Australian Curriculum Mathematics - Measurement and Geometry: Year 1 - Ages 6-7

RIC-6094 3.1/944

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1) Published by R.I.C. Publications® 2013 Copyright© Linda Marshall 2013 ISBN 978-1-921750-91-5 RIC– 6094

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Australian Curriculum Mathematics resource book: Measurement and Geometry (Foundation) Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1) Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 2) Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 3) Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 4) Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 5) Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 6)

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© Australian Curriculum, Assessment and Reporting Authority 2012.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of the author(s).

ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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AUSTRALIAN CURRICULUM MATHEMATICS RESOURCE BOOK: MEASUREMENT AND GEOMETRY (YEAR 1) Foreword

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Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1) is one in a series of seven teacher resource books that support teaching and learning activities in Australian Curriculum Mathematics. The books focus on the measurement and geometry content strands of the national maths curriculum. The resource books include theoretical background information, resource sheets, hands-on activities and assessment activities, along with links to other curriculum areas.

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C.Publ i cat i ons Shape • Shape – 1e Using units• of measurement 2–35u f orr evi ew p r p os sonl y• Contents

Format of this book ...................................................................... iv – v

................................................................................................. 36–49

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• UUM – 1

Recognise and classify familiar two-dimensional shapes and threedimensional objects using obvious features (ACMMG022)

Teacher information ............................................................................ 2–3 Hands-on activities ................................................................................... 4 Links to other curriculum areas ................................................................. 5 Resource sheets ................................................................................... 6–9 Assessment ............................................................................................ 10 Checklist ................................................................................................. 11

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• UUM – 2

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Tell time to the half-hour (ACMMG020) – – – – – –

– – – – – –

Teacher information ............................................................................... 36 Hands-on activities .......................................................................... 37–38 Links to other curriculum areas ............................................................... 38 Resource sheets ............................................................................... 39–45 Assessment ..................................................................................... 46–47 Checklist ................................................................................................. 48

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Measure and compare the lengths and capacities of pairs of objects using uniform units (ACMMG019)

Answers ................................................................................................... 49

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Teacher information ............................................................................... 12 Hands-on activities ................................................................................. 13 Links to other curriculum areas ............................................................... 14 Resource sheets ............................................................................... 15–23 Assessment ..................................................................................... 24–26 Checklist ................................................................................................. 27

Location and transformation .................................................. 50–57 • L&T – 1 Give and follow directions to familiar locations (ACMMG023)

• UUM – 3

– – – – – –

Describe duration using months, weeks, days and hours (ACMMG021)

Answers ................................................................................................... 57

– – – – – –

Teacher information ............................................................................... 50 Hands-on activities ................................................................................. 51 Links to other curriculum areas ............................................................... 52 Resource sheets ............................................................................... 53–54 Assessment ............................................................................................ 55 Checklist ................................................................................................. 56

Teacher information ........................................................................ 28–29 Hands-on activities ................................................................................. 30 Links to other curriculum areas ............................................................... 31 Resource sheets ...................................................................................... 32 Assessment ............................................................................................ 33 Checklist ................................................................................................. 34

Answers ................................................................................................... 35

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

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FORMAT OF THIS BOOK This teacher resource book includes supporting materials for teaching and learning in all sections of the Measurement and Geometry content strand of Australian Curriculum Mathematics. It includes activities relating to all sub-strands: Using units of measurement, Shape, and Location and transformation. All content descriptions have been included, as well as teaching points based on the Curriculum’s elaborations. Links to the proficiency strands have also been included.

Each section supports a specific content description and follows a consistent format, containing the following information over several pages: • teacher information with related terms, student vocabulary, what the content description means, teaching points and problems to watch for • hands-on activities • resource sheets • a checklist • links to other curriculum areas • assessment sheets.

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Answers relating to the assessment pages are included on the final page of the section for each sub-strand (Using units of measurement, Shape and Location and transformation).

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The length of each content description section varies.

Teacher information includes background information relating to the content description, as well as related terms, desirable student vocabulary and other useful details which may assist the teacher.

Related terms includes vocabulary associated with the content description. Many of these relate to the glossary in the back of the official Australian Curriculum Mathematics document; additional related terms may also have been added.

What this means provides a general explanation of the content description.

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C.Publ i cat i on s Teaching points provides a list of the main teaching • f o r r e v i e w p u r p o s e s o n l y • points relating to the content Student vocabulary includes words which

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The proficiency strand(s) (Understanding, Fluency, Problem solving and reasoning) relevant to each content description are shown in bold.

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description.

What to look for suggests any difficulties and misconceptions the students might encounter or develop.

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the teacher would use—and expect the students to learn, understand and use—during mathematics lessons.

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Hands-on activities includes descriptions or instructions for games or activities relating to the content descriptions or elaborations. Some of the hands-on activities are supported by resource sheets. Where applicable, these will be stated for easy reference.

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Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

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FORMAT OF THIS BOOK Links to other curriculum areas includes activities in other curriculum areas which support the content description. These are English, Information and Communication Technology (ICT), Health and Physical Education, History and Geography, the Arts, Languages and Science. This section may list many links or only a few. It may also provide links to relevant interactive websites appropriate for the age group.

r o e t s Bo r e p ok u S Resource sheets are provided to support teaching and learning activities for each content description.

The resource sheets could be cards for games, charts, additional worksheets for class use or other materials which the teacher might find useful to use or display in the classroom. For each resource sheet, the content description to which it relates is given.

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Cross-curricular links reinforce the knowledge that mathematics can be found within, and relate to, many other aspects of student learning and everyday life.

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C.Publ i cat i ons Assessment pages are included. activities provided in the •f orr evi eThese wsupport pu r p os esonl y• hands-on activities or resource sheets.

o c . che e r o t r s super Each section has a checklist which teachers may find useful as a place to keep a record of the results of assessment activities, or their observations of hands-on activities.

Answers for assessment pages are provided on the final page of each substrand section.

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Sub-strand: Using units of measurement—UUM – 1

Measure and compare the lengths and capacities of pairs of objects using uniform units (ACMMG019)

RELATED TERMS

TEACHER INFORMATION

Comparison

What this means

• Making decisions (about lengths and capacities) using only two items. For example, in length, deciding which object is longer or shorter; in capacity, deciding which container holds more or less.

• Students compare two items to find out which one is longer or which one holds more.

• To directly compare two items according to their length, students hold one item alongside or over the other and can see which is the larger of the two.

