Lesson Title – Maths – Whole Number and Engine Room Lesson duration 1 hour Stage ES1/S1 Year K/1

Stage ES1/S1 Year K/1 Class/Group K/1

Rationale Syllabus Outcomes (from syllabus documents) Syllabus Content/Elaboration (from syllabus
Early Stage 1 documents)
Students are learning how to MAe-1WM – describes mathematical situations using everyday language, Early stage 1
use a variety of strategies to actions, materials and informal recordings - describe the action of combining, separating and
assist them in addition MAe-2WM – uses objects, actions, technology and/or trial and error to comparing using everyday language
problems, including bridging to explore mathematical problems - compare two groups of objects to determine 'how
10, counting on, ten frames, MAe-3WM – uses concrete materials and/or pictorial representations to many more'
number lines and pictures. support conclusions - read analog and digital clocks to the hour using the
MAe-4NA – counts to 30, and orders, reads and represents numbers in term 'o'clock'
the range 0 to 20 - describe the position of the hands on an analog
MAe-5NA – combines, separates and compares collections of objects, clock when reading hour time
describes using everyday language, and records using informal methods
MAe-13MG – sequences events, uses everyday language to describe the Stage 1
durations of events, and reads hour time on clocks - use the equals sign to record equivalent number
sentences involving addition, and to mean 'is the
Stage 1 same as', rather than as an indication to perform an
MA1-1WM – describes mathematical situations and methods using operation
everyday and some mathematical language, actions, materials, diagrams - use and record a range of mental strategies to solve
and symbols addition and subtraction problems involving one- and
MA1-2WM – uses objects, diagrams and technology to explore two-digit numbers, including:
mathematical problems o bridging to 10
MA1-3WM – supports conclusions by explaining or demonstrating how o using place value to partition
answers were obtained numbers
MA1-5NA – uses a range of strategies and informal recording methods for - read analog and digital clocks to the half-hour using
addition and subtraction involving one- and two-digit numbers the terms 'o'clock' and 'half past'
MA1-13MG – describes, compares and orders durations of events, and - describe the position of the hands on a clock for the
reads half- and quarter-hour time half-hour
- record hour and half-hour time on analog and digital
clocks

Prior Knowledge Risk Assessment Resources

Students have knowledge of numbers 0-30. Students movement around the Maths Boxes
Students have completed previous lessons discussing several classroom will be monitored for safety Exit Tickets
addition strategies in small groups. with the assistance of an SLSO and Smart Board – Big Numbers Song, 100 chart, Go
teacher. Noodle
Learning Time Content/Learning Experience Class Organisation Differentiation and Adjustments
Outcomes/Indicators Guide
Introduction (Engagement)
Re-settle students. Explain what is happening and the
Students complete content/structure of the lesson.
personal number Students complete personal number booklets as
booklets warm-up activity. *Play Big Numbers Song* Whole class group Students move through writing
Whole Number routine numbers, missing numbers,
Students participate in - Big Numbers Song addition and subtraction level 1,
addition and subtraction level 2,
whole number routine 20 mins - Counting forwards and backwards with
mental maths booklets
fingers 0-30
- Number of days at school (160)
Overview of different addition and subtraction
Students can identify strategies
an addition sign and - The difference between addition and
its meaning and subtraction symbols
contribute to class - Friends of 10 rainbows
discussion. - Counting on
- Drawing a picture
- Flip cards with strategies – in each box

Go Noodle guided dance.

Students complete
activities in their
allocated rotations. 40 mins
Body (Exploration/Transformation/Presentation)
Students move off into allocated rotations.
- 4 rotations of approximately 10 minutes each
Rotation activities are organised in boxes as follows:
1. Whole Number – make a pizza, place value
ice cream, random number puzzles, hop
along skip counting, missing numbers, the
counting game
2. Addition – counting on, written addition
questions, matching questions, number lines,
connect 4, pictures problems
3. Addition – true or false, matching questions,
written questions, wheel addition, think big,
doubles bubble
Maths groups are sorted by pre-
assessment each fortnight and are
grouped based on ability.
Groups as allocated (Red,
Yellow, Green, Blue, Purple)
Spread across room
Harder activities for Red/Yellow
group in each box (discussed with
students about picking a
challenging game)
 4. Subtraction – think big, subtraction wheel,
subtraction pop, snow man number, random
numbers cards
5. Subtraction – written questions, subtraction
chips, random questions, board games,
school kids questions
6. Time – time on a clock, months of the year,
days of the week, numbers on a clock, hour Group work with teacher
time
7. Mastery folders Mastery folders – 1-20 for kinder
students, 1-100 for Kamden,
8. Math boxes
Cooper, Jake, Issak or Red +
9. Practice Papers Yellow Group
10. Computers
Students complete
guided maths 4 groups will be working with teacher in engine room
activities in the engine throughout rotations
room and contribute - Addition using a variety of strategies
the group discussions o Bridging to 10
about addition o Counting on Guided maths lessons suited for
strategies. o Ten Frames each group/Student and based on
o Pictures what we are currently learning
- Guided maths lessons suited for each Whole class (addition)
group/Student and based on what we are Individual work
currently learning, student strengths and
5-10 mins weaknesses and specific practice

Students complete
exit ticket.

Conclusion (Presentation/Reflection)
Bring students down to floor and front of the room.
Explain exit card to students. Students complete exit
card before leaving for lunch.