Mathematics Program Proforma Es1 t1

Sharon Tooney
MATHS PROGRAM : EARLY STAGE 0NE

KINDERGARTEN
WEEKLY ROUTINE
Monday Tuesday Wednesday Thursday Friday

Whole Number 1
Terms 1-4

Number & Algebra
Terms 1 & 3: Addition and Subtraction 1 / Patterns and Algebra 1
Terms 2 & 4 : Multiplication & Division 1 / Fractions and Decimals 1

Statistics & Probability
Terms 1 & 3: Data 1

Measurement & Geometry
Term 1: Length 1 / Time 1 / 2D 1
Term 2: Mass 1 / 3D 1 / Position 1
Term 3: Volume and Capacity 1 / Time 1 / 2D 1
Term 4: Area 1 / 3D1 / Position 1

Sharon Tooney

K-6 MATHEMATICS SCOPE AND SEQUENCE
NUMBER AND ALGEBRA MEASUREMENT AND GEOMETRY STATISTICS &
PROBABILITY

TERM
Whole
Number
Addition &
Subtraction
Multiplication
& Division
Fractions &
Decimals
Patterns
& Algebra
Length Area Volume &
Capacity
Mass Time 3D 2D Angles Position Data Chance
K 1
2
3
4
Yr 1 1
2
3
4
Yr 2 1
2
3
4
Yr 3 1
2
3
4
Yr 4 1
2
3
4
Yr 5 1
2
3
4
Yr 6 1
2
3
4
NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE:
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Whole Number KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes mathematical situations using everyday language,
actions, materials and informal recordings MAe-1WM
uses objects, actions, technology and/or trial and error to
explore mathematical problems MAe-2WM
uses concrete materials and/or pictorial representations to
support conclusions MAe-3WM
counts to 30, and orders, reads and represents numbers in
the range 0 to 20 MAe-4NA

Background Information
In Early Stage 1, students are expected to be able to count to
30. Many classes have between 20 and 30 students, and
counting the number of students is a common activity.
Students will also encounter numbers up to 31 in calendars.
Counting is an important component of number and the
early learning of operations. There is a distinction between
counting by rote and counting with understanding. Regularly
counting forwards and backwards from a given number will
familiarise students with the sequence.
Counting with understanding involves counting with one-to-
one correspondence, recognising that the last number name
represents the total number in the collection, and
developing a sense of the size of numbers, their order and
their relationships. Representing numbers in a variety of
ways is essential for developing number sense.
Subitising involves immediately recognising the number of
objects in a small collection without having to count the
objects. The word 'subitise' is derived from Latin and means
'to arrive suddenly'.
In Early Stage 1, forming groups of objects that have the
same number of elements helps to develop the concept of
equality.

Language
Students should be able to communicate using the following
language: count forwards, count backwards, number before,
number after, more than, less than, zero, ones, groups of ten,
tens, is the same as, coins, notes, cents, dollars.
The teen numbers are often the most difficult for students. The oral
language pattern of teen numbers is the reverse of the usual
pattern of 'tens first and then ones'.
Students may use incorrect terms since these are frequently heard
in everyday language, eg 'How much did you get?' rather than 'How
many did you get?' when referring to a score in a game.
To represent the equality of groups, the terms 'is the same as' and
'is equal to' should be used. In Early Stage 1, the term 'is the same
Establish understanding of the language and processes of
counting by naming numbers in sequences, initially to and
from 20, moving from any starting point
Count forwards to 10 from a given number
Count backwards from 10 to 0
Connect number names, numerals and quantities, including
zero, initially up to 10 and then beyond
read numbers to at least 10, including zero, and
represent these using objects (such as fingers), pictures,
words and numerals
recognise numbers in a variety of contexts, eg
classroom charts, cash register, computer
keyboard, telephone (Communicating)
communicate the use of numbers through everyday
language, actions, materials and informal
recordings (Communicating)
estimate the number of objects in a group of up to 10
objects, and count to check
Subitise small collections of objects
recognise the number of objects or dots in a pattern of
objects or dots
recognise dice and domino dot patterns
Compare, order and make correspondences between
collections, initially to 20, and explain reasoning
count with one-to-one correspondence
make correspondences between collections
compare and order numbers and groups of objects
use the term 'is the same as' to express equality of
groups
Use the language of money
use the language of money in everyday contexts
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise
Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES
Establish
understanding of
the language and
processes of
counting by
naming numbers
in sequences,
initially to and
from 20, moving
from any starting
point

