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Year 2
Term 1, Week 2
Learning Area: Mathematics
Duration: 1 Week
Teaching Sequence
Topic
Representing Numbers
Overview
Students will develop confidence with numbers and calculations by understanding and using number sequences.
Students will be able to recognise the different ways to represent number and identifying patterns beyond 100, using concrete
materials.
Lesson objectives
Students will:
1. Recall the 2s, 5s and 10s
counting sequence to 100
(ACMNA026)
Teaching Sequence
BEFORE
2. Ask the students to slap
their knees and whisper the
number 1. Then tell them
to push their arms out to
the side (or click fingers)
and say 2 in a bigger voice.
Continue the sequence 1
(whisper) 2 (big voice) 3
(whisper) 4 (big voice) etc.
Smaller amounts
are allocated to
students needing
support.
Individual teacher
support.
Extension work
for the higher
levels.
Give students
random numbers
to begin counting
from (example 12,
25, 40...).
WILF:
The ability to count forward and backwards in
2s, 5s, 10s
Estimate large numbers
Represent 5s and 10s counting sequence
Collect information on students ability
throughout lesson
Challenging
students to count
backwards in 2s
and 10s.
turn?
AFTER
Ask students what they found
interesting in the lesson.
Ask students to write down a
sentence explain the process of
skip counting and how they
would use it in their lives
As a class have a discussion
about the process of skip
counting and how they might
think it is useful.
Create a vocab wall.
Week 2
Session 2
Lesson objectives
Students will:
Students needing
help will get one on
one teacher/teacher
aid support.
WILF:
The ability to count forward and backwards in 2s,
5s, 10s
Challenge students
to count backwards
in 5s and 10s.
similar problems.
Now there are 3 stables at
Johns farm down the road. He
has 3 horses in each stable
how many horse are there
altogether?
5. Encourage students to explain
how they got their answer.
Pair up students and give them a
series of counters to represent
horses and some ice cream
containers, or cups to represent
stables. The students take turns to
hide the same number of horses
under each stable while their partner
hides their eyes or turns around.
When the student turns back, their
partner says "There are 2 horses
under each of these stables. How
many are there altogether?" Their
partner then has to work out how
many horses there are altogether.
AFTER
Reflection:
Lesson 8
Week 2
Picture
of
number
line
placed
on the
board.
Allocat
ed
number
for
each
individ
ual
student
s.
Chalk
or tape
to
place a
number
line on
the
Support
Teacher one on one
support for
struggling learners.
Extension work for
fast learners.
WILF
Show 2 digit numbers utilising a number line.
The ability to justify their answer.
Formative
Evidence of the completed number line.
Checklist in regards to the students ability to
represent and justify the use of number lines.
Lesson 9
Week 2
floor
outside
or
inside.
100
Chart
Materia
ls -
WILF
identify the value of each digit in a two digit number
MAB
struggling learners.
and
number Extension for fast
learners.
beads.
Challenge students
Math
to justify their
Books
understanding.
Dice
AFTER
Students work individually on
numerous two digit numbers to
represent tens and ones (utilising
the tools used throughout the
lesson).
Lesson 10
Week 2
Lesson objectives
Students will:
Represent two digit number
(ACMNA027)
Make connections between
different ways to represent two
digit numbers (ACMNA028)
Teaching Sequence
Before
Card Game. In pairs students deal 3
cards and chose 2 to make the
largest number.
DURING
- Introduce 1s and 10s columns.
- Use 1s and 10s columns to identify
and show students the number 27.
AFTER
Give the students 10 numbers to
Deck of
cards
1S and
10s
column
sheets.
Help struggling
students by
allocating one on
one teacher time.
Provide extension
work for the fast
learners.