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Key Resources

 

 


Maths with the Mob

 

Introduction
Learning Sequence: - audio file audio icon
Resources

 

Learning Sequence

HSIE: CCES1 - Change and Continuity - Describes events or retells stories that demonstrate their own heritage and the heritage of others., CUES1 - Cultures - Communicates some common characteristics that all people share, as well as some of the differences.
ENGLISH: RES1.7- Context and Text - Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes., TES1.1 - Talking and Listening - Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics., TES1.2 - Skills and Strategies - Demonstrates basic skills of classroom and group interaction, makes brief oral presentations & listens with reasonable attentiveness.

Activity 1.1

Introducing the idea of Aboriginal family

You will require a copy of A is for Aunty. (See Key Resources.)

Introduce the book as a recount of an Aboriginal woman's childhood. Discuss the author Aunty Elaine Russell, and look at her photo on the back page. Select a few pages to discuss, compare and contrast with the students' lives (the letters E, G and O will be the focus of the maths activities). Discuss the meaning of 'Aunty' and 'Uncle' in Aboriginal communities. See 'A' and 'U' in the book.

Read 'My Mob' big book from Big Mob Books for Little Fullas. (See Additional Resources.)

Discuss the use of the word 'mob' by Aboriginal people to describe family and encourage children to describe their own 'mob', drawing on the idea of extended family.

Get children to draw their 'mob' (or those that live in their house).
view worksample

 

MATHEMATICS: ES1.4 - Uses everyday language associated with time, temperature and position

Activity 1.2

Modelling positional language

Prepare an overhead transparency of the illustration for the letter E, and some counters.

  • Teacher models positional instructions and students place counter on OHP.

    • Put a counter on the boy/girl near a bush.
    • Put a counter on an emu near a tree.
    • Put a counter on a boy between two other boys near some flowers.

Students practise making positional instructions.

ENGLISH: TES1.4 - Language Structures and Features - Demonstrates basic skills of classroom and group interaction, makes brief oral presentations & listens with reasonable attentiveness.

Activity 1.3

Practising positional language

Prepare individual photocopies of the letter 'E' illustration and give each student 3 counters.

Barrier Game:

  • In pairs, children sit back to back, and Student A asks Student B to place their counter in 3 positions while putting their 3 counters on their own card.

  • Compare and swap roles.

Activity 1.4

Reinforcing positional language

  • Students cut and paste 3 figures onto a scene and use positional language to describe this to the assessing teacher.

 

Optional Activity

  • Use this image as the basis of a phonics lesson on 'E' – E is for emu.

 

continue on to learning sequence 2

 

 

 

 

 

 

  
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