Maths Unit Plan

Year level: Reception

Term: 3
Number of Students: 24
Strand: Number and Algebra

Learning Outcomes/ACARA
Date/Topci Process Resources
Link
Introduction (10 minutes):
- Children to sit on the mat
- Show student a few examples of objects that are red before beginning the
activity
- Here are something red I found in our classroom
- They are a xxx (Let students say the name of objects together)
- Ask students to look around the room and find something green
Learning Outcomes:
- Try to find something that might be different with other people
Children will be able to:
- Put your hands on your head when you’ve found an object, but do not
- Count within 10
say it aloud
- Develop understanding of - Prepared Red Objects (Crayon,
- When everyone has their hands on their head, have students share the
one to one correspondent sheets, …)
objects they found.
and use different strategies - Computer and projector
- Write the names of each object on the board, with circles next to objects
to count - Colour whiteboard markers
Week 1 – Tuesday that are mentioned more than one time.
- Worksheets (20*’up to 10’,
23 Jul - Tell students that you are going to count how many green objects students
ACARA Link: 10*’up to 20’) (Appendix A)
I Spy and count saw.
- Establish understanding of - Guided practice picture
- Count the circles in different ways (Circling/
the language and (Appendix B)
Colouring/Numbering/pointing)
processes of counting by - Colour crayon/pencil
- Review each number on the list, and have students repeat the number
naming numbers in - Sticker/Pen to mark the work
name chorally.
sequences, initially to and
from 20, moving from any
Guided Practice (10 minutes):
starting point (ACMNA001)
- Show the picture (Appendix A) on the white board
- Work with the class to demonstrate the strategies of counting (colouring,
numbering and pointing or circling)
- Invite students to come and model
- Model just two to three items as examples

Independent Working (10 minutes):

1
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
- Explanation:
o Left side: a lot of things
o Right side: the list of those things that you can find from the left
side
o Count each of them at the left side, and write the appropriate
number in the blocks of each item
o Model item (colouring)
o Be careful not to miss any
o Remind the strategies that have been used
- Hand out the worksheets
o I would like to choose someone who is sitting nicely come to get
their worksheet first

Conclusion (5 minutes):
- Once you finished, stick it into your maths book and come to me
- Give a reminder 3 minutes before finishing
- Pack up everything, push in chairs and sit on the mat
o If you have not finished, give the book to me and you can finish
it later (EOD activity time)
- Review the strategies of counting again by modelling the rest of
counting on the whiteboard (if time permits)

Differentiation:
- When listing the objects on board, include a sketch if possible
- Point to the actual object in the room
- While numbering the items, skip a number e.g. 1, 2, 4. Allow students to
catch the mistake and correct me. Think aloud, "You are right. I need to list
3 after 2. Good job!"
- Support: give number chart as a reference when writing numbers
- The 'Count up to 20' sheets are available for the high achievers
- Early finishers could come and finish the counting activity on the
whiteboard

2
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
Introduction (10 minutes):
- Students to sit on the mat
- Warm Up activity: Subitising with stars
- You'll have only 1 second for each page, after 1 second, the picture will
disappear and you are going to tell me how many dots there are
- Do not call out, put your hand up if you know the answer
- I will not pick those who called out to answer

Explanation and modelling (5 minutes):

- Sit in a circle
- Two players in the game
- You'll need a game board and enough counters/tiles/unifix blocks to cover
all the blocks on the board
- Once the board is covered with tiles, I point to a tile and my partner will lift
- PPT slides: Subitising with stars
Learning Outcomes: the tile for one second (you've seen how fast one second is) and quickly
(Appendix C)
- Practise subitising through put it back and cover the block again
- Counters or unifix blocks (30 for
Week 1 – Wednesday game to build up fluency - (Remember to be sensible, your partner should be able to see it clearly)
each group to be enough to
24 Jul - I need to say how many dots I saw
cover all the blocks)
Subitising Game ACARA Link: - Once I gave my answer, lift the tile to check. If I get it right, I can keep the
- Subitising Game board Sheets
- Subitise small collections of counter; if not, put the counter away
(one for each) (Appendix D)
objects (ACMNA003) - My partner then has a turn.
- This continues until all tiles are removed, the winner is the person with the
most tiles at the end of the game.
- Group them in pairs and give out the game board

Pair Play (15 minutes):

- Walk around to make sure that everyone understands the rules and play
accordingly
- Give a reminder 3 minutes before finish
- Pack up everything into schoolbag and tidy up the classroom
- Those who do not have a game board sheet could come and get one from
me