• To directly compare the capacity of two containers, students pour water or sand from one container into the other.

• When comparing, if the student wants to communicate how much longer one item is, or how much more it holds, the use of a unit of measure will be needed.

• Students use uniform, non-standard units to compare the length or capacity of two items.

• When using non-standard units, students need to use the same unit of the same size to measure both items; i.e. uniform units. In length, for example, the unit may be paper clips; but they need to be the same size; e.g. all small paper clips, not a mix of large and small ones. In capacity, students may use eggcups as a measure, saying for example, that Container 1 holds 5 eggcups of water, and Container 2 holds 8 eggcups. Again, it needs to be the samesized unit—e.g. the same sized eggcups—that is used for the comparison.

• Mostly at this year level, it is suggested that the items to be measured are quite different in length or capacity. However, introducing pairs of about the same length or capacity would lead to discussions about equal length or equal capacity.

• If use is to be made of uniform units for comparing capacity, the items to be compared can be quite different-looking; e.g. the container that holds more water may be shorter but wider than the container that holds less. The knowledge that this may be so is called conservation of capacity. Most students do not acquire this understanding until about 8–9 years old.

• The size of the unit and objects being compared need to be adjusted to the students’ counting ability.

Length

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• The measure of a path or object in one dimension from end to end.

Capacity

• The amount a container can hold, usually related to liquids, or pouring. Note: This is different from volume, which is how much space the object itself take up. An example of this would be using an esky™. The amount the esky can hold is its capacity; the space the esky takes up in a cupboard is its volume.

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length is using counters to measure the length of a book. If the counters used are themselves all different sizes, they are not uniform units. However, if the counters are all the same size, then they can be considered uniform units. Similarly for capacity, if using beans to measure how much a container holds, the beans need to all be of a similar size. That way, when comparing two items for length or capacity, we can say that Item 1 is 4 counters longer than Item 2; or that Container 1 holds 5 more beans than Container 2.

• When we compare two objects, we use the terms long, longer; holds more, holds less.

When there are more than two objects, this is called seriating or ordering, and we then use shortest/longest; lightest/heaviest and holds the least/holds the most. Ordering is not expected at Year 1 level, only comparison.

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C.Publ i cat i ons • These are non-standard unitsf that are all r • o r evi ew pur posesonl y• the same or similar size. An example for Uniform units

o c . che e r o t r s super Proficiency strand(s): Understanding Fluency Problem solving Reasoning

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

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Sub-strand: Using units of measurement—UUM – 1

Measure and compare the lengths and capacities of pairs of objects using uniform units (ACMMG019)

TEACHER INFORMATION (CONTINUED) • Estimation should be encouraged in all activities before students undertake any measurement. The estimation of the second object may then be revised after measuring the first object. That way, if their estimate was wide of the mark, students may realise that their estimate of the second object is also likely to be wide of the mark, so they use their new knowledge to revise their estimate of the second object.

• Students place two objects in position, or align them, so that their lengths can be compared by getting the two ends level; i.e. they have the same starting point.

• If students are using one object to compare the lengths of two other objects—e.g. counters—they need to line them up without gaps or overlaps.

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Teaching points

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• A variety of items to be used as units of measure should be available, and students should be free to choose which to use.

Discussion can take place as to the reasons for students’ choices.

• If two students or groups use different materials as units to measure and compare the same two objects, discussion may occur as to why the results appear different.

• Ensure that there are examples of containers where the taller one hold less than the shorter one. This will help overcome the possible misconception that capacity is the same as height.

What to look for

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• Objects lined up along the same base when comparing the length of two objects.

• Same-sized (uniform) units used when making comparisons.

• Students beginning to understand that the smaller the unit, the more are needed; and the larger the unit, the fewer are needed.

Student vocabulary tall taller than long longer than the same length as short shorter than holds more than holds less than holds the same as

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Sub-strand: Using units of measurement—UUM – 1

HANDS-ON ACTIVITIES Estimate before measuring in all these activities.

Length

Capacity

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• Challenge the students to estimate which of two objects is longer. Ask the students to find a way to check if their estimations were correct.

• Place labels (such as those on page 6) next to pairs of objects to indicate which one is longer, which one is shorter, or if two objects are the same (or very similar) length. Introduce one type of label at a time to avoid confusion.

• Students make a string of threaded macaroni using 8 large pieces; then another using 8 smaller macaroni pieces. Ask, Which of the strings is longer? Why? How many more pieces of macaroni do we need to add to the second string so that it equals the length of the first string? Why do we need more of the small pieces of macaroni than the large macaroni to get the same length?

• Use Unifix cubes of one colour, joined together to measure the width of a student’s desk. With a different colour, use Unifix cubes to measure the width of the teacher’s desk. Put the two sticks of cubes side by side to compare. Which desk is wider? How do you know?

• Make two sticks of 8 Unifix cubes, in two different colours. Have one lying on a desk, the other standing up. Which one is longer? How do you know? This comparison of different orientations of the same sized object helps students’ understanding of conservation of length.

• Students have two strips of paper of different lengths and are asked to find items that are similar lengths to either of them; then to find items they think would fit between the two.

• Decide which of two footprints is longer, the emu’s or the dingo’s on page 7. Students estimate first and then find a way to check, using uniform units such as blocks, beads, paper clips etc. Allow students to choose the unit; checking that they use the same unit for comparing each of the two footprints.

• Have the students discuss what happens if we measure the length of a book using blocks and the length of a ruler using plastic teddies. Can we use the number of each unit to decide which is longer? Why, why not? What would we have to do to make sure that we can use the count of the units to find out which of the two is longer? (Compare with the same unit.)

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• Challenge the students to estimate which of two containers holds more rice. Ask the students to find a way to check if their estimations were correct. Teacher ensures there are different-sized containers with different heights, and that sometimes the taller container holds less than the shorter one; e.g. two drinking glasses where the shorter, wider one holds more.

• Place the labels (on page 8) next to pairs of objects to indicate which one holds more, which one holds less, or if two objects have the same capacity.

Introduce one type of label at a time to avoid confusion.

• Students compare the capacity of two containers by using a large scoop to fill each one. Students count how many scoops are needed to fill each of the containers. Students then make a ‘graph’ of the capacity of two containers by placing a sticky dot for each spoonful in a line above pictures of the two containers. It would be helpful if horizontal lines were used so that lining up the dots for comparison becomes easier.

