Week 1 & 2 Rainbow Facts

Investigations Ten Frames, Egg Cartons, put the games mentioned below out. Introduction Whole Group This may take more than one lesson to complete. (Maybe try and use 1 full hour lesson and a 30-40 minute lesson) Show the children the rainbow facts addition poster, ask the Each student makes their children to explain what they own rainbow facts diagram, can see. Using unifix ask using the template (blow up some children to make each of to A3). The children tear the rainbow facts and then coloured paper to fill each write the addition story on the section. board. Discuss this as a When they are finished, strategy they can use when these will stay at school to doing addition. use in further activities.

Lesson 1 & 2

Make Ten Concentration (play as a whole class, if confident children could play in groups of up to 4) place playing cards Ace to 9 face down. In turn players turn over two cards. If the sum of both numbers is 10 a pair is Have the children sit in a circle found. The player keeps both cards. To win the pair, the with their rainbow facts player must say I have a diagrams in front of them. Review rainbow facts. Write pair because 3 and 7 is 10 or some examples of addition 3 plus 7 equals 10. To vary stories together. the game: after turning the first card, players must identify the card they will need to make 10; for example, if a player turns up 4, they must say, I will need a 6 to make 10. They then turn up a second card.

Lesson 3

Totals of Ten - You will need: playing cards ace to 9 (ace = 1). Deal out the first six cards face up in a row. The first player takes any two cards with numbers that Revise childrens own rainbow add up to 10. To take the facts diagrams, again ask cards the player must say children to tell you a rainbow the equation; for example, 4 fact they know and show it to and 6 is 10 or 6 plus 4 the class on their rainbow. equals 10. The next player Have the children write the then turns over enough addition story on the board. Demonstrate game Totals of cards to replace any cards Ten for the children to play in that have been taken, and pairs. takes any pairs (totals of ten) they find. Play continues until no more combinations of 10 can be found. The player with the most cards at the end of the game wins. Cut out enough number cards to 10 (with dots) for each child and pass these out. Get the children to walk around the room, when the bells ring, find a partner to form 10. Switch cards around and again, walk around until the bells ring, then find a partner to form 10. Ask the children if they knew what number they were looking for before the bells rang, or did they wait (what strategies do they use?) Place the 0 to 10 number cards in a rice or sand tray. Ask the children to pick a card out of the tray and find its corresponding number to make 10. They can use counters to help them. Write the number stories as they find them, then ask the children to draw the arrow onto the rainbow (use the easiteach document)

Lesson 5

Lesson 4

Play Bustling Buses as a whole class revising some known addition facts. Show the class the rainbow facts subtraction poster. Ask the grade to explain what they can see. Using their own rainbow diagrams ask them to tell you subtraction facts they can see.

Lesson 6

Play Train Race using just the trains with rainbow facts eg. 10-1, 10-2 etc.

Play 3 in a row however instead of using dice, have Revise subtraction using the children place rainbow facts, show the a playing card number 10 in children the Easiteach front of each of them, then document again and have place the rest of the deck them draw the rainbow on (remove Jack, Queen, King, showing the opposite action to joker) in a pile between the addition rainbow facts. them. taking turns flip over a Demonstrate how to play 3 in card and subtract this a row. (offer for children to use number from 10. Place a their own rainbows as they counter on the spider with play) that number. Winner is the one who gets three in a row first. As a class play one or both of the following games revising Trapdoor Easiteach game both addition and subtraction. As you play ask the children to Cross the Swamp- (could be discuss what strategy they a little tricky) used, how they worked it out? http://www.bbc.co.uk/schools/sta rship/maths/games/cross_the_sw Offer up counters, their rainbow diagrams etc. to assist amp/small_sound/standard.shtml them.