Differentiation:
- Invite low achievers to answer some of the easy ones

3
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
- For the strugglers, another way of playing this game is using a dice as a
bingo game
- students roll a standard die and then find a cell with the same number of
dots. They cover the dots with a counter in their colour and then give their
partner a turn. Three in a row in a single colour wins the game.
- Small groups or even the whole class can play the Bingo version of this
game. Each student needs a bingo card and a small handful of counters in
a single colour. Have the "caller" roll a die and call out the number to be
covered. As in traditional Bingo, three in a line (across, down or diagonal)
wins the round.
Introduction (10 minutes):
- Students to sit on the mat
- Read the book Chrysanthemum
- Ask questions about the story to promote comprehension
- Have a one-minute talk with your neighbours anything special about your
Learning Outcomes:
name
Children will be able to:
- Write the name 'Chrysanthemum' on the whiteboard and have students
- Sort names by similarities
count the number of letters were in the name on their figures
and differences such as; - Chrysanthemum by Kevin Henkes
number of letters, syllables, - Whiteboard and marker
Body (15 minutes):
beginning sounds, etc. - Subitising flashcards (Appendix E)
- Introduce the activity
Week 1 – Friday - Use math vocabulary to - Blank blocks sheets (Appendix F,
o "I would really like it if we had a clear and organized way to
26 Jul ask and answer questions cut into three pieces, one stripe
compare all of this information."
How many letters are in about the class graph for each)
o Show the sheets with blocks, Write my own name as a
my name? - Crayons, markers, or colored
demonstration
ACARA Link: pencils
§ Write only one letter in each block (First letter to be
- Compare, order and make - Scissors
uppercase)
correspondences between - Maths books
§ Do not draw outside the block, coz we are going to cut
collections, initially to 20,
the outside bite and only keep the blocks with letters
and explain reasoning
§ Use the black colour to write the name to make sure it is
(ACMNA289)
clear enough so that everyone can see it
§ Count how many letters
o Once finish, find the cards on the whiteboard that matches the
number and line up in front of the number cards, stick your name
in a line on top of the number card

4
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
- Call the name and get the sheet to work at the table and line up in front of
the class
- Commend students on their efforts
- Bring them back to the mat
- Organize the names of each group in a line
- Notice the difference and similarities of the length of the names in a group
and the height of each group
- Have students workout which group have the most people and which have
the least
- How many student names have 3/4/5/6/7/8 letters?
- Which numbers have the least and most student names?
- Which number(s) has no student names?

Conclusion (5 minutes):
- observe their reasoning and their mathematical thinking in conversation
and challenge their understanding of the relevant mathematical
vocabulary.
- Take picture of the bar chart on the white board
- Call the group and give back the names and stick into the maths book and
copy the sentence 'I have x letters in my name.' on the same page.
- Check and mark the work.

Differentiation:
- Some may comment that we only have 10 fingers:
o could use our own ten plus three more fingers with a friend,
o or use our own ten fingers and then start again on our own
fingers, etc.
- Line up in alphabetic order if there are more than one people in the group
- Have the whole class line up in the order
- If the names are sticked hazardously, express confusion and ask how we
can make it clear to see how many people are in a group
- Other questions to be asked if they are capable of understanding the chart:
o Which numbers have the same amount of student names?

5
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
o How many more student names are in the 5-letters row compared
to the 8-letters row?
o The 6-letters row has how many more than the 2-letters row?
- Invite students to come to count on the whiteboard if they have difficulties
in counting
- Encourage students to practice the same activity at home with their family
members (include family names if possible)
Introduction (5 minutes):
- Gather the class together for the lesson and say, "I need to check how
many students are in class today. I'm going to count you, can you stand up
as I point to you to help me keep track?"
- Count the students one at a time. Then say, "There are ____ students in
class today! It was really helpful to count you. There are many times during
the day when we might need to count."

Body (10 minutes):

