Planning Mathematical Experiences

Planning Mathematical Experiences (Maths Lesson Planning for Year 2 Class) (Australia)

this is a Maths planning lesson which covers 3 parts (A, B & C)
This can get quite technical but I will try to give you as much information and explain what needs to be done for each part. I will upload lecture, tutorial notes that
will definitely guide you through. There some samples for each part. *The assignment will be done entirely on the Planning Proformas for ECM4101(1).docx file I’ve
uploaded.Part A (800 words)
For this part, you will have to assess SCSA (School Curriculum and Standards Authority), the Western Australian Curriculum site that details the entire school
curriculum here in Australia. Since we will be doing Maths, so you will only need to use this link page http://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/mathematics-v8On the side bar on the left, you will have the option of filtering “Year Levels” & “Show/Hide Curriculum”. I will be doing
Year 2 so you can untick all the other year levels. Content descriptors are the contents to be taught the entire year, the content descriptors we need for this
assignment are the ones under NUMBER AND ALGEBRA, you can ignore both the “MEASUREMENT AND GEOMETRY” & “STATISTICS & PROBABILITY” strands. Basically, in PART A, you
will need to “UNPACK” and elaborate each of the content descriptors, not just about re-wording the current elaborations, but explaining how to teach it. There will be
11 content descriptors so you will need 11 columns on the Part A of the Proforma. (7 under Number and place value, 1 under Fractions and Decimals, 1 under Money and
Financial Mathematics, and 2 under Patterns and Algebra)
*It’s ok to exceed the word limit of 800 for this part should you need more words, but the limit is about 1000 words. Refer to:
Grad Dip – Lecture 6 Planning.pdf (samples and notes for Part A in the first few pages) & Assignment.pdf (Assignment instructions). Everything you need to know is in 2
of these files Mathematics-Year-by-Year-View-F-10_pdf(1).pdf (Should you find it troublesome to navigate the SCSA website, this .pdf file will give u clearer access
for the content descriptors)http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/mathematics-v8 (SCSA website)Part B (1000 words)
We will plan a sequence of five lessons to demonstrate the progression of the learning of a concept on ADDITION. IN Part B, you can just follow the what I have noted
on page 4 of Assignment.pdf. We will be doing addition, hence I will be using the content descriptor of ACMNA030. You will need to cut and paste the elaborations u
have done in Part A, for this particular content descriptor.
For assumed student prior knowledge, specific learning outcome and language used; refer to the notes on page 4 of Assignment.pdfNext, moving on to Activity Sequence
Summary. This requires us to plan a sequence of 5 mock activities for ADDITION over the course of 5 weeks. As activity progresses, difficulty of lesson planned will
increase subsequently. More importantly, lesson planned must be SEQUENTIAL just like what we did in Part A. You will have to think of 5 activities that help students
develop their understanding of ADDITION over the course of 5 lessons. With 1000 words for this section, it is best to keep it short and concise, as shown in the sample
on page 6 of Tutorial on Lesson Planning.pdfRefer to:
Assignment.pdf (p.4) & Tutorial on Lesson Planning.pdf (pp. 4-6)ASSESSMENT.pdf (it shows ways of assessing students and it will be useful for the Assessment section
(last column) on the Activity Sequence Summary)Mathematics-Year-by-Year-View-F-10_pdf(1).pdf (to check on prior knowledge of Year 2 students. “Year 1 Achievement
Standards”) or SCSA website. Part C (1200 words)
Learning Experience Plan – Plan in detail the FIRST lesson from the Activity Sequence Summary.
Basically, pick the FIRST activity from the sequence summary and PLAN IN DETAIL. *You will only need to pick ACTIVITY 1, not 2,3,4,

Part A: Review of the Western Australian Curriculum
Strand: Number and Algebra Year: 2

Number and place value
ACMNA026 • Build upon ACMNA012, recap skip counting by twos, fives and tens using number lines and number chart 0-99 to show the patterns (e.g. when skip
counting in tens, the ones digit is always the same and the tens digit increases by 1 ten if counting forward, otherwise decreases by 1 ten if counting backward).
• Introduce skip counting in threes using materials such as ten frames, unifix cubes, bundling sticks, place value chart (PVC), number lines and the number chart
0-99 as visual support for identifying patterns when counting forward and counting backward.
• Model and build the understanding that skip counting is repeated addition when counting forward and repeated subtraction when counting backward
• Build upon ACMNA027, counting forward and backward in tens on and off the multiples of tens from three-digit numbers followed by skip counting forward and
backward in fives, threes and twos and describe the patterns.
ACMNA027 • Revise and consolidate ACMNA013.
• Use Multi-base Arithmetic Blocks (MAB) and PVC to first introduce the most regular three-digit numbers such as 268, then less regular name (e.g. 654) before
teen numbers such as 712 and leave those with zeros until the last (i.e. concepts of zero in ones place (e.g.340), tens place (e.g.508) and in both tens and ones
places (e.g.200)).
• Use Gattegno Whole Number 1000s as visual support to identify patterns of 100s. Extend three-digit numbers knowledge by introducing 10 hundreds make 1 thousand
via MAB and PVC
• Identify friends of any 100, through addition and subtraction using MAB and PVC.
• Read and order three-digit numbers on a number line.
• Use number charts ranging from 101 to 1000 to order three-digit numbers as visual support and showing patterns.
ACMNA028 • Revise and build on ACMNA014, use MAB, PVC to partition tens numbers.
• Build on ACMNA027, use materials such as MAB, PVC, abacus and bundling sticks to model and represent three-digit numbers as comprised of hundreds, tens and
ones; also to conceptualise 10 ones make 1 ten, 10 tens make 1 hundred and 10 hundreds make 1 thousand.
• Use Montessori cards to demonstrate the compositions of three digits numbers (e.g. 465 has 4 hundreds, 6 tens and 5 ones)
• Explain and rename three-digit numbers (e.g.247) in different ways such as 1 hundred 14 tens and 7 ones or 24 tens and 7 ones (non-standard place value) using
MAB and PVC.
• Use three-digits number expander to demonstrate renaming with symbols to associate meaning with materials used.
• Develop renaming (partitioning) using the MAB, PVC, bundling sticks and number expander to demonstrate 465 is also made up of 46 tens and 5 ones, as well as 4
hundreds and 65 ones.
• Count forward and backward by 100s, 10s, and 1s on and off the hundred and multiple of 10s from three-digit numbers to consolidate understanding of three-digit
number place value.
ACMNA029 • Build on ACMNA015, use ten frames, different colored counters, unifix cubes, number lines, 100 number chart to show counting on strategy by
starting from the biggest number to solve missing element in additive (result unknown) problems.
• Introduce part-part-whole to work out fact families to 20 using 3 different colored counters, unifix cubes to show that the biggest number (e.g. 13) can be
partitioned into 2 smaller numbers (e.g. 9 and 4).
• Demonstrate the connection between addition and subtraction using change unknown (addition) scenario that is solved by subtraction (e.g. 8 cookies + ? = 12
cookies). Use concrete materials to represent the problem. Use number line to solve the unknown.

FOR YOUR ASSIGNMENTS TO BE DONE AT A CHEAPER PRICE PLACE THIS ORDER OR A SIMILAR ORDER WITH US NOW