Helen Philippou 9903745R EDUC 5183

ASSIGNMENT 1. UNIT PLAN

INTRODUCTION
COUNTING AND NUMBER SENSE
The following 5 Lesson Unit Plan will address 4 Principles in Counting and Number Sense:

1. One to one correspondence

2. Cardinal principle
3. Order irrelevance rule
4. Rote counting fixed sequence (Anna Rogers 2015)

Number sense and counting are fundamental for mathematical success in higher level math skill
attainment (Reys, Linquist, Lambdin, Smith, Rogers, Falle, Frid, and Bennett 2012).

COGNITIVE AND PHYSICAL DEVELOPMENT

The Unit Plan was designed for the Foundation year. Essential consideration was given to the cognitive and
developmental characteristics of the children around 5 years of age, such as their short attention span and
ego-centric focus (Reys et al. 2012). Each exercise utilised "everyday” situations to convey the mathematical
concept. Exercises were designed to run approximately 20 minutes and were language rich, fun, interactive
and incorporated concrete materials. I ran the classroom following a child-centred, constructivist model.
My lesson plans also incorporated a problem-solving approach to learning.

SCHOOL CONTEXT

The school is a small independent private school, located in an affluent suburb close to the CBD. There are
only 19 children in the classroom comprising of 11 boys and 7 girls. Whilst not all children are from English
speaking backgrounds all are very competent English speakers. 1 boy has Autism, he has a constant SSO and
a modified curriculum. He also has specific behavioural modification strategies utilised, that all students and
teachers are familiar and comfortable with.

PLANNING

My aim in planning is to cover ACARA requirements which are clearly stated in the introduction of each
lesson plan. The plans will also provide me security and confidence in knowing I have interesting activities
and all materials ready. This will permit me to encourage a positive attitude towards math and make my
classroom a safe and stimulating space (Attard 2011). In my teaching I want to convey to the students that
I value and respect their ideas. I have planned to give simple instructions and make clear expectations. I will
continually observe students and respond to their individual needs. Through assessment I have
acknowledged students’ prior knowledge before planning this Unit.

AWARENESS OF PRIOR KNOWLEDGE

Students have been working on grouping objects according to particular attributes such as: colour, shape
and size. They have been identifying patterns and making patterns (objects of 3 repeated terms). They have
demonstrated one to one correspondence and understand that the last number counted is the total of the
group (cardinal number).

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 Helen Philippou 9903745R EDUC 5183
INTRODUCTORY INFORMATION FOR LESSON 1

YEAR LEVEL: Foundation DATE: 10TH April 2015

TOPIC: NUMBER SENSE AND COUNTING

CONTENT DESCRIPTION (AUSTRALIAN CURRICULUM):

 Number and place value - Establish understanding of the language and processes of counting by naming numbers in
sequences, initially to and from 20, moving from any starting point -Connect number names, numerals and quantities,
including zero, initially up to 10 and then beyond

 Using units of measurement - Use direct and indirect comparisons to decide which is longer, heavier or holds more, and
explain reasoning in everyday language

 Location and transformation - Describe position and movement

LESSON OBJECTIVES:

1. For students to recognise number names, numerals and quantities

2. For students to understand and use directional words

3. For students to describe position and movement

ASSESMENT:

OBJECTIVE 1. To observe students correctly read number names and numerals and identify quantities.

OBJECTIVE 2. To observe students using directional words and correctly moving the concrete materials

OBJECTIVE 3. To listen to students correctly describing positon and movement

SUPPORT: Pair with more advanced students, supervise, SSO or use a number line

EXTEND: Order numbers to 20

MATERIALS:

- 20 magnetic fish of different colours and sizes - Plastic magnetic numbers

- Little handmade fishing rods with a magnet on the end - 10 frames
- White board and markers - Bowls

LESSON OUTLINE

INTRODUCE (10 MINUTES)

Today we are singing the song 1,2,3,4,5 Once I caught a fish alive 6,7,8,9,10 then I let him go again… Sitting together on the class room floor. We will
sing the song through all together first. Then I will ask groups of two to be the number 1, group of two to be 2 and so on. They will stand up and call
out their number aloud when we arrive at their number in the song, and we will all sing together.