Lesson 8

Lesson 7

Week 3 & 4 Length & Rainbow Subtraction

Investigations Ten Frames, Egg Cartons Measuring tape, variety of rulers at different stations Cuisenaire rods, blocks of various lengths in Box Construction & Sensory Areas Whole Group Students to complete the rainbow facts portfolio task. They need to attempt to answer the question (in a sentence), such as Rainbow Facts are numbers that make RAINBOW FACTS PORTFOLIO ten And then cut and paste the Revise what rainbow facts are, numbers with their and which facts we know. corresponding rainbow Make sure all rainbows are put friend. away. If they finish, ask them to write the whole mathematical equation for the rainbow facts on the back: 4 + 6 = 10 etc. Introduction

Discuss with students the occasions they use the words long and short, for example, long walks, short walks; long sleeps, short sleeps. Lesson 1 - LANGUAGE Give them scrap paper and have them tear the sheets into the longest strips they can. Compare these longest strips as a class, and order them from shortest to longest. As a class, invite students to explain their reasoning. Ask: How did you know that one object was longer than others? Discuss the need for a common baseline. This lesson is interchangeable with the lesson below. Teacher to have a unifix tower of approx 15. The students need to find something in the room that is SHORTER than the tower. Encourage them to come and compare, using a common baseline. Discuss how they knew if their item was shorter or longer.

Ask students to work in pairs and find 5 objects from around the room, and place them in order from shortest to longest. Have them draw these objects in order into their Investigation Books Discuss the need to draw them so you can see the difference in lengths. If time, see if they can join with another group and reorganise their continuum of length with all 10 objects. Then add with another group etc. After this, discuss the strategies they used.

Lesson 2 - LANGUAGE

Take the students outside and have them jump as far as they can. Record this length by cutting a streamer/wool the length they jumped. Bring these inside and compare, which jump was the longest, shortest etc. Discuss the need for a common baseline.

Give each student a strip of paper of different length. Show them to use this to This lesson is interchangeable compare the length of a with the lesson above. range of classroom objects. They need to find something Have a discussion, revising that is the same length as how to use a common baseline their strip, longer than it and when measuring and the shorter than it. language to use. Bring these back together and discuss as a class, with a focus on the language used. Ask the students when they would need to know how long Choose pairs of students to or short something is. Discuss some examples of this, such go and measure one of these as moving furniture, building a items, then come back and help them to record these on table etc. the board. Pose the question: How can Discuss as a class which item we measure the table? was the longest and the Ask for ideas on how we could shortest. Ideas should lead to measure the table, work difficulty of comparing when together to try out some of the they have used different ideas (such as using Abbys items to measure. Re feet, or unifix etc). measure 2 of these items as Brainstorm together some a class, using the same unit, items in the room we could so they can be accurately measure the length of using compared. our feet, or unifix etc. Record these on the board.

Lesson 4 INFORMAL UNITS

Lesson 3 - LANGUAGE

Students to trace and cut out each of their feet. Name these. LENGTH PORTFOLIO Teacher to trace own foot, cut out and then predict whose foot might be longer or shorter. The class brainstorms different things we could use to measure how long the foot is. Sitting in a circle, have each student pass ONE of their feet to the left, so everyone ends up with one of their own and one of someone elses foot. They need to stick this on the paper and write a basic sentence saying whose foot was longer/shorter.

Lesson 5 - PORTFOLIO

Teacher to first not put the measurement unit too close to each other etc, so as to demonstrate the incorrect Either this session or another ways of using a measurement (depending on time), have unit to measure. the students CHOOSE an informal unit to measure both feet, measure and record this measurement inside the foot.

This is a shorter session. Lesson 6 INFORMAL UNITS Lesson 7 FORMAL UNITS Ask how many feet long they think the classroom/courtyard is. Model stepping across the room, heel to toe as you count. Have some of the students do this also. Discuss why did we all get different numbers of footsteps? Discuss the need for a consistent unit of measurement for all students when comparing. Pose the question Can we go to Bunnings and ask for a Work on the Easiteach piece of wood 10 Angus feet Length file, first using simple long? looking to determine which items are longest, shortest Does anyone know the way and then moving the item that grown ups etc would down to the ruler and measure things? recording how many Look at a metre ruler together centimetres long it is on the and discuss how it could be board together. used and the language associated (such as cm, m etc)

REVISIONLesson 9 ADDITION Lesson 8 FORMAL UNITS

Revise how to use a ruler, with a focus on common baseline. IF capable, discuss using the 0 as the baseline NOT the end of the ruler.

Give pairs of students a 30cm ruler. Ask them to identify where the 20cm mark is. They need to go around the room and find something as close to 20cm long as they can,

Complete for a variety of lengths.

Revise basic strategies for addition: counting all, counting Students to complete their on, rainbow facts... own crazy animals, cut and Model these strategies when paste together and then making the crazy animals record the addition equation. (handout). Encourage estimation and Encourage students to get justification prior to actually counters to assist them when working it out. adding up if required. Record the number sentences together.