• Students estimate how many cups of sand or water would be needed to fill two different containers. They record this estimate, and then measure the capacity of each of them. Students record their results in their own way, or use page 9. Students then write ‘holds more’ or ‘holds less’ next to the appropriate container.

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Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

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Sub-strand: Using units of measurement—UUM – 1

LINKS TO OTHER CURRICULUM AREAS English • Read Watch out! Big Bro’s coming by J Alborough. Discuss how Big Bro is so much bigger than his brother. Ask questions such as, Who is bigger? Who is smaller?

• Read Shrinking mouse by Pat Hutchins.

• Read Big and small by J Pipe. This book looks at big, bigger, biggest; small, smaller, smallest; and growing.

Health and Physical Education • Students use their bodies to make themselves as tall as they can, or as short, wide or narrow as they can.

• Walk from one side of the playground to the other using long steps; and back using short steps. Which was quicker? How many steps did you take each way? Why is one way different from the other?

• Have students throw a beanbag a long way from their body, or just a short way.

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The Arts

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• Use playdough to make shapes that are long and longer. Make short worms, then shorter worms. Decorate the models with ‘found’ objects.

• In pairs, students each make an animal—e.g. a cat—using play dough. Whose cat has the longer tail? Which cat has the shorter tail? Which one has shorter ears?

• Using potato prints or similar, make a long line of design; then make a short line using the same design.

Science

• Discuss big and small animals. These may be animals the children are familiar with, such as pets, or more exotic animals such as those in the zoo or in storybooks. Make a list of some big animals and some small ones. Students draw big and small pictures of the animals. Ask questions such as, What animal is bigger than a horse? Can you think of a pet that is smaller than a cat?

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• Students learn the words for long, longer, short, shorter, the same length as, holds more than, holds less than, holds the same as in another language.

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Sub-strand: Using units of measurement—UUM – 1

RESOURCE SHEET

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is longer

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Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

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CONTENT DESCRIPTION : Measure and compare the lengths and capacities of pairs of objects using uniform units

is themsame length as .

is shorter than

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Labels for length comparison

Sub-strand: Using units of measurement— UUM – 1

RESOURCE SHEET

Animal footprints

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1. Which footprint is longer? Which one is shorter? How can you tell?

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CONTENT DESCRIPTION: Measure and compare the lengths and capacities of pairs of objects using uniform units

dingo

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2. Would your footprint be longer or shorter than the emu’s?

3. Would your footprint be longer or shorter than the dingo’s?

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

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Sub-strand: Using units of measurement—UUM – 1

RESOURCE SHEET

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holds more

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Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

R.I.C. Publications®

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CONTENT DESCRIPTION : Measure and compare the lengths and capacities of pairs of objects using uniform units

m the same as holds .

holds less than

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Labels for capacity comparison

Sub-strand: Using units of measurement—UUM – 1

RESOURCE SHEET

Fill the containers

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I guessed

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C.Publ i c at i ons I counted I counted cups.

cups. cups.

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•f orr e vi ewone puholds r pos esonl y• Which more?

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CONTENT DESCRIPTION: Measure and compare the lengths and capacities of pairs of objects using uniform units

I guessed

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How many cups of sand or water are needed to fill each pair of containers? Estimate then measure.

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I guessed

cups.

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cups.

I counted

cups.

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cups.

Which one holds less?

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Assessment 1

Sub-strand: Using units of measurement—UUM – 1

NAME:

DATE:

Length 1. Estimate how many counters will fit along each worm.

2. Write the missing numbers in the boxes.

3. Circle longer or shorter.

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Wally Worm

Wendy Worm

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I counted longer 10

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counters.

shorter

shorter

longer

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

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CONTENT DESCRIPTION : Measure and compare the lengths and capacities of pairs of objects using uniform units

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Wally Worm

Checklist

Sub-strand: Using units of measurement—UUM – 1

Compares the capacity of two objects using the language of holds more/holds less

Measures the capacity of objects using uniform units

Compares the length of two objects using the language of long/ longer; short/ shorter

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STUDENT NAME

Measures the length of objects using uniform units

Measure and compare the lengths and capacities of pairs of objects using uniform units (ACMMG019)

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Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

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Sub-strand: Using units of measurement—UUM – 2

Tell time to the half-hour (ACMMG020)

RELATED TERMS

TEACHER INFORMATION What this means

• A clock with some or all of the digits from 1 to 12.

These clocks have at least two hands: an hour hand and a minute hand. Many analogue clocks also have another hand, a second hand, though at this year level it would not be needed

• Students read time on both analogue and digital clocks.

• Using an analogue clock, students recognise that at 12:00, the minute (big) hand and the hour (small) hand are both pointing to the 12. At any other o’clock time, the hour hand points to the hour, and the minute hand points to the 12.

• Using an analogue clock, students recognise that when the time is ‘half past’ the hour, the big hand points to the 6 and the small hand points half way between two numbers on the dial.

• Students understand that there are 60 minutes in an hour, and that half an hour is 30 minutes.

• Students are able to count at least to 12.

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Digital clock

• A clock that displays the time using only digits, with the digit for the hour separated from the digits for the minutes by a colon; e.g. 3:24

• Students recognise the features of an analogue clock: it is often circular; has a small hand for the hour, a large hand for the minutes, and many analogue clocks also have a longer, thinner hand for the seconds; the 12 is located at the top of the clock, the 6 at the bottom and the 3 and 9 on either side. For students of this age, a clock that shows all twelve digits is preferable. Try to avoid clocks that use Roman numerals.

• Student recognise that the hour hand on an analogue clock travels slowly and its movement cannot be seen; the minute hand travels more quickly and can sometimes be seen moving; if the clock has a second hand, it moves quite quickly and its movement can easily be seen.

• If using a model of an analogue clock, it is preferable to have a geared clock, so that as the minute hand moves, the hour hand moves a proportional distance.

This means that when the time is, for example 7:30, the hour hand will be half way between the 7 and the 8. As the minute hand on the clock is moved from 7:00 to 7:30, the hour hand slowly moves too. With a non-geared clock, the hour and minute hands are moved independently, so as the minute hand is moved from the 12 to the 6 to show half hour times, the hour hand does not move. This may be confusing for some students.

• Students need to recognise the difference between clockwise and anticlockwise. The hands on an analogue clock travel in a clockwise direction.

• Using a digital clock, student recognise that when the time is on the hour, the clock displays the hour followed by a colon, then 00, e.g. 3:00. When the time is ‘half past’ the hour, the clock displays the hour, the colon, then 30, e.g. 3:30. This ‘30’ represents 30 minutes, which is the same as half an hour.

