Unit Plan Maths

EDUC 3063 Mathematics Education 2 Ethan Yeo Student ID: 110233262
Unit Planner for Learning in Mathematics

Learner context
Topic Focus: Number and Algebra

Level of schooling: Foundation
School and class context: Regarding the context of the classroom, there will twenty students in total, nine boys and
eleven girls, all ranging in different mathematical abilities. The diversity in the classroom includes, an ESL student who
recently moved to Australia and two boys who have attention problems who need to be separated. Within the class,
they have already been strategically paired up with a buddy that they work with when asked. The layout of the
classroom includes a large floor space in front of a smart board, allowing space for whole group activities.
What is the learning focus?

Concept(s): These are the big ideas to be developed Thinking and Working Mathematically: These are the
processes of problem solving, reasoning and communicating
 Counting  Understanding includes connecting names, numerals
 Subitising and quantities
 Fluency includes readily counting numbers in
sequences, continuing patterns and comparing the
lengths of objects
 Problem-solving includes using materials to model
authentic problems, sorting objects, using familiar
counting sequences to solve unfamiliar problems and
discussing the reasonableness of the answer
 Reasoning includes explaining comparisons of
quantities, creating patterns and explaining processes
for indirect comparison of length.
(Australian Curriculum, Assessment and Reporting Authority

