Unit Planner for Learning in Mathematics

Learner context
ACARA – Measurement and Geometry: Location and Transformation
Year level of focus: Composite reception/year one class
What is the learning focus?
Concept(s): Thinking and Working Scientifically/Mathematically:
Position and Focusing on Language such as: Near, far, behind, under, around, over, left, right, next to,
movement towards, under. Giving simple directions to guide a friend around an obstacle path and also
being in the position of being able to follow the instructions a peer has given them.

Give and follow Why we give directions, understanding how to give directions to and from a place,
directions understanding turns, direction and distance. Interpreting and following directions around
familiar locations.

Dispositions:
Foundation Content Descriptor : Describe position and movement ACMMG010.
Achievement Standard : They use appropriate language to describe location.
Aim: by the end of the unit have receptions planning and directing a partner through an obstacle course using
locational language.
Year 1 Content Descriptor: Give and follow directions to familiar locations ACMMG023.
Achievement Standard : They use the language of direction to move from place to place.
Aim: Have year 1’s planning a map of a town and then building it out boxes, blocks or Lego. Students will then be asked
to identify directions, locations of objects, distances, and use clockwise and anti-clockwise positioning.

General capabilities:

At this year level:

 understanding includes connecting names, numerals 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.

General Capabilities:

At this year level:

 understanding includes connecting names, numerals and quantities, and partitioning numbers in various
ways
 fluency includes readily counting number in sequences forwards and backwards, locating numbers on a
line and naming the days of the week
 problem-solving includes using materials to model authentic problems, giving and receiving directions to
unfamiliar places, using familiar counting sequences to solve unfamiliar problems and discussing the
reasonableness of the answer
 reasoning includes explaining direct and indirect comparisons of length using uniform informal units,
justifying representations of data and explaining patterns that have been created.

By the end of Reception: They use appropriate language to describe location.

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

By the end of year one: They use the language of direction to move from place to place.

How will the students engage with this learning? (Provide here an outline of a learning experience with using the given structure)
Prior Knowledge/Engagement Learning Experiences (s): Lesson 1
Prior knowledge Mind map
What do you know?
- Why are maps important?
- Why do we give directions?
- Why do you think pirates map out their tressure?
Mentor text: ‘We’re going on a bear hunt’ By Michael Rosen Read through 1x then discuss book
Discuss what under looks like, over, above, around…
Get students to sit in a circle and place the chair in the middle of the class. Model language with toy bear – get
students to come up and put bear under chair, on chair, above chair, around chair…
Inquiry questions: Can you remember what the book said the people should do for this image eg: the mud image –
get students to come up and place the characters either under, over or around…
Read through the book again this time pausing to allow students to come up and place laminated characters
according to location in the book. Eg; under, over, around…
Students will then move into year levelled groups to play a game. Game: Receptions to work with a partner and play
the divider game. Students have images from the book “We’re going on a bear hunt”. Students will take in turns
setting the scene and behind their divider their partner has to follow the instructions and match the scene. Educator
to model this task. Year ones to do the same but with different images and more explicit language.
If time go though work sheets. Worksheets: receptions work on language sheet ‘over, under, around, up, down’
Diversity: Extension task Foundation: Draw the picture according to the text.
YEAR 1’s: make their own sequence of events with laminated characters or bear hunt board game.
Comments from lesson:

Prior Knowledge and Exploratory /Explore & Explain Learning

Experiences: Lesson 2
Lesson 2
Reception Lesson Focus: Introducing Positional language
Year 1 Lesson Focus:
Recap lesson and discuss what we learned and the language used.
Discus importance of location and mapping. Look at “We’re going on a bear hunt” book again and discuss the
language used. Students to finish worksheets from lesson 2 if not already finished.
Read the book Mentor Text: ‘Up, Down and Around’ by Bernard Westcott.
Discuss book use concrete material to demonstrate discussion eg: bring a teddy and a box. Get students to form a
circle. Put teddy in box and ask if teddy is on, in around or behind the box. Get students to come up and demonstrate
in the box, on the box and next to the box. Play the position movement game – PDF resource use interactive screen
Go through left and rights get students to help place Left and right labels in the classroom (aimed at year 1’s). –
Concrete material (stick left and right pictures in the classroom so students can refer to these throughout the unit).
Go outside and get students to follow instructions outside on the playground.
Students then come back to the classroom and work in pairs to place labelled cards around the classroom: up, down
around etc. Students then work through the worksheets. Educator to model the worksheets for year levels.
If finish early and there is time go through worksheets to further knowledge. Foundations: ‘Where are they’
playground worksheet
Year one: ‘Playground’ and then ‘At the beach sheet’
Diversity: if students finish then they can work on the worksheets.
Investigations /Problem solving/Elaboration Learning Experiences:

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Lesson 3
For lesson: Students to bring in a toy or use a toy provided
Foundation Lesson Focus: Directional Language and following instructions
https://www.youtube.com/watch?v=ykmFyHJq6FY
Students to watch the video and do the actions to the song. Educator to model the actions first before song starts.
Educator to then go through the anti-clockwise and clockwise power point made by Jenny Heinrich. Educator to stick
anti-clockwise and clockwise images up to help students. Students to play a game. Game: Students then sit facing the
board and using a classroom object or toy students will practice turning their object clockwise, anti-clockwise, putting
it left, right, above and below.
Students will then play: What position is it? Using the Direction and Position warm up slide.
Stand up if you think… Sit down if you think… Stand on one leg if you think… Put one finger on your nose if you
think…
Students will then head outside. Educator to set up two obstacle courses and split students up into two groups.
Educator will direct students through the obstacle courses using positional language.

