Unit Plan

Exploring Numbers Unit Plan

Teach Starter Publishing
11 x lessons | Suitable for years: F

This Mathematics unit addresses a range of number concepts involving identifying, sequencing and representing.

It consists of 10 lessons of approximately 60 minutes duration.

The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.

An assessment task for monitoring student understanding of the unit objectives is included and will require an additional lesson.

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Curriculum

  • VC2MFN01

    Name, represent and order numbers, including zero to at least 20, using physical and virtual materials and numerals <ul> <li>responding to a request to collect a quantity of objects or reading a numeral and selecting the associated quantity of items from a collection to match the number required; for example, collecting 9 paintbrushes after hearing the word ‘nine’</li> <li>recognising the order in the sequence of numbers to 20 and identifying the number that is ‘one less’ than a given number and the number that is ‘one more’; for example, playing instructive card games that involve reading and ordering number cards, or using counting songs, storybooks and rhymes to establish the forwards and backwards counting sequence of numbers in the context of active counting activities</li> <li>understanding and using terms to indicate ordinal position in a sequence; for example, filling in the missing term in ‘first’, ‘second’, ‘third’, … ‘fifth’ …, or creating a number track using cards with the numerals zero to 20 and describing positions using terms such as ‘first’, ‘last’, ‘before’, ‘after’ and ‘between’</li> <li>recognising, writing and reading numerals written on familiar objects; for example, recognising and reading numerals in images, text or illustrations in storybooks, or writing a numeral on a container as a label to show how many objects it contain</li> <li>connecting quantities to number names and numerals when reading and reciting stories and playing counting games or determining and reasoning about the size of sets of objects within Aboriginal and/or Torres Strait Islander Peoples’ instructive games, for example, Segur etug from Mer Island in the Torres Strait region</li> </ul>

  • VC2MFN02

    Recognise and name the number of objects within a collection up to 5 using subitising <ul> <li>recognising how many objects are in a collection or in images on a card with a quick look and saying the associated number without counting</li> <li>playing instructive card games that rely on the recognition of numbers represented in different ways (for example, playing memory games, or matching pairs of quantities on dot cards or similar where the arrangement on each is different) or using subitising to compare and order collections and to say who has more when sharing items in a game</li> </ul>

  • VC2MFN03

    Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning <ul> <li>establishing the language and process of counting, and understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are and that the last number counted answers the question of ‘How many?’; for example, saying numbers in sequence while playing and performing actions</li> <li>using counting to compare the size of 2 or more collections of like items to justify which collection contains more or fewer items</li> <li>using counting and one-to-one correspondence to quantify the number of items required for a purpose; for example, when asked to collect enough scissors for each member of their group to have a pair, counting each member and using the total count to know how many to collect</li> <li>discussing how different cultures may have alternative ways of representing the count; for example, discussing how some people of the Asia region use an abacus or Chinese hand gestures</li> <li>using body-tallying that involves body parts and one-to-one correspondence from counting systems of Aboriginal and/or Torres Strait Islander Peoples to count to 20</li> </ul>

  • VC2MFN04

    Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts <ul> <li>recognising numbers represented in physical or virtual ten-frames, and describing their reasoning: ‘It’s 7 because there is 5 there and 2 more’</li> <li>partitioning collections of up to 10 objects in different ways and saying the part-part-whole relationship; for example, partitioning a collection of 6 counters into 4 counters and 2 counters and saying, ‘6 is 4 and 2 more, it’s 2 and 4’, then partitioning the same collection into 5 and 1 or 3 and 3</li> <li>representing part-part-whole relationships in numbers up to 10 using physical or virtual materials; for example, identifying numbers represented by dots in standard number configurations such as on dominoes and dice by recognising parts that form the whole</li> <li>exploring number groupings in Aboriginal and/or Torres Strait Islander Peoples’ counting systems and the different ways of representing these groupings to form and partition numbers, applying this to quantify collections of objects in the environment on Country/Place up to 10</li> </ul>

Author

Photo of Victoria (Teach Starter)
Victoria (Teach Starter)
Teach Starter Publishing

Teach Starter Publishing

We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!

4 Comments

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  • Emma
    ·

    This is awesome! Thank you so much for creating these amazing resources

    • Kristian
      ·

      Hi Emma, Thank you for your lovely comment. I am so glad you are enjoying our resources.

  • Chelsea Pran
    ·

    helps me alot! thanks!

    • Victoria (Teach Starter)
      ·

      Hi Chelsea, Thank you for your positive comment. We hope you enjoy teaching this unit to your class! Kind regards, Victoria.