Monday | Tuesday | Wednesday | Thursday | Friday |
Group Tumble WARM UP - Counting forwards and backwards, Skip counting in 2’s 5’s and 10s Subitise 100s Board make 5 make 10 What comes before / after, count forwards, count backwards | ||||
Understand: Patterns and variation | Ngā ia auau me ngā rerekētanga - The world is full of patterns and is defined by a multitude of relationships in which change and variation occur. Mathematics and statistics provide structures that are useful for noticing, exploring, and describing different types of patterns and relationships, enabling us to generate insights or make conjectures Know: Number | Mātauranga tau Students know that our number system is base 10, with ten digit symbols. Do: Students can notice and explore patterns, structure, and regularity and make conjectures about them. They identify relationships, including similarities, differences, and new connections.Maths No Problem Activities NZ Maths Curriculum Vocabulary: Part part whole, altogether, group, set, how many, more, fewer Home / Whānau Activities Number of the day The Jolly Postman | ||||
Sharing up to 6 How can we share 3 pencils with 2 teddy bears? Repeat with 4, 5, 6. Understand that it isn’t always even. Resources: Teddy bears, pencils | Identifying Groups Read Rosy Red Can they identify the groups that you describe? Printout Split 5 into 2 groups Split 6 into 3 groups Resources: Rosy Red book 2 coloured counters | Number Bonds How many different ways can you make each number? 4,5,6 Introduce number bonds with dots and numbers Resources: Resource sheet Workbook p21-22 | Making 6 - hidden objects Place 4 objects on table, take some away, how many did I hide? Repeat with 5 & 6 Chn hide in pairs. Resources: Little objects | Making number stories Model number stories and make up own number stories, how can you group the things you see? Resources: Resource sheet Workbook p23-24 |
Mrs S | 1st | 2nd | 3rd |
Manāki Miah Aria Mason Joshua Classic Cylar-Marnii | | | |
Taylee Momoka Rhyah Tiara-Leigh Koby Jahzareo Dua Anaiya | | | |
Octavia Callum Daniel | | | |
Miss S | 1st | 2nd | 3rd |
Finn Winter Ocean Bella Holly Airlie Tessa | | | |
Iona Alex Hazel Jaarell Daniel Koby | | | |
Te Ata Jackson Iris Momoka Riley Octavia Callum | | | |
Monday | Tuesday | Wednesday | Thursday | Friday |
Group Tumble WARM UP - Counting forwards and backwards, Skip counting in 2’s 5’s and 10s Subitise 100s Board make 5 make 10 What comes before / after, count forwards, count backwards | ||||
Understand: Patterns and variation | Ngā ia auau me ngā rerekētanga - The world is full of patterns and is defined by a multitude of relationships in which change and variation occur. Mathematics and statistics provide structures that are useful for noticing, exploring, and describing different types of patterns and relationships, enabling us to generate insights or make conjectures Know: Number | Mātauranga tau Students know that our number system is base 10, with ten digit symbols. Do: Students can notice and explore patterns, structure, and regularity and make conjectures about them. They identify relationships, including similarities, differences, and new connections.Maths No Problem Activities NZ Maths Curriculum Vocabulary: More than, fewer than, greater, smaller, fewer, same as, groups, sets Home / Whānau Activities Number of the day The Napping House Balancing Bears | ||||
Comparing quantities of similar items More, larger, smaller, fewer Resources: Cubes, counters, bears Activity 2 Comparing quantities of different sized items | Perceptual & Conceptual Subitising How many dots? Ordering dot cards Resources: Printable resource WJournal B Page 18 One more / one fewer tens frames | Conceptual Subitising How many dots? How do you know Ordering How many different ways to show a number on a tens frame Resources: Printable resource Digit cards Tens frames WJournal B Page 19 | | |
Monday | Tuesday | Wednesday | Thursday | Friday |
Group Tumble WARM UP - Counting forwards and backwards, Skip counting in 2’s 5’s and 10s Subitise 100s Board make 5 make 10 What comes before / after, count forwards, count backwards | ||||
Understand: Patterns and variation | Ngā ia auau me ngā rerekētanga - The world is full of patterns and is defined by a multitude of relationships in which change and variation occur. Mathematics and statistics provide structures that are useful for noticing, exploring, and describing different types of patterns and relationships, enabling us to generate insights or make conjectures Know: Number | Mātauranga tau Students know that our number system is base 10, with ten digit symbols. Do: Students can notice and explore patterns, structure, and regularity and make conjectures about them. They identify relationships, including similarities, differences, and new connections.Maths No Problem Activities NZ Maths Curriculum Vocabulary: Sets, how many, altogether, counting, total Home / Whānau Activities Number of the day Quack and Count book | ||||
