Maths Term 2: Numbers sense/addition and subtraction

KEY IDEA OUTCOMES

Children construct their concepts of counting numbers, simple fractions 1.6 Uses the base 10 number system and fractions to represent numbers
and the base 10 number system using symbols and collections from when working with their peers, collections of objects, measurements and
everyday life. Towards std 1 data.

In their daily activities, children construct meaning from operations with 1.7 Describes, represents and uses a variety of couting strategies and the
numbers. They explore ways of deconstructing and combining numbers four number operations to estimate and quantify collections of objects, units of
that represent collections of objects, units of comparison and amounts of comparison and amounts of money.
money. Towards std 1

ELABORATIONS
ELABORATIONS
1.6 Uses the base 10 number system to represent numbers when working with their
• Children construct their concepts of counting numbers and the peers and collections of objects.
base 10 number system using collections from everyday life.
• Children construct meaning from operations with numbers. They 1.7 Describes and uses a variety of couting strategies and two number operations to
explore ways of deconstructing numbers that represent collections quantify collections of objects.
of objects.

ESSENTIAL LEARNINGS & KEY COMPENTENCIES

• Thinking – Exploring questions about NUMBERS and the role they are playing in our daily life

• Communication – Exploring the language of quantifying applying to the topic of number sense, addition and subtraction

UNIT OUTCOMES

• O1 - Identify numbers and uses a variety of counting strategies

• O2 - Base 10 number system

• O3 - Understand and use addition

• O4 - Understand and use subtraction

 TEACHING & LEARNING ACTIVITIES ACTIVITIES AND ASSESSMENT

OUTCOME 1 Identify numbers and uses a variety of counting strategies • The Very Hungry Caterpillar, Natural Maths pp 6, 7, 8,
9
Big picture:
• Number recognition: Natural Maths pp 4
• Why do we have numbers
• Number circle pp 6, Maths Game book
• When do you use numbers
• Colour 10 pp 11, Maths Game book
• Where do you see numbers
• Snake and ladder
Reception
• Subitise: Cup cake game, play cards, Natural Maths pp4

• Recognise, record and use numerals to 10

• Grouping: paddle pop sticks

o Identify numbers using the laminated cards with numbers

• Number grid, identify numbers, Natural Maths pp 89

o Can you put the numbers in the right order

• Write numbers with doted paper and then by themselves
o Ascribes a number by recognising the arrangement (subitise) using
• Memory game
the laminated cards with dots,
• Ladybirds, Natural Maths pp 25
o Matches numeral to small group of objects/use cards with numbers
and the ones with objects • Calendar activity (could use interactive whiteboard’s
calendar) Natural Maths pp 65
• Recites number names up to 10
• Rigby maths 1 pp 9, 13, 18, 21, 26, 27, 38, 39, 58, 59
o Forwards
• Targeting Maths (TM) pp 4, 5, 8, 9, 10, 16, 25, 26,
o Backwards
34, 35,
o Counting rhymes

• Counts groups of objects to at least 10 using 1:1 correspondence

• Writing numeral
Year 1

• Recognise, record and use numerals to 30 • Peta’s party, Natural Maths pp 24

o Matches numeral to small group of objects Simulate with toys first, have them record they findings and
then do the sheet
• Recites number names up to 30
• Natural Maths pp 70
o Forwards
• Natural Maths pp 142
o Backwards

• Counts groups of objects to at least 30 using 1:1 correspondence

ASSESSMENT:
• Ascribes a number by recognising the arrangement (subitise) up to 10
The assessment for this outcome will be primarily based on
o What is subitising
observation, participation in class activities and collecting their

o Look at grouping so it is easier to identify the quantity without maths books.

counting
I will use a grid with the children’s names and record what I

o see and how they participate and interact together.

Furthermore, I will also use a rubric and note at what stage
• Count on orally from different starting points the children are.

• Grouping (2, 5, 10) The rubric will go from ‘hasn’t grasped the concept yet’ to ‘go
beyond the concept taught’.
• Counting by 2, 5, 10...

Extension work for year 1

• Count forward and backyard from a given number

• Use base 10 to arrange numbers (27 is 2 groups of tens and 7 units)

• Identify odd and even numbers

 OUTCOME 2 – Base 10 number system Banker game with egg timer:

Use a place value mat and base 10 blocks or unifix blocks Roll the dice

Show the children what a unit is. Make bundle of ten

Show the children what a 10 is. When the egg timer rings, check how many bundle you have

How many units do I have in a 10 (guess, then count)? Should count by 10

Have them drawing in their book a unit and a ten. Double-digit Die pp 12 maths game book

• Explore base 10 using concrete materials and number grids Make-name-record: 63= 6 tens and 3 units, read it, write 63

. • Use groups of tens and ones to describe and make numbers to 30 Win a green

• Place value TM pp 29, 30

Extension work for year 1

• Use base 10 to arrange numbers (27 is 2 groups of tens and 7 units) ASSESSMENT:

This outcome will be mostly for the year one’s children and will
be based on hands on activities/games.