Connect number
names, numerals
and quantities,
including zero,
initially up to 10
and then beyond

Subitise small
collections of
objects

Compare, order
and make
correspondences
between
collections,
initially to 20, and
explain reasoning

Use the language
of money

1-2
Rhymes, Songs and Stories
Students could listen to stories and sing songs and nursery rhymes to develop number concepts eg
Three Bears, Five Little Ducks, Ten Little Indians, Ten Fat Sausages.
It is important to use rhymes that involve counting backwards as well as rhymes that involve
counting forwards, and to use ordinal numbers.
Teachers could also use stories to teach ordinal names by asking questions such as What
happened second in the story of the Three Little Pigs?

Use animations of songs or
pictorial representations to
support visual learners

3-4
Counting
Students should be given frequent opportunities to count forwards and backwards from various
starting points. Counting experiences could include:
rhythmic counting eg 1 2 3 4 5 6 (where the bold numbers are said aloud)
counting individually
counting off. Students stand as they call their number and when counting backwards students
sit.
circle counting. Students sit in a circle and take turns to count particular groups of students eg
the number of students in the class, the students with blue shirts.
counting with body percussion to emphasise a pattern eg odd numbers hitting knees, even
numbers with a clap.

Point to visual
representations of numbers
as students count to
reinforce numeral
identification

5
Class Shop
The teacher sets up play situations to allow students to explore coins and notes, and use them in
shopping contexts. A selection of items could be available with marked prices.
Students order the items for sale from least expensive to most expensive.
Students role-play buying items at the shop using coins and notes for whole amounts.
Students group the items they could buy with a given coin or note.
The class shop can vary to include businesses such as hairdresser, butcher, baker, trash and
treasure, office, restaurant, or bookshop.

Begin with limited
coins/notes and increase as
students become more
familiar.

play money, variety of
items to sell in store

6
Wind Up Toy Race
The teacher sets up some toy races in groups of ten. Students race the toys and order them from
first to tenth. They then label them with ordinal cards made by the teacher.
Possible questions include:
who came first?
who came last?
what are the words we use to describe where we come in a race?

wind up toys, ordinal
cards

7
Peg Cards
In pairs, students are given a set of large numeral cards (eg 0 to 10). The cards are not in order.

numeral cards, pegs
Sharon Tooney

Students take turns to read the numeral on each card to their partner and attach the
corresponding number of pegs.
The cards are then ordered from 0 to 10 across the floor.
Extension: Students are asked to select two of the numbers from the floor and count from the
smallest to the largest, or the largest to the smallest.

8
Concentration
Students are given a set of cards with numbers represented by numerals, pictures, dots, or words
EG.

variety of cards

9
Address Books
Students collect numbers that relate to themselves and collate them into a booklet eg telephone
numbers, addresses, birthdays, ages.
These books can be used for discussions about numbers and assessment of writing numerals.

number books, old
phone books,
calendars, magazines,
catalogues, scissors,
glue

10
Revision

ASSESSMENT OVERVIEW

3
three
Sharon Tooney

STAGE:
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Addition and Subtraction KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
combines, separates and compares collections of objects,
describes using everyday language, and records using
informal methods MAe-5NA
Addition and subtraction should move from counting and
combining perceptual objects, to using numbers as
replacements for completed counts with mental strategies,
to recordings that support mental strategies (such as jump,
split, partitioning and compensation).
Subtraction typically covers two different situations: 'taking
away' from a group, and 'comparing' two groups (ie finding
'how many more'). Students should be confident with taking
away from a group before being introduced to comparing
two groups. They should be able to compare groups of
objects by using one-to-one correspondence before being
asked to find out how many more or how many less there
are in a group.
In Early Stage 1, addition and subtraction problems should
be related to real-life experiences that involve the
manipulation of objects.
Modelling, drawing and writing mathematical problems
should be encouraged in Early Stage 1. However, formal
writing of number sentences, including the use of the
symbols +, and =, is introduced in Stage 1.
Addition and subtraction should be taught in conjunction
with each other as the foundation for conceptual
understanding of their inverse relationship.

