1st slide: Day

Time to talk about the calendar.

Year 0: “Today is Monday. Tomorrow is Tuesday. Yesterday was Sunday.”

Year 1: “Today is Monday. It is the 10th day of February.”

Year 2: “Today is Monday, It is the 10th day of February. The time is half past one.”

Year 3: “Today is Monday, It is the 10th day of February. It is 1:35. 35 minutes past 1 o’clock.”

Year 0 and Year 1 have a video before the word problem.

2nd slide: Word Problem

Numbers are used in a real life context.

These problems can be done whole class with full teacher input or done as a think, pair, share.

Year 0: Combining or separating numbers up to 10.

Year 1: Combining or separating numbers to 100.

Year 2: Combining or separating numbers to 120.

Year 3: Combining or separating numbers to 1000.

3rd slide: Number of the day & knowledge outcome

Occasionally outcome is a practice, which is highlighted to show that it is for extra practise.

4th slide: See Think Wonder

Allows for low-floor, high-ceiling. All students can say something about the image on the screen.

It could be done whole class with one student sharing their thinking, or as a think pair share.

5th slide: Rich Task

The tasks are open ended allowing for students to enter into the activity at their own level.

Teachers can modify the task according to the needs of the students in their class.

A rich task is a task to which there is not immediate known solution-path on the part of the learner.

A rich task for Year 0 is something like “Write the number 2 five times.” This could lead the student to writing it more than 5 times so they count the number and maybe compare, say 8 with 5, 3 more.

A rich task for Year 1 often involves drawing either objects or placing the number on a number line.

A rich task for Year 2 often involves patterns in numbers so that a solid understanding of multiplicative strategies is developed.

A rich task for Year 3 focuses on developing a solid understanding of place value using 3-digit numbers as well as moving into more complex multiplication or fractions.

A rich task means that students are able to enter into the activity at a level they are capable of, and for those who are working at a high level, to take it beyond what is required into something more challenging (such as working with fractions).

Tahi Maths