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    Year 1 Number Groups Program: Whole Group Instruction - Teacher A Monday, Tuesday, Wednesday

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    followthatbird
    The document summarizes a Year 1 mathematics program focusing on number patterns and telling time. It includes 3 key points: 1) The program aims to develop skills in creating, representing, continuing, and finding missing elements in number patterns as well as telling time on the hour and half-hour. 2) Sample teaching activities are described including exploring number patterns using hundreds charts, pattern blocks, and online games to build understanding of patterns and relationships. 3) Students will practice number patterns through tasks like continuing teacher-started patterns, creating their own, and sequencing number cards, with differentiation for varying skill levels.

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    Year 1 Number Groups Program: Whole Group Instruction - Teacher A Monday, Tuesday, Wednesday

    Uploaded by

    followthatbird
    17 views3 pages
    The document summarizes a Year 1 mathematics program focusing on number patterns and telling time. It includes 3 key points: 1) The program aims to develop skills in creating, representing, continuing, and finding missing elements in number patterns as well as telling time on the hour and half-hour. 2) Sample teaching activities are described including exploring number patterns using hundreds charts, pattern blocks, and online games to build understanding of patterns and relationships. 3) Students will practice number patterns through tasks like continuing teacher-started patterns, creating their own, and sequencing number cards, with differentiation for varying skill levels.

    Original Description:

    Stage 1 Number Program

    Original Title

    Number Groups T1 Wk 3

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    © Attribution Non-Commercial (BY-NC)

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    The document summarizes a Year 1 mathematics program focusing on number patterns and telling time. It includes 3 key points: 1) The program aims to develop skills in creating, representing, continuing, and finding missing elements in number patterns as well as telling time on the hour and half-hour. 2) Sample teaching activities are described including exploring number patterns using hundreds charts, pattern blocks, and online games to build understanding of patterns and relationships. 3) Students will practice number patterns through tasks like continuing teacher-started patterns, creating their own, and sequencing number cards, with differentiation for varying skill levels.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    17 views3 pages

    Year 1 Number Groups Program: Whole Group Instruction - Teacher A Monday, Tuesday, Wednesday

    Uploaded by

    followthatbird
    The document summarizes a Year 1 mathematics program focusing on number patterns and telling time. It includes 3 key points: 1) The program aims to develop skills in creating, representing, continuing, and finding missing elements in number patterns as well as telling time on the hour and half-hour. 2) Sample teaching activities are described including exploring number patterns using hundreds charts, pattern blocks, and online games to build understanding of patterns and relationships. 3) Students will practice number patterns through tasks like continuing teacher-started patterns, creating their own, and sequencing number cards, with differentiation for varying skill levels.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
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    Year 1 Number Groups Program

    Focus: Patterns & Algebra and Time Outcomes: Patterns and Algebra PAS1.1: Creates, represents and continues a variety of number patterns, supplies missing elements in a pattern and builds number relationships Term: Term 1 Week 3 Indicators Create, represent and continue a variety of number patterns and supply missing elements Tell the time on the hour and half-hour on digital and analog clocks

    Time
    MS1.5 Use informal units to measure and compare the duration of events
    Questioning (Q) Asks questions that could be explored using mathematics in relation to Stage 1 content Applying Strategies (AS) Uses objects, diagrams, imagery and technology to explore mathematical problems Communicating (C) Describes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols Reasoning (R) Supports conclusions by explaining or demonstrating how answers were obtained Reflecting (RF) Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 1 content

    Teaching and Learning Activities


    Whole Group Instruction Teacher A Monday, Tuesday, Wednesday
    Daily counting / Lesson starter
    Use hundreds chart to explore counting patterns 2s, 5s, 10s, 3s from various starting points. What is the next number? What number would come before? Discuss patterns. Use http://www.gingerbooth.com/flash/patblocks/patblocks.php to explore shape patterns, relate to number. Use interactive 100s chart to create/ continue various number patterns with stds supplying missing elements. http://www.abcya.com/interactive_100_number_chart.htm

    Modelled whole class focus Independent tasks/ group work Differentiation Concluding the session WM Strands Registration/ Evaluation

    Using own 100s grid, stds continue a number pattern started by teacher + create 2 more of their own. Use diff colours for each pattern. Glue 100s grid in books. LA: teacher to guide creation of patterns HA: encourage complex patterns & also explain their pattern in writing Students share the patterns they made with a peer. Cover a number, can their partner guess the missing element? Q AS C R RF

    Rotating groups Teachers B and C Monday, Tuesday, Wednesday


    Maths with Teacher Focus group with Teacher B Maths with Technology
    Arrange individually numbered cards in a row from one to twelve, face down. Turn over a sequence of four cards at a time asking students what numbers they can see, what numbers are hidden and what the next number will be. Model mathematical statements using students' contributions to explain the patterns created, e.g. Start at 4 and turn over every number card when you count by four. On IWB group plays number sequencing game http://www.cheekymonkeyresources.co.uk/Sequencenew/SEQUENCE.htm Follow My Pattern Provide pairs of students with a set of directions for making patterns on cards and a hundreds chart. One student reads the direction for making a pattern from the number chart while the other student follows the direction and makes the pattern using counters or writing numbers.

    Maths with Others Game

    Maths in Journals Working Mathematically

    Give students the picture above: Students write about it in their journals How many buttons will be in the next shape in this pattern? How do you know? Can you make the next shape in the pattern with counters and draw it in your journal? Continue the pattern by adding more terms. Use a sheet of card to cover one of the middle groups. Ask a friend How many buttons in the shape I have covered? How do you know? Students use cubes or plastic squares to build a staircase pattern. They draw, count and record the number of squares used in the pattern. Ask questions about the pattern the students have made.

    Maths with Objects

    How many squares make up the first shape in the pattern? the second shape? the fifth shape? How many squares were added to the first shape to make the second shape? the second shape to make the third shape?

    Maths Alone Robomaths

    Students complete a 20 question drill covering various aspects of mathematics

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