Adding to 5 Using addition sign, making and breaking groups of five animals Resources: Small animals, plates | Adding to 10 Hold up a 0-5 digit card number, ask chn to throw that number of beanbags into a hoop, repeat with 2nd hoop, add together What happens with 0? Resources: Hoops, beanbags, 0-5 digit cards | Part part whole and comparison Grab a handful, less than 10 of counters How many red, yellow? More, less, look at different combinations with same number Resources: Two colour counters Workbook p15 | Using a ten frame Using bus printout chn roll 0-5 dice, one puts that number of bears on top, next roll for bottom, add together What about rolling 0? Resources: Bears, counters, 0-5 dice | Adding by counting on - show a tower of 3, add 1 more, do we need to count all, model with different numbers Resources: Cubes, rekenreks Workbook p16-17 |
Monday | Tuesday | Wednesday | Thursday | Friday |
Group Tumble WARM UP - Counting forwards and backwards, Skip counting in 2’s 5’s and 10s Subitise 100s Board make 5 make 10 What comes before / after, count forwards, count backwards | ||||
Understand: Patterns and variation | Ngā ia auau me ngā rerekētanga - The world is full of patterns and is defined by a multitude of relationships in which change and variation occur. Mathematics and statistics provide structures that are useful for noticing, exploring, and describing different types of patterns and relationships, enabling us to generate insights or make conjectures Know: Number | Mātauranga tau Students know that our number system is base 10, with ten digit symbols. Do: Students can notice and explore patterns, structure, and regularity and make conjectures about them. They identify relationships, including similarities, differences, and new connections.Maths No Problem Activities NZ Maths Curriculum Vocabulary: Five frame, ten frame, same, different, how many, more, fewer | ||||
| Introduce 5 frame Changing the amount in the frame How many counters/how many spaces? How many did we add/take away? Resources: Five frames Counters Printed 5 frames | Introduce 10 frame Repeat Day 1 Where shall we put 6th counter? Repeat till frame is full. Subitise Resources: Five frames Ten frames Counters WJournal B Page 11-12 | Changing amount in frame How many did we add to 6 to make 7? Etc. How many spaces? Resources: Tens frames Counters | Conservation of number Matching numbers on 5/10 frames How do we make 3? Resources: Resource sheet WJournal B Page 13-14 |
Monday | Tuesday | Wednesday | Thursday | Friday |
Group Tumble WARM UP - Counting forwards and backwards, Skip counting in 2’s 5’s and 10s Subitise 100s Board make 5 make 10 What comes before / after, count forwards, count backwards | ||||
Understand: Patterns and variation | Ngā ia auau me ngā rerekētanga - The world is full of patterns and is defined by a multitude of relationships in which change and variation occur. Mathematics and statistics provide structures that are useful for noticing, exploring, and describing different types of patterns and relationships, enabling us to generate insights or make conjectures Know: Number | Mātauranga tau Students know that our number system is base 10, with ten digit symbols. Do: Students can notice and explore patterns, structure, and regularity and make conjectures about them. They identify relationships, including similarities, differences, and new connections.Maths No Problem Activities NZ Maths Curriculum Vocabulary: First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, last, in between, before, after, in front, behind Home / Whānau Activities Number of the day Abigail book Ten Black dots book | ||||
Counting forwards Counting, ordering, the number between (2_4) Resources: Number tracks | Counting backwards What happens to the numbers when we count forwards? Are they getting bigger or smaller? What happens when we count backwards? Are they getting bigger or smaller? Resources: Number tracks / blocks | Ordering Numbers Ordering cubes with numbers & digit cards Match digit cards with towers (number of blocks) Resources: Large digit cards 0-10 & cubes WJournal B Page 7 | Position in a queue Arranging animals in order Who is first in the queue? Who is next? Who is last? In front / behind Resources: Read aloud Loo Queue Nicholas Allan | Running Races Children wear numbers to sequence themselves. Who is first? Last? 2nd? 3rd?In front? Behind? Between? Resources: Numbered tabards WJournal B Page 10 |
Monday | Tuesday | Wednesday | Thursday | Friday |
Group Tumble WARM UP - Counting forwards and backwards, Skip counting in 2’s 5’s and 10s Subitise 100s Board make 5 make 10 What comes before / after, count forwards, count backwards | ||||
Understand: Patterns and variation | Ngā ia auau me ngā rerekētanga - The world is full of patterns and is defined by a multitude of relationships in which change and variation occur. Mathematics and statistics provide structures that are useful for noticing, exploring, and describing different types of patterns and relationships, enabling us to generate insights or make conjectures Know: Number | Mātauranga tau Students know that our number system is base 10, with ten digit symbols. Do: Students can notice and explore patterns, structure, and regularity and make conjectures about them. They identify relationships, including similarities, differences, and new connections.Maths No Problem Activities NZ Maths Curriculum Vocabulary: Zero, empty, none, nothing, fewer than, more than | ||||
Zero, the concept of none How do we show nothing? Do you know the symbol? Resources: | Visualising Zero Matching objects with digit cards, how do we show nothing? Resources: hoops, bears, digit cards | Fewer Than Make a cube tower to match digit card, take away until there are zero Resources: cubes, digit cards | Adding and subtracting 0 Put a small number of pebbles in a bowl, take out 1, how many? add zero? Take away zero? Resources: bowls, pebbles WJournal B Page 6 | |