• Both an analogue and digital clock should always be on display next to each other in every classroom. There are some large clocks available commercially that clearly show the time in both formats.

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• A model of a clock where as one hand moves, the other moves a proportional distance. Thus the hands move in the same way that working analogue clocks do.

O’clock

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• Literally means ‘of the clock’ Student vocabulary o’clock thirty (as in eightthirty) half-past half an hour digital clock analogue clock clockwise Students may use the term ‘half-past’ , and know that this is the same as the digital time of xx:30; e.g. halfpast two is the same as 2:30.

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Teaching points

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Geared clock

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Analogue clock

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• If students make their own analogue clock, they put the 12 at the top of the clock, the 6 at the bottom and the 3 and 9 on either side.

• Students can make the connection between times to the hour and half-hour shown on an analogue clock and the same times shown on a digital clock.

• On an analogue clock, students mixing up where the minute and hour hands point, e.g. showing 4:00 with the hour hand pointing to the 12 and the minute hand pointing to the 4.

Proficiency strand(s): Understanding

Fluency

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

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Sub-strand: Using units of measurement—UUM – 2

HANDS-ON ACTIVITIES

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Start

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• The teacher should take the opportunity to discuss what time it is whenever appropriate; for example, it is playtime, half-past 10, so the big hand is on the 6 and the small hand is just halfway between the 10 and 11; or It is nearly home time, so the big hand is on the 12 and the small hand is on the 3; it is three o’clock. The teacher also discusses the corresponding time display on the digital clock.

• Teacher asks students where they see clocks in their houses, and elsewhere. What do they look like? Ask if any of the students wear a watch. What does the time display on them look like?

• Play Guess the Colour on a circular board in groups of four students. Start with only six divisions in the circle (page 15), then eight divisions (page 16), and finally 12 segments (page 17). Have a drawstring bag with four different-coloured blocks in it. Each student in the group has a different-coloured counter. Students in Start turn guess what colour they think they will pick, and then take one out without looking. If their guess is correct, they move their counter one place around the circle in a clockwise direction. They then put the block back in the bag before the next student has a turn. There doesn’t have to be a winner for this game; however, a winner could be the person who get back to the Start first, or the first person to go around the board three times. This game reinforces the movement of the hands of a clock in a clockwise direction.

• Another version of Guess the Colour (3) is to have a circular board with 12 segments coloured using the same six colours as the six blocks in the drawstring bag; i.e. six colours with two segments in each colour spaced around the board (page 17). Each of the segments of the board needs to be coloured before playing the game. When a student draws out a block, they move their counter in a clockwise direction to the nearest segment of that colour.

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• Play Clock Bingo (Boards on pages 18–20). Students have bingo boards showing analogue times, digital times or a mixture of both. The teacher or person in charge has a set of time cards (Time to the hour on page 21, to be enlarged) that they turn over and hold up for the students to see. If using only analogue times on the bingo boards, the teacher’s cards should show digital times, and vice versa. Note: The bingo boards will need to be adjusted if wanting to show times to the half-hour, or a mix of on the hour and half-hour times. Teacher time cards to the half-hour to be enlarged are on page 22. Teacher turns over a time card and holds it up for the students to see. If they have a clock on their bingo board that matches the time shown on the teacher’s card, they cover the time with a counter. The first student to cover all the clocks on their board is the winner.

• Show my time: Teacher holds up a time card (pages 21–22, enlarged), or calls out a time without showing a clock.

Students stand up and mime that time using their arms as clock hands to show the relative position.

• Students have their own analogue clocks, either ones they’ve made themselves or commercial ‘toy’ clocks. The teacher holds up a digital time card (pages 21–22, enlarged). Students show that time on their clocks and hold them up for the teacher to see.

• Students have their own digital clocks (see page 14 for instructions on how to make a digital clock). The teacher holds up an analogue time card (pages 21–22, enlarged). Students show that time on their clocks and hold them up for the teacher to see.

• Class clock: A large circle can be roped out in the playground or oval. Four students are chosen to represent 12, 6, 3 and 9. Once they are in place, eight more students stand to represent the other numbers (1, 2, 4, 5, 7, 8, 10 and 11). Taking turns, a student stands in the middle and uses his/her arms to show various clock times given by the teacher.

• About me: Students fill in times of the day that they do certain things (page 23). Discussion can take place about the differences in the times that students do these events, and why.

• Assessment – Four o’clock (page 24): Before completing this activity, students will need to know the sequence of numbers from 1 to 12, and the correct placement of those numbers on a clock face. Ask students to draw a clock face, including the circle, and put in the hands to show the time 4:00. Take note of how they deal with the two points above.

This initial sample of work may be dated and kept to be used as a benchmark. Later in the year, a second clock may be drawn and comparison made between the first and second clocks.

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Sub-strand: Using units of measurement—UUM – 2

LINKS TO OTHER CURRICULUM AREAS English • Read and play the game What’s the time, Mr Wolf?

• Read The bad-tempered ladybird by Eric Carle. In this book a ladybird works it way through different times of the day. The times are shown on analogue clocks.

Health and Physical Education • Play games where students form a circle, then take turns running or skipping around the outside of the circle in a clockwise direction.

The Arts

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• Students make their own paper plate clocks, folding to find the correct position for the 12, 6, 3 and 9. Use split pins or similar for the hour and minute hands.

• Individually or in groups, students make their own digital clocks using a tissue box laid on its side. A slot can be cut on either side by the teacher (or aide); then students have a strip of cardboard of the same width with the times 1:00, 2:00, 3:00 etc. through to 11:00, 12:00; or if telling time to the half-hour, 1:00, 1:30, 2:00, 2:30 etc. through to 12:00 and 12:30, to represent times on the hour and half-hour. There needs to be space on either side of the 1:00 at the top and the 12:00 or 12:30 at the bottom to allow these times to be displayed without the strip coming out of the slots. This strip is passed through slots so that a time can be displayed in the box opening. The top and bottom of the strip could be stapled or glued to make a loop. Students then decorate their digital clocks.

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• Learn the names for the time on the hour and half-hour in a different language.

