Professional Documents
Culture Documents
Developmentally
Sequenced
Materials-Based
Math Units
10xFirst Year of School to Grade 2
10xGrades 3-6 Unit Planners
with Whole-School Assessments
Joyful
learning!
Created by Numeracy
Leaders and Teachers
using World-Class
Expertise, Research and
Real Classrooms
Explicit Teacher Modelling
with Materials and Photos
Authentic and Sequential
Skill-Building through
OVER 500 LESSONS
Extensions and Supports:
Use a
Investigation: Play the skate and snowboard video clips listed below. Pause
frequently and ask students to identify the nature of the turns in both fractions and
degrees (e.g. turn, 180o vertical flip):
- Easier skateboard version: https://www.youtube.com/watch?v=cXMlNfKYeuE
Alternatively, if you cannot access YouTube, or after this easier one, invite
students to model twists and turns to the class using the skateboard (safely).
- What would we call it if Fred did two full rotations? Three? One and a half?
- Harder snowboard version: https://www.youtube.com/watch?v=2YzP0cqG6_A
Follow-on / home learning opportunity: In pairs, students create their own
version of these video clips using any board of their choice (with helmets) and
label each twist. Show their video to the class, pausing it to quiz their peers.
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Hook: Whats Students use their hands/fingers to learn their tens facts.
your favorite
Warm-up game: I wish for 10! In pairs, the first student throws out any number
number?
of fingers on one hand (model shaking your fist 3 times for effect in a scissorspaper-rock motion saying, I_wish_for_10!).
Do you know The other student puts out the number of
what maths
fingers needed to total 10 between them
favorite
(I_wish_for_10!).
number is?
E.g. Student 1 pulled out 7, Student 2 would
Ask students pull out 3. Then roles switch.
to form a
Modelling: Students create two paper hands by tracing around their own. Stick
fishbowl
these on top of an A3 poster. Model how to fold down the fingers to create fact
around a
families, e.g. 6 down, 4 up: 6 and 4 make 10, 6 + 4 = 10. Then model the
modelling
commutative/turnaround fact, e.g. 4 down, 6 up: 4 and 6 make 10, 4 + 6 = 10.
desk:
BUT: If I have 10 up, then push 4 down, how many are still up? 6! 10 4 = 6.
Use base-10 If I have 10 up, then push 6 down, how many are left up? 4! 10 6 = 4.
blocks to lead Questioning:
towards the
- Why do you think our ancestors chose 10 as the most important number?
answer 10:
(Its the number of fingers and toes we have).
e.g. how
- If you know what 7 and 3 is, do you know what 3 and 7 is? What about 10
many ones in
take away 3? What about 10 take away 7?
a ten, how
- Whats the easiest way to figure out 10 7? (Putting 7 fingers down, or just
many tens in
thinking 7 and how many more fingers get me to 10?)
a hundred,
Support: Focus on additions first, e.g. 6
etc.
and 4, 4 and 6 (not subtractions). Use
and language, not the plus symbol until
they understand it means and. Until
See also:
consolidated, repeat with toes and:
Engaging
Coat hanger
clips and
tens facts
Card game searching
songs about
for friends of 10 from
6-face up cards
friends of 10
on the Top
Ten Family
and Student
Encourage parents
Support
to play I wish for 10
Website:
at home until students know their tens facts
http://www.ne
Extension: Use a ruler that has half and
xtmaths.blogs
quarter cm markings to create fraction
pot.com.au/2
combinations that make 10cm. E.g. 1
014/11/friend
cm and 8 cm, or 2cm and 7cm
s-of-10.html
makes 10cm. Then use a 1m measuring
tape for cm combinations that make 1m.
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Literacy Link:
Page 16 of the
26 Storey
Treehouse by
Andy Griffiths with
78 crazy flavors
served by a robot
(YouTube link:
https://www.youtub
e.com/watch?v=85
lXNTcFLlM).
For recording, model using both the language of rows and the x
symbol to mean rows in this context. Like the examples, use your
book to record what you find out as you go.
Cross-Content Link: 2D Shapes (rectangles, squares,
regular/irregular shapes an array must be regular).
Final Instruction: Now, try
For extra engagement,
some numbers and make some
students could also use
informed decisions so that your
lollies to model their arrays.
store can successfully open!
Support: Keep counter supplies under 25 to begin the task.
Tip: Firstly just focus on creating a (regular) rectangle/square with the
counters then you know its an array. Beware of the misconception
that it is an array if one is missing, e.g. that 17 could be made using 2
rows of 8 with 1 extra on one side.
Encourage all students, but these in particular, to find all possible
arrays before choosing their next new number of flavours to trial.
Extension: Next page for an advanced goal using the same context.
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Extension Prompt for Create Your Own Ice Cream Store with
factors, prime/composite and square number understandings
Teaching Tip
Prime v. Composite Tip: Link it to arrays
Prime: Only has two arrays, a long column or long row: 1 x itself and itself x 1
Composite: Has many different arrays, e.g. 16 can be 4 x 4, 2 x 8, etc.
Factors: Look at the number of rows: thats a factor! Look at the number of columns: thats a
factor! Make another array using that number of counters and record the other factors.
