Mathematics Planning for A4 & A5 (Kindy, Pre Primary, Year 1)
Space (Week 3 – 8)
Learning Centre 1Computers / Learning Centre 2
Smartboard / Learning Centre 3
Obstacle Course / Learning Centre 4
Mud Map / Learning Centre 5
Shapes in Nature / Learning Centre 6
Exploring Shape
Students will use Kid Pix Deluxe to create a picture. Students will select a simple background and use a stamp set to add animals in varying positions. Ask students where they had placed the various objects in the picture, so students will be using specific positional language. / Tell the story of The 3 Little Pigs. Then on the Smartboard allow the students to map out the story and suggest events and landmarks and describe the pathway taken by the characters. Once the story has been mapped out, get each student to draw one element of the picture. The sequence the students’ pictures on a chart. Once the story map is complete, ask questions about the order and position of landmarks in the story, in relation to other landmarks and events. / Students will be given outdoor play equipment. Together with the teacher, students will set out an obstacle course. Students will then go on the obstacle course with the teacher. Teacher will model language eg: we are going under the bar. Teacher will take photos. The teacher will then create a Power Point on the Smartboard. Students will sequence the pictures, and then teacher will scribe what each child says on each slide. / Students will create a mud map of getting from A4/5 to the canteen. Students will first walk the route where teacher will point out various landmarks. Students will then draw their mud maps. They will then give their mud map to someone else to see if they can follow the map. / Students will explore different shapes found in nature and the school environment. They will locate squares, rectangles and circles. They will take photos of the different objects from various positions. Teacher will talk about what parts of the object can be seen from the different positions, and if the shape changes. Teacher will then create a Photo Story with the students where each student will narrate about the object they’ve found. / Organise students into pairs. Each student will build a picture with pattern blocks and then draw their partner’s picture on paper. Ask them to check one another’s picture to see that the shapes are drawn correctly. Encourage them also to see if the shapes are in the right position. Once students have completed their pictures they can then explore shapes using the construction rods and magnetic shapes.
Resources
- Computers with Kid Pix
- Assessment sheet
- SMART board
- Electronic book ‘The three little pigs’
- Activity for SMART board
- Paper
- Coloured pencils
- Card for chart
- Outdoor equipment
- Digital camera
- SMART board
- Computer with Power Point or Max’s Show
- Paper
- Lead pencils
- Digital Camera
- Computer with Photo Story
- Microphone
- Construction Rods
- Pattern Blocks
- Magnetic Shapes
- Paper
- Lead pencils
- Coloured Pencils
Key Understanding
- Represent Location KU1
- Represent Location KU2
- Represent Location KU1
- Represent Location KU2
- Represent Shape KU3
- Represent Shape KU1
Numeracy Net/Level
Kindy- 10
Pre – 10
Year 1 –
Level 1 – Represent location / Numeracy Net/Level
Kindy – 10 & 12
Pre – 10
Year 1 –
Level 1 – Represent Location / Numeracy Net/Level
Kindy – 10 & 12
Pre – 10
Year 1 –
Level 1 – Represent Location / Numeracy Net/Level
Kindy – 10
Pre – 10
Year 1 –
Level 1 – Represent Location / Numeracy Net/Level
Kindy – 11 & 13
Pre – 11
Year 1 – 9 & 10
Level 1 – Represent Shape / Numeracy Net/Level
Kindy – 11 & 12
Pre – 11 & 12
Year 1 – 9 & 10
Level 1 – Represent Shape
A4 & A5 Assessment Sheet - Checklist
Student’s name / 1Computer / 2
SMART board / 3
Obstacle Course / 4
Mud Map / 5
Shapes in Nature / 6
Exploring Shape
Using a computer drawing package, draw a simple picture . / Students demonstrate an understanding of everyday words associated with position and orientation, by using words such as under, behind. / Is able to follow directions on placing objects in their picture. For Example: Can you place the rabbit next to the fence? / Students give simple directions to describe what comes next in the story. / Students are able to sequence the pictures of the story correctly. / Students demonstrate an understanding of everyday words associated with position and orientation, by using words such as under, behind. / Students demonstrate an understanding of everyday words associated with movement such as back, forward and turn. / Students are able to give simple directions to locate things at their school, / Students are able to follow simple directions to locate things at school. / Students demonstrate an understanding of everyday words associated with movement such as back, forward, turn left and turn right. / Students recognise shapes that are close to conventional triangles, rectangles, squares and circles in everyday things. / Students are beginning to remember the shapes of objects and their component parts and use descriptive language that involve spatial language or imply shape. / Students attempt to show important spatial features when they draw and make things. / Students can select and stick on the component shapes needed to cover a picture or make their own copy of a picture composed of simple shapes.
- Jack
- Crystal
- Callum
- Byron
- Ronan
- Rhys
- Brandon
- Jamie. W
A4 & A5 Assessment Sheet – Anecdotal Notes
Student’s Name / 1Computer / 2
SMART board / 3
Obstacle Course / 4
Mud Map / 5
Shapes in Nature / 6
Exploring Shape
- Jack
Able to follow directions. / Able to tell in sequence what happened in the story.
Was able to sequence the pictures correctly to make the story map. / Bench is a rectangle. It has long sides and is skinny. Pointed out circles and that the roof was in the shape of a triangle.
- Crystal
Used directional words
Up, down, top, bottom / Able to tell in sequence what happened in the story.
Was able to sequence the pictures correctly to make the story map. / Circle goes round, it has 4 sides. Pointed out a rectangle and said that it had 2 long sides & 2 short sides..
- Callum
Used directional words
Under, top, down / Able to tell in sequence what happened in the story.
Was able to sequence the pictures correctly to make the story map. / Absent
- Byron
Able to follow directions / Able to tell in sequence what happened in the story.
Was able to sequence the pictures correctly to make the story map. / Found a square. Said it had 4 sides that were narrow & all the same. Pointed out that the bricks and doors were rectangles.
- Ronan
When asked to describe position, he said it is here and point to it. With prompting used top, bottom / Absent / Took me to the boat and said that it was an oval shape. With lots of prompting he decided that it was in fact a rectangle.
- Rhys
- Brandon
Used directional words
Up, down, top, bottom / Unsure of what came next in the story, even with prompting questions. Was able to sequence the pictures correctly. / Pointed out the play equipment and said it was in the shape of a triangle and it had 3 sides.
- Jamie. W
Able to follow directions. / Able to tell in sequence what happened in the story.
Was able to sequence the pictures correctly to make the story map. / She said that the windows were square. I pointed out that not all 4 sides were the same, so it couldn’t be a square.