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|KINDERGARTDEN NUMERACY PLAN TERM 1 2018 |

|Learning and Thinking (EYLF Outcome 4) |

|4.4 Children are confident and involved learners when their resource their own learning through connecting with people, place, technologies and natural and processed materials |

| |Name the last number in the count |Count objects by using one to one |Know that numbers always happen in|Begin to understand that the |Begin to understand that the |

| |that represents how many in the |correspondence |a conventional order (stable |starting point and order in which |arrangement, size or differences |

| |set (cardinal value) | |order) |you count them does not affect how|of the objects doesn’t affect how |

| | | | |many (order irrelevance) |many (abstraction) |

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|Develop knowledge of number and | | | | | |

|algebra | | | | | |

| |Recite number names in order |Recall what number is missing in a|Partition small numbers (part, |Subsitise small quantities of |Compare collections of objects and|

| |initially to 5, then to 10 |number line 1 to 10 |part, whole) |objects or standard patterns on a |describe whether there is more, |

| |consistently | | |die |less, the same or not the same |

| |Copy and create simple two part | | | | |

| |patterns | | | | |

| |Use the appropriate language of |Describe sequence of familiar |Use language to describe duration |Use positional languages, such as |Recognise names, sort and match |

| |measurement to describe, compare |events and routines and use the |and relative duration such as |on, under, behind, between |basic two-dimensional shapes such |

|Develop knowledge of measurement |and order: length, size, mass, |everyday language of time such as |quick, slow, fast, it takes a long| |as square, triangle and circle |

|and geometry |height |morning, afternoon, day-time |time | | |

|Develop knowledge of statistics |Sort, classify and match objects |Order objects according to one |Answer simple questions to collect| | |

|and probability |according to attributes, for |attribute |information, such as using yes/no | | |

| |example colours, size and shapes | |and group items in response to | | |

| | | |questions such as favourite pets | | |

|WEEK |NUMERACY ACTIVITIES |

| |FOCUS SKILLS |WHOLE CLASS TEACHING (EXPLCIT) |DIFFERENTIATION |SMALL GROUP (EXPLICIT) |ASSESSMENTS |

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|5-11 | | | | | |

|5-7 | | | | | |

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| |Count objects by using one to one correspondence |Songs: | | |Checklists |

| |(Outcome 4) |- One, Two, Buckle My Shoe | |Number Bingo – Roll the dice. Children |Not demonstrated |

| |Recite number names in order initially to 5, then |- 5 Speckled Frogs | |say what the number is and finds the |Demonstrated with support |

| |to 10 consistently (Outcome 4) |- 5 Little Ducks |Partition with fingers |number on the BINGO sheet. If they can |Demonstrated independently |

| |Name the last number in the count that represents |- 5 Little Monkeys |Helping and assisting those who are unable to|recognise and find the number, they | |

| |how many in the set (cardinal value) (Outcome 4) | |recognise the numbers 1-10 to work only from |place a counter on the number. First |Can count objects by using one to |

| |Know that numbers always happen in a conventional | |1-5 and practice counting 1 to 1 |one to get a row of counters wins. |one correspondence |

| |order (stable order) (Outcome 4) |Show children how to count using |correspondence | |Can count 1-10 independently and |

| |Subsitise small quantities of objects or standard |fingers | |Counting Bears- Place 5 (for those who |confidently |

| |patterns on a die (Outcome 4) | | |are unable to recognise and count pass | |

| |Compare collections of objects and describe whether|Have objects (teddy bears, counters) | |5) and place 10 for those who are able | |

| |there is more, less, the same or not the same |and count as a class. | |to recognise and count to 10 in a line.|Work Samples |

| |(Outcome 4) | | | |Observations |

| | |Flash cards – count out matching number| |Ask children how many objects are here?|Anecdotal Notes |

| | |with the correct amount of pictures. | |Can you count and show me how you know?| |

| | | |Starting counting backwards from 10 – 1 for |Encourage children left to right | |

| | | |those children who are able to independently |counting and 1:1 correspondence. | |

