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Year 1 Term 1 Program (sample) Outcome Learning Intention To be completed by Grade team. Copy and paste from Grade Scope and Sequence on www.alearningplace.com.au, for example, ACMNA012, ACMNA013, MA1-4N ADDITION AND SUBTRACTION 1 AND 2 Counting Forwards on a Number Line Counting Backwards on a Number Line Differentiation To be completed by individual teachers using their knowledge of the levels of understanding of students in their class. Copy and paste from ‘Teach by Concept’ pages on www.alearningplace.com.au, for example, EARLY COUNTING AND GROUPING 7 ‒ Count forwards by 1s is adding 1 each time, using counters EARLY COUNTING AND GROUPING 7 ‒ Count backwards by 1s is taking away 1 each time, using counters Add Singledigit Numbers, Counting by 1s ADDITION AND SUBTRACTION 3, 4 AND 5, PATTERNS AND ALGEBRA 4 Subtract Single-digit Numbers, Counting by 1s Adding and Commuting Single-digit Numbers Register To be completed by Grade team. Plan assessment of learning, for learning and as learning, for example, Book work – students select cards to generate numbers they are ready to investigate. To be completed by individual teachers, during and after teaching, for example, Week 1: 2 students = ECG 7 (forwards), 1 students = ECG 7 (backwards), 17 students = AS 1, 1 student = AS 2 ADDITION AND SUBTRACTION 1 ‒ Count forwards by 1s is adding 1 each time, recording on a number line ADDITION AND SUBTRACTION 2 ‒ Count backwards by 1s is subtracting 1 each time, recording on a number line ACMNA015, NSW MA1-5NA, MA1-8NA Assessment EARLY COUNTING AND GROUPING 12 ‒ Make groups with and without group markers EARLY COUNTING AND GROUPING 13 ‒ Joining groups to add. Describe joining groups and record in informal number sentences using 'and', 'is' EARLY COUNTING AND GROUPING 14 ‒ Taking away to subtract. Describe taking away and record in informal number sentences using 'is' take away' ADDITION AND SUBTRACTION 3 - Add Single-digit Numbers, Counting by 1s ADDITION AND SUBTRACTION 4 - Subtract Single-digit Numbers, Counting by 1s Observation, questioning, explaining – students question one another, and explain their current understanding using mathematical metalanguage. Problem solving – students select the level of problems they are ready to investigate solving. Week 1: 2 students = ECG 12 (with markers), 1 students = ECG 14 (backwards), 17 students = AS 3, 1 student = AS 4 ACMMG023, MA1-16MG MEASUREMENT AND GEOMETRY 15 Give and follow directions to place, to self and to objects from perspective of self, of person facing opposite direction MEASUREMENT AND GEOMETRY 15 ‒ Give and follow directions to place, to self and to objects from perspective of self, of person facing opposite direction Week 1: 3 students = MG 15 (same perspective as self), 18 students = MG 15 (perspective of person facing opposite direction)