## Chelsea at the zoo

Grade | Work Samples |
---|---|

Midway through Stage 1 (end of Year 1) | |

Grade B | Pat Kerry Kim Morgan Taylor |

Grade C | Ashley Sascha Shannon Riley Cameron |

Grade D | Ariel Casey Ricky |

Grade E | Lee |

## Foundation Statement strands

*The following strands are covered in this activity:*

## Description of activity

Students are given a scenario and respond by recording their solutions using words and/or pictures.

- The teacher presents the following scenario:

‘Chelsea went to the zoo. She was looking forward to seeing the monkeys but they were all hiding

in two trees. The zoo keeper told Chelsea there were ten monkeys’.

The teacher then poses the following question:

‘How many monkeys could there have been in each tree?’ - Students record their solutions informally, using words and/or pictures. Materials are provided for the students to use if required.

The suggested time allocation for this activity is 15 minutes.

## Suggested materials

Counters, blocks, pencils, blank paper

Option: computer

## Prior learning

Students have practised making combinations to 10 using a variety of materials and recording the combinations informally using drawings, numerals, words and symbols.

Students have combined two or more groups of objects to model addition using the terms ‘add’, ‘plus’, ‘equals’, ‘is equal to’, ‘take away’, ‘minus’, and ‘the difference between’. Students have posed problems that can be solved using addition and subtraction and have used a range of mental strategies to find a solution.

Board of Studies NSW, *Mathematics K–6 Syllabus,* pp 47, 68, 74

Board of Studies NSW, *Mathematics K–6 Sample Units of Work,* p 65

## Outcomes

**Addition and Subtraction (NS1.2)**

Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers**Chance (NS1.5)**

Recognises and describes the element of chance in everyday events**Patterns and Algebra (PAS1.1)**

Creates, represents and continues a variety of number patterns, supplies missing elements in a pattern and builds number relationships**Applying Strategies (WMS1.2)**

Uses objects, diagrams, imagery and technology to explore mathematical problems**Communicating (WMS1.3)**

Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols**Reasoning (WMS1.4)**

Supports conclusions by explaining or demonstrating how answers were obtained

## Criteria for assessing learning

Students will be assessed on their ability to:

- use informal methods to record addition and/or subtraction facts
- explore mathematical problems using mental strategies, objects, diagrams and/or imagery
- describe a given situation using mathematical language, symbols and/or diagrams