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Sub-strand: Using units of measurement—UUM – 2

RESOURCE SHEET

Guess the colour board – 1 You will need: • four different-coloured blocks in a drawstring bag

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• a different-coloured counter per person

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Sub-strand: Using units of measurement—UUM – 2

RESOURCE SHEET

Guess the colour board – 2 You will need: • four different-coloured blocks in a drawstring bag

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• a different-coloured counter per person

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CONTENT DESCRIPTION: Tell time to the half-hour

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Guess the colour board – 3 You will need: • six different-coloured blocks in a drawstring bag

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• a different-coloured counter per person

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Sub-strand: Using units of measurement—UUM – 2

RESOURCE SHEET

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CONTENT DESCRIPTION: Tell time to the half-hour

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Sub-strand: Using units of measurement—UUM – 2

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Sub-strand: Using units of measurement—UUM – 2

RESOURCE SHEET

Bingo boards – Student Bingo board 9

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RESOURCE SHEET

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Sub-strand: Using units of measurement—UUM – 2

RESOURCE SHEET

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On the half-hour time cards – Teacher

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Sub-strand: Using units of measurement—UUM – 2

RESOURCE SHEET

About me • Write the time of day you usually do each activity.

• Draw the hands on the clock to show that time.

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On weekends, I get up at

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On weekdays, I get up at

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On weekdays, I go to bed at .

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Assessment 1

Sub-strand: Using units of measurement—UUM – 2

NAME:

DATE:

Four o’clock

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• Draw the shape of a clock face.

• Write the numbers.

• Draw hands to make the clock show 4:00.

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CONTENT DESCRIPTION: Tell time to the half-hour

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Assessment 2

Sub-strand: Using units of measurement—UUM – 2

NAME:

DATE:

Match the times –1

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5:00

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Draw a line from each analogue clock to the digital clock that shows the same time.

1:00

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Assessment 3

Sub-strand: Using units of measurement—UUM – 2

NAME:

DATE:

Match the times – 2 Draw a line from each digital clock to the analogue clock that shows the same time.

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CONTENT DESCRIPTION: Tell time to the half-hour

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Checklist

Sub-strand: Using units of measurement—UUM – 2

Can convert time on an analogue clock to a digital clock and vice versa

Can tell time on a digital clock to the half-hour

Can tell time on a digital clock to the hour

Can tell time on an analogue clock to the half-hour

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STUDENT NAME

Can tell time on an analogue clock to the hour

Tell time to the half-hour (ACMMG020)

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Sub-strand: Using units of measurement—UUM – 3

Describe duration using months, weeks, days and hours (ACMMG021)

RELATED TERMS

TEACHER INFORMATION What this means

• The length of time that an event takes.

Duration may be thought about in terms of how long an event took in the past—e.g. how long is it since we had lunch—or how long in the future— e.g. How long is it until home time?

• The focus is on the duration of time; i.e. how long an event takes.

• Some of these time durations are quite long, e.g. How long is it until Anzac Day? Depending on when the question is asked, this could be days, weeks or months away.

• Other time durations are quite short; e.g. How long is it until home time? (which could only be hours or even minutes away) or How long is it until Sunday? (perhaps a matter of only days but definitely less than a week away).

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Duration

• Much of this work would be done incidentally, with the teacher introducing discussion on time durations as the opportunity arises.

• Students know the names of the days of the week and the months of the year.

• Students understand the difference between months, weeks and days. They may know there are twenty-four hours in a day; seven days in a week; and four weeks in a month. They would also know simple time durations such as day and night.

• The duration of events may be described in a non-numerical way.

For example, How long do you think it is until sport time? As long as lunchtime; longer or shorter?

• Discussion that duration may occur before an event takes place, or after. For example, How long is it to the start of the school holidays?

How many weeks has it been since Emma joined our class?

• It can be quite difficult for students to understand time durations.

It is a subjective concept, where an event that is much anticipated seems to take far longer to arrive than an event that is not as important.

• Time is also subjective in terms of how long a time period is compared to how long a person has lived. For example, six months is one-tenth of the life of a five-year-old; but only a small portion (one-sixtieth) of the life of a thirty-year-old.

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Student vocabulary hours days months days of the week months of the year seasons: spring, summer, autumn, winter

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Proficiency strand(s): Understanding Fluency Problem solving Reasoning

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

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Sub-strand: Using units of measurement—UUM – 3

Describe duration using months, weeks, days and hours (ACMMG021)

TEACHER INFORMATION (CONTINUED) Teaching points (continued)

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• Students generalising events that are weeks or months away as just being ‘a long time away’.

• Students confusing the order of the days of the week or the months of the year.

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• Students understand that a normal seven-day period (a week) has five weekdays and two days of weekend. At special times such as long weekends, we may consider a Monday or Friday as part of the weekend.

• Students understand the order of the four seasons. In areas with only two seasons—e.g. wet season and dry season—this will need to be discussed and activities adjusted.

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Sub-strand: Using units of measurement—UUM – 3

HANDS-ON ACTIVITIES • Cooking activities provide an ideal opportunity to time something. Students can discuss the preparation time, the cooking time, and how long it takes to eat the product.

• Weekdays and weekends (page 32) Students match activities they might do on a weekday and those they might do on a weekend by drawing and writing. They read the days of the week and weekend.

• Reference to a weekly classroom timetable can help students understand the cyclic nature of certain events. They see, for example, that music is on Tuesdays, science is on Thursdays, and health and physical education is on Fridays. They may also notice aspects that are the same on most school days, such as fitness first thing every day, lunch, mathematics every morning after fitness, quiet time straight after lunch etc.

YEAR 1 Class timetable

9.00

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Thursday

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English

Friday English Health & PE

Morning play

Maths

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3.00

English

Wednesday

Geography

Maths

Technology Lunchtime

History

The Arts

Music

Maths

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Library

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10.30 11.00

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Science

Free play

• Other discussions about weekly events may include activities that are completed after school on certain days—e.g. football practice, dancing classes etc.—and activities that take place regularly on weekends. Some families will have routine activities that happen at set times on weekends; others may not.

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Summer

Autumn

• These may begin with discussion about the names of the seasons and their order. The different types of weather that are typical for each season would follow. Students could draw or find pictures of the types of clothes they would use in the different seasons and glue them onto a poster.

• Discussion could arise on the types of weather in different countries, particularly if some students come from overseas. This could include the fact that the seasons in the Northern Hemisphere are at opposite times of the year to the seasons in Australia.

Additionally, some regions may experience snow, while others may have tropical weather, including cyclones.

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• One way for students to ‘see’ longer durations is to watch something grow.