Square numbers: Can you make an array in the shape of a square? Then its a square number!
Thanks to Bailey (a
grade 3 extension
student) who made the
connection between
transformers and
prime numbers.
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Students can also write out the times tables to search for patterns, e.g. answers for 9s all
make 9 when you add the digits, e.g. 9x7 = 63 (6+3=9). Once satisfied with their strategy,
students create a math journal page in an ultimate/secret strategies booklet that they will keep
and use for the rest of the year. Many students are keen to retain these for future years too.
Peer share: At the end of each two day focus, students share their pages in small mixed ability
groups and replicate any other strategies or explanations that they wish to include in their own
booklets from their peers explanations and findings.
Modelling: As a class, start with a times table like the 2s or 10s and model a what your
strategies booklet will look like page including written explanations and diagrams as shown.
Photocopy samples of the best explained strategies each day and create a compiled class
strategies book for your class library. For the remainder of the year, combine the use of these
booklets with a regular home learning emphasis.
Throughout the year: Use the 5 minute whole-class fortnightly times tables progress checkins, certificates and learn next cards in assessment resources folder to focus on one
point-of-need strategy for a times table, secure home help and maximise student motivation.
Extension prompt: Require at least three different strategies for each times table and then
ask them to justify which is the best one, or whether a variety work best within the same tables.
Once times tables are mastered, progress to square numbers, prime/composite, etc.
This student drew the connection between the 5 times tables and
the analogue clock. Since he knew many of the corresponding
numbers on the clock, e.g. that at 4 it is 20 minutes, he realised
that he automatically knew many of his five times tables already!
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Hook: Bring
in an object
for math:
Tomorrow
you need to
bring in
objects that
we can use
for our own
fraction
gallery walk
in class. Use
the visual
(right) as an
example.
PART TWO: Students set up their objects from home on their desks.
Then students walk around the room, recording their peers objects as
fractions in straightforward language (three out of four of the nail polishes
are blue), proper worded form (three fourths) and standard form ().
YouTube:
Also show
this YouTube
showing
fractions in
our world
theyre
everywhere!
https://www.y
outube.com/
watch?v=8h
mb0FyGe4Y
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Even if
they say
no, you
can keep it
for when
you turn 18
and youll
have your
travel
plans
ready to
go!
Cross-Content Link: Chart their journey on a printed map of the world.
Support: Focus on interstate travel in the one time zone (e.g. San Francisco to Los
Angeles, Los Angeles to San Diego, etc.). Focus only on calculating arrival time based on
the flights duration using oclock departure times if needed, e.g. Left Melbourne at 9am,
arrived in Sydney at 10:15am. Sit near an ICT-capable partner for technical assistance.
Extension: Record all times in 12 and 24-hour formats. Enable them to research cheaper
flights (not with the designated class carrier), then figure out the most economical.
Also figure out how much money they saved compared to the rest of the class who had
restricted airline choices.
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Easy-to-set up warm-ups
related to each concept
Joyful Learning
Ensures this
continues
with base-10
blocks:
Ill grab 70 as
3t and 4t,
NOT 1 at a time!
Alert! If you have students who still cannot do this, they are probably still finger-counters. Even
though these skills should be solid by the end of grade 1, if a student has not grasped them, you
need to address these FIRST. There are high schoolers who still count on under their desks
because these skills were never fully consolidated in primary school. Yet, these are the
foundational building blocks for most efficient strategies in all concepts.
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Heres my answer!
Did you forget to
estimate?
Was the vertical
method the best
strategy for this
equation?
Estimation
games:
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Teaching Tip: PowerPoint demonstrating BestPractice Modelling of Short Division with Base-10
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Whole-School, Developmentally
Sequenced, Growth-Mindset
Assessments
Assessments align to the developmental steps in each unit and can be
consistently utilized across every grade level ensuring that all teachers know
their main cohorts most critical skills and major conceptual checkpoints:
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Bean Thirteen
Matthew McElligott
A Remainder of One,
Elinor Princzes
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Tens Facts
Name
Task
Tens
thieves
Students start with three empty ten frames each and a die. They fill their
tens frames with counters using the number rolled. But, as the game
goes on, they can steal a tens frame from their partner if they can fill it,
e.g. partners tens frame has 4, they roll 6 and steal it. The first to fill
exactly three tens frames (without going over) wins. However, if they go
over any of their frames, they cannot collect that rolled number.
E.g. Student has 3 frames, the 1st has 5, 2nd has 7, 3rd has 9, student
rolls 5 so fills the 1st frame but if they rolled 4 they would miss a turn.
Pull out an array of 3x2 cards face-up. Collect cards that make 10, which
can include more than 2 cards, e.g. Student collects 3, 3 and 4. Restock
the 6 pack and their partner has a go. Repeat until deck runs out.
One students types a number into the calculator (less than 10) and the
other types in the missing part to equal 10.
6 Pack
Calculator
10
Go 10
Play Go fish and aim to get a pair that adds to 10 instead of an identical
pair.
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A Range of
Different 5/6
Multiplication
Methods for
Students to
Trial and
Choose their
Preferred
Strategy
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