M&G2 Students cover a designated area (e.g. an area on a page).

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

MES1.2 Describes area using everyday language and compares areas using direct comparison. 

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating)

 

Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions.

Mae-10MG Describes and compares areas using everyday language.

 

Life Skills 7-10 Outcome 2015

MALS-3WM Responds to and uses mathematical language to demonstrate understanding.

MALS-3WM Uses reasoning to recognise mathematical relationships.

MALS-29MG Applies formal units to estimate and calculate area.

 

HSC Life Skills 11-12 Outcomes 2007

4.4 Demonstrates knowledge and understanding of distance and direction.

6.6 Estimates and calculates perimeter and area.

Framework Indicators

 

  • Makes a mark /feels within a designated area.
  • Covers designated area, going beyond the boundary.
  • WM Paint within a defined area.

Teacher Language

 

Give an instruction

‘Paint/colour/touch within the area.’

‘Cover the area.’

 

Make a statement

‘You are painting/ colouring/touching in the…..’

 

Ask a question

‘Is all of the area covered?’

 

Correction/prompt

‘Have you covered all of the area?

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.

 

Makes a mark /feels within a designated area

For this activity it would be necessary to outline an area using a sensory border such as sandpaper. The area could be any shape on any surface. Using the teacher language, students are prompted to make a mark/touch within the border. Teacher states ‘SN you are painting/colouring/touching within the area’.

 

Covers designated area, going beyond the boundary

For this activity it would be necessary to outline an area on a piece of card / paper or IWB. The aim is to have the student cover this area. This could be done with pencil, paint or paper. The student is not required to stay within the boundaries / border.

 

Websites

Websites that contain resources, games or activities that could be used to support this goal include:

 


Suggested Apps

 

Art of Glow
Doodle Buddy for iPad
Fingerpaint Magic II
Fingerpaint Magic
Free Paint
Glow Paint
My Coloring Book Free
Paint