[ACARA] 2018a).
Dispositions: These are the attitudinal aspects of learning
Students throughout this unit of learning, will be developing their literacy skills when identifying number names,
listening and communicating their thoughts. Their critical and creative thinking skills, as they answer questions, reason
their conclusions and apply their understandings to different contexts. Their numeracy skills, as they engage in various
counting, patterning and subitising activities.
This 6 sequenced learning unit has been constructed using the 5E’s model of planning and learning, as the following
lessons have been based off, engage, explore, explain, elaborate and evaluate. The purpose of the 5E’s is to promote
students engagement levels when learning about the various mathematical concepts, in the aim to optimise their
learning (Skamp 2014, p.204). The 5E’s model is based off the constructivist approach to learning, where students
construct new understandings based off their prior knowledge (Macmillan 2009, pp. 184-187).
©Planning for learning in mathematics and science, 2019 Modified AMR from B.O.P.
How will the students engage with this learning? (Provide here an outline of five sequential learning experience using
any of the given structures from the Maths/Science learning cycle or the 5Es model)
Prior Knowledge/Engagement Learning Experiences - Number story book and then number card activity (60 mins)
The educator will have the class sit down and explain to them that they will be reading them a story book called, “20
Big trucks in the middle of the street”. When reading the book the educator will pose questions, such as what comes
next, how do you know? While taking notice of which students can understand and pick up the concept of the story
and predict what comes next.
After reading the story, have a short discussion and the educator will ask the students’ questions, for example, What
did you think of the book? What was the book about and what happened in the book? Was there an ongoing pattern,
if so what was it? If the book were to continue what do you think will happen?
After discussing the book, have the students sit in a circle and hand them all a card with a different numeral on it (1-
20). Have the class identify their number card and then ask them who has number 1 and have them place their card
in the middle of the circle and so on in ascending order until all the cards have been placed. During this activity the
educator will be posing various questions, for example, who can tell us what number comes next? How do you know
that comes next?
Once all the cards have been placed, the educator will have the students read out the numbers out loud together, in
ascending and descending order. The educator will then collect the cards by asking the students to pass the (x) card.
They will then choose a few number cards and ask the students what number is this and have them hold up the
number using their fingers in any way they like. The educator will also ask the students questions, for example, what
comes before/after this number? The educator will start off using numbers lower than ten. However, if the educator
feels the students are ready, then they can have the students pair up with their assigned buddy and begin to use
numbers up to 20 (Davies 2003, p. 31).
Throughout the activity the students are expected to raise their hand when answering the educators questions.
Exploratory/Explore Learning Experiences – Number card activity with unifix cubes (60 mins)
The educator will have the class sit down in a circle and repeat the same number card activity, however this time
from 1-10 only and the educator will hand out cards with the number name as well. The students with the number
name cards will place their cards first, which will then be followed by the numeral cards. When finished the educator
will then distribute unifix cubes to all the students varying from 1-10 in quantity. The educator will then go around
the circle and have the students take turns to place their quantity of unifix cubes by the appropriate number card
(Reys et al. 2017. p. 196). The educator will then distribute the rest of the number cards (11-20), both cards with
numerals and number names, switching it around, so that the students who had the numeral cards from 1-10 now
have the number name cards from 11-20. The educator may have to scaffold or have other students assist when
necessary (Woolfolk and Margetts 2013, p. 99).
Exploratory/Explore Learning Experiences – Ten frame (60 mins)
The educator will have the class sit down in front of them. They will then explain to them what a ten frame is and
that they are going to quickly show them a ten frame. They will also explain that some of the squares will have a
circle in them, and that they are to quickly count how many circles they see. The educator will flash the cards one by
one and have the students raise their hand give their answer on how many they saw (Clements 1999 p. 402). The
educator will also have the students reason how they came to that number and explain what they saw and how they
subitised (Reys 2012, p. 158).
The educator will then hand out ten frames and counters to the students, the educator will be doing the same thing,
but this time the students will be representing how many circles they see using the ten frame and counters. The
educator will ensure and observe that the students are all engaging and participating before moving on to the next
ten frame (Skamp 2014, p.204).
Once the students’ understand the concept of the activity, the educator will have the students pair up with their
buddies. The educator will then use 2 big sponge dice to generate a number that the students will have to work in
their pair to represent on their combined ten frames (Clements 1999 p. 401).
Explain Learning Experience(s) – Snakes and Ladders (60 mins)
The educator will divide the class into four mixed groups ahead of time. The educator will have the students sitting in
their groups around the giant snakes and ladders board game. The educator will explain the rules of the game and
ensure that the class understands before the game commences. The game will work with the students within the
groups taking turns rolling the big dice and figuring out themselves the number and then moving their piece the
correct number of spaces. The game will go until a team wins, a second game can be played if the time permits.
Elaboration/Extend Learning Experiences - Subitising Games (60 mins)
The educator will have the students sitting in a circle for the following games. The first game is a game that improves
their fluency in their subitising. The educator will set up 10 cards with 1-10 dots and announce a number and have
children raise their hands once they have identified the card with the correct amount of dots.
The second game is a matching game and the educator will place down a variety of cards and have one card that
does not have a pair. For example, there could be 2 cards that have 5 dots, 2 cards that have 7 dots and then 1 card
that has only 3 dots and does not have a match, which in this case could be said to be the odd one out. This game can
be done with cards of various spatial arrangement, to increase the difficulty.
The third game is a memory game with the dot cards. The educator will have 2 lots of cards from 1-10 faced down
and the students will take turns flipping 2 cards, attempting to find a match. This game can also be done with number
name and numeral cards.
(Clements 1999 p. 402-404)
Elaboration/Extend Learning Experiences – Plastic cups and one to one correspondence assessment (60 mins)
The educator will have labelled 10 plastic cups with numbers 1-10. The educator will mix up the cups and pass them
to the student instructing them to order them from smallest to biggest. Once the student has arranged the cups,
correctly or incorrectly, the educator will pass them a collection of unifix cubes and instruct the student that they
have to look at the number on each cup and put in the matching amount of cubes. The educator will have the unfix
cubes already grouped in 10/5/1’s for the student to use. The instructor will ensure to remind the student to count
out loud as they place the unifix cubes in the cup, as this reinforces their counting skill and shows their one to one
correspondence (Tucker, K 2011 p. 40). The educator will have a checklist to refer to throughout the activity (Hunting,
Mousley, and Perry 2012, p. 86).
While students are being tested, the remaining students will work in their pairs with subitising cards. Have them test
each other by taking turns holding up the card for the other person to answer. The students will be provided with
different level difficulty cards available for them to use, eg. rectangular, circular and scrabbled. The students are also
allowed to play any of the three games from the previous lesson (Clements 1999 p. 402).
Differentiation/How will you extend and enable students?
It is expected that the students in the class will be all at different levels of mathematical ability due to the vast
diversity (Tomlinson et al. 2003, p.120). It is important that as an educator, we ensure that our students engage in
the lessons. For optimal learning students should be working within their zone of proximal development, in order to
do this, the activities chosen must be able to cater to a wide range of students (Woolfolk and Margetts 2013, p. 98).
This 6 sequenced learning unit has been designed to challenge students of all levels and for students to develop their
fluency and understanding of counting and subitising. The students who may be more advanced in their knowledge,
will be provided with opportunities to challenge them and their fluency, for example, with subitising they will have
the chance to subitise dots on more difficult spatial arrangements. They will also be given opportunities to scaffold
the other students learning in the class, as they work in pairs for the various activities (Prast et al. 2018, p.19).
How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When How will you record your Providing feedback
Concept(s): will you assess? assessments?
Who leads the assessment? With positive reinforcement
The students’ fluency to The students will be and encouragement when
count to and from 20. The educator will be observed by the educator the student perform
intentionally observing throughout the group something correctly.
The students’ fluency to students throughout the activities and the educator
make connections between class. will take note and record Verbal interactions with the
number names and down the students abilities students.
numerals. The educator will pose observed in a portfolio
various open questions to (formative assessments). Anecdotal notes of the
The students’ fluency to students probing them students ability/progress.
subitise appropriately and whilst carefully listening For the plastic cups activity
recognise numbers. (Hunting, Mousley, and Perry the educator will have a Checklist (Macmillan 2009, p.
2012, p. 82). checklist to refer to. 170).
The students’ mathematical
language used. Clinical interview, for the Learning story where
plastic cups activity the appropriate.
The students’ ability to count educator will have a
out loud – one to one checklist to refer to. (Hunting, Mousley, and Perry
correspondence. (Macmillan 2009, p. 170) 2012, p. 85).
The students’ engagement