Lesson 4
Mentor text: Mapping Penny’s World By Loreen Leedy https://www.youtube.com/watch?v=NSBpg3JLJXQ
Year one’s will work in pairs to design a city that they will be building in the next lesson this lesson helps to introduce
this to the students.
Worksheet: Year one’s Build a city practice marking location worksheet.
Receptions: Receptions to work in the library with me. Using a grid marked out with marking tape receptions will be
introduced to grids on a map. Receptions will be given images of houses, building and trees and they will follow
educators instructions and be placed in a location on the grid.
Once year ones have finished their task the groups will swap and the year one’s will come into the library and play
the grid game. Receptions will play the divider game using laminated images. In pairs students will take in turns
creating an image using the laminated images. Students will instruct their pair to create a mirror image. Then when
ready students will reveal the image to each other.
Lesson 5
https://www.youtube.com/watch?v=D9NpWpr27Ak
Year Ones: Students to go through and finish off their city design and start planning what they will need for their city
in lesson 6.
Receptions: will choose three objects eg: skipping rope, hoop and 3x cones to make an obstacle course in lesson 6.
Students will work in pairs and will design this obstacle course ready for lesson 6.
Class to spend about 20 minutes on this
30 minutes: MAKING A CLASS BOOK: Directional language theme… Students will use I pads in pairs.
In pairs students will be given directional cards. Above, under, over, around, in, out, on, next to, near, far… Half the
class will head outside and will work in pairs taking pictures of themselves demonstrating the positions they have
been given. The class will then swap and the other half will be inside taking images of objects demonstrating these
positons.

Lesson comments for 3, 4 and 5:

Lesson 6
Receptions’: creating an obstacle course and providing directions for peers to navigate through the obstacle
course.

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 Year one’s: Students will create a 3-D map of their city they have designed in pairs. Students will have answered
the following questions and displayed these in a white board.

Once everyone is finished students will do a gallery walk to show their cities. Students will then head outside to
watch the Receptions demonstrate their obstacle courses.
Receptions: Building and practicing their obstacle courses where they are directing their peer through the obstacle
course calling out the correct positional language.
Year one’s: Design a city – students will work in pairs to design and build a city. They must include a school, a shop, a
hospital and six houses. Students will then need to answer questions: From the school using directional language how
do you get to the shops? From the shops how do you get to house one? From house to how do you get to the
hospital?

If finished early receptions will get to view the year one’s cities.

Comments from the lesson:

Teacher Evaluation (Reflection: How effective have you been?)

To consider:

What worked?

What didn’t work?

Was it worth learning?

Why and why not?

How were the skills

integrated into other
learning areas?
How was the learning
shared with others?

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Student vocabulary Foundation: between, near, next to, forwards, backwards, towards, away, from
Links with the ACARA Framework
Foundation: Measurement and Geometry Sub- Strand: Location and
Transformation
Descriptor: Achievement Standards: Proficiencies (for Mathematics)
Use appropriate language to describe They use appropriate Numeracy: Using spatial reasoning,
location language to describe location. interpreting maps and diagrams.
Focusing on Language such as: Near, far, Following and giving simple
behind, under, around, over, left, right, directions to guide a friend around
next to, towards, under. an obstacle path and vice versa.
Giving simple directions to guide a friend Word Knowledge: Understand
around an obstacle path and also being in learning area vocabulary.
the position of being able to follow the Composing texts through speaking,
instructions a peer has given them. writing and creating. Compose
spoken, written, visual and
multimodal learning area texts

Year 1: Strand: Measurement and Geometry Sub- Strand: Location and

Transformation
Descriptor: Achievement Standards: Proficiencies (for Mathematics)
Give and follow instructions to familiar They use the language of Numeracy: Using spatial
locations. direction to move from place to reasoning, Interpret maps and
Why we give directions, understanding place. Students classify diagrams, Interpreting and
how to give directions to and from a outcomes of simple familiar following directions around
familiar locations. understanding
place, understanding turns, direction events.
that people need to give and
and distance. follow directions to and from a
Interpreting and following directions place, and that this involves turns,
around familiar locations. direction and distance.
Word Knowledge:
Understanding the meaning and
importance of words such as
‘clockwise’, ‘anticlockwise’,
‘forward’ and ‘under’ when
giving and following directions.

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
‘We’re going on a bear hunt’ - Mentor Text
‘Up, Down and Around’ – Mentor Text
Direction game PDF
Laminated ‘We’re going on a bear hunt’ cards
Directional and Locational classroom labels
Sporting equipment: plank, skipping rope, hoop, cones
Worksheets: At the Beach, Playground worksheet, Where are they playground worksheet, Bear hunt locational
worksheet

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.