1. Draft 2 - Australian Curriculum Links: Answer yes/no questions to collect information and make simple inferences
Day 1 Day 2 Day 3 Day 4
LI We arelearningto answer familiar
questions
We arelearningto show our yes/no
answers
We arelearningto show our yes/no
answers
We arelearningto show our yes/no
answers
SuccessCriteria I can show my answer to yes/no
questions
I can show yes/no answers I can tell you how many more or less
objects are in the yes or no category
I can group answers together and
tell you how many more or less are
sayingyes and no
Key Questions How did you show you said yes or no?
Why do we ask questions?
How did you show you said yes or no?
Which group has the most?
Why do we ask questions?
How can you tell how many people said
yes or no?
Why do we ask questions?
How can you tell how many people
said yes or no? How did you show
who said yes or no?
Opening
Warm Up
Find your answer - yes or no on either
sideof the room
Let’s compare – on whiteboards – yes or
no. The number after 16 is 19.
Yes and no –Circle.The person in the
middleasks the questions the circleof
students cross their arms to say no or
thumbs up with they say yes.
Yes and No signs – one student
askingthe questions,two students
tallyinghowmany said yes or no
Main Teaching
Points
Whole Class Explict
Teaching
Modelled Maths
Today we are going to read Pigthe Pug
and practiceansweringyes and no to
questions.‘Was Pigyour favourite –
yes/no?’
We will createour anchor chartto
discussour topic words- more, less,
compare, difference. Counting the
difference between how many people
said yes and no.
Heads yes, bottoms –no. Line them up
next to each other. Can we count how
many chose heads or bottoms?
Today we are going to practiceusingour
topic words and showingour answers.
“Do we have the same eye colours in our
class?”–walk around the room.
What eye colours? – Get into groups –
which students have the most - How did
we find out? Can we tell by justlooking
or do we need to count?
Students use a piece of paper and draw
their eyes – group them. How could we
placethe pictures to show itclearly?
Today we are going to practiceusingour
topic words and showingour answers.
Recap of lastlesson
Ask same question “Do we all havethe
same eye colour?”
The students are to placetheir eye cards
on the chart, countingthem as they go.
What do you see? – use topic words
Ask “How many blue, green and brown
eyes we have?”
Today we are going to use our topic
words and show our answers.
Creating a question poster –
students create their own
questions.
Model the question worksheet -
usingstudents question
Students complete the Question
and tally worksheet
2. Guide drawingof the eye
Compare the display- usingtopic words
Students get into pairs - showthe
number of green eyes uses tally (paddle
pop sticks,showthe total etc.
Differentiation
LA
Think, pair,share - to answer questions Allowthe students to placetheir eye
cards on a chart – visual
Count each eye card as they placethem
on the chart. Writethis number
underneath the eye cards
Small group on floor to support- ask
each other the question – drawand
tally together
Visual instruction
Only ask 5 people
MA
HA Use some questions that can’t be
answered yes or no
Provideopportunities for the students to
say reasoning’s aboutthe data
On the worksheet provide a space
for reasoning
Reflection How can we show our answers? Was
there some questions we couldn’t
answer?
How can we show our answer? Did we
have to count?
What number did the biggest group
have? How many ways can you show
your answer?
What can you tell me about the data –
chart?
What number did the biggest group
have? How many ways can you
show your answer?
Resources, games,
play experiences
Whiteboards- markers,chalk,counters, paddlepop sticks,paper,coloured pencils
Important metalanguage developed through the teaching sequence:
Total, altogether, how many, count on, more, less, compare, difference, collect, data