Planting seeds of a fast-growing plant— for example broad beans—gives them an opportunity to notice changes on a twice-weekly or weekly basis, and taking photographs and labelling the pictures with days or dates gives access to the activity long after the plants have died. The class can graph the heights of the plants and, later, place the photos in order from the germination of the seeds through the stages of growth to the eventual death of the plant.

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Sub-strand: Using units of measurement—UUM – 3

LINKS TO OTHER CURRICULUM AREAS English • Read The very hungry caterpillar by Eric Carle. This very popular book tells the tale of a caterpillar who munches his way through various snacks, each on a different day of the week.

• Discuss and learn the nursery rhyme A week of birthdays:

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Information and Communication Technology

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Monday’s child is fair of face, Tuesday’s child is full of grace, Wednesday’s child is full of woe, Thursday’s child has far to go, Friday’s child is loving and giving, Saturday’s child works hard for a living, But the child that is born on the Sabbath day, Is bonny and blithe and good and gay.

• Use an interactive whiteboard to show the months of the year. Mix up the order, and students arrange them in the correct order. Do the same with the days of the week.

History and Geography

• How long ago did I …? Discuss how old students were when they took their first steps, when they could write their first name, when they started school, when they started Year 1, when they last played sport etc. Discuss how long ago each of these events was. Is each of these time durations measured in days, weeks, months or years? Turn it into a game: Long time ago or short time ago?

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• Students draw pictures or make a collage of pictures from magazines of the different types of activities they might do on a weekday or on a weekend. Also, students could look for pictures of different types of weather experienced at various times of the year.

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• Students learn the names of the days of the week and the months of the year in another language.

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Sub-strand: Using units of measurement—UUM – 3

RESOURCE SHEET

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1. When might you do these activities? Write weekday or weekend under each activity.

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Tuesday

Wednesday

Thursday

Friday

Weekend: Saturday Sunday

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CONTENT DESCRIPTION: Describe duration using months, weeks, days an hours

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Assessment 1

Sub-strand: Using units of measurement—UUM – 3

NAME:

DATE:

Length of time • Cut out the labels.

• Order them from the longest to the shortest time.

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Checklist

Sub-strand: Using units of measurement—UUM – 3

Describe duration using months

Describe duration using weeks

Describe duration using days

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STUDENT NAME

Describe duration using hours

Describe duration using months, weeks, days and hours (ACMMG021)

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Answers

Sub-strand: Using units of measurement

UUM – 1 Page 10

Assessment 1 – Length

1. Teacher check 2. Teacher check 3. Teacher check

UUM – 2 Assessment 1 – Four o’clock

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Assessment 2 – Match the times – 1

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Sub-strand: Shape—Shape – 1

Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)

TEACHER INFORMATION

RELATED TERMS

What this means

Classification

• Involves deciding which things belong in a group and which do not.

Two-dimensional shape

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Three-dimensional object

• An object that has length, width and depth; e.g. spheres, cubes etc.

Teaching points

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• A planar shape that has length and width, but no depth; e.g. circle, square, triangle, rectangle etc.

• Familiar two-dimensional shapes are circles, squares, rectangles and triangles.

• Familiar three-dimensional objects are spheres and cubes.

• Whenever the curriculum mentions ‘shapes’ it is referring to twodimensions; when it mentions ‘objects’ it is referring to three-dimensions.

Note: All two-dimensional shapes we use with students have a third dimension of depth, but we generally accept that paper shapes and manipulatives such as pattern blocks and attribute blocks can be used to represent two-dimensional shapes.

• Provide opportunities for students to work with two-dimensional shapes and three-dimensional objects in free play and in directed situations.

These may include folding, tearing, stacking, constructing, modelling and moving.

• Students look at the attributes of familiar two-dimensional shapes, classifying them according to their corners, number of straight sides, curves etc.

• Students look at the attributes of familiar three-dimensional objects, classifying them according to their corners, edges, faces etc. Also look at attributes such as do they roll, can you stack them etc., and why/why not.

• Students look for similar shapes or objects to ones described; e.g. Can you find something in the classroom that is the same shape as a rectangle?

Can you find something in the classroom that is the same shape as the whiteboard?

• Students compare their shapes and objects to those of other students, and ask questions such as, Whose triangle is bigger, yours or your partner’s?

Whose sphere (ball) is heavier, yours or your partner’s?

• Teacher models the use of the appropriate language of comparison, such as ‘belongs with’, ‘is bigger than’, ‘has three straight sides’, ‘is different from’ etc.

• The real world functions of familiar shapes can be discussed; e.g. triangles used as part of the roof support of an undercover area.

• Students need to be able to know and use the correct names for shapes and objects. Note: A square turned on one of its corners is not a ‘diamond’; it is still a square. There is no mathematical term ‘diamond’; if it is not a square, then it is a rhombus shown right.

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classifying square circle triangle rectangle sphere cube corners edges faces

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• Students are using the correct names of shapes and objects.

• Students are able to explain the reasons for their classifications.

• Students are able to identify particular shapes and objects in the environment; e.g. triangles in building structures, six-sided dice as cubes.

• Students are able to correctly identify the number of corners on common two-dimensional shapes and identify and name the corners, edges and faces on a cube.

Proficiency strand(s): Understanding Problem solving

Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

Fluency Reasoning R.I.C. Publications®

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Sub-strand: Shape—Shape – 1

HANDS-ON ACTIVITIES Two-dimensional shapes

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• Make a class book of pictures of two-dimensional shapes, with separate pages for triangles, squares, rectangles and circles. Pictures for the book can be drawn by the students or cut from magazines and papers.

• Students sort and classify two-dimensional shapes according to the students’ own chosen criteria. Use can be made of attribute blocks, where students may sort according to shape, size, colour or thickness; or according to some other, less-obvious attribute. Pattern blocks may also be used, but these sets contain some shapes that may be less familiar to students, such as regular hexagons and two different types of rhombuses. After the students have sorted the shapes, discuss how different groups classified them. Ask students to sort the same shapes again, but in a different way. Discuss if any groups had found a totally different way to classify their sets of shapes. Students could be encouraged to look at other groups’ arrangements and work out their classification criteria.

• Provide tables such as the one on page 43, for students to place or draw shapes in specific categories. Students may make up other categories.

• Teacher cuts out and laminates sets of the shapes on pages 39–42 and students sort and classify these shapes, again with the students deciding how to sort the shapes. Discuss the choices the students made. Then ask students to sort their shapes in a different way, and discuss their criteria for classification.

