Week 1 & 2 – Rainbow Facts

Investigations – Ten Frames, Egg Cartons, put the games mentioned below out.

Introduction Whole Group

Lesson

1 &

2

This may take more than one lesson to complete. (Maybe try and use 1 full hour lesson and a 30-40 minute lesson)

Show the children the rainbow facts addition poster, ask the children to explain what they

can see. Using unifix ask some children to make each of

the rainbow facts and then write the addition story on the

board. Discuss this as a strategy they can use when

doing addition.

Each student makes their own rainbow facts diagram, using the template (blow up

to A3). The children tear coloured paper to fill each

section.When they are finished,

these will stay at school to use in further activities.

Lesson

3 Have the children sit in a circle with their rainbow facts

diagrams in front of them. Review rainbow facts. Write some examples of addition

stories together.

Make Ten Concentration (play as a whole class, if

confident children could play in groups of up to 4) –place playing cards Ace to 9 face down. In turn players turn

over two cards. If the sum of both numbers is 10 a pair is

found. The player keeps both cards. To win the pair, the player must say ‘I have a

pair because 3 and 7 is 10 or 3 plus 7 equals 10’. To vary the game: after turning the

first card, players must identify the card they will

need to make 10; for example, if a player turns up 4, they must say, ‘I will need a 6 to make 10.’ They then

turn up a second card.

Lesson

4

Revise children’s own rainbow facts diagrams, again ask

children to tell you a rainbow fact they know and show it to

the class on their rainbow.Have the children write the addition story on the board. Demonstrate game Totals of Ten for the children to play in

pairs.

Totals of Ten - You will need: playing cards ace to 9 (ace = 1). Deal out the first six cards face up in a row. The first player takes any

two cards with numbers that add up to 10. To take the cards the player must say

the equation; for example, ‘4 and 6 is 10’ or ‘6 plus 4

equals 10’. The next player then turns over enough

cards to replace any cards that have been taken, and takes any pairs (totals of

ten) they find. Play continues until no more combinations

of 10 can be found. The player with the most cards

at the end of the game wins.

Lesson

5

Cut out enough number cards to 10 (with dots) for each child

and pass these out. Get the children to walk around the

room, when the bells ring, find a partner to form 10. Switch cards around and again, walk

around until the bells ring, then find a partner to form 10. Ask the children if they knew

what number they were looking for before the bells rang, or did they wait (what

strategies do they use?)

Place the 0 to 10 number cards in a rice or sand tray. Ask the children to pick a

card out of the tray and find its corresponding number to

make 10. They can use counters to help them.

Write the number stories as they find them, then ask the children to draw the arrow onto the rainbow (use the

easiteach document)

Lesson

6Play Bustling Buses as a whole

class revising some known addition facts.

Show the class the rainbow facts subtraction poster. Ask

the grade to explain what they can see. Using their own

rainbow diagrams ask them to tell you subtraction facts they

can see.

Play Train Race using just the trains with rainbow facts

eg. 10-1, 10-2 etc.

Lesson

7

Revise subtraction using rainbow facts, show the children the Easiteach

document again and have them draw the rainbow on

showing the opposite action to the addition rainbow facts.

Demonstrate how to play 3 in a row. (offer for children to use

their own rainbows as they play)

Play 3 in a row however instead of

using dice, have the children place

a playing card number 10 in front of each of them, then place the rest of the deck

(remove Jack, Queen, King, joker) in a pile between

them. taking turns flip over a card and subtract this

number from 10. Place a counter on the spider with that number. Winner is the one who gets three in a row

first.

Lesson

8

As a class play one or both of the following games revising

both addition and subtraction. As you play ask the children to

discuss what strategy they used, how they worked it out?

Offer up counters, their rainbow diagrams etc. to assist

them.

Trapdoor – Easiteach game

Cross the Swamp- (could be a little tricky)

http://www.bbc.co.uk/schools/starship/maths/games/cross_the_swamp/small_sound/standard.shtml

Week 3 & 4 – Length & Rainbow Subtraction

Investigations – Ten Frames, Egg CartonsMeasuring tape, variety of rulers at different stations

Cuisenaire rods, blocks of various lengths in Box Construction & Sensory Areas

Introduction Whole Group

RAINBOW FACTS PORTFOLIO

Revise what rainbow facts are, and which facts we know.

Make sure all rainbows are put away.

Students to complete the rainbow facts portfolio task.

They need to attempt to answer the question (in a

sentence), such as ‘Rainbow Facts are numbers that make

ten’And then cut and paste the

numbers with their corresponding rainbow

friend.

If they finish, ask them to write the whole

mathematical equation for the rainbow facts on the

back:4 + 6 = 10 etc.