The assessment for this outcome will be primarily based on

observation, participation in class activities and collecting their
maths books.

I will use a grid with the children’s names and record what I see
and how they participate and interact together. Furthermore, I
will also use a rubric and note at what stage the children are.

The rubric will go from ‘hasn’t grasped the concept yet’ to ‘go
beyond the concept taught’.
OUTCOME 3 – Understand and use addition (combining collection) • Dice Plus Bingo maths game book pp 15

Addition: join, combine • Zero and 99 (probably as an extension) maths game book
pp29
Initial recording: upright to support place value
• MAB dominoes maths game book pp32
Reception
• Natural maths pp 5
• Understand that the meaning and the use of making groups.
• Natural maths pp 33
• Record addition informally
• Dice dots, natural maths pp 34, record in your book
• Begins to experiment with the symbol + everytime

Year 1 • Terry’s shell collection (could change to bugs)

• Make oral statement (2 and 3 is 5) • Hopscotch (natural maths pp 96)

• Use objects to add numbers to 20 • 3 in a row (natural maths pp 97)

• Record addition informally and begin to use symbols • Making 10 with a dice and record

• Explore number facts to 10 • Rigby maths pp 49

• Explore possible combinations for a given number (9=8+1, 7+2, 5=4...) • TM 38, 65

• Recognise which operation to use for a particular situation

• Count on from the largest

Extension:

• Understand and use horizontal and vertical representations of operations

• Recognise that addition and subtraction are inverse operations

ASSESSMENT:

Reception: this outcome will be mostly will be based on hands on

activities/games.

Year ones: will be going from using concrete material to pen and
paper exercises.

The assessment for this outcome will be primarily based on

observation, participation in class activities and collecting their
maths books.

I will use a grid with the children’s names and record what I see
and how they participate and interact together. Furthermore, I
will also use a rubric and note at what stage the children are.

The rubric will go from ‘hasn’t grasped the concept yet’ to ‘go
beyond the concept taught’.
OUTCOME 4 – Understand and use subtraction (removing
collections)
Subtraction: take-away, difference
Reception
• Understand that groups can be taken apart
• Record subtraction informally
• Begins to experiment with the symbol –
Year 1
• Use objects to subtract numbers to 20
• Make oral statement (7 take away 4 is 3)
• Recognise which operation to use for a particular situation
• Record subtraction informally and begin to use symbols
Extension
• Understand and use horizontal and vertical representations of
operations
• TM 66
• Same activities as in addition just reverse
ASSESSMENT:
Reception: this outcome will be mostly will be based on hands
on activities/games.
Year ones: will be going from using concrete material to pen
and paper exercises.
The assessment for this outcome will be primarily based on
observation, participation in class activities and collecting
their maths books.
I will use a grid with the children’s names and record what I
see and how they participate and interact together.
Furthermore, I will also use a rubric and note at what stage
the children are.
The rubric will go from ‘hasn’t grasped the concept yet’ to ‘go
beyond the concept taught’.
OUTCOME 5
If enough time, introduce money:
Reception
• Sorts and compare coins and use the language of money
• Understand that money may be used in exchange for
goods/service
• Recognise $ and c symbols
Year one
• Sorts, compare order and names all coins
• Use concrete material to explore the value of coins
• Make up and record amounts of money using 5c, 10c and 20 c
• Begin to understand purchasing value of coins and that
sometimes you may need change
• Recognise and begin to use $ and c symbols
• Rigby maths pp 96
• TM 107, 109, 111, 119, 121
ASSESSMENT:
This outcome will be mostly will be based on hands on
activities/games/pretend play.
This outcome is only an introduction and will only be assessed
if I had enough time to work on it with the children.
The assessment for this outcome will be primarily based on
observation, participation in class activities and collecting
their maths books.
I will use a grid with the children’s names and record what I
see and how they participate and interact together.
Furthermore, I will also use a rubric and note at what stage
the children are.
The rubric will go from ‘hasn’t grasped the concept yet’ to ‘go
beyond the concept taught’.
References

Rigby Maths SA 1, Student Book

Maths, Games on the Go, Macmillan Teacher Resources

Natural Maths strategies, Book 1, Blake Education

Targeting Maths, Lower Primary, Numeration and Fractions, Blake Education