Explore (40 MINS)

 On the large white board we will have 10 colourful fish all different sizes. Together we will arrange them in order from largest to smallest. We
will use directional words such as ‘behind’ and ‘in front’ to perform the task.
 On the white board I will write a number word in a circle (pond) and the students can take turns in sticking the correct number of fish on the
white board following directional words such as ‘above’, ‘below’, ‘left’ or ‘right’ ‘in’ or ‘out’.
 Children will form groups on the floor, they will have a bowl of magnetic numbers and will have a magnetic fishing rod. The students will fish out
numbers from the bowl. They will call out the number they have caught and put it on the large laminated 10 frame they have. Each student will
have a turn to fish and then between them try and place the numbers in their numerical sequence.

REFLECT (10 MINS)

Students will be called back together on the floor. We will talk about the directional words and discuss the finger that was bitten on the right hand from
the song. I will ask what their favourite number between 1 and 10 is. I will ask questions such as, “Is the number 6 greater than the number 4?” We
will discuss that numbers and counting are a part of everyday life. I will ask “What can numbers represent?” Such as, quantity, position, relationship
and location…
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 Helen Philippou 9903745R EDUC 5183
INTRODUCTORY INFORMATION FOR LESSON 2

YEAR LEVEL: Foundation DATE: 10TH April 2015

TOPIC: NUMBER SENSE AND COUNTING

CONTENT DESCRIPTION (AUSTRALIAN CURRICULUM):

 Number and place value - Establish understanding of the language and processes of counting by naming numbers in
sequences, initially to and from 20, moving from any starting point -Connect number names, numerals and quantities,
including zero, initially up to 10 and then beyond

 Using units of measurement - Connect days of the week to familiar events and actions

 Using units of measurement - Use direct and indirect comparisons to decide which is longer, heavier or holds more, and
explain reasoning in everyday language

 Location and transformation - Describe position and movement

LESSON OBJECTIVES:

1. For students to recognise number names, numerals and quantities

2. For students to understand and use understand and use the days of the week

ASSESMENT:

OBJECTIVE 1. To observe students correctly read number names and numerals and identify quantities.

OBJECTIVE 2. To observe students identify and discuss the days of the week

OBJECTIVE 3. To observe how students begin to understand the concept of addition

SUPPORT: Pair with more advanced students, supervise, SSO

EXTEND: Students to problem solve with unifix blocks ways of making five, use laminated pictures of fruit for simple addition problems

MATERIALS:

- Fifteen packs of 10 laminated cards - Laminated brightly coloured days of the week labels
- Laminated pictures of each fruit eaten by the caterpillar - unifix cubes
- White board and markers - Book: The Very Hungry Caterpiller

LESSON OUTLINE

INTRODUCE (10 MINUTES)

Today we are singing the song A Week Is Seven Days. (YouTube song ABC mouse) Sitting all together on the class room floor. We will sing the song
through all together first. We will stick the names of the days of the week on the white board. We will talk about our favourite day of the week and
why. Then we will sing the song again. Then I will tell the children that I know of a caterpillar who ate a lot of food in 1 week and ask them if they would
like to hear the story? I will ask the children if they like caterpillars and what they know about caterpillars. Have they ever held one if so, what did it
feel like? Together we will read the book, ‘The Very Hungry Caterpillar’, students will be working on one-one correspondence as we point and count.

Explore (40 MINS)

 Whole class exercise: On the large white board we will have the seven days. Students will work as a class to remember and place the correct
fruit on the correct day of the week. Next, as a class we will arrange the weekday fruits in order from largest to smallest. We will use directional
words such as behind and in front to work it out. We will as a class talk about how much the caterpillar eats on the Saturday? How much more
did he eat than on Friday? I will ask the children what day of the week is missing from the book.
 The children will break into pairs and using the chart we have made on the white board of the days of the week with the corresponding fruit
eaten as a guide. They will be given unifix blocks and will be asked to make a tower for each group. 1 block for the apple, 2 blocks for the pairs
etcetera. When they have finished they will have five towers for Monday through to Friday. I will ask the children how many pieces of fruit the
caterpillar ate in 5 days? We will discuss how they could work this out. I will show the children how they can connect the blocks together and
count them all.
 Children will be given a pack of 10 cards. 5 with numerals and 5 with numeral names and fruit. Children will play a quick memory game 10 cards
face down and then turn over to find pairs: for instance 1 with One - apple picture. 2 with Two – 2 pair pictures