Lesson

1 -

LA

NG

UA

GE

Discuss with students the occasions they use the words ‘long’ and ‘short’, for example, long walks, short walks; long sleeps, short sleeps.

Give them scrap paper and have them tear the sheets into the longest strips they can. Compare these ‘longest strips’ as a class, and order them from shortest to longest.

As a class, invite students to explain their reasoning. Ask: ‘How did you know that one object was longer than others?’

Discuss the need for a common baseline.

Ask students to work in pairs and find 5 objects from

around the room, and place them in order from shortest

to longest.Have them draw these

objects in order into their Investigation Books

Discuss the need to draw them so you can see the

difference in lengths.

If time, see if they can join with another group and

reorganise their continuum of length with all 10 objects. Then add with another group

etc.

After this, discuss the strategies they used.

Lesson

2 -

LA

NG

UA

GE

This lesson is interchangeable with the lesson below.

Teacher to have a unifix tower of approx 15.

The students need to find something in the room that is

SHORTER than the tower. Encourage them to come and

compare, using a common baseline.

Discuss how they knew if their item was shorter or longer.

Take the students outside and have them jump as far

as they can. Record this length by cutting a

streamer/wool the length they jumped.

Bring these inside and compare, which jump was the longest, shortest etc.

Discuss the need for a common baseline.

Lesson

3 -

LA

NG

UA

GE

This lesson is interchangeable with the lesson above.

Have a discussion, revising how to use a common baseline

when measuring and the language to use.

Give each student a strip of paper of different length.Show them to use this to compare the length of a

range of classroom objects.They need to find something

that is the same length as their strip, longer than it and

shorter than it.Bring these back together

and discuss as a class, with a focus on the language used.

Lesson

4 –

IN

FO

RM

AL U

NIT

S

Ask the students when they would need to know how long or short something is. Discuss some examples of this, such

as moving furniture, building a table etc.

Pose the question: ‘How can we measure the table?’

Ask for ideas on how we could measure the table, work

together to try out some of the ideas (such as using Abby’s

feet, or unifix etc).

Brainstorm together some items in the room we could measure the length of using our feet, or unifix etc. Record

these on the board.

Choose pairs of students to go and measure one of these items, then come back and

help them to record these on the board.

Discuss as a class which item was the longest and the

shortest. Ideas should lead to difficulty of comparing when

they have used different items to measure. Re

measure 2 of these items as a class, using the same unit,

so they can be accurately compared.

Lesson

5 -

PO

RTFO

LIO

LENGTH PORTFOLIO

Teacher to trace own foot, cut out and then predict whose

foot might be longer or shorter.

The class brainstorms different things we could use to

measure how long the foot is.

Teacher to first not put the measurement unit too close to

each other etc, so as to demonstrate the ‘incorrect’

ways of using a measurement unit to measure.

Students to trace and cut out each of their feet. Name

these.

Sitting in a circle, have each student pass ONE of their

feet to the left, so everyone ends up with one of their own and one of someone

else’s foot.

They need to stick this on the paper and write a basic sentence saying whose foot

was longer/shorter.

Either this session or another (depending on time), have the students CHOOSE an informal unit to measure both feet, measure and

record this measurement inside the foot.

Lesson

6 –

IN

FO

RM

AL U

NIT

SThis is a shorter session.

Ask how many feet long they think the classroom/courtyard is. Model stepping across the

room, heel to toe as you count. Have some of the students do this also. Discuss ‘why did we all get different numbers of

footsteps?’

Discuss the need for a consistent unit of

measurement for all students when comparing.

Lesson

7 –

FO

RM

AL U

NIT

S

Pose the question – ‘Can we go to Bunnings and ask for a

piece of wood 10 Angus feet long?’

Does anyone know the way that grown ups etc would

measure things?

Look at a metre ruler together and discuss how it could be

used and the language associated (such as cm, m etc)

Work on the Easiteach Length file, first using

‘simple looking’ to determine which items are longest,

shortest and then moving the item down to the ruler and recording how many

centimetres long it is on the board together.

Lesson

8 –

FO

RM

AL U

NIT

S

Revise how to use a ruler, with a focus on common baseline.

IF capable, discuss using the 0 as the baseline NOT the end of

the ruler.

Give pairs of students a 30cm ruler. Ask them to identify where the 20cm

mark is.

They need to go around the room and find something as close to 20cm long as they

can,

Complete for a variety of lengths.

Lesson

9 –

AD

DIT

ION

R

EV

ISIO

N

Revise basic strategies for addition: counting all, counting

on, rainbow facts...Model these strategies when making the ‘crazy animals’

(handout).Encourage estimation and

justification prior to actually working it out.

Record the number sentences together.

Students to complete their own ‘crazy animals’, cut and

paste together and then record the addition equation.

