Download Prep | Unit 4

Learner Resource
School Name
Number & Place Value
Subject
Maths
Description
Sample Pre-assessment Unit 4
Teacher Info
Refer to guiding notes and ACARA to ensure alignment
Task designed by
Janelle Dickman
Topic
Contact
Year
Prep
Janelle Dickman 0467 777 965
Teacher Guiding Notes
DURATION
CURRICULUM PLAN TOPICS
10 Lessons
Number and place value *Assessment Task
5 Lessons
Number and place value 2 *Assessment Task
10 Lessons
Using units of measurement
5 Lessons
Location and Transformation
5 Lessons
Number and place value (addition)
5 Lessons
Shape and Using units of measurement - time
10 Lessons
Using units of measurement & Number and place value
50 LESSONS
TOTAL UNIT
RATIONALE

Measurement has focused largely on durations of events, days and weeks so far this year. This is the first time
children are required to compare durations. Perhaps a simple pre-test on the children’s understanding of what
‘comparing’ means could be appropriate. This also applies to the comparisons expected with mass, length and
capacity of objects in this unit.

Discussions around what position and direction mean to the children would be helpful to gain an
understanding of children’s prior knowledge.

A matching task requiring children to name and describe shapes could pre-assess ‘shape’ knowledge

The number component is formally assessed. THE PRE-ASSESSMENT (see below) COULD BE USED ON THE
REGIONAL TEMPLATE AND IS RELATED TO THE GTMJ OF THE SUMMATIVE TASK.
South East Region
Learner Resource template
1
V1 – Aug 2013
TERM
Sequencing teaching and learning
Unit overviews
1
2
3
4
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Prep students will engage in activities
across the five contexts of learning —
focused teaching and learning,
investigations, active learning, real life
situations, routines and transitions. When
opportunities arise in the classroom, the
appropriate strand of mathematics —
Number and algebra, Measurement and
geometry, Statistics and probability — may
be addressed.
Prep students will engage in activities
across the five contexts of learning —
focused teaching and learning,
investigations, active learning, real life
situations, routines and transitions. When
opportunities arise in the classroom, the
appropriate strand of mathematics —
Number and algebra, Measurement and
geometry, Statistics and probability — may
be addressed.
Prep students will engage in activities
across the five contexts of learning —
focused teaching and learning,
investigations, active learning, real life
situations, routines and transitions. When
opportunities arise in the classroom, the
appropriate strand of mathematics —
Number and algebra, Measurement and
geometry, Statistics and probability — may
be addressed.
Prep students will engage in activities
across the five contexts of learning —
focused teaching and learning,
investigations, active learning, real life
situations, routines and transitions. When
opportunities arise in the classroom, the
appropriate strand of mathematics —
Number and algebra, Measurement and
geometry, Statistics and probability — may
be addressed.
In this unit through the Proficiency strands
— Understanding, Fluency, Problem
solving and Reasoning — students have
opportunities to develop understandings
of:
Patterns and algebra — identify how
objects are similar or different, sort
objects based on similar features,
identify a rule for a ‘sort’, identify
questions, identify patterns in the
environment, copy and describe
simple patterns, identify patterns
within counting sequences
Using units of measurement — sequence
stages within an activity, compare
duration of events using time
language, directly compare the size
of objects, describe the objects
Number and place value — recall counting
in ones, identify numbers in the
environment, represent quantities,
compare numbers, recall counting
sequences, represent quantities,
visualise arrangements to five, match
numerals to quantities, count
forwards and backwards from
different starting points, compare
quantities using ‘more’, ‘less’, ‘same’,
identify numbers before, after and
next in a sequence, order quantities
and numerals,
Location and direction — use positional
language to describe location,
identify positional opposites,
representing locations with models
and images.
In this unit through the Proficiency strands
— Understanding, Fluency, Problem
solving and Reasoning — students have
opportunities to develop understandings
of:
Using units of measurement — explore the
duration of a day, sequence events
within a day, directly and indirectly
comparing the duration of events,
directly compare the length width and
height of objects and distances
Patterns and algebra —identify pattern
and non-pattern, copy, continue and
describe simple repeating patterns
Number and place value — recall counting
in ones, identify numbers in the
environment, represent quantities,
compare numbers, recall counting
sequences, visualise arrangements
to five, match number names,
numerals and quantities, count
forwards and backwards from
different starting points, identify parts
within a whole
Location and direction — describe,
represent and generate simple
movement paths
Shape— sort describe and arrange threedimensional objects, connect two
dimensional shapes to the faces of
three dimensional objects, arrange
two-dimensional shapes to represent
familiar objects
In this unit through the Proficiency strands
— Understanding, Fluency, Problem
solving and Reasoning — students have
opportunities to develop understandings
of:
Using units of measurement — explore the
duration of a week, sequence events
within a week, directly and indirectly
comparing the duration of events,
connect the days of the week to
familiar events and actions, directly
compare the mass of objects
Number and place value—represent
quantities, compare numbers,
visualise arrangements to five,
matching number names, numerals
and quantities, identify parts within a
whole, combine collections, make
equal groups, describe the joining
process
Patterns and algebra —identify pattern
and non-pattern, identify constant
change, copy, continue and describe
simple growing patterns
Data representation and interpretation—
generate yes/no questions, identify
and interpret data collected
In this unit through the Proficiency strands
— Understanding, Fluency, Problem
solving and Reasoning — students have
opportunities to develop understandings
of:
Number and place value—represent
quantities, compare numbers, match
number names, numerals and
quantities, identify parts within a
whole, combine collections, making
equal groups, describing the joining
process
Using units of measurement — directly
and indirectly compare the duration
of events, directly and indirectly
compare the mass, length and
capacity of objects
Location and transformation— describe
position, describe direction
Shape—describe, name and compare
shapes
Data representation and interpretation—
generating yes/no questions,
identifying and interpreting data
collected
Student Name
Class
Date
Number and Place Value
Numeral
Name
5
Nine
Picture
3 1 8 1
6
1
1
0
Where do
these numbers
go on the
number line?
Learner Resource
South East Region
Learner Resource template
4
V1 – Aug 2013