Achievement Objectives for the Year
Manaaki Whenua, Manaaki Tangata, Haere Whakamua Care for the land, Care for the people, Go forward | |||
Achievement Objectives: NUMBER: Emergent One to one counting Number strategies: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions Number Knowledge: Know the forward and backward counting sequences of whole numbers to 100. Know the groupings with five, within ten, and with ten. Counting from One on Material and by Imaging Number strategies: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions Number Knowledge: Know the forward and backward counting sequences of whole numbers to 100. Know the groupings with five, within ten, and with ten Equation and Expression: Communicate and explain counting, grouping, and equal-sharing strategies, using words, numbers and pictures.
Patterns and Relationship: Generalise that the next counting number gives the result of adding one object to a set and that counting the number of objects in a set tells how many.
PATTERNS AND RELATIONSHIPS: Create and continue a sequential pattern GEOMETRY: Shape: sort objects by their appearance Describe the shape or object attributes Position and Orientation: give and follow instructions that involve distances, directions, half or quarter turns Describe their position relative to a person or object Order and compare objects by direct comparison or counting whole numbers by units Transformation: Communicate and record results of translation, rotation and symmetry on a plane MEASUREMENT: Order and compare objects or events by length, volume and capacity, mass, temperature and time STATISTICS : Conduct an investigation by posing and answering questions, gathering, sorting and counting, displaying and discussing results. Interpret statements made by orders from statistical investigations and probability activities Investigate situation that involve elements of chance acknowledging and anticipating possible outcomes. |
TERM 2 Maths Plan
Number- Emergent One to One Counting | |||
LEARNING INTENTIONS I am learning to…... | SUCCESS CRITERIA I can…. | KNOWLEDGE BEING DEVELOPED I can …. | TEACHING IDEAS |
Recognise and identify numbers in the range 1 to 10 | Read numerals 1 to 10 Say numbers 1 to 10 forward and backward Count number of objects in a set up to 10 | Count all numbers in the range 1-10 Count Forward and backward count from 1-10 | How many things are here…… Point or show number…. Write the number….. Using objects to count…. |
Sequence numbers in the range 1-10 ordered accurately | Read numerals 1 to 10 Recognise numerals 1 to 10 Order the numbers 1-10, objects 1-10 Counting 1 to 10 with fingers Identify the number before and after | Count numerals 1-10 Count Forward and backward count from 1-10 Count my fingers correctly from 1-10 Understand the language of before and after, one more or one less “ Two is after One…. “Two is before Three… “One more to two is three” “One less to three is two” | How many now… Counting as we go…. Using objects (counters, sticks) Show how many steps….. Learn the word “before” and “after”, one more and one less. |
Match the object/s with the number | Form a set of… 2,3,4,5,6,7,8,9 Quickly match the object with the number | Count one to one number recognition Form sets of... | Show me a set of….. Pick out the number …. Forward and backward counting |
Recognise patterns formed for numbers 1-10 | Read dots on the dominoes Read and count number of objects presented | Read number patterns Count how many dots on the 10 frames Count how many beads... | Creating number of patterns using materials-- beads, counters, sticks |
Counting from one on Materials and by Imaging | |||
LEARNING INTENTIONS I am learning to…... | SUCCESS CRITERIA I can…. | KNOWLEDGE BEING DEVELOPED I can…. | TEACHING IDEAS |
Add and subtract problems that involve numbers one to five by physically counting all objects from one | Count the objects by counting from one and then adding the remaining object. Count all the objects then physically take away the objects to be taken out, then count the remaining object/s. Understand the meaning of add, subtract, total, remaining, and sum. | Recall facts of five and within five Recognise family of facts of five Counting forward and backward from 1-10 | One to one imaging--- Using counters, sticks, beads, fingers etc. 2 + 3 1 + 3 4 – 2 5 - 0 |
Double numbers 1-5 | Double the numbers 1-5 by counting from one the objects 1 + 1= or 1 and one more 2+2 = or 2 and 2 more, 3+3= or 3 and 3 more. 4+4= or 4 and 4 more. 5+5= or 5 and 5 more. | Recall facts of five and within five Group 2 sets of 2’s, 3’s, 4’s, 5’s | Use materials to show my understanding of doubling 1-5 materials imaging 1+1= 2+2= 3+3= 4+4= 5+5= Equal sharing |
Add and subtract problems that involve numbers 1 to 10 by physically counting all objects from one | Count the objects by counting from one and then adding the remaining object. Count all the objects then physically take away the objects to be taken out, then count the remaining object/s. Understand the meaning of add, subtract, total, remaining, and sum. Work out maths problems on my own | Count all numbers in the range 1-10 Count Forward and backward count from 1-10 Recall facts of 10 and within ten Family of facts of 1-10 3 + 4 2 + 6 7 – 5 9 – ☐ = 7 | One to one imaging--- Using counters, sticks, beads, fingers etc. Finger counting Frog jumps… Groups of object together and find the total up to 10 Different ways in Making 10 |
Pattern and Relationship | |||
LEARNING INTENTIONS I am learning to... | SUCCESS CRITERIA I can…... | Knowledge being developed I can... | Teaching Ideas |
Use a range of counting, Grouping and equal sharing strategies with whole numbers and fractions | Count forward and back with fingers and objects Group objects together and find the total Group objects and find how many leftovers | Use counting back, forward, double counting, and skip counting. Family of facts 1-10 and extend to 11-20 | Adding and subtracting counters or with hands Practice mental calculation with sums up to 5, 10 and 20 Able to solve unknown addend |
Create and continue sequential pattern | Learning even and odd numbers Count in twos, group object in twos or in pairs | Counting in twos Pairing or doubling 1-10 | Create patterns using objects, colour and shapes. Concept of even number-- ‘They’re neater that way’, ‘There’s no extra ones sticking out’, ‘The rows are equal’, ‘They’re in pairs’, |
GEOMETRY: shape, position and orientation | |||
Learning Intentions I am learning to... | Success Criteria I can…. | Knowledge being developed I can…. | Teaching Ideas |
Shape Sort objects by their appearance | Sort and classify objects by their characteristics such as shape, colour,size, weight, temperature and texture. | classify the objects into categories discuss differences and likenesses Describe attributes in their own language Using the language of sides and corner | Learn different 2D shapes- oblong, triangle, square, pentagon, hexagon and octagon Learn different basic colours |
Position and orientation Use language of direction to describe the route in a maze or position | use the language of direction to describe the route through a maze use the language of direction to guide a partner through a maze rotate their body and other objects through 1/4 and 1/2 turns follow a sequence of directions | describes the position of an object follow and give directions involving 1/2 and 1/4 turns follow and give a sequence of instructions related to movement and position follow a sequence of directions | describe where objects are using the language of position-- L or R, straight ahead, turn L or R etc give and follow instructions using the language of position and direction Learning position language-- on beside, at near, back, under, beside, middle, in front |
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