and participation in the
activities.
Links with the Australian Curriculum

Strand: Number and Algebra Sub- Strand: Number and place value
Descriptor: Achievement Proficiencies (for Mathematics) specific to this
Standards: sequence
Establish understanding of the By the end of the
language and processes of Foundation year, Understanding includes the students connecting the
counting by naming numbers in students make names, numerals and quantities up to 20. Subitising
sequences, initially to and from connections between and representing their understandings on ten frames
20, moving from any starting number names, and understanding how the concept of snakes and
point (ACARA 2018b, numerals and quantities ladders.
ACMNA001). up to 10. Students count
to and from 20 and order Fluency includes the students readily counting
Connect number names, small collections (ACARA numbers in sequences, continuing patterns and
numerals and quantities, 2018e). conceptually and perceptually subitising various spatial
including zero, initially up to 10 arrangements.
and then beyond (ACARA
2018c, ACMNA002). Problem Solving includes the students using materials
to model authentic problems, sorting objects, using
Subitise small collections of familiar counting sequences to solve unfamiliar
objects (ACARA 2018d, problems and discussing the reasonableness of their
ACMNA003). conclusions.
Reasoning includes the students explaining the

sequence of quantity, numbers (1-20) and subitising.
(Reys et al. 2017. p. 180)
Links with the EYLF (for Reception/Foundation only)

Outcomes:
1.4 Children learn to interact in relation to others with care, empathy and respect
4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment,
enthusiasm, persistence, imagination and reflexivity.
4.3 Children transfer and adapt what they have learned from one context to another.
5.4 Children begin to understand how symbols and pattern systems work.
(EYLF 2009)
Teacher Resources
20 Big trucks in the middle of the street book – Used for the prior knowledge activity
(https://www.primaryconnections.org.au/5es-teaching-and-learning-model): Primary Connections – discusses the 5E
model.
https://www.pre-kpages.com/one-to-one/ - Ten Frame
https://www.youtube.com/watch?v=ob5AEyLBUp8 - Ten Frame
http://www.speechlanguage-resources.com/simple-board-games.html - Snakes and Ladders
http://www.mathsmentality.com.au/images/Subitising_flash_cards.pdf - Subitising Cards
Student Resources
Numbered cups from 1-10 – Used for the assessment