REFLECT (10 MINS)

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Students will be called back together on the floor. We will talk about the days of the week and how much the caterpillar ate in total. We will talk about
how we came to that total.
 Helen Philippou 9903745R EDUC 5183
INTRODUCTORY INFORMATION FOR LESSON THREE

YEAR LEVEL: Foundation DATE: 10TH April 2015

TOPIC: NUMBER SENSE AND COUNTING

CONTENT DESCRIPTION (AUSTRALIAN CURRICULUM):

 Number and place value - Establish understanding of the language and processes of counting by naming numbers in
sequences, initially to and from 20, moving from any starting point -Connect number names, numerals and quantities,
including zero, initially up to 10 and then beyond

LESSON OBJECTIVES:

1. For students to recognise number names, numerals and quantities and match to concrete materials

2. For students to understand the concept of addition

ASSESMENT:

OBJECTIVE 1. To observe students correctly reading number names and numerals and identify quantities.

OBJECTIVE 2. To observe students counting two groups of concrete materials to work out simple additions

SUPPORT: Pair with more advanced students, supervise, SSO

EXTEND: to work out additions - pairs of 10

MATERIALS:

- 21 magnetic bears of different colours - Plastic magnetic numbers

- Unifix blocks - 10 frames
- White board and markers - Laminated number lines
- Chocolate and vanilla tiny teddies - Book: Bears on Wheels

LESSON OUTLINE

INTRODUCE (10 MINUTES)

Today we’re reading the book Bears on Wheels sitting all together on the class room floor. We will talk about a uni-cycle. I will ask the children where
they have seen them before. We will talk about a two wheeler and I will ask who has one? Have they seen a 3 wheeler before? What are they called?
As we read the book I will ask the children to predict what will happen when they see one bear on the bike and three in the tree. We will group the
bears together by their colour shirt.

Explore (40 MINS)

 On the large white board we will have 21 coloured bears. We will together arrange them into groups according to colour. We will together do
simple additions. On the board 3 red t-shirt bears with 2 blue t-shirt bears = 5 bears. 5 blue t-shirt bears with 1 red- t-shirt bear = 6 etc
 Children will be given a laminated number line and laminated bears they will place the tiny teddies on the number line as I call out how many
red bears were on the bike and then how many blue bears. They will use to number line to work out simple additions
 Lastly, I will write number sentences on the board using the book (2 bears on the bike and 2 more jump on how many on the bike?) The children
can use their tiny teddies on 10 frames to problem solve these number sentences.

REFLECT (10 MINS)

Students will be called back together on the floor. We will talk about what they liked about the book. We will talk about the strategies they used to
work out how many bears were on the bike. We will talk about addition. Numbers can be represented by using objects, words and symbols. Assessment
at this stage will take place through discussion and observation.

Adapted from Black, T Lesson Plan - BEARS ON WHEELS 4

 Helen Philippou 9903745R EDUC 5183
INTRODUCTORY INFORMATIONFOR LESSON FOUR

YEAR LEVEL: Foundation DATE: 10TH April 2015

TOPIC: NUMBER SENSE AND COUNTING

CONTENT DESCRIPTION (AUSTRALIAN CURRICULUM):

 Number and place value - Establish understanding of the language and processes of counting by naming numbers in
sequences, initially to and from 20, moving from any starting point -Connect number names, numerals and quantities,
including zero, initially up to 10 and then beyond

LESSON OBJECTIVES:

1. For students to recognise number names, numerals and quantities

2. For students to understand and use directional words

ASSESMENT:

OBJECTIVE 1. To observe students correctly read number names and numerals and identify quantities.