• Make biscuits using an easy dough recipe, and use cookie cutters or plastic knives to make different shapes; e.g. circles, squares, triangles and rectangles. Discuss which shapes have less dough left over when cutting out multiples of the shape.

• Fold and cut squares of paper in different ways. Can you do one straight fold/cut to make two rectangles? Can you do one straight fold/cut to make two triangles? Can you do two straight folds/cuts to make four triangles? Two straight folds/cuts to make four squares? Two straight folds/cuts to make four rectangles?

• Use Geoboards and elastic bands to make different shapes such as triangles, rectangles and squares. Look at the different shapes of all the triangles the students have made. What is the same about them all? What is different? Look at the different squares that have been made. What is the same about them all? What is different? Look at the different rectangles. What is the same about them all? What is different? Ask, Can you make a circle on your Geoboard? Why/why not?

What is the closest you can get to a circle?

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Three-dimensional objects

• Make a class book of pictures of three-dimensional objects, particularly highlighting spheres and cubes. This may be added as extra pages to the class book for twodimensional shapes, above. Again, pictures for the book can be drawn by the students or cut from magazines and papers.

• Have a variety of different-sized spheres and cubes and ask the students to sort them into groups. Students may sort according to size, colour or shape. Discuss the criteria students used to sort the objects. Discuss the different uses of these objects.

• Teacher builds a simple construction using large cubes and students reproduce the same design using smaller cubes. Look at what is the same and what is different about the two models.

• Have students think about where they might see cubes and spheres in the classroom and outside of the classroom.

• Using play dough, plasticine or Blu-Tac™ and toothpicks, students make cubes. Count the number of pieces of play dough to find the number of corners, and the number of toothpicks to find the number of edges. Carefully cover with paper to show the number of faces.

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Sub-strand: Shape—Shape – 1

HANDS-ON ACTIVITIES (CONTINUED) Both two-dimensional shapes and three-dimensional objects

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• Play the ‘Collecting Shapes’ game on page 44 in groups of four to six players. For this game, you will need to make one 6-sided dice per group of students playing the game (up to 4 per group). Each face of the cube will have a different picture: circle, square, triangle, rectangle, cube and sphere (a net for the dice is on page 45). Players will need about 15 counters each; a different colour for each player. Students toss the dice, and put their coloured counter on the section of the game board that matches the shape or object shown on the dice. The first player to get at least two of their counters on each of the segments of the board is the winner. For best results, photocopy the gameboard and dice net onto cardboard and laminate.

• Make a class or group collage of pictures of squares, circles, rectangles, triangles, cubes and spheres cut from magazines or newspapers.

• Teacher puts a selection of shapes or objects into a drawstring bag. Students take turns closing their eyes, putting one hand in the bag and guessing what it is they have selected without taking it out of the bag. Students describe how they think they know what it is. Then take it out to check if they were correct.

• Read The greedy triangle by Marilyn Burns. This book looks at the attributes of different shapes, some of which may be beyond the students’ experience; e.g. pentagons and hexagons. However, it is a nice shape story that describes some real life uses of some two-dimensional shapes.

• Read Harry and the dinosaur have a very busy day by I Whybrow and A Reynolds. Students make the shapes with their hands as the teacher reads the story.

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Information and Communication Technology

• Have shapes available on the interactive whiteboard. Students manipulate the shapes to make a picture.

• Have pictures of shapes and their names on the board, and students match the names with the shapes.

• Visit <nrich.maths.org/2883> to use a virtual geoboard to create shapes.

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• Students make a picture by cutting out and gluing shapes of their choice. Ask the students to identify each shape and write how many of each shape is used in their picture.

• Make patterns using repetitions of the same two-dimensional shape; using the same shape—e.g. triangles—but different sizes and forms of them. Label; e.g. ‘My Triangle Picture’.

• Students use plasticine or play dough to roll out a long snake shape.

Use these to make a shape nominated by the teacher; e.g. roll it out and join it to make a square.

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• Learn the names of the shapes and objects in another language.

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Sub-strand: Shape—Shape – 1

RESOURCE SHEET

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Triangles

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Sub-strand: Shape—Shape – 1

RESOURCE SHEET

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CONTENT DESCRIPTION : Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

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Squares

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RESOURCE SHEET

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Circles

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Sub-strand: Shape—Shape – 1

RESOURCE SHEET

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CONTENT DESCRIPTION : Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

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Rectangles

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RESOURCE SHEET

Shape table Draw:

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shapes with 4 sides

shapes with more than 4 sides

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shapes with 3 sides

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round shapes

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Sub-strand: Shape—Shape – 1

RESOURCE SHEET

Collecting shapes – gameboard You will need: • a shape dice • a different-coloured set of counters for each player

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Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 1)

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CONTENT DESCRIPTION: Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

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RESOURCE SHEET

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Collecting shapes – dice net

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Assessment 1

Sub-strand: Shape—Shape – 1

NAME:

DATE:

Sort the shapes 1. Draw a line from the words to the matching shapes. square

rectangle

circle

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• squares red • circles yellow

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CONTENT DESCRIPTION: Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

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Assessment 2

Sub-strand: Shape—Shape – 1

NAME:

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Know your shapes 1. Circle the rectangles.

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Checklist

Sub-strand: Shape—Shape – 1

Can recognise and describe the special features of cubes

Can recognise and describe the special features of spheres

Can recognise and describe the special features of triangles

Can recognise and describe the special features of rectangles

Can recognise and describe the special features of squares

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Can recognise and describe the special features of circles

Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)

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Answers

Sub-strand: Shape

Shape – 1 Page 46

Assessment 1 – Sort the shapes

Teacher check Page 47

Assessment 2 – Know your shapes

1. Rectangles:

3. Squares:

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Note: If students colour the front square face of the cube, that would still be correct.

4. Circles:

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Sub-strand: Location and transformation—L&T – 1

Give and follow directions to familiar locations (ACMMG023)

RELATED TERMS

TEACHER INFORMATION What this means

• Identifying a specific place. It is the ‘where’ of the Geometry strand. In later years, the idea of coordinates will be developed from this early work on the meaning and language of location.

Note: In Australia, we use the term ‘anticlockwise’, rather than the American equivalent ‘counterclockwise’.

• Students understand that being able to give and follow directions is an important skill.

• Students begin to understand about turns, distances and directions using such terms as turn clockwise or anticlockwise.

• Give and follow direction to familiar locations.

• Students form mental images of items and visualise their movement and position.

• Students develop body awareness in relation to their surroundings.

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Teaching points

• The correct use of the language of location needs to be modelled by the teacher.