| | |Practice writing the numbers 1-3 on the|and confidently count 1 – 10. | | |

| | |whiteboard | |Bears Peg Counting- Children will | |

| | | | |independently identify and recognise | |

| | | | |the numbers (1-10) on the bear card. | |

| | |Subsitising Flash Cards |More one on one assistance on those who are |Choose will put the amount | |

| | | |struggling with practicing their number | | |

| | | |writing formation for the numbers 1-3 | | |

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| | | | |Jelly Bean Graph – Children count how | |

| | | | |many jellybeans they have in the bag. |Checklists |

| | | | |How many jellybeans do you have? Get |Not demonstrated |

| | | | |children to sort the colours out. |Demonstrated with support |

| | |Introduce graphing to the children. | |Children then find the coloured paper |Demonstrated independently |

| | |What is a graph? Why do we need a | |jellybeans and place it onto the sheet | |

| | |graph? Go through the Jellybean graph |Instead of having 10 jellybeans children who |creating a graph. Which has more |Can recognise and identify numbers |

| | |activity with the children. Demonstrate|are yet to identify and recognise gets 5 |jellybeans? What coloured has the least|from 1-10 |

| | |what they need to do and required for |jellybeans. |jellybeans? Are they are jellybeans |Can recognise and identify numbers |

| | |the children to complete the activity. | |that are the same amount? |from 1- 5 ( those who are not yet |

| | | | | |confident in counting beyond 5) |

| | |Graphs are drawings that show | |10 Frame Counting- Using a 10-frame | |

| | |mathematical information with lines, | |table, children will get a dice and | |

| | |shapes, and colors. Graphs are also | |roll it. The child identifies and |Work Samples |

| | |known as charts. People use graphs to | |recognises what number the dice landed |Observations |

| | |compare amounts of things or other |Use a 5- frame instead of using the 10-frame |on, then places the correct amount of |Anecdotal Notes |

| | |numbers. Graphs are useful because they|for those children who are unable to |numbers of counters onto the 10-frame. | |

| | |can be easier to understand than |recognise the numbers. | | |

| | |numbers and words alone | | | |

|8-10 | |Songs: | | | |

| | |- One, Two, Buckle My Shoe | |Number Bingo – Roll the dice. Children | |

| | |- Ten Fat Sausages | |say what the number is and finds the | |

| |Count objects by using one to one correspondence |- One two three four five once I caught|Children who are unable to count and |number on the BINGO sheet. If they can | |

| |(Outcome 4) |a fish alive |recognise 1-10 will arrange the numbers from |recognise and find the number, they | |

| |Recite number names in order initially to 5, then |- 5 Little Ducks |5. |place a counter on the number. First | |

| |to 10 consistently (Outcome 4) |- 5 Little Monkeys | |one to get a row of counters wins. | |

| |Name the last number in the count that represents |- Zoom Zoom | | | |

| |how many in the set (cardinal value) (Outcome 4) | | | | |

| | |Youtube: Shape Song | | | |

| |Know that numbers always happen in a conventional | | |Number Bear Prints- Using bear prints | |

| |order (stable order) (Outcome 4) | | |with the numbers 1-10 on it. Children | |

| |Use the appropriate language of measurement to |Walk around the classroom/outside to | |will arrange the bear prints in order | |

| |describe, compare and order: length, size, mass, |identify and recognise what shapes they| |from 1-10 and glue onto paper once they| |

| |height (Outcome 4) |can see. | |have arranged it. | |

| |Recognise names, sort and match basic | | | | |

| |two-dimensional shapes such as square, triangle and|Using picture cards of everyday objects| |Bears Counters Counting- Children will | |

| |circle (Outcome 4) |that are 2-dimensional shapes. Give |Provide a variety of concrete objects that |independently identify and recognise | |

| |Sort, classify and match objects according to |each child a picture card, they will |are in a shape of a triangle, square, |the numbers (1-10) on the bear card. | |

| |attributes, for example colours, size and shapes |identify and recognise their picture |rectangle and circle. |They will then put the amount of | |

| |(Outcome 4) |card, they will then place it under the| |counters onto the number card. | |

