards
-‐
coins
-‐
counters
PROCESS
RESOURCES
What
will
I
do?
What
will
the
students
do?
What
materials
will
be
used?
What
skills
and
strategies
will
we
use?
What
behaviour
management
strategies
will
I
use?
TIME
LESSON
SEQUENCE
5
Mins
INTRODUCE
(BEGINNING)
Students
will
be
divided
into
groups
depending
on
their
ability
to
accurately
complete
the
C
level
number
line.
The
groups
will
consist
of
students
at
D
level
or
lower,
students
at
C
level
and
students
who
may
be
approaching
B
level.
They
will
each
be
allocated
one
area
to
work
with.
The
rotations
will
last
for
20
minutes
each
times
using
the
timer.
TIME
DEVELOP
(MIDDLE)
-‐
Containers
40
Rotation
1:
-‐
Number
and
dot
Mins
subtilising
cards
Number
Line
game:
-‐
C
level
number
line
Lower
groups:
focus
on
numbers
1
–
10.
Higher
groups
focus
on
assessment
task
numbers
up
to
20.
The
middle
group
can
play
1
through
to
10,
though
-‐
B
Level
number
line
if
they
find
this
easy
can
move
up
to
the
numbers
20.
assessment
task
-‐
1
to
10
Game
board
The
students
will
be
given
a
number
track
(or
number
line)
and
will
be
-‐
1
to
20
game
boards
shown
a
number
track
(like
a
number
line
but
in
a
circle
with
start
and
-‐
coins
finish
instead.
They
will
all
count
the
numbers
in
the
number
line
prior
-‐
counters
to
starting
the
game.
They
will
all
start
by
putting
a
coloured
counted
on
the
number
1.
They
will
take
it
in
turns
to
spin
a
coin.
They
will
be
shown
which
side
is
heads
and
which
side
is
tails.
If
they
flip
their
coin
and
it
lands
on
heads
they
will
move
two
spaces
forward.
If
it
lands
on
tails
they
will
only
move
1
space
forward.
Each
time
they
move
forward
they
will
be
encouraged
to
count
up
to
where
they
were
and
then
move
either
1
or
2
spaces.
The
person
who
reaches
10
(or
20)
first
wins.
The
game
can
be
plaid
more
than
once
so
that
students
understand
it
is
played
by
chance,
not
ability.
Rotation
2:
Attempt
B
level
number
line.
For
those
that
are
not
prepared
for
this
continues
practicing
lining
up
the
dot/number
cards
and
writing
the
C
level
number
line.
Can
do
this
by
practicing
on
whiteboards.
Rotation
3:
Recognising
Number.
10
containers
are
prepared
with
the
numbers
1
through
to
10
on
them.
The
containers
will
be
arranged
in
order.
Point
to
them
and
together
say
what
the
numbers
are.
Each
child
will
choose
a
number
and
find
the
correct
number
of
items
to
fill
the
container
with.
When
they
return
them
count
their
number
objects
together
with
them
to
ensure
they
have
the
correct
amount.
Differentiation:
Students
who
are
of
a
lower
number
counting
ability
will
be
provided
with
containers
that
have
the
numbers
1
to
10
written
on
them.
Students
with
a
higher
ability
will
have
the
numbers
provided
in
dots
instead.
TIME
CONCLUDE
(END)
5
Mins
Students
will
pack
up
their
activities
and
return
them
to
the
front
of
the
room.
Once
they
have
all
packed
up
they
will
begin
packing
their
bags
for
the
end
of
the
day.
ASSESSMENT
OF
STUDENTS
(What
assessment
methods
will
be
used
to
determine
whether
learning
outcomes
have
been
achieved?
Rotation
1
and
3
will
be
diagnostic
assessments
of
students
ability
to
count
numbers
in
the
correct
order.
Rotation
2
will
be
an
assessment
of
students
ability
which
will
be
recorded.
They
will
need
to
complete
the
B
level
number
line
correctly
in
order
to
go
on
to
trying
A
level.
Few
students
in
the
class
are
expected
to
be
at
this
level
at
the
current
stage.