Leaning Outcome: - Display the pre-cut number cards one at a time while saying the number - Laminated number cards with
- Students will be able to aloud "This is a ____." Then, place it on the board out of order (e.g., 9, 7, 4, adhesive magnetic at the back
order numbers from 1-10 2, 1, 5, 6, 0, 3, 8). (Try 11 and above to see how they react) - Number cards sets for each with
- Begin counting the numbers in the order they are placed on the board. a punched hole on the top –
Week 2 – Tuesday
ACARA Link: - Pause as you count to let students notice how you are counting. Appendix G
30 Jul
- Compare, order and make - Ask students to give a thumbs up if they think you did right or a thumbs - A string of yarn for each group
Is it in order:
correspondences between down if they think you did it wrong. (long enough for the ten cards)
collections, initially to 20, o If they notice the order is off, you can ask them to share what is - Single hole puncher
and explain reasoning wrong (counted in mixed-up order) - Yarn and pegs for demonstration
(ACMNA289) o If students do not notice the mixed-up numbers after finishing,
you can ask:
§ Did I count to ten?
§ How did it sound?
§ What could I do differently? (put them in order)
- Explain that when you count, there is a special order. It is important to
know the order or way the numbers are organized because it means you
will be able to keep track of things (like students) when you count.
o If you mixed up all the numbers when counting the students,
you’ll not get the number of students correctly.

6
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
- Remove the numbers from the board.
- Having students to talk with a neighbour which number comes first in the
counting order. Then invite the students to say the number aloud.
- Place the number one on the board
- Repeat with the remaining numbers, count aloud with the class.
- Draw a line with starting and ending point under the numbers and tell the
students that this is a number line.

Pair/independent work (20 minutes):

- Demonstration:
o removing the cards from the whiteboard again
o Prepare a string on the whiteboard and some pegs aside
o Shuffle the number cards (put them face down) and invite one
student to come to the front and pick one card, ask him/her to
show the card to the class and place it on the string with a page
where he/she think is right)
o Then have another student to pick a second card and place the
card before or after the first one. (if the student struggles with it,
the students put up hands to offer help)
o Once done, ask the whole class to give a thumbs up or down as
their feedback
o Repeat until the number line is completed
o Commend on their effort and teamwork
- Instructions:
o Each pair will have a set of cards (0-10) and a string (long enough
to fit the 10 cards) to practising putting the numbers from small to
big
o Each of them to choose 5 cards to play (put the cards face down
when choose five cards) and place the cards into the right orders
by turns (like the demonstration)
o Two of them work collaboratively to make a number line.
o Have them check to make sure it’s in the right order, then thread
the yarn through the cards to make a real number line.
o Bring the number line to you for commenting.

7
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
o help them to put sticky tape on both ends to prevent it from falling
apart.
- Pair them up by calling their names, come to you to get the card set when
their names are called.
- Their choice to do it either on the floor or at the desk
- One of them can keep the work and the other can get anther set to play at
home
- Put the cards or the number line into their bags and choose a numeracy
game to play with.
Introduction (5 minutes):
- Display a number line on the whiteboard, recall memories of making the
number line on Tuesday
- Tell students that today they will practice guessing a mystery number that is
between two other numbers.
Learning Outcomes:
- Review key vocabulary by asking students which number is between 10 and
- Students will be able to
eight. Have students show you the number nine on their fingers.
order numbers from zero
- Review the vocabulary word before by asking students to show you on
to 10, and describe the - Class set of large cards numbered
their fingers which number comes before 10.
relationship between zero to 20
- Review the vocabulary word after by asking students what number comes
numbers. - Number line (prepare some to
after six. Have students repeat the word "after" while pointing behind their
Week 2 – Wednesday support struggling students while
backs.
31 Jul ACARA Link: play in pairs) – Appendix H
- Repeat with a few more examples. Have students repeat the word between
Mystery Number - Establish understanding of - Two sticky notes with stars or
after you, gesturing to point to their middle with two fingers.
the language and some other symbol drawn on
processes of counting by them
Guided practice (5 minutes):
naming numbers in - Class set of student whiteboards,
- Show students two sticky notes with stars drawn on them, and tell them
sequences, initially to and dry erase markers, and erasers
that today they will play a game called Guess My Number.
from 20, moving from any
- Write a number on the small white board, make sure no one sees it. Tell
starting point (ACMNA001)
students, "I’ve write down my secret number. I’m going to give clues of
my number and you’re going to have a guess.”
- Begin by placing one sticky note on zero, and the other on 10. Tell
students, "My mystery number is between zero and 10." Call on student
volunteers to guess the mystery number.

