Early Childhood Yr 1

Mathematics

Space

1. Students use language to understand, develop and communicate ideas and information and interact with others.

2. Students select, integrate and apply numerical and spatial concepts and technologies.

3. Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate share and use it with others.

4. Students select, use and adapt technologies.

5. Students describe and reason with patterns, structures and relationships in order to understand, interpret, justify and make predictions.

6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options.

7. Students understand and appreciate the physical, biological and technological world and have the knowledge and skills to make decisions in relation to it.

8. Students understand their cultural, geographic and historical contexts and have the knowledge, skills and values necessary for active participation in life in Australia.

9. Students interact with people and cultures other than their own and are equipped to contribute to the global community.

10. Students participate in creative activity of their own and understand and engage with the artistic, cultural, and intellectual work of others.

11. Students value and implement practices that promote personal growth and well being.

12. Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

13. Students recognise that everyone has the right to feel valued and be safe, and in this regard understand their rights and obligations and behave responsibly.

Level 1

Uses and interprets familiar language for the position of things, movements and paths between.

Pays attention to shape in making or drawing things which are remembered, imagined seen or handled.

Repeats, re-orients and turns over things when matching shapes and making pictures and patterns.

Talks about likenesses and differences between things which can be seen or handled, and begins to connect shape, movement and function.

CONTEXT Space Students experience, observe, draw, model, shapes, pathways, boundaries Spatial awareness: Develop a concept of personal space through experiential activities and games. Develop spatial awareness. Explore boundaries that define space. Describe and use pathways. Make models and drawing of familiar objects and areas. Exploring shapes: 2-dimensional and 3-dimensional. Compare and classify shapes. Use a variety of materials and activities. Rotation and repetition of shapes. Explore the use of shape in the environment. Explore changes in position and shape. Explore change of shape.

Links Health and Physical Ed: Concept of personal space. Changes of self to use space. The Arts: Drawings are used frequently to represent space, places and pathways. Resources Primary Investigations Book 1 K-7 Learning Mathematics Department of Education WA.

Working Mathematically · Students at this stage are encouraged to explore space and shapes in many different ways. · Students build mathematical concepts by engaging in experiences that enable them to use the concepts and begin to develop personal understandings – explore, discuss and explain.

Level 2

Attends to order and betweeness on informal maps and in descriptions of locations and paths.

Meets simple criteria relating to shape or structure when making and drawing things, making recognisable copies of arrangements of shapes.

Uses multiple copies of shapes to construct repetitive patterns, and follows and describes simple movement rules for generating such patterns.

Sorts things according to everyday spatial criteria and, when prompted, uses own spatial language to describe the shape of things.

Concepts · Personal space · Space · Boundaries · Pathways · ·

Values/Self-relevance · Space is important to us. · Shapes vary. We use different shapes indifferent ways. · Shapes can be moved.

Learning Area Outcomes · Students describe and analyse mathematically the spatial features of objects, environments and movements. · Students use mathematical thinking processes and skills in interpreting and finding solutions to problems. · Students build their confidence and show initiative, flexibility and persistence when working mathematically.

Knowledge Spatial awareness Everyone has their own personal space. Our personal space moves with us. It changes with our position. Our space is shared with others Develop spatial awareness. BoundariesBecome aware that boundaries define space.

Skills Spatial awareness Develop an awareness of personal space. Discuss different positions and actions. Draw pictures of actions and structures. Describe the position of one person in relation to another e.g. behind, above, beside, in front of. Describe directions e.g. along, around, upwards. Boundaries Identify boundaries within the classroom e.g. desk edge, class mat, construction areas, quiet area, walls.

Dynamic Strategies Spatial awareness Students spread out and find a space on their own. Explore the boundaries of their space while seated. How far can you reach out with your hands in all directions? How far can you stretch out with your legs? How far can you reach if you lie on the floor? How far can you reach if you stand up but keep one foot glued to the floor? Explain that the immediate space around us is our personal space. Change this. Be as tall as you can. Be as small as a mouse. Be as big as a house. Space game: Sit close together without touching. Draw a boundary with chalk. Stand close together. Draw a boundary. Which space is bigger? Why? Sardines: Choose a space e.g. under a desk. See how many you can fit into the space. Musical hoops: When the music stops, students have to fit into a hoop. Gradually remove. Children find a position according to instructions. See who is first on each change e.g. · next to a partner, on the lawn; · on the gravel, facing the school; · in groups of three, lined up with backs to the garden; · make yourself as high as possible (low, wide). Boundaries What is a boundary? What is the space within? What are the rules in different types of spaces? What spaces are shared by lots of people? What are your special spaces? Visit places where there are boundaries e.g. car park, library, bicycle compound. Identify school boundaries e.g. play areas. What areas are 'out of bounds'? Outdoor activities: Select games where children move off 'safe territory' or 'homes' into regions where they can be tagged or chased. Art and craft activities to develop the idea of inside and outside e.g. Keeping inside the boundaries when colouring, painting, and cutting around pictures and shapes.

Assessment Spatial awareness Use language to show the position of things and relationships between them. Given positional words, children to either demonstrate with actions or draw the actions. Boundaries Use an art and craft activity to evaluate whether children understand the concept of keeping inside a boundary.