Download essential prior, related and next learning

EARLY COUNTING AND GROUPING 8 – TEACHING NUMBER AFTER IS 1 MORE, NUMBER BEFORE IS 1 FEWER
ESSENTIAL PRIOR, RELATED AND NEXT LEARNING
Identify students’ current levels of understanding using tracking data, and formative embedded or separate assessment for this concept, and for the essential prior learning.
Differentiate learning
by including the
segment of each
Teaching Plan that
children demonstrate
they are ready to
investigate.
Essential Related Learning
Essential Next Learning
Early Counting and Grouping 1 – Count forwards and backwards
Early Counting and Grouping 2 – Write numerals correctly
Early Counting and Grouping 3 – Recognise numerals in 2 ways
Early Counting and Grouping 4 – Number before and after
Early Counting and Grouping 5 – Counting with one-to-one correspondence
Early Counting and Grouping 6 – A number always represents the same
amount
Early Counting and Grouping 9 – Subitise the
number in a small collection without counting
Early Counting and Grouping 10 – Estimate the
number in a group, then count using one-to-one
correspondence
Use assessment data to select the levels of this concept, or essential related concepts, and the segments of each explicit teaching plan, to teach.
TEACHING VIDEOS, EXPLICIT TEACHING PLAN, INVESTIGATION, REFLECTION, PROBLEM SOLVING
The videos and the explicit teaching plan are divided into the same segments of the concept.
TEACHING SEGMENT and VIDEO 1: Number after is one more,
TEACHING SEGMENT and VIDEO 2: Number before is one (less) fewer.
VIEW the videos before teaching, to develop YOUR understanding and metalanguage, then teach the concept using YOUR understanding and metalanguage and the Explicit
Teaching PowerPoint, and/or SHOW the video to the whole class / groups of children / individual children, pausing regularly to allow children to ask and answer questions, to
develop THEIR understanding and metalanguage.
Children in their first year of school develop deep understanding by investigating mathematical concepts informally before using symbols in Year 1.
These number concepts can be found in ‘Early Counting and Grouping’.
Check out the Professional Learning Videos and Resources for further information!
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
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EARLY COUNTING AND GROUPING 8 – TEACHING NUMBER AFTER IS 1 MORE, NUMBER BEFORE IS 1 FEWER
EARLY COUNTING AND GROUPING 8 _OVERVIEW OF TEACHING PLAN
(Kindergarten/Reception/Prep) ACMNA002, NSW MAe-4NA
Grade
Children in their first year of school develop deep understanding by investigating mathematical concepts informally before using symbols in Year 1. These number concepts can
be found in ‘Early Counting and Grouping’.
Number after is one more, Number before is one (less) fewer.
THIS IS A SUMMARY OF THE EXPLICIT TEACHING PLAN, DESCRIBING THE SEQUENCE WHICH WILL OCCUR OVER MULTIPLE LESSONS. THE COMPLETE EXPLICIT TEACHING PLAN STARTS ON PAGE 3.
SEGMENT 1:
Counting
forwards is
adding one each
time.
SEGMENT 2:
Counting
backwards is
taking away one
each time.
Children:
Children:
 place out a counter, record 1
 ask questions about counting forwards is adding one each
time, counting backwards is taking away one each time, for
example,
 add 1 counter, record 2
 add 1 counter, record 3
 add 1 counter, record 4
 When we count forwards by ones, how many are we
adding each time?
 explain counting forwards is adding 1 each time
 How could we describe the number after?
 explain the number after is 1 more
 place out 5 counters, record 1, 2, 3, 4, 5
 When we count backwards by ones, how many are we
taking each time?
 take away 1 counter, cross out 5
 How could we describe the number before?
 take away 1 counter, cross out 4
 take away 1 counter, cross out 3
 explain counting backwards is taking away 1 each time
 explain the number before is 1 less (fewer)
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
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EARLY COUNTING AND GROUPING 8 – TEACHING NUMBER AFTER IS 1 MORE, NUMBER BEFORE IS 1 FEWER
EARLY COUNTING AND GROUPING 8 _EXPLICIT TEACHING PLAN
(Kindergarten/Reception/Prep) ACMNA002, NSW MAe-4NA
FULL EXPLICIT TEACHING PLAN, EMBEDDING THE INVESTIGATIONS, REFLECTIONS AND PROBLEMS THAT MAY BE USED TO DEVELOP DEEP UNDERSTANDING OVER MULTIPLE LESSONS.
Resources: counters in containers of 20 for each child, pencil, paper
What could we do?
What language could we use to explain and ask questions?
Children think about, talk and listen to a friend about, then have
Focuses
the opportunity to share what they already know.
children’s
thoughts on the
concept, exposing
current
understanding and
any
misconceptions. As children count to 10, record the numbers on the board, for
example, 1 2 3 4 5 6 7 8 9 10
Reviews
As children count backwards, point to each number.
the forward and
backward
sequence of
numbers. (Early
Counting Grouping
1)
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
►
Today we’re going to investigate counting forwards by ones.
►
What do you already know about counting forwards by ones?
►
Talk to a friend about counting forwards by ones.
►
Is anybody ready to share what they are thinking about
counting forwards by ones?
►
Let’s count forwards from one to ten – 1, 2, 3, 4, 5, 6, 7, 8, 9,
10.
►
Let’s count backwards from ten – 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0.
►
When we count, what do we say?
►
Do we say numbers when we count?
►
When we count forwards and backwards, do we say the same
numbers?