| | |right category. i.e triangle – pizza | | | |

| | |slice, triangle instrument. | |Tap Taps- Children will use the tap | |

| |Order objects according to one attribute (Outcome |Square – ice cube, box etc | |taps to create pictures using | |

| |4) | | |2-dimensional shapes. | |

| |Copy and create simple two part patterns (Outcome |Discuss the lines of each shape. How | | | |

| |4) |many lines are there in a square? | |Shaped Robot – Children will create | |

| | |How many lines are there in a |Practice drawing shapes on mini whiteboard. |their own robots using 2-dimension | |

| | |rectangle? A triangle? | |shapes. Children will be asked to |Checklists |

| | | | |identify how many of what shapes they |Not demonstrated |

| | |Practice drawing shapes on mini | |used to make their robot. How many |Demonstrated with support |

| | |whiteboard. | |triangles did you use for your robot? |Demonstrated independently |

| | | | |How many circles? | |

| | |Talking about biggest to smallest – get| | |Can identify and recognise 2 |

| | |different sized shapes and get children| |Creating pictures using 2-dimensional |Dimensional Shapes |

| | |to arrange it to smallest to biggest. | |shapes. Provide children with concrete | |

| | |Which triangle is the biggest? Is this | |shapes. | |

| | |triangle the same size? | | |Work Samples |

| | | | | |Observations |

| | | | | |Anecdotal Notes |

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| | |Have different sized objects – small, | |Sorting out Shapes- Children will be | |

| | |medium and big. Get the children to sit| |given a range of different | |

| | |in a circle. Place the labels; Small, | |2-dimensional shapes i.e. circle, | |

| | |Medium, Large in the middle of the | |square, triangle and rectangle. | |

| | |circle. Go through each object and get| |Children will sort out the shapes and | |

| | |children to identify and recognise | |the shapes into the right category. | |

| | |which object belongs to which category.| | |Checklists |

| | |i.e small, medium and big. | |Biggest to Smallest – Children cut out |Not demonstrated |

| | | | |different sized pictures. They will |Demonstrated with support |

| | | | |sort the pictures out into biggest to |Demonstrated independently |

| | |Talking about patterns. What is a |Provide concrete objects that are different |smallest. | |

| | |pattern? Patterns are everywhere and |shaped and work with those who are unable to | |Can identify and recognise objects |

| | |they are repetitive. Go through many |identify small, medium, large. |Get children to draw pictures showing |that are small, medium and large |

| | |different types of examples of patterns| |they are able to identify and recognise|Arrange objects from smallest to |

| | |– colours, numbers and shapes. Draw | |small, medium and big. |biggest |

| | |patterns on whiteboard. | | | |

| | |Red, blue, red, blue ___ | |Shape Pattern- Children will create a | |

| | |Blue, green, blue, green, blue, green, | |simple two part pattern using different|Work Samples |

| | |___ | |shape print stamps. Children will have |Observations |

| | |Square, circle, square, circle, square,| |a choice of different coloured paint |Anecdotal Notes |

| | |___ | |where they choose to create their | |

| | |Triangle, circle, triangle, circle, | |patterns. | |

| | |triangle, ___ | | | |

| | | | |Easter Egg Patterning- Children will | |

| | | | |create a simple two part pattern using | |

| | | | |cotton buds. Children will be given | |

| | | |Provide concrete materials to those children |different coloured paint where they are| |

| | | |who are still not able to recognise and |able to choose to create their egg | |

| | | |create a simple two pattern. |pattern. | |

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| | | | |Patterning Bears- Children will be | |

| | | | |given different patterns of coloured | |

| | | | |bears. Children will independently | |

| | | | |finish off the pattern by placing the | |

| | |Have the children sitting on the mat. | |correct coloured bear onto the pattern.| |

| | |Using objects that are found in the | | |Checklists |

| | |classroom create different patterns, | | |Not demonstrated |

| | |the children will work together to form| |Ice Cube Tray Pattern- Children will be|Demonstrated with support |

| | |a two part pattern. Crayon, glue, | |given an icetray with different |Demonstrated independently |