50 small objects, eg. pebbles, lego, marbles etc. – Used for the assessment
At least 200 counters – Used to represent how many numbers are seen
Ten Frames – Used as a way to record the numbers seen
Snakes and Ladders giant board game – Used
Multiple Big Sponge Dices – Used for the subitising ten frame activity
At least 10 flash card sets varying of different levels – Used for the subitising activity and the for pairs to test one
another
Unifix Cubes – Used to represent the number on the cards
Numeral number and number name cards
References
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018a, F-10 Curriculum, Mathematics: Number
and Algebra, Foundation Curriculum v8.3, Australian Curriculum, Assessment and Reporting Authority, viewed 23 April
2019, <https://www.australiancurriculum.edu.au/f-10-
curriculum/mathematics/?year=11751&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=
Statistics+and+Probability&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+C
ommunication+Technology+(ICT)+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Soci
al+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Abo
riginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+wi
th+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false>.
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018b, F-10 Curriculum, Mathematics: Number
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018c, F-10 Curriculum, Mathematics: Number
2019, <https://www.australiancurriculum.edu.au/f-10
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018d, F-10 Curriculum, Mathematics: Number
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018e, F-10 Curriculum, Mathematics: Number
Clements, DH 1999, Subitizing what is it? why teach it? Teaching Children Mathematics, 5(7), pp. 400–405.
Davies, N 2003, Counting on early childhood educators Early Education, pp. 29–35.
Early Years Learning Framework 2009, Belonging, being and becoming, Australian Government Department of
Education.
Hunting, R, Mousley, J, & Perry, B 2012, Assessing and recording children’s mathematical learning In Young children
learning mathematics: a guide for educators and families, pp. 80–92.
Macmillan, A 2009, Numeracy in early childhood : shared contexts for teaching & learning, Oxford University Press,
South Melbourne, Vic.
Reys, RE, Rogers, A, Bennett, S, Cooke, A, Robson, K, & Ewing, B 2017, Helping Children Learn Mathematics, 2nd edn,
John Wiley & Sons Ltd, Queensland.
Reys, RE, 2012, Helping children learn mathematics, 1st edn, John Wiley & Son Australia, Qld.
Skamp, K & Preston, C 2014, Teaching Primary Science Constructively, Cengage Learning Australia, London.
Tomlinson, CA, Brighton, C, Hertberg, H, Callahan, CM, Moon, TR, Brimijoin, K, Reynolds, T 2003, Differentiating
instruction in response to student readiness, interest and learning profile in academically diverse classrooms: A review of
literature, Vol 27, pp. 119-145.
Tucker, K 2011, Mathematics Through Play in the Early Years, 2nd edn, SAGE Publications Ltd, London, pp. 1–166.

Unit Plan Maths

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Unit Plan Maths

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EDUC 3063 Mathematics Education 2 Ethan Yeo Student ID: 110233262

Unit Planner for Learning in Mathematics

Topic Focus: Number and Algebra

What is the learning focus?

(Australian Curriculum, Assessment and Reporting Authority

Dispositions: These are the attitudinal aspects of learning

Exploratory/Explore Learning Experiences – Ten frame (60 mins)

Explain Learning Experience(s) – Snakes and Ladders (60 mins)

Elaboration/Extend Learning Experiences - Subitising Games (60 mins)

(Clements 1999 p. 402-404)

Differentiation/How will you extend and enable students?

The students’ engagement

Links with the Australian Curriculum

Reasoning includes the students explaining the

(Reys et al. 2017. p. 180)

Links with the EYLF (for Reception/Foundation only)

Numbered cups from 1-10 – Used for the assessment

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