►
What are these symbols I've recorded here?
►
Are these symbols, numbers?
►
Do we use numbers to count things?
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EARLY COUNTING AND GROUPING 8 – TEACHING NUMBER AFTER IS 1 MORE, NUMBER BEFORE IS 1 FEWER
Reviews
►
We’ve investigated what happens when we count forwards
by ones.
►
And we found we were adding 1 each time.
►
When we added 1 counter, did we get one more counter?
Let’s investigate!
Display 1 counter.
►
Let’s start with 1 counter.
Record the numeral 1.
►
Do we have 1?
A child adds 1 counter.
►
Let’s add 1 counter.
►
How many counters do we have now?
Children explain that they now have 2 counters.
►
Do we have 2 counters now?
Record the numeral 2.
►
Do we have 2?
Point to the numeral 2.
►
Is 2, one more than 1?
►
Is 2 the number after 1?
►
When we added 1 counter, did we get 1 more?
►
When we added 1 counter, did we get the number after?
►
Let’s add 1 counter.
►
How many counters do we have now?
►
Do we have 3 counters now?
►
Is 3 one more than 2?
►
Is 3 the number after 2?
counting forwards
as adding 1 each
time. (Early
Counting Grouping
7)
Introduces
number after as 1
more. top
A child adds 1 counter.
Children explain that they now have 3 counters.
Record the numeral 3.
Point to the numeral 3.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
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EARLY COUNTING AND GROUPING 8 – TEACHING NUMBER AFTER IS 1 MORE, NUMBER BEFORE IS 1 FEWER
►
When we added 1 counter, did we get 1 more?
►
When we added 1 counter, did we get the number after?
►
Let’s look at our numbers.
►
Are we counting forwards?
►
When we count forwards, do we get 1 more each time?
►
When we count forwards, do we get the number after each
time?
►
If we add 1 counter, will we have 1 more?
►
If we add 1 counter, will we have the number after?
A child adds 1 counter.
►
Let’s add I counter.
Record the numeral 4.
►
How many counters do we have now?
Children explain that they now have 4 counters.
►
Do we have 4 counters?
►
Do we have 1 more counter?
►
Is 4, one more than 3?
►
Do we have the number after?
►
Is 4 the number after 3?
Point to the numbers 1 2 3.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
5
EARLY COUNTING AND GROUPING 8 – TEACHING NUMBER AFTER IS 1 MORE, NUMBER BEFORE IS 1 FEWER
Introduces
the investigation,
reflection and
problem solving
related to this
segment of the
concept.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
6
EARLY COUNTING AND GROUPING 8 – TEACHING NUMBER AFTER IS 1 MORE, NUMBER BEFORE IS 1 FEWER
Children think about, talk and listen to a friend about, then have
Focuses
the opportunity to share what they already know.
children’s
thoughts on the
concept, exposing
current
understanding and
any
misconceptions.
►
Today we’re going to investigate counting backwards by ones.
►
What do you already know about counting backwards by
ones?
►
Talk to a friend about counting backwards by ones.
►
Is anybody ready to share what they are thinking about
counting backwards by ones?
►
We’ve investigated what happens when we count backwards
by ones.
►
And we found we were taking away 1 each time.
►
When we took away 1 counter, did we get one fewer
counter? Let’s investigate!
►
Let’s start with 5 counters.
►
Do we have 5?
►
Let’s take away 1 counter.
Children explain that they now have 4 counters.
►
How many counters do we have now?
Circle the numeral 4, for example, 1 2 3 4 5
►
Do we have 4 counters now?
Point to the numeral 4.
►
Do we have 4?
►
Is 4, one fewer than 5?
►
Is 4 the number before 5?
►
When we took away 1 counter, did we get 1 fewer?
►
When we took away 1 counter, did we get the number
before?
Introduces
number before as
1 less. top
Display 5 counters.
Display the numerals, with 5 circled, for example, 1 2 3 4 5
A child takes away 1 counter.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
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EARLY COUNTING AND GROUPING 8 – TEACHING NUMBER AFTER IS 1 MORE, NUMBER BEFORE IS 1 FEWER
A child takes away 1 counter.
►
Let’s take away 1 counter.
►
How many counters do we have now?
►
Do we have 3 counters now?
►
Is 3 one fewer than 4?
►
Is 3 the number before 4?
►
When we took away 1 counter, did we get 1 fewer?
►
When we took away 1 counter, did we get the number
before?
►
Let’s look at our numbers.
►
Are we counting backwards?
►
When we count backwards, do we get 1 fewer each time?
►
When we count backwards, do we get the number before
each time?
►
If we take away 1 counter, will we have 1 fewer?
►
If we take away 1 counter, will we have the number before?
A child takes away 1 counter.
►
Let’s take away I counter.
Circle the numeral 2, for example, 1 2 3 4 5
►
How many counters do we have now?
Children explain that they now have 2 counters.
►
Do we have 2 counters?
►
Do we have 1 fewer counter?
►
Is 2, one fewer than 3?
►
Do we have the number before?
►
Is 2 the number before 3?
Children explain that they now have 3 counters.
Circle the numeral 3, for example, 1 2 3 4 5
Point to the numeral 3.
Point to the numbers 1 2 3 4 5
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
8
EARLY COUNTING AND GROUPING 8 – TEACHING NUMBER AFTER IS 1 MORE, NUMBER BEFORE IS 1 FEWER
Introduces
the investigation,
reflection and
problem solving
related to this
segment of the
concept.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
9