Encourage students to get counters to assist them when

adding up if required.

Lesson

10

– C

OU

TN

ING

R

EV

ISIO

N

Clapping Game

Give each student a number card (between 0 and 20). Clap a certain number of times, the

person with that number on their card needs to sit down. Continue, encouraging the

students to listen and count along.

Give pairs of students a copy of ‘Number Mat’ and 10 unifix each of their own

colour (as their markers).

They need to take turns to pull out a handful of

counters, and then count them. They can then place a unifix on the corresponding number. Object of the game

is to get 4 in a row first.

Week 5 & 6 – Ordinal Number, Odd and Even & Skip Counting

Investigations – Race tracks, odd and even numbers in sensory areas, playing cards, footy ladder, sequencing proforma in Box

Construction, place ribbons in various places.

Introduction Whole Group

Lesson

1 –

Ord

inal N

um

ber

Children participate in different races, eg building

unifix towers, writing numbers 1-10 etc. Discuss the position

that each person finished. Maybe give more of the place ribbons from investigations

out. Ensure children understand that the positions

don’t finish after 3rd, this is just where they usually stop giving

ribbons/medals.

Get out the ordinal number cards one for each child and

get the kids to order themselves silently while being timed. Have a few

goes at this to find out what their fastest time is. Play this each maths lesson to see if

they can get better each time. Record the times on the board in two ways: 1st

attempt, 2nd attempt etc and on a leader board where the best time goes in to 1st place

etc.

Lesson

2 –

Ord

inal

Nu

mb

er

Review the words we were using yesterday to describe

positions in a race. Play http://www.abc.net.au/countus

in/games/game4.htmAre there any other times we use these words, make a list and discuss. Write down both the numerals (1st 2nd, 3rd etc) and the words (first, second, third etc) and discuss why we

write them this way.

Make a calendar with the whole class putting exciting

days on it. Discuss how a day can be the 17th of a month

but also the 1st day of a week.

Cross each day off as the day go by talking about the position each day is in the month and in the week.

Lesson

3 –

Ord

inal

Nu

mb

er

Teacher writes on the board the things she does in the

morning eg have a shower, wake up, brush teeth, eat

breakfast. Whole grade helps to put these in the order they think the teacher completes

them. Make sure you write the numerals/words.

Children draw four pictures of things they do in the

afternoon cut these up and a partner has to put them in

the correct order with ordinal number cards next to them.

Lesson

4 –

Ord

inal

Nu

mb

er

Play Squiggly's Apple for some practise.

Ordinal Number Games Rotations

Race car game, balloon game, ordinals bingo, and ordinals

memory or snap.

Split the grade into 4 groups. The high groups can play

Balloon Game and Race Car Game and the low groups

can play Ordinals Bingo and Memory or Snap with the

Ordinals cards.Visit the following website for

Lots of Ordinal Number Revision whenever you think

the kids need it.

Lesson

5 –

Even

an

d O

dd Show the kids the story

through the following link: http://www.primarygames.com/storybooks/e

ven_odd/end.htm

Allocate pairs of children to play the part of “odd” or

“even”. They can “fly” around the room picking up groups of things. Come back to the floor and discuss whether they got the right amount of items in

their groups.

Make odd and even lady bugs to 20 (some children will need to do more than

one). Each child has a number allocated to them and colours in the lady bug

and draws that many dots on the lady bugs wings. Make a display for the classroom to

show odd and even lady bugs.

http://www.fuelthebrain.com/Game/play.php?ID=233

Lesson

6 –

Even

an

d O

dd Play the following game to

practice odd and even understanding.

http://www.fuelthebrain.com/Game/play.php?ID=233 children can use the display made last lesson or unifix to figure out whether each number is odd

or even.

Play odd and even dice race game.

Children have a board each and a dice per pair. One child is even and one child is odd. Roll the dice (could use 10 sided dice) and if and even number comes up the even child moves their unifix up

one spot on the board. Winner is the first one to the

top.

Lesson

7 –

Skip

Cou

nti

ng

Have a quick discussion about Odd and Even and tell the kids

we are going to use these numbers to count. Put Splat on the board and splat the even numbers. Explain how to skip count and count together as

far as you can.

Play the dot-to-dot through the links below

http://www.harcourtschool.com/activity/connect_the_dots/

http://www.abcya.com/connect_the_dots_1-100.htm

Then children complete their own dot-to-dot. If they

receive one with all numbers not just odd or even they must circle in order by 2’s before completing dod-to-

dot.

Lesson

8 –

S

kip

Cou

nti

ng Same routine as the last Skip

counting lesson but this time splat the odd numbers. Skip

count the odd numbers.

Children play “Counting Patterns”.