8
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
- As students guess, reinforce key vocabulary. Say something like, "Good
guess! Six is between zero and 10, but my number is before six." Move one
of the sticky notes to six and say, "My number is between zero and six."
- Continue moving the sticky notes as students guess until they guess your
number and show them the small white board. Give positive feedback to
keep them motivated.
- Play a few more times
o Play without the sticky notes
o could gradually include the teen numbers up to twenty if they are
capable of)

Pair working:
- Tell students they are going to play with a partner
- You and your partner take turns to guess.
- Make random pairs (or pair them up by ability)
- Call the names and get a small whiteboard, a marker and an eraser each
- They can play either on the mat or at the table

Differentiation:
- Give struggling students number lines for reference.
Introduction (5 minutes):
Learning Outcome
- We’ll have fun with numbers from 1-20 today
- Students will be able to
- Students watch, listen and sing along to the Number Song 1-20 video on
identifiy the missing
YouTube. (repeat the video if needed)
numbers in the number
- At the end of the video, ask the students:
sequences - YouTube: https://www.youtube.c
o What number comes after ...? (Choose a number between 2 and
Week 2 – Friday om/watch?v=D0Ajq682yrA
19. Repeat the question two more times with different numbers.)
2 Aug ACARA Link: - Slides as Appendix I
o What number comes before ...? (Choose a number between 2 and
Identifying missing - Establish understanding of - Worksheets (one task sheet and
19. Repeat the question two more times with different numbers.)
numbers the language and one blank sheet for each student)
o Have students think about it: If a number is missing from a 1 to 20
processes of counting by – Appendix J
number sequence, what clues can we use to help us identify the
naming numbers in
missing number? (no need to be answered)
sequences, initially to and
from 20, moving from any
Body (10 minutes):
starting point (ACMNA001)
- Explain to the students:

9
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
o Our knowledge of smaller number sequences can help us count,
read and write bigger numbers.
o When we know the basic number sequence from 0 to 10, we can
build on it to count, read and write bigger numbers!
- Show Slide 11 and explain:
o We can also use our knowledge of number sequence to identify
when a number is missing from a sequence by looking at the
numbers before and after.
o For example, in the number sequence below, the missing number
is 5.
o We know this because the number 5 comes after 4 and before 6.
- Show Slide 12:
o Encourage the students to look at the numbers before and after
each space where there is a missing number, then ask the students
which numbers are missing.
- As a class, complete the missing numbers activities on slide 13. Check the
answers on slide 14.

Guided/independent learning (5 minutes):

- Provide each student with a copy of the Number Sequencing 1 to 20
Worksheet (Appendix B-Left side)
- Ask the students to complete the worksheet, first by filling in the missing
numbers, (the four lines of numbers are not connected with each other,
they are four independent small number lines
- Monitor and support the students as they complete the task.

Conclusion (5 minutes):
- Once the students have finished, come to the teacher for marking and get
a blank sheet (Appendix B-Right side), using the blank template to create
their own number sequences task and swap with a friend to identify the
missing numbers on each other’s worksheets
- Glue the two worksheets into their maths book

Differentiation:

10
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
- Encourage more capable students to use larger numbers for the
independent task.
- Invite less confident students to work in small groups with the teacher or
teacher aide. Alternatively, provide the students with the template only and
ask them to only use numbers from 1 to 10.
Introduction (5 minutes):
- Watch the video “Birds on a wire”
- Ask students to share “have you seen birds on a wire?”

Body & Guided practice (10 minutes):

- Explain that you will begin by considering a problem involving 10.
- Show them the 10 Birds on a Wire worksheet. When students are ready,
Learning Outcome:
explain that the problem is that there are 10 birds and a big bird in the
- Students will be able to
middle.
o understand the
- Tell students that they need to place all the 10 birds onto the two wires, but - Youtube: https://www.youtube.co
concept of
there are many different ways of doing it (use any combination) m/watch?v=_nbVTUYVKxg
combination
- Define and give examples of the term combination. Remind your students - Ten bird cards (Appendix K) (with
o show visual
that a combination is a group of numbers or different ways to place magnets)
representations as
objects. - Worksheets (Appendix L) and
Week 3 – Tuesday addition equations
- Demonstrating put 1 on the left and 9 on the right, and record the birds (Appendix M, pre-cut into
6 Aug o understand what
numbers, and it is called a combination. stripes) (One set for each)
10 birds on a wire the number 10
- Then move 1 to the left and have 8 left on the right, record again, and it’s - Prepare some extra birds for
represents
another combination. more capable students
- Whiteboard markers
ACARA Link:
Independent working (5 -10 minutes): - Glue sticks
- Represent practical
- Tell students to cut out the ten bird cards, try as many combinations - Scissors
situations to model
- Don’t worry the wire is not long enough, use their imagination to extend
addition and sharing
the wire onto the table or floor
(ACMNA004)
- Walk around the classroom to provide support or to challenge (provide
more birds to more capable students)

Conclusion (5 minutes):
- Ask students to bring their sheet to the front and share with the class
- Prompt students to give each other feedback or ask questions as they
share.