OBJECTIVE 2. To observe students using directional words and correctly moving the concrete materials

SUPPORT: Pair with more advanced students, supervise

EXTEND: for students to use 1-20 in simple additions and subtractions

MATERIALS:

- 150 carrot sticks little - laminated number line

- White board and markers - Book: Just Enough Carrots

LESSON OUTLINE

INTRODUCE (10 MINUTES)

Today we are reading the book, ‘Just Enough Carrots’… sitting all together on the class room floor. We will first discuss the concepts of fewer, less,
more and the same amount. We will discuss until we are all aware of their meanings. We will then read the book together. The children will tell me
what they thought of the book. We will talk about preparing for people to come over for lunch. We will talk about grocery shopping and knowing or
working out how much to buy.

Explore (40 MINS)

 On the large white board we will have a word problems such as… if bunny ate 3 carrots for breakfast and 2 for lunch how many carrots did bunny
eat? Children can use their number lines and carrot sticks to work out the problems
 With each pair of students having 10 carrot sticks we will practice the concepts of fewer, more, less and the same amount. I will call out 3 carrots
fewer than 6. Children will work in pairs on their number lines to find the answers and then write the answers down. Children will be observed
and monitored closely.

REFLECT (10 MINS)

Students will be called back together on the floor. We will talk about the words we used (fewer, more, less and the same amount) to work out our
problems. We will talk about the book and the word problems. We will discuss how they found working in pairs, did they agree with their partners?
Was it easy to work in pairs?

Adapted from VanderRee, C. Lesson Plan - JUST ENOUGH CARROTS

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 Helen Philippou 9903745R EDUC 5183
INTRODUCTORY INFORMATION FOR LESSON 5

YEAR LEVEL: Foundation DATE: 10TH April 2015

TOPIC: NUMBER SENSE AND COUNTING

CONTENT DESCRIPTION (AUSTRALIAN CURRICULUM):

 Number and place value - Establish understanding of the language and processes of counting by naming numbers in
sequences, initially to and from 20, moving from any starting point -Connect number names, numerals and quantities,
including zero, initially up to 10 and then beyond

 Using units of measurement - Use direct and indirect comparisons to decide which is longer, heavier or holds more, and
explain reasoning in everyday language

 Location and transformation - Describe position and movement

LESSON OBJECTIVES:

1. For students to recognise number names, numerals and quantities

2. For students to understand and use directional words

3. For students to describe position and movement

ASSESMENT:

OBJECTIVE 1. To observe students correctly read number names and numerals and identify quantities.

OBJECTIVE 2. To observe students using directional words and correctly moving the concrete materials

OBJECTIVE 3. To listen to students correctly describing positon and movement

SUPPORT: Pair with more advanced students, supervise, SSO

EXTEND: simple addition and subtraction to 20

MATERIALS:

- 15 little jars - 150 firefly lollies

- White board and markers - Book: Ten Flashing Fireflies

LESSON OUTLINE

INTRODUCE (10 MINUTES)

Today we are singing the song 1 little 2 little 3 little fire flies 4 little 5 little 6 little fire flies 7 little 8 little 9 little fireflies 10 little fire flies away… Sitting
all together on the class room floor. We will sing the song through all together first. Then I will ask groups of two to be the number 1, group of two to
be 2 etcetera. They will stand up and call out their number loud when we get to them in the song, and we will all sing together. We will then read the
book Ten Flashing Fireflies.

Explore (40 MINS)

 In pairs the children will have 10 firefly lollies and a jar. They will act out the book as I read it. They will count the fireflies in the jar and out of
the jar. They will add another firefly lolly to the jar as the book continues and they will recount.
 I will then make firefly story problems for example: I have 3 fire flies in my jar and 2 fireflies outside of the jar. How many fire flies do I have all
together? The children will use their lollies and jars to work out the problems.
 I will then make subtraction story problems: If there are 5 fireflies in the jar and we let out 3, how many fireflies are left in the jar? We will also
revise directional words such as fewer, more, less and same amount using the jars and lollies

REFLECT (10 MINS)

Students will be called back together on the floor. We will talk about the directional words (inside, outside, fewer, less, more and same amount). We
will discuss numbers and how they found working out the word problem? What strategies did they use to work the problems out? Was the jar heavier
with 2 lollies in it or 10 lollies? Counting works out the answer to ‘how many’ objects…