REVISIONLesson 10 COUTNING

Clapping Game Give each student a number card (between 0 and 20). Clap a certain number of times, the person with that number on their card needs to sit down. Continue, encouraging the students to listen and count along.

Give pairs of students a copy of Number Mat and 10 unifix each of their own colour (as their markers). They need to take turns to pull out a handful of counters, and then count them. They can then place a unifix on the corresponding number. Object of the game is to get 4 in a row first.

Week 5 & 6 Ordinal Number, Odd and Even & Skip Counting
Investigations Race tracks, odd and even numbers in sensory areas, playing cards, footy ladder, sequencing proforma in Box Construction, place ribbons in various places. Whole Group Get out the ordinal number cards one for each child and Children participate in get the kids to order different races, eg building themselves silently while unifix towers, writing numbers being timed. Have a few 1-10 etc. Discuss the position goes at this to find out what that each person finished. their fastest time is. Play this Maybe give more of the place each maths lesson to see if ribbons from investigations they can get better each out. Ensure children time. Record the times on understand that the positions the board in two ways: 1st dont finish after 3rd, this is just attempt, 2nd attempt etc and where they usually stop giving on a leader board where the ribbons/medals. best time goes in to 1st place etc. Introduction

NumberLesson 1 Ordinal

NumberLesson 4 Ordinal NumberLesson 3 Ordinal Lesson 2 Ordinal Number

Review the words we were using yesterday to describe Make a calendar with the positions in a race. Play whole class putting exciting http://www.abc.net.au/countus days on it. Discuss how a day in/games/game4.htm can be the 17th of a month Are there any other times we but also the 1st day of a use these words, make a list week. and discuss. Write down both Cross each day off as the day the numerals (1st 2nd, 3rd etc) go by talking about the and the words (first, second, position each day is in the third etc) and discuss why we month and in the week. write them this way.

Teacher writes on the board the things she does in the Children draw four pictures morning eg have a shower, of things they do in the wake up, brush teeth, eat afternoon cut these up and a breakfast. Whole grade helps partner has to put them in to put these in the order they the correct order with ordinal think the teacher completes number cards next to them. them. Make sure you write the numerals/words.

Split the grade into 4 groups. The high groups can play Play Squiggly's Apple for some Balloon Game and Race Car practise. Game and the low groups Ordinal Number Games can play Ordinals Bingo and Rotations Memory or Snap with the Race car game, balloon game, Ordinals cards. ordinals bingo, and ordinals Visit the following website for memory or snap. Lots of Ordinal Number Revision whenever you think the kids need it.

Lesson 5 Even and Odd

Show the kids the story through the following link:

http://www.primarygames.com/storybooks/e ven_odd/end.htm

Allocate pairs of children to play the part of odd or even. They can fly around the room picking up groups of things. Come back to the floor and discuss whether they got the right amount of items in their groups.

Make odd and even lady bugs to 20 (some children will need to do more than one). Each child has a number allocated to them and colours in the lady bug and draws that many dots on the lady bugs wings. Make a display for the classroom to show odd and even lady bugs.
http://www.fuelthebrain.com/Game/play.p hp?ID=233

Play odd and even dice race Play the following game to game. practice odd and even Children have a board each understanding. http://www.fuelthebrain.com/G and a dice per pair. One child ame/play.php?ID=233 children is even and one child is odd. Roll the dice (could use 10 can use the display made last sided dice) and if and even lesson or unifix to figure out number comes up the even whether each number is odd child moves their unifix up or even. one spot on the board. Winner is the first one to the top.

Lesson 6 Even and Odd

Play the dot-to-dot through the links below Lesson 7 Skip Counting http://www.harcourtschool.co Have a quick discussion about m/activity/connect_the_dots/ Odd and Even and tell the kids http://www.abcya.com/conne we are going to use these ct_the_dots_1-100.htm numbers to count. Put Splat on the board and splat the even Then children complete their numbers. Explain how to skip own dot-to-dot. If they count and count together as receive one with all numbers far as you can. not just odd or even they must circle in order by 2s before completing dod-todot. Same routine as the last Skip counting lesson but this time splat the odd numbers. Skip count the odd numbers. Children play Counting Patterns.

CountingLesson 8 Skip