Monday | Tuesday | Wednesday | Thursday | Friday |
Group Tumble WARM UP - Counting forwards and backwards, Skip counting in 2’s 5’s and 10s Subitise 100s Board make 5 make 10 What comes before / after, count forwards, count backwards | ||||
Understand: Patterns and variation | Ngā ia auau me ngā rerekētanga - The world is full of patterns and is defined by a multitude of relationships in which change and variation occur. Mathematics and statistics provide structures that are useful for noticing, exploring, and describing different types of patterns and relationships, enabling us to generate insights or make conjectures Know: Geometry/Ahuahanga - students know that patterns in shapes can be used to compare, classify, and predict. Two- and three-dimensional shapes have features that can be observed and described using geometric language. Do: Students can notice and explore patterns, structure, and regularity and make conjectures about them. They identify relationships, including similarities, differences, and new connections.Maths No Problem Activities NZ Maths Curriculum Vocabulary: In, on, under, next to, behind, in front of, up, down, across, near, far, forwards, backwards | ||||
Copy and describe movements from story. Can you make your own sequence? Resources: | Navigating an obstacle course Obstacles to go over, around, under etc encourage focus vocabulary Resources: Outdoor equipment | Identifying circles A treasure hunt with clues using focus vocabulary. Resources: Various treasures hidden around the class. WJ A J1 page 41 | Finding 2D shapes in 3D shapes Find flat shapes around the class. Describe the shapes. How many flat shapes make a solid shape? Resources: WJ A J2 page 42-43 | |
Monday | Tuesday | Wednesday | Thursday | Friday |
Group Tumble WARM UP - Counting forwards and backwards, Skip counting in 2’s 5’s and 10s Subitise 100s Board make 5 make 10 What comes before / after, count forwards, count backwards | ||||
Understand: Patterns and variation | Ngā ia auau me ngā rerekētanga - The world is full of patterns and is defined by a multitude of relationships in which change and variation occur. Mathematics and statistics provide structures that are useful for noticing, exploring, and describing different types of patterns and relationships, enabling us to generate insights or make conjectures Know: Geometry/Ahuahanga - students know that patterns in shapes can be used to compare, classify, and predict. Two- and three-dimensional shapes have features that can be observed and described using geometric language. Do: Students can notice and explore patterns, structure, and regularity and make conjectures about them. They identify relationships, including similarities, differences, and new connections.Maths No Problem Activities NZ Maths Curriculum Vocabulary: Circle, triangle, rectangle, square, sides, corners, same, different, length | ||||
Identifying rectangles Describe shapes, how is it different to a square? Where can you find this shape? How can you make this shape? Resources: 2d shapes | Making rectangles How can we make rectangles out of equipment or resources from inside and outside the class? Resources: twigs, sticks, cubes etc | Identifying circles Find shapes with curved lines. Find circles Resources: 2d shapes WJ A J1 page 38 | Making figures using 2D shapes Use shapes to make pictures - robots, houses, rockets etc Resources: 2D shapes | Making figures using 2D shapes What shapes would you like to make? Can you make shapes using other shapes? Resources: WJ A J1 page 40 |
Monday | Tuesday | Wednesday | Thursday | Friday |
Group Tumble WARM UP - Counting forwards and backwards, Skip counting in 2’s 5’s and 10s Subitise 100s Board make 5 make 10 What comes before / after, count forwards, count backwards | ||||
Understand: Patterns and variation | Ngā ia auau me ngā rerekētanga - The world is full of patterns and is defined by a multitude of relationships in which change and variation occur. Mathematics and statistics provide structures that are useful for noticing, exploring, and describing different types of patterns and relationships, enabling us to generate insights or make conjectures Know: Geometry/Ahuahanga - students know that patterns in shapes can be used to compare, classify, and predict. Two- and three-dimensional shapes have features that can be observed and described using geometric language. Do: Students can notice and explore patterns, structure, and regularity and make conjectures about them. They identify relationships, including similarities, differences, and new connections.Maths No Problem Activities NZ Maths Curriculum Vocabulary: Circle, triangle, rectangle, square, sides, corners, same, different, length | ||||
Comparing 2d shapes Describe shapes, corners, sides, straight, curved, classroom shapes Resources: 2d shapes | Comparing squares and rectangles What features do squares and rectangles have? Resources: 2d shapes of different sizes | Identifying triangles What is the same and different about triangles? Resources: 2d triangles, straws WJ 1 page 35 | Identifying Squares What is the same and different about squares and rectangles Resources: squares and rectangles, straight objects | Triangles and Squares Resources: squares, right angle triangles WJ 1 page 36 & 37 |