Adapted from VanderRee, C. Lesson Plan - 10 FLASHING FIRE FLIES 6

Helen Philippou 9903745R EDUC 5183
CONCLUSION
CHILDREN’S LITERATURE
I have chosen to start each lesson with a counting book and sometimes with a song to engage the children
from the onset of the lesson. Stories can inspire children’s imagination, whilst mathematical concepts can
be clearly illustrated. Books enhance learning by presenting a mutual theme from which students can share
and discuss their mathematical ideas (Reys et al. 2012). Math and language skills develop simultaneously as
students deliberate over mathematical problems and ideas (Reys et al. 2012).
SUPPORTING STUDENTS
I have acknowledged that adaptions may be made for supporting children’s learning. This may take place in
a number of ways such as assigning a SSO or peer to assist. The student may need more time, or may need
to answer verbally rather that written. I may need to adapt the difficulty of the task, assign alternative
objectives or adapt the way in which I provide instruction (Reys et al. 2012).
EXTENDING STUDENTS
Work was carefully planned to cater for the children who completed their work with ease. It is important to
challenge children to keep them engaged in optimum learning.
ASSESSMENTS
I will utilise formative assessments throughout the unit of counting. These will occur through the process of
observation, questioning and performance tasks (Reys et al. 2012). Data will be gathered continually so I can
adjust the exercises as we continue learning. For a summative assessment at the end of the Unit I would like
to conduct interviews of 15 minutes with each student. The results of the assessment both summative and
formative will be added to the children’s individual portfolios.
REFLECTION TIME
Language rich reflection time is extremely important in increasing metacognition. The ability to analyse one’s
own knowledge (strengths and weaknesses) in any problem-solving is critical to successful learning
(Borkowski, Carr, & Pressley, 1987). This individual reflection and interaction with both teachers and peers
are also beneficial in building knowledge retention. Retention is especially important in Math as one concept
usually builds on another (Reys et al. 2012).
In conclusion, students were successfully introduced to the concepts of addition and subtraction through
authentic experiences that were culturally applicable.

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Helen Philippou 9903745R EDUC 5183

REFERENCES

ABC Mouse (Youtube) A Week Is Seven Days:

https://www.youtube.com/watch?v=V1lm3u9cFEw

Attard C. (2011) “my favourite subject is Math. For some reason no-one really agrees with me”: Students
perspectives of mathematics teaching and learning in the upper primary classroom’. Mathematics Education
Research Journal, 23 pp. 363 – 77.

Australian Curriculum Assessment and Reporting Authority (2012) The Australian Curriculum: Mathematics,
Commonwealth of Australia

Berenstain, S. and Berenstain J. (1969) Bears on Wheels Random House

Black, T Lesson Plan - BEARS ON WHEELS

http://web.sd71.bc.ca/math/uploads/lessons_activities/aKindergarten/bears%20on%20wheels%20lesson.pdf

Borkowski, J., Carr, M., & Pressely, M. (1987). “Spontaneous” strategy use: Perspectives from metacognitive
theory. Intelligence, 11, 61–75

Carle, E. (2014) The Very Hungry Caterpillar Chronicle Books

Murphy, S. (1998) Just Enough Carrots Scholastic

Reys, R, Linquist, M, Lambdin, D, Smith, N, Rogers, A, Falle, J, Frid, S and Bennett, S (2012) Helping Children Learn
Mathematics. 1st Edition John Wiley and Sons, Australia

Rogers A, (2015) Lecture Week 4. Counting

Sturges, P. (2008) Ten Flashing Fireflies Paw Prints

VanderRee, C. Lesson Plan - 10 FLASHING FIRE FLIES … adapted from Minilessons for Math Practice Grades K-2, R.
Bresser and C. Holtzman

https://doc-0s-80-apps-
viewer.googleusercontent.com/viewer/secure/pdf/r2n7ggrnrciisbslo92il2dr6p833b4t/ueueu98v13o17m7fel0pusv4i
upmv9na/142882

VanderRee, C. Lesson Plan - JUST ENOUGH CARROTS

http://web.sd71.bc.ca/math/index.php?page=lessons-activities-kindergarten