Language
language: count forwards, combines with, joins, count
backwards, take away, how many more, all together,
makes.
Some students may need assistance when two tenses are
used in the one problem, eg 'I had six beans and took away
four. How many do I have?'
The word 'difference' has a specific meaning in this context,
referring to the numeric value of the group. In everyday
language, it can refer to any attribute.
Represent practical situations to model addition and
sharing
combine two or more groups of objects to model addition
model subtraction by separating and taking away part of a
group of objects
use concrete materials or fingers to model and solve simple
addition and subtraction problems
compare two groups of objects to determine 'how many
more'
use visual representations of numbers to assist with
addition and subtraction, eg ten frames
create and recognise combinations for numbers to at least
10, eg 'How many more make 10?'
describe the action of combining, separating and
comparing using everyday language, eg makes, joins,
combines with, and, get, take away, how many more, all
together
- explain or demonstrate how an answer was obtained
(Communicating, Reasoning)
- apply strategies that have been demonstrated by other
students (Problem Solving)
- investigate different methods of adding and subtracting
used in various cultures, eg Aboriginal and Torres Strait
Islander methods involving spatial patterns and reasoning,
Asian counting tools such as the abacus (Communicating,
Problem Solving)
count forwards by ones to add and backwards by ones to
subtract
record addition and subtraction informally using drawings,
words and numerals

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Represent
practical
situations to
model addition
and sharing

5
Hand Prints
In small groups, students are given a die (numbered 1, 1, 2, 2, 3 and 3), a collection of counters,
and a game board made up of two hand prints as shown.

The object of the game is to collect exactly ten counters. In turn, students roll the die, collect that
number of counters, and place them on the game board. If the student cannot fit the number of
counters on their game board, they must remove that number from those on the board.
For example, Paulas game board looks like this.

Paula needs to roll a 1 to finish the game. If she rolls a 3, she has to take 3 counters off the board,
leaving her with 6 counters.
Rabbit Ears Plus
The teacher models making rabbit ears by putting their fists at the sides of their head, saying a
number less than 10 and raising that number of fingers. Students are asked to:
- raise two fingers on one hand and three fingers on the other hand. How many fingers are raised
altogether?
- show six rabbit ears. How many fingers have been raised on each hand to make six altogether?
- raise two fingers on one hand. How many fingers need to be raised on the other hand to make
four altogether?
Students should be encouraged to raise their fingers while their hands are still at the side of their
heads. Then they can check if they have the correct number by looking at and counting their
fingers. Some students may be selected to model and explain their solution eg I made 6 with 5
fingers on one hand and 1 more.
Begin with one hand only for
students struggling to 10.

Use additional hands for
students requiring extension.
dice, counters, hand
game boards

6
Ten-frame Subtractions
Students are shown a ten-frame with some counters on it eg

- how many counters are on the ten-frame?
- how many squares are full/empty?
Students are asked to imagine three counters jumping off the ten-frame. Possible questions
include:
- how many counters are left on the ten-frame?
Begin with a five-frame for
students struggling to 10.

Students requiring extension
can begin with a full ten-
frame and roll a dice to
subtract counters and
describe what happened.
For addition they can choose
from number cards face
down on the table and add
the two numbers using
ten-frames, counters,
dice, number cards
Sharon Tooney

- how did you work that out?
The three counters are then moved off the ten-frame for students to check their answer. This
activity encourages students to visualise numbers. It should be repeated with other counter
combinations.
Ten-frame Additions
Students are shown a ten-frame with some counters positioned on it and others beside it eg

- how many counters are on the ten-frame?
- how many counters are off the ten-frame?
Students are asked to imagine the three counters jumping onto the ten-frame. Possible questions
include:
- how many counters are there altogether?
- how did you work that out?
The three counters are then moved onto the ten-frame for students to check their answer. This
activity encourages students to visualise numbers. It should be repeated with other counter
combinations.
counters on their ten-frame
and describe what has
happened.