| | |crayon, glue, crayon, ___ | |coloured pom pom balls. Using the | |

| | |Big book, big book, small book, big | |tweezers or a peg, the child must |Can identify twostep pattern |

| | |book, big book, ___ | |create a two part pattern. |Can continue two step pattern |

| | |Pen, texta, pen, texta, ___ | | |Can create a two-step pattern |

| | | |Children who are very confident in |Graphing with Shapes- Children will | |

| | | |recognising and identifying two part |create a picture using already cut –out| |

| | | |patterns, they will be introduced and start |2 -dimensional shapes. i.e circle – sun| |

| | | |to create three way part pattern. |Rectangle – sun rays |Children who are confident in |

| | | | |Square – house |recognising, identifying and |

| | | | |Triangle – roof |creating 2 step patterns. |

| | | | |Rectangle – tree trunk |Can identify three step pattern |

| | | | |Children will glue the shapes onto A3 |Can continue three step pattern |

| | | | |paper. Once the child have completed |Can create a three step pattern |

| | | | |their pictures. They will be asked to | |

| | | | |identify how many of each 2-dimensional| |

| | | | |shape they used to create their |Work Samples |

| | | | |picture. How many triangles are in your|Observations |

| | | | |picture? How many circles are in your |Anecdotal Notes |

| | | | |picture? | |

| | | | |Children will then record how many of | |

| | | | |each shape they used in a graph. | |

| | |Have different sized objects – small, | | | |

| |Count objects by using one to one correspondence |medium and big. Get the children to sit| |Measuring Teddy Bears: Children will | |

|11 |(Outcome 4) |in a circle. Place the labels; Small, | |trace around their bear on A3 paper and| |

| |Recite number names in order initially to 5, then |Medium, Large in the middle of the | |using cubes, they will measure how big | |

| |to 10 consistently (Outcome 4) |circle. Go through each object and get| |their bears are. | |

| |Name the last number in the count that represents |children to identify and recognise | | | |

| |how many in the set (cardinal value) (Outcome 4) |which object belongs to which category.| |Number Bear Prints- Using bear prints | |

| |Know that numbers always happen in a conventional |i.e small, medium and big. | |with the numbers 1-10 on it. Children |Checklists |

| |order (stable order) (Outcome 4) | | |will arrange the bear prints in order |Not demonstrated |

| |Recall what number is missing in a number line 1 to| |Provide concrete objects that are different |from 1-10 and glue onto paper once they|Demonstrated with support |

| |10 (Outcome 4) |Teddy Bear Day- |shaped and work with those who are unable to |have arranged it. |Demonstrated independently |

| | |Children sit in a circle. Children will|identify small, medium, large. | | |

| |Use the appropriate language of measurement to |compare the sizes and colours of their | |Counting Bears- Place 5 (for those who |Can identify and recognise objects |

| |describe, compare and order: length, size, mass, |bears. Place three hoops in the middle | |are unable to recognise and count pass |that are small, medium and large |

| |height (Outcome 4) |of the circle – big, medium, and small.| |5) and place 10 for those who are able |Arrange objects from smallest to |

| |Recognise names, sort and match basic |One child at a time will place their | |to recognise and count to 10 in a line.|biggest |

| |two-dimensional shapes such as square, triangle and|bear into the hoop they think their | | | |

| |circle (Outcome 4) |bear belongs to. | |Ask children how many objects are here?| |

| |Sort, classify and match objects according to |Children will the place their bears | |Can you count and show me how you know?| |

| |attributes, for example colours, size and shapes |into different colours. | |Encourage children left to right | |

| |(Outcome 4) | | |counting and 1:1 correspondence. | |

| |Use positional languages, such as on, under, |Children together will arrange all the | | | |

| |behind, between (Outcome 4) |bears in the classroom from smallest to| | | |

| | |biggest. | | | |

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| | |Introducing positional language. Get | | | |

| | |children to use their bears to follow | | | |

| | |positional language instructions. Put | | |Work Samples |

| | |your bear up high, put your bear behind| | |Observations |

| | |you, put your bear under you. | | |Anecdotal Notes |

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