MATHEMATICS UNIT PLANNER

Topic: Maths Party Year Level:

Prep
Term: 4 Weeks: 8-9 Date: 25/11-
6/12
Key mathematical understandings
(2-4 understandings only; written
as statements believed to be true
about the mathematical idea/topic):
Recognising and organising
information into most popular to
least popular
count in patterns
using shapes to make patterns
understanding of game
instructions
Key AusVELS Focus / Standard (taken directly from AusVELS documents):
Content strand(s):Number and Algebra Measurement and Geometry Statistics and Probability
Sub-strand(s):
Level descriptions:
Proficiency strand(s): Understanding Fluency Problem Solving
Reasoning
Possible misconceptions (list of
misconceptions related to the
mathematical idea/topic that students
might develop):
the positioning of rows
identification of least and most
(popular)


Key skills to develop and practise (including
strategies, ways of working mathematically,
language goals, etc.) (4-5 key skills only):
The difference between least/most
Shape names
Creating patterns
Counting
Key equipment / resources:
Nelson Maths book
Interactive whiteboard
Counters
Star Shapes
Snakes and Ladders
Shape Worksheet
Pattern Mats
Big Book Shapes Pg 12-16,
Targeting maths literacy
uno
Key probing questions (focus
questions that will be used to develop
understanding to be used during the
sequence of lessons; 3 5 probing
questions):
What do we do next?
How do you think we should do it?
Links to other contexts (if applicable, e.g., inquiry
unit focus, current events, literature, etc.):
The holidays
Parties
Stars/Christmas
Key vocabulary:
Patterns
Sequence
2D shapes
Fair games
Numbers 1-20
Least popular
Most popular
L
e
a
r
n
i
n
g

s
t
r
a
t
e
g
i
e
s
/

s
k
i
l
l
s

Analysing
Checking
Classifying
Co-
operating
Considering
options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesisin
g
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing
feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing
patterns
Selecting
information
Self-
assessing
Sharing
ideas
Summarising
Synthesising

Testing
Viewing
Visually
representing
Working
independentl
y
Working to a
timetable
Concepts and structure of content specific to sequential maths unit
Teaching
Strategies/
Learning
Strategies
Selection of
resources
specific to
maths
Teaching
Strategy:
Questioning
Structure of
Unit


MATHEMA
TICAL
FOCUS

(what you
want the
children to
come to
understand
as a result
of this
lesson
short,
succinct
statement)
TUNING IN
(WHOLE CLASS
FOCUS)
(a short, sharp task
relating to the focus of
the lesson; sets the
scene/ context for
what students do in the
independent aspect.
e.g., It may be a
problem posed, spider
diagram, an open-
ended question, game,
or reading a story)
INVESTIGATIONS
SESSION
(INDEPENDENT
LEARNING)
(extended opportunity
for students to work in
pairs, small groups or
individually. Time for
teacher to probe
childrens thinking or
work with a small group
for part of the time and
to also conduct roving
conferences)
REFLECTION & MAKING
CONNECTIONS SESSION
(WHOLE CLASS FOCUS)
(focused teacher questions
and summary to draw out the
mathematics and assist
children to make links. NB.
This may occur at particular
points during a lesson. Use of
spotlight, strategy, gallery
walk, etc.)
ADAPTATIONS

- Enabling prompt
(to allow those
experiencing difficulty
to engage in active
experiences related to
the initial goal task)
- Extending prompt
(questions that extend
students thinking on
the initial task)
ASSESSME
NT
STRATEGIE
S

(should relate
to objective.
Includes what
the teacher
will listen for,
observe, note
or analyse;
what
evidence of
learning will
be collected
and what
criteria will be
used to
analyse the
evidence)

Session
1
Party Plan


Monday
25/11
Introduce maths
party
Guess What!?
We are going to
have a maths
party at the end of
next week! But
first we need to
decide what we
want to do at our
maths party and
what we need to
take. So lets get
thinking

-Discussion what
we could do at the
maths party
-List ideas on
board

-Children go back
to their tables and
write their favourite
activity from the
board on a sticky
note
-on the back write
what they might
need for that
specific activity
-Children to sit back on
the floor
-One by one the student
stands up intron of the
class and says their
favourite acuity and we
tally next to the names
on the board

-Discussion of least and
most popular
throughout

-At the end children
order them from least
popular to most popular

Which is most
popular?
Which is least
popular?