7
Domino Count
Students are given a set of dominoes and are asked to count how many dots are on each side of a
domino and then how many dots there are altogether. Students are encouraged to:
- work out how many dots there are on each side without counting one at a time
- discuss different strategies they could use to work out how many there are altogether.
The teacher could ask the students to imagine a domino with four dots on one side and one dot on
the other. They then discuss with students how many dots there are and strategies
that can be used to find out. The teacher could also pose the problem: There are six dots
altogether on my domino. How many dots could there be on each side? Students record and
discuss the possible answers. Some students may require materials such as counters to assist them
in solving the problem. Possible questions include:
- is there a quicker way to find the answer than counting by ones from one?
- is there a quicker or easier way to add?
- is that the only possible answer?
Combinations to Ten
Students are given a container of 10 counters that are all one colour on one side and a different
colour on the reverse. In pairs, students shake the container and roll the counters onto the floor.
Students sort the counters into colour groups, depending on which side the counters land.
Students should be encouraged to organise the groups so they can see how many at a quick
glance eg
Counters to assist domino
count.

Large print dominoes

Students requiring extension
can complete activity using
two domino

Begin with 5 counters for
students struggling to 10

For students requiring
extension, use additional
dominoes, counters
Sharon Tooney

Students determine how many counters are, for example, red and how many are yellow. Students
use drawings and numerals to record their results.
counters

8
Hidden Counters
Students are given a small number of counters to count. The teacher picks up the counters with
one hand, puts both hands behind their back, distributes the counters between their two hands
and closes their fists. Students are then shown the two closed fists. One hand is opened and the
students see the number of counters in that hand. Students determine how many counters the
teacher has in the other hand and explain how they worked it out. The activity is repeated many
times and the number of counters is varied.
Variation: Students play this as a game with a partner.
Comparing Towers
In pairs, Student A rolls a die, collects the corresponding number of interlocking cubes and makes a
tower. Student B then rolls the die, collects the corresponding number of interlocking cubes and
makes a tower. The two students compare their towers and are asked to determine whose tower
is taller. Possible questions include:
- how do you know which tower is taller?
- how many cubes are in each tower?
- how many more cubes are in the taller tower?
The student with the taller tower removes the difference and keeps it. The game continues until
students have collected up to 30 cubes. Students may also use two or three dice, or dice with
numbers larger than 6.
For students struggling with
the concept, show the
counters in each hand briefly
before hiding

Encourage students having
difficulty with concept to
place towers side by side, to
make a direct comparison

More capable students
should be encouraged to
decide without direct
comparison and explain
counters, dice,
interlocking blocks

9
Selection of above activities revisited

10
Revision

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE:
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Patterns and Algebra KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
recognises, describes and continues repeating patterns
MAe-8NA
Early number learning (including additive and multiplicative
thinking) is important to the development of algebraic
thinking in later stages.
In Early Stage 1, repeating patterns can be created using
sounds, actions, shapes, objects, stamps, pictures and other
materials.

Language
language: group, pattern, repeat.
Sort and classify familiar objects and explain the basis for
these classifications
sort and classify a group of familiar objects into smaller
groups
recognise that a group of objects can be sorted and
classified in different ways
- explain the basis for their classification of objects
Copy, continue and create patterns with objects and
drawings
recognise, copy and continue repeating patterns using
sounds and/or actions
recognise, copy, continue and create repeating patterns
using shapes, objects or pictures, eg
, , , , , , , ,...............
- create or continue a repeating pattern using simple
computer graphics (Problem Solving)
- recognise when an error occurs in a pattern and explain
what is wrong (Communicating, Reasoning)
describe a repeating pattern made from shapes by
referring to its distinguishing features, eg 'I have made my
pattern from squares. The colours repeat. They go red, blue,
red, blue, '

