Number+T1

Counts orders, reads and represents two- and three- digit numbers. || The word ‘and’ is used when reading a number eg five hundred and sixty three. Ordinal names may be confused with the fraction names eg ‘a third’ is a fraction, ‘the third’ relates to order. The word ‘round’ has different meanings depending on the context. This may cause confusion for some students eg the plate has a round shape; the toy is around here somewhere; round 23 to the nearest ten. ||
 * **Subject ** || Maths || **Topic ** || Whole Number ||
 * **Stage ** || Stage 1 || **Duration ** || Term 1 – approx. 20 lessons ||
 * **Outcomes ** |||||| NS1.1 – Unit 1 (two-digit numbers)
 * **What do we want the students to learn? ** |||||| Students will learn about:
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">counting forwards or backwards by ones, from a given two-digit number
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">identifying number before and after a given two-digit number
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">reading and using the ordinal names to at least ‘thirty-first’ e.g. when reading calendar dates
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">representing two-digit numbers using numerals, words, objects and pictures
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">combining materials into tens to model two-digit numbers
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">applying an understanding of place value and the role of zero to read, write and order two- digit numbers
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">stating the place value of digits in two-digit numbers e.g. “in the number 32, the 3 represents 30 or 3 tens’
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">using the terms ‘more than’ and ‘less than’ to compare numbers
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">counting and representing large sets of objects by systematically grouping in tens
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">using a number line or hundreds chart to assist with counting and ordering
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">counting forwards and backwards by twos, fives and tens
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">counting forwards and backwards by tens, on and off the decade
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">rounding numbers to the nearest ten or hundred when estimating
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">using the face value of notes and coins to sort, order and count money
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">using the symbols for dollars and cents ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Metalanguage ** |||||| <span style="font-family: Arial,sans-serif; font-size: 10pt;">thirty, thirty-one, thirty-two……..one hundred……….nine hundred and ninety-nine, ones, tens, hundreds, century, digit, number, numeral, units, digital, ones place, tens place, hundreds place, round, odd, even, highest, lowest, nearest, closest, missing, before, after, numeral, value, place value, more than, less than, fewer than, tenth, eleventh….thirty-first, equal, next, between, the same as, bundles of ten, groups of ten, bundles of ten, smaller than, larger than, two tens, three tens…..nine tens, one hundred, two hundreds, three hundreds…..nine hundreds, groups of hundreds, five cents, ten cents, twenty cents, fifty cents, one dollar, two dollars, five dollars, twenty dollars, fifty dollars, one hundred dollars
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Why does this learning matter? ** ||||||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">How will students demonstrate their understanding? ** |||||| <span style="font-family: Arial,sans-serif;">Students will learn to :
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">make bundles of concrete materials to form multiples of ten
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">state the number of paddle-pop sticks in a given number of bundles of ten
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">write a multiple of ten given the word form, e.g. forty
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">write the word form of a given multiple of ten
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">count forwards or backwards by twos, fives and tens from a given starting point. ||

__<span style="font-family: Arial,sans-serif;">Learning Sequence __

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Q's 1-46 ||  ||   ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Teacher to record observations, data to be correlated on Best Start website. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">SENA test ||  || <span style="font-family: Arial,sans-serif; font-size: 10pt;">These activities occur at the beginning of each maths lesson to help students learn the number names in the correct sequence. Students will: <span style="font-family: Arial,sans-serif; font-size: 10pt;">*count forwards and backwards 1-100 <span style="font-family: Arial,sans-serif; font-size: 10pt;">*count on from a given number <span style="font-family: Arial,sans-serif; font-size: 10pt;">*count from 1 to a give number <span style="font-family: Arial,sans-serif; font-size: 10pt;">*count by twos, fives and tens <span style="font-family: Arial,sans-serif; font-size: 10pt;">*count with a partner/group calling out a number alternatively <span style="font-family: Arial,sans-serif; font-size: 10pt;">*continue counting from where the teacher stops ||  || <span style="font-family: Arial,sans-serif; font-size: 10pt;">X ||   ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Have Fun Teaching You Tube Videos
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Teaching and Learning Sequence ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">M ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">G ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">I ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Assessment for learning ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Resources ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Other ** ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Administer pre-test – Individual SENA test
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Rote Counting **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Maths Plus: || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students instantly recognise flash cards with numerals, words or dots (numbers 1-50) ||  ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">X || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Observation ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Maths Plus: || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students are given a group of objects (counters, paddle-pop sticks) and asked to count them. Teacher models bundling objects into groups of ten and counting. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Repeat using base 10 materials, swapping groups of ten shorts for one long. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Have students display bundles of ten using paddle-pop sticks and base 10 materials. Students create numeral cards to show representations of number. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">X ||  || <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">X || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Observation
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Instant Recognition **
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Counting and Bundling **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Work Sample || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Paddle-pop sticks, counters, base 10 material

<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Maths Plus: || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Use place value charts and blocks to count forwards and backwards by ones between 20 and 99. Students change number flips as they count. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Investigate the importance of the zero in place value using visitor counter on class blog. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">X ||  ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Observation || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Place value flip (notebook)
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Place Value **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">[] || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Maths Plus: || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Have students take what they think is 100 objects. Have students count the number, discuss the accuracy of the estimates. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students predict whether 100 objects will fit in a container. Count and assess prediction. ||  || <span style="font-family: Arial,sans-serif; font-size: 10pt;">X ||   || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Observation || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Counters, paddle-pop sticks, base 10 material || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Maths Plus: || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Have students show the equivalence of 10 shorts = 1 long, 10 longs = 1 flat. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students model 99 in base 10 material and then add one short. Have students describe the trading that takes place in order to finish with 1 flat.
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Estimation and Counting **
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Base 10 material **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Play Win a Flat <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students take turns to throw two dice. The total on the dice tells them how many shorts they may take from the “bank”. When they have ten shorts, they must trade them for a long. When they have ten longs, they are traded for a flat. The first player with a flat wins the game.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Repeat the base 10 activities using 1c coins, 10c coins and dollar coins. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">X || <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">.X || <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">.X || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Observation

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Observation

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Work Sample || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Base 10, money || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Maths Plus: ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">M=Modelled G=Guided I=Independent **

**<span style="font-family: Arial,sans-serif;">Addition and Subtraction **