• Most of the work students complete at this year level will involve oral directions.

• Students need to be able to create and describe directions as well as follow those made by others.

• Teachers need to use only familiar locations.

• Much of the assessment for this descriptor will be by observation; e.g. Did the student know how to turn in a clockwise/anticlockwise direction? (See checklist on page 56.)

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Student vocabulary clockwise anticlockwise right

Students who are not able to give and follow simple directions.

Students who confuse the terms left and right.

Students who confuse the terms clockwise and anticlockwise.

Students who are not familiar with directions for simple distances; e.g. take three steps forward.

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Proficiency strand(s): Understanding Fluency Problem solving Reasoning

turn paces steps

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Sub-strand: Location and transformation—L&T – 1

HANDS-ON ACTIVITIES

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• In pairs, students take turns to describe to each other how to move from one place in the play area to another, without telling their partner what the new destination will be. The partner then has to try to work out where they will end up before following the directions to see if their guess was correct. Once students have tried this activity several times, one of the students could be blindfolded and led to the destination by following the directions and holding their partner’s hand. This could be done in small groups, where one member of the group decides the route to be taken, a second member is blindfolded and holds the hand of the first person while he/she calls out the instructions, and the rest of the group watch and offer verbal assistance as needed.

• Discuss the terms ‘left’ and ‘right’, along with other directional language. Use the stimulus picture on page 53 for discussion of position and location; then students follow the prompts on the page.

• Use the stimulus picture on page 54 to ask questions about position; e.g. What is to the left of the …? What is on the right of the …? What is above the …? What is next to the …?

• The above two activities can be used with other stimulus pictures of the teacher’s choice.

• Ask students to work out different ways to get from one place to another; e.g. How can we get from the teacher’s desk to the bookcase? What is another way we could get there? Which is the shorter way? Can we go past the bin on the way?

Students could give their responses orally, could record their directions in a drawing or use some other means of their choice.

• The teacher poses questions for the students to solve; e.g. What is above the clock? What is behind the bookcase? What is under the easel? What is to the right of the whiteboard?

• Simple boardgames which ask students to go forward two spaces, or back one space. Assist students to learn how to follow directions. Physical education games or dances such as ‘Agadoo’ or ‘The chicken dance’ with instructions can also be used.

• Using large, squared paper (4 x 3), students draw six simple pictures (cat, tree, house, stick figure, car, flower etc.) in different squares. When completed, students form partners and use one of their grids. One student asks questions such as, What is 3 squares to the left and 2 rows up? Their partner guesses. This continues until all six pictures are found. Then they swap and use the second grid.

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Sub-strand: Location and transformation—L&T – 1

LINKS TO OTHER CURRICULUM AREAS English • Read Rosie’s walk by Pat Hutchins. This book uses the language of location such as under, past, through, by describing the route Rosie the hen walked through the farmyard. There are very few words in the book, and every second page has no words at all, but shows wonderfully humorous pictures of a fox trying to catch Rosie and constantly getting into trouble.

• We’re going on a bear hunt by Michael Rosen is also another good resource involving directional language.

• Look for action songs such as the ‘Teddy Bear song’ Teddy Bear, Teddy Bear, turn around.

Teddy Bear, Teddy Bear, touch the ground.

Teddy Bear, Teddy Bear, tie your shoe.

Teddy Bear, Teddy Bear, goodbye to you.

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• An animated version of Rosie’s Walk is available on <http://www.schooltube.com/video/13e5b71bb3663c832b4b/ Rosie’s Walk> • Scan a simple map of a local feature such as a nearby park onto the interactive whiteboard, or the teacher may construct one. Ask the students to describe how to get from one place on the map to another. Also, the teacher gives a description of how to get from one feature on the map to another and students follow to discover the new location.

Encourage the use of the terms ‘right’, ‘left’, ‘clockwise’ and ‘anticlockwise’.

Health and Physical Education

• Sing and play ‘Ring-a-ring o’ roses’. Students all hold hands forming a circle; this may be all students in one large circle, or several smaller circles. During the first verse, students step around the circle in a clockwise direction. At the end of the first verse, students all sit down. At the end of the second verse, students all stand up and hold hands again.

When the song is sung a second time, students step around the circle in an anticlockwise direction, with the teacher reminding them of this before they start.

Ring-a-ring o’ roses A pocket full of posies Atishoo! Atishoo!

We all fall down.

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The cows are in the meadow Eating buttercups Atishoo! Atishoo!

We all jump up.

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• Students play a game of ‘Follow the leader’ in the playground. The leader goes around, under, over, through etc. various items. The teacher could model this first, and then students take turns being the leader.

• Students play the game ‘Statues’. One student, or the teacher to start with, stands at the front with their back to the group. The other students creep towards the person at the front. When the front person turns around, the students have to freeze (turn into statues). If they move or topple over, they are ‘out’. The first person to reach the one at the front without being seen to move then becomes the front person. The directions for movement could vary; e.g. students may only take steps with each foot directly touching the other, long strides, bunny hops or walk backwards.

• Play an outdoor game where the teacher calls out a position that the students are to move to; e.g. move next to a partner; move to the middle of the basketball court; march around the basketball court in a clockwise directions; skip around the football goalposts in an anticlockwise direction, move inside a hoop; make yourself as small/tall as you can etc.

Languages • Learn some of the positional words in another language; e.g. left and right.

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Sub-strand: Location and transformation—L&T – 1

RESOURCE SHEET

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Sub-strand: Location and transformation—L&T – 1

RESOURCE SHEET

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• Draw an arrow to the toy to the right of the books.

• Circle the toy above the soldiers.

• Put a cross on the toy to the left of the train.

• What toy is on the shelf below the sailing boat?

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CONTENT DESCRIPTION : Give and follow directions to familiar locations

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Assessment 1

Sub-strand: Location and transformation—L&T – 1

NAME:

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Draw: a dog to the left of the spotty beach towel. a book on top of the stripy beach towel. a beach ball to the right of the sandcastle. a chair under the umbrella.

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Checklist

Sub-strand: Location and transformation—L&T – 1

Can give and follow directions

Understands and uses in context the word ‘anticlockwise’

Understands and uses in context the word ‘clockwise’

Understands and uses in context the word ‘right’

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Understands and uses in context the word ‘left’

Give and follow directions to familiar locations (ACMMG023)

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Answers

Sub-strand: Location and transformation

L&T – 1 Page 55

Assessment 1 – At the beach

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