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Sort and classify
familiar objects and
explain the basis
for these
classifications

Copy, continue and
create patterns
with objects and
drawings

2-3
Beginning to Make Repeating Patterns
Part A
Students are given a set of counters containing two colours and are asked to put the counters in a
row. Some students may create a repeating pattern, while others may not. The intention of the
activity is to distinguish between those arrangements that are repeating patterns and those that
are not. Possible questions include:
- where do we see patterns?
- what comes next in this pattern? How do you know?
- which part of the pattern is repeated?
- can you describe how to make this pattern?
Use a card with circles on it
for students to place
counters on top of, that have
difficulty making a row on
their own
counters

4-5
Beginning to Make Repeating Patterns
Part B
The teacher models putting a small collection of counters in a row, making sure that they make a
repeating pattern eg

- can you describe your row of counters?
- can you describe my row of counters?
- can you make a row of counters like mine?
- can you make another row of counters that has a pattern?
In pairs, students make new rows of counters, describe them to each other, and record their
patterns. At this early stage, it is preferable to use materials that have only one attribute (eg
colour) before using materials with multiple attributes
concept, use pattern cards
and encourage one to one
matching

should be encourage to
extend pattern beyond an
ABAB pattern
counters, variety of
sorting objects that
can be used to create
patterns

6-7
Describing Repeating Patterns using Numbers
The teacher makes a repeating pattern using multilink cubes eg

This pattern is called a three pattern because the pattern repeats after every third cube. Possible
questions include:
- how many cubes are in each group that repeats? (three)
- how many groups are in your pattern? (three)
- what is the total number of cubes in the pattern? (nine)
With teacher guidance, students record the pattern using drawings. They are encouraged to use
numbers in their recording.
matching

should be encourage to draw
patterns independently
multilink cubes

8-9
Making Repeating Patterns
In pairs, students are given collections of materials such as coloured counters, unifix cubes or
shells, and are asked to make a pattern that repeats. Students then use drawings to show what
counters, unifix cubes,
shells, sorting objects
Sharon Tooney

they have done. Possible questions include:
- can you describe your pattern?
- which parts repeat?
- how many pattern blocks are in each of the parts that repeat?
Students should be encouraged to record this information in their own way on their drawings.

matching

should be encourage to draw
patterns independently
Revision

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE:
ES1 S1 S2 S3

STRAND:
MEASUREMENT AND GEOMETRY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Length KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes and compares lengths and distances using
everyday language MAe-9MG
In Early Stage 1, students develop an awareness of the attribute of
length and some of the language used to describe length.
Students develop an awareness of the attribute of length as
comparisons of lengths are made.
Early Stage 1 focuses on one-to-one comparisons and the
importance of accurately aligning one end of each of the objects to
be compared.
When students are asked to compare the lengths of two objects of
equal length and can consistently say that the objects are equal in
length though their relative positions have been altered, they are
conserving length.

This is an important concept and develops over time.
Once students can compare two lengths, they should then be given
the opportunity to order three or more lengths. This process
requires students to understand that if A is longer than B, and B is
longer than C, then A is longer than C.
Length and distance are distinct concepts. The term 'length' is
generally used to describe a measure from end to end of a drawn
interval, a two-dimensional shape or a three-dimensional object.
The term 'distance' is generally used to describe the lineal space
between two things, places or points. Activities should focus on
both concepts.

Language
language: length, end, end-toend, side-by-side, long, longer than,
longest, short, shorter than, shortest, high, higher
than, highest, tall, taller than, tallest, low, lower than, lowest, the
same as, near, nearer, far, further, close, closer.
Students may need practice with the language of length in a variety
of contexts. They may know the word 'fat', but not the word 'thick'.
Students may be using the general terms 'big' and 'long' for
attributes such as height, width, depth, length and thickness.
Young students often confuse concepts such as big, tall, long and
high. It is important to engage students in activities that help them
differentiate between these concepts.
Use direct and indirect comparisons to decide which is
longer, and explain their reasoning using everyday
language
identify the attribute of 'length' as the measure of an
object from end to end
make and sort long and short constructions from concrete
materials
use everyday language to describe length, eg long, short,
high, tall, low
use everyday language to describe distance, eg near, far,
nearer, further, closer
use comparative language to describe length, eg longer,
higher, taller than, shortest, lower than, longest, the same as
- identify an object that is longer or shorter than another, eg
'Find an object longer than this pencil' (Communicating)
compare lengths directly by placing objects side-by-side
and aligning the ends
- explain why the length of a piece of string remains
unchanged whether placed in a straight line or a curve
- predict whether an object will be longer or shorter than
another object and explain the reasons for this prediction
compare lengths indirectly by copying a length, eg using
the same strip of paper to compare lengths
record length comparisons informally

