Unit Planner - Mathematics | Professional Experience Four | Emma Forbes
Teaching strategies used throughout:
Explicit instruction Small group learning (socially mediated learning/purposeful
Mental routines grouping)
Think, pair, share Use of technology, interactive whiteboards, YouTube
Co-constructed learning videos, Active Inspire program
Whole class discussions, including sharing circles Explicit modelling
Smaller group instruction Providing students with prompts and guiding questions to
Use of manipulatives and concrete materials provoke thinking and ideas
Learning Area: Mathematics
Strand: Number and Algebra | Sub-strand: Number and Place Value
Learning Focus and Outcomes:
Content Descriptor/s:
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)
Subitise small collections of objects (ACMNA003)
Represent practical situations to model addition and sharing (ACMN004)
Learning Intention/s for Unit:
Students are learning to develop their ability to bridge to ten through learning the twelve Rainbow Facts (Friends of Ten; Facts of Ten), so that they can
quickly bridge to ten to further their mathematic understandings.
Students will also learn to develop their skills in subitising and trusting the count, so that they can quickly recognise subitised patterns and progress to
trusting the count.
Achievement Standard:
… students make connections between number names, numerals and quantities up to 10.
Success Criteria for Students:
I will know that students can do this when they can recognise the rainbow facts pattern and can successfully bridge to ten using the process.
Connections With:
General Capabilities: Cross Curriculum Priorities:
Numeracy: Not applicable.
Understand and sue numbers in context.
Using a range of practical strategies for adding small groups of numbers,
such as visual displays or concrete materials.
Literacy:
Understand learning area vocabulary.
Assessment:
Formative Assessment Summative Assessment
Observations and questioning throughout mental routines, rotations and Rainbow Facts poster. Completed late in Week Four or early Week Five.
floor work. Student conferences during Week Five.
Specific Student Needs: Learning and Behaviour Adjustment and Considerations
Henry, Curtis, Luke W, Luke R and Joshua Each identified student would benefit from; close support, explicit
instruction, the use of manipulative materials, purposeful grouping (working
with more knowledgeable others).
Unit Timetable
Weekly Overview
Monday Tuesday Wednesday Thursday Friday
Week One Unifix Cubes Problematised Situation Explicit Introduction to Using Tens Frames Highest Total
Mental Routine Rainbow Facts
Week Two Rainbow Facts Video and Match Up Cards Rainbow Facts Bingo Play-it-to-10! Activity Rotations
Tens Frames
Week Three Rainbow Fact Memory Group Bingo Rotations Rotations Rainbow Facts Video and
Match Up Rotations
Week Four Rotations Rotations Rainbow Facts Video and Guess My Rainbow Fact Rainbow Facts Poster
Revisiting Poster and Video
Week Five Rainbow Facts Poster Conferences Rainbow Facts Class Bingo
Sequence of Learning Experiences
Week Lesson Focus/es Daily Learning Experiences Resources Assessment
One Trusting the Monday: Unifix Cubes Mental Routine Monday Observation and
count. questioning
Ask students to grab 12 Unifix cubes and place them in front of them. Unifix cubes (12 for
during mental
Establishing basic each student)
How might you arrange your cubes to make it easy to count them in 2s? routines,
knowledge and
If you put your cubes into three groups, how many might you have in each group? rotations and
skills.
class floor work.
I have made two groups that you all of my 12 cubes. You have to ask me questions
to find out how many I have in each group.
Ask students to take 2 cubes away so they are left with 10 cubes.
Ask them to arrange them in ways that make it easier to know straight away that
there are 10 without doing a count all.
Students engage in a think, pair, share to discuss with a buddy how they have
arranged their cubes.
Tuesday
Students engage in a class discussion and sharing session about what they have
found. Paper
Students should begin to recognise patterns of rainbow facts. They will also be using Own example
their knowledge about subitising patterns and knowledge of doubles. Wednesday
Tuesday: Problematised Situation Natural Maths
Ask students to draw 10 representations of 2 different things, objects, animals, etc. Rainbow Facts
Emphasising what might this look like? Multiple answers, 9-1, 8-2, 7-3, 6-4. Poster
Students will engage in a sharing circle to conclude the lesson and share their ideas,
thinking and findings.
Wednesday: Explicit Introduction to Rainbow Facts
Introduce students through explicit instruction to the Natural Maths Rainbow Facts
poster.
Beginning with the outside layer of the rainbow and follow each rainbow band from
left to right to find the rainbow pairs that add up to 10.
Ask students to identify what is the other number in the rainbow pair that goes with
6/7/8/9/10.
Play Guess My Rainbow Pair to familiarise students with the position of the rainbow Thursday
pairs.
Ten frames
Students may ask questions such as;
Counters (10 for
Is your rainbow pair near the middle of the rainbow? each student)
Is your number on the left less than four?
Inference about the patterns. It goes 1, 2, 3, 4, 5, 5, 6, 7, 8, 9 the numbers on the left
Friday
get bigger as the numbers on the right get smaller.
Pictures of dice
Thursday: Using Tens Frames
Smartboard
Using counters and ten frames to demonstrate the different ways to make ten.
Emphasising that each rainbow fact adds up to a total of ten.
I will demonstrate an example to students first.
I could call out one number of a rainbow fact and then students need to use the tens
frames to demonstrate the other part of the rainbow fact.
Friday: Make to Ten
Have pictures of dice on the smartboard, students need to work to identify and
group two dice together to make 10 altogether. Students will engage in a think, pair,
share to share their ideas and thoughts with others before having the opportunity to
group the dice on the board for the whole class to see.