-If students may
have difficulty
they can draw a
picture instead of
writing the word


- Early finishers :
partner
discussion
-Listening
to
discussion
-Correct
use of
words e.g.
least
popular,
most
popular,
the same

Session
2
Sandwich
shapes

Tuesday
26/11

-
Introduce
sandwich
shapes

-
Video on IWB
Shapes I
Know

-
Discussion of
shapes
students
already know -
pictures on
board as
prompts








-
Explain
instructions by
modelling
cutting out the
sandwich
shapes from the
Worksheet 1

-
1) cut out one
shape

-
2) cut shape

-
3) paste shape
in scrapbook

-
4)label shapes


-
Students
practice cutting
sandwich
shapes and
pasting in book
& label

What shapes are your
sandwiches?
How many cuts did it
take to make these
pieces?

What did we do in
todays lesson?
What are other shapes
you can see around the
room? (eg:
table=rectangle,
clock=circle)


If time persists: sit in a
circle and do the feel
bag with shapes inside.
Students guess with
feeling the shape what
shape it is
- Only have to do
1 sandwich from
each cut (1cut,
2cut & 3cut)

-discussion with a
friend on cutting
sandwiches and
what shapes you
made

-Collection
of books
(open at
page
sandwiche
s were
pasted
into)



Session
3
Star
decoratio
ns

Thursda
y 28/11

-Introduce star
decorations
Can anyone tell
me what these 2
shapes are?
-Big Book
Shapes Pg 12-
16, Targeting
maths literacy

What could we
make with these
2 shapes?



-
Demonstrate
how to make a
6-pointed star
by glueing 2
equilateral
triangles on top
of each other

-
Ask What other
shapes could be
used to make
stars?

-
Share in making
an 8-pointed
star by glueing
2-squares
together

Qs - How many points
did the stars have?
Where do you put/see
stars? (eg: the sky,
christmas tree)

-Children make 2 stars
1) with trainagle
2) with squares

Decorate with glitter
Maybe you could write
happy christmas on
your star

Dont forget your name
-Do it as a group:
model glueing
shapes together,
allow the students
who are having
difficulty to do it
with you at the
same time


-Write a list of
other shapes we
could use to
make stars with


-Collection
of stars
produced
- 6-pointed
star
- 8-pointed
star

Session
4
Patterne
d Mats

Monday
2/12

-
Introduce topic

-
What patterns
do we know?

-
IWB Shape
patterns

-
Read Shapes
pg 20-21


- Show enlarged
copy of BLM 38
Placemats
-
Prompting Qs
What patterns
can we make on
this placemat
using only 2
colours?

-
Model making a
pattern

-Share and make
patterns with children
-
Focus on thinking
needed to extend
patterns

-
On another placemat
invite children to
explore making
patterns with
coloured
pencils/crayons


What shapes did you
use to make your
pattern?
-
Sit down and
use prompting
questions to
help student
think of
different
patterns they
could make

Patterns have the
same sequence
-Help a friend
finish their pattern
& cut out pattern
-
Collecti
on of
placem
ats(looki
ng for
the
different
patterns
used)s

Session
5
Counting
Games

Tuesday
3/12
-
Photos of
counting games
on board

-
Prompt children
to talk about
photos

-
What maths
could be
involved?

-
What counting
do you have to
use to play
these games?

-
Why are games
fair?

-
What makes a
game fun to
play?

On whit board
model making a
simple game on I
& SA task book
pg. 110
-Allow students to
think of patterns
Rotations of counting
games with counters
- Make 10
- Doubles & Singles

Whole Group Activity
- Copy That
-
Guided activity
- teacher is
involved in the
game with the
students

-
Using lots of
questions and
statements to
help students
thinking


- Discussion of
maths involved in
games, and what
is needed to
create their own
game
- Listening
for
discussion
during
games
Session
6
Party
Circuit

Thursda
y/Friday
5-6/12
-
Introduce all
activities on
tables; 1) Uno

-
2) Snakes &
Ladders 3)
Fairy Bread

-
Do you know
how to play this
game?

-
Can someone
explain this
game to me?

Students play
activities
Rotate every 15
minutes
What maths are
you doing in this
game?

As a group play pass
the Parcel for
conclusion

List maths thinking /
skills on whiteboard

Who had fun?!

Smiles
and
laugher








Use of
resources
Content
picked
specific to
maths
unit