Lesson sequence

Mathematics Topic: Measurement & StatisticsYear Level: PrepLength: 7 x 45 minute Lessons Australian Curriculum (AC) Links (V9.0) AC9MFM01 AC9MFST01 Unit Learning Objectives (ULO) (Max 4 ULOs) Achievement Standard (AS) segment(s) Related Content Description/s(CD) • Identifies attributes incl. capacity/volume and uses direct comparisons with everyday language (e.g., full/empty; holds more/less/the same; takes up more/less space).• Collects, sorts and represents simple data using objects/images and answers simple questions about displays. • AC9MFM01 – Compare the size of objects using everyday language (capacity/volume focus: holds more/less/the same; full/empty; takes up more/less space).• AC9MFST01 – Collect, sort and compare data; represent data using objects/images; answer simple questions. Students should be able to:1) Use everyday language to compare capacity/volume: holds more/less/the same; takes up more/less space.2) Make/test predictions with a fair test (pouring or same-sized scoop).3) Collect, sort and represent results as simple object/picture graphs; answer most/least/same.4) Explain reasoning using sentence stems and visuals; collaborate safely at stations. Learning sequence – pre-requisite and future knowledge/skills This unit builds on understandings from (refer to Achievement Standard): Specifically, students will need to understand/know/be able to: Future sequence of learning (refer to Achievement Standard): • Everyday vocab: full/empty; more/less; same.• Counting & one‑to‑one correspondence; simple sorting.• Turn‑taking and following short procedural instructions. • Idea of a fair test (same material/scoop, fill to level).• Predict → test → conclude routine; use sentence stems.• Safe handling of water/cubes; recognising simple picture graphs. • Informal units of measure (Year 1): measuring capacity/volume with units.• Ordering by capacity/volume; interpreting picture/column graphs incl. ‘how many more/fewer’. Stages of learning over Lesson/stage [Key focus] Introductory problem or hook What skill and knowledge are students revisiting and practising? Main task What is the new learning in the task? Consolidation task What learning is being consolidated? Include Differentiation – Below Standard, At Standard and Above Standard Formative assessment How will you know if the students have learnt the new knowledge/skills? Lesson 1 – Diagnostic & language launch (Capacity) Hook: tall skinny vs short wide — Which holds more? Why?Connect: full/empty; pouring experiences. Model fair test (pour/scoop); vocab wall; sentence stems. Picture‑card sort; students state result using stems. Diagnostic checklist: language used; suggested method; misconceptions. Lesson 2 – Direct comparison (pouring) Hook: ‘Water the plant’ scenario.Connect: fair test from L1. Stations: fill A→B and B??...