11
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
- Write down the combinations on the whiteboard
- Show them these combinations all make 10
- If time permits, write equations and explain write the related addition
equations on the board.
- Ask students to explain what the equations you wrote mean.
- Discuss what the numbers in your equations represent. For example, show
that 2 + 8 means two birds and eight birds.
- Explain the + and = symbols as well if it’s not too confusing to them.
- Tidy up the room
- Revisit the number line introduced last week, ask questions:
o What does a number line look like?
o Why should we put numbers in order?
o What will happen if I do not count in order?
- Explain today’s activity:
- Unifix cubes or construction
ACARA Link: o Show the worksheet and explain that we are going to use cubes to
Week 3 – Wednesday blocks
- Represent practical build towers in the 12 blocks along the street)
7 Aug - Dice (one for each)
situations to model o Pair work, each one chooses one colour items to play with
Building an addition - Number line street sheet
addition and sharing o One dice for each, take turns to roll the dice
tower (Appendix N, one stripe for each
(ACMNA004) o Each find the number of blocks according to their dice and joint
group, print in A3)
these blocks together to make a tower
o Then work out how many cubes in total and place the tower into
the right number block
o Build as many towers as they can
Teacher to walk around to provide support and to challenge
Learning Outcome: Introduction (7 minutes):
- Students will be able to - Tell students they will be listening to a story about a grouchy ladybug.
- Youtube: https://www.education.c
add small numbers using - Show students the cover of The Grouchy Ladybug and read aloud the title,
om/lesson-plan/ladybug-additio
visual aids. author, and illustrator.
n/
Week 3 – Friday - Ask students to predict what they think the story will be about.
- Ladybug template ppt (Appendix
9 Aug ACARA Link: - Play the YouTube clip
O, to project to the whiteboard)
Ladybug Addition - Represent practical
- Computer and projector
situations to model Body/Guided practice (5 minutes):
- Prepared 10 black dots (with
addition and sharing - Project the prepared ladybug template (Appendix A) and say, "This is a
magnets)
(ACMNA004) ladybug. It needs dots!"
- Whiteboard marker
- Put dots on one wing (less than five dots).

12
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
- Have students show with their hands how many dots are each side - Number line (made during last
- write that numbers down in the blocks below week’s lesson)
- Repeat this for the second wing. - Worksheets (Appendix P)
- Next, we are going to work out how many dots in total does this ladybug - Adding on Slides (Appendix Q)
has.
- Demonstrate the strategy of keeping one number in mind and adding on
from that. (May put out an number line by the side as a tool to show how
to count on)
- Write the sum on in the block below.
- Read the equation, emphasizing the words "plus" and "equals". (if those
words have been introduced on Tuesday, have them recall their memories
of what are they)
- Explain that you just created an addition sentence.
- Repeat one or two times as needed. Have the whole class practice courting
on with you.

Independent working (10 minutes):

- Show them the worksheet. Tell students that they are going to do exactly
what we did together with this worksheet
- Count the dots on one side， write the number down in the first; then
count the other side, and write the number down in the second block.
Using our counting on strategies to work out the sum, and right it into the
block after the equal sign.
- There are two blank ladybugs at the bottom. Once you finished all the tasks
above, you can start creating your own combination and addition
sentence.
- After finishing all, get your Maths book and glue it in.
- Line up for marking.
- Early finishers get a maths game to play.
- Give a reminder 5 minutes before finishing.

Backup activity:
- If time allows, have the whole class practice counting on with the PPT slides
(Appendix D)

13
 Learning Outcomes/ACARA
Date/Topci Process Resources
Link
Differentiation:
- Observe them as they work and assess their understanding of the lesson
content.
- Encourage advanced learners to draw more dots and try adding up to 20

Appendix A:

14
Appendix B

Jack and the Beanstalk

Counting Exercise

Can you help Jack count the following items?

clouds harp strings

magic beans windows

leaves music notes

cows golden eggs

More worksheets at www.education.com/worksheets 2012-2013

Copyright © 2013-2014
2011-2012 by Education.com

Find worksheets, games, lessons & more at education.com/resources
© 2007 ­ 2019 Education.com

15
Appendix C

16
Appendix D

Subitising Game

17
Appendix E

18
Appendix F

! ! ! ! ! ! ! !

! ! ! ! ! ! ! !

! ! ! ! ! ! ! !

!
8 Letters

19
Appendix G

20
Appendix H

21
Appendix I

22
Appendix J

23
Appendix K

24
Appendix L

25
Appendix M

26
Appendix N

27
Appendix O

28
Appendix P

29
Appendix Q

30