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Use direct and
indirect
comparisons to
decide which is
longer, and
explain their
reasoning using
everyday
language

3
Who is tall, who is short?
Students choose a classmate to stand beside. Students compare their heights by looking in a
mirror or by asking another pair of students to assist. Who is tall? Who is short? Students draw
pictures of themselves with their partner and label the two figures as tall and short
Am I taller or shorter?
Students move independently around the classroom and identify three objects that are taller than
or shorter than themselves. Record by drawing and labelling.
Alternatively, students choose a referent such as their desk and find three things that are shorter
than, longer than, higher than their desk.
Students with fine motor
issues should be provided
with ready-made
representations of two
students to label

One to one comparisons
when comparing lengths
paper and pencil for
recording, mirror
(optional), classroom
furniture

4
Short and long paths and towers
Students use wooden blocks to make paths around the classroom and discuss whether they have
made short paths or long paths.
Variations: make towers of different heights, snakes of different lengths, paint or draw long and
short lines.
Longer than, shorter than our string
Students in pairs cut a piece of string and then move around the classroom to find as many objects
as they can that are the same length as, longer than or shorter than the string. Students record
their findings by drawing and labelling

Pre-cut strings for those
students requiring support

Support to draw pictures
enough wooden
blocks for each pair of
students to make
several paths or
towers, chalk, paint,
play dough, streamers
or balls of string,
scissors, paper and
pencil for recording

5
Sort Me!
Given a collection of lengths of braid, streamers, cardboard strips or ribbon, students sort them
into a long pile and a short pile.
Students record their lengths and label as long and short.
Stand in order
Small groups of students are ordered from tallest to shortest, e.g. students waiting to tell news.
Students who are wearing shorts, students who have an apple for lunch.
Use terminology shorter than, taller than, shortest and tallest.

Scribe to label
braid, cardboard
strips, ribbons or
streamers cut to
obvious lengths, paper
and pencil for
recording

6
Straws in order
Given a number of straws of different lengths, students put them in order from longest to shortest.
Straws are used because they will not stand up so students have to decide which end will be the
baseline. These ends of the straws should be together.
Cutting equal lengths
Students cut a length of string or streamer and use this to cut a second piece the same length.
Compare the lengths with others in the group and order from the shortest to the longest.
Note: if the streamers or string tend to curl or kink, it may be necessary to sticky tape these to the
desk to compare length.

Pre-cut strings for those
students requiring support

straws of different
lengths, string or
streamers, scissors,
sticky tape

7
Order the group
Order from longest to shortest, three or more lengths which students have to straighten out and
lay side by side, e.g. a skipping rope, a length of string and a rolled up streamer. Record and label

a collection of lengths,
recording paper,
pencil, students
Sharon Tooney

the lengths as longest and shortest. Report the results using comparative language.
Gorilla arms
Students in pairs or a small group order the group members by length of outstretched arms.
Compare arms in pairs by matching fingertips on one side as a baseline. Ensure that all members of
the group have been matched, to find the order. Record and label.

9
Revision

10
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE:
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Time KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
sequences events, uses everyday language to describe the
durations of events, and reads hour time on clocks MAe-
13MG
Duration
In Early Stage 1, students begin to develop an understanding
of the duration of time and learn to identify moments in
time. An understanding of duration is introduced through
ideas such as 'before', 'after', 'how long' and 'how soon'. It
should be noted that time spans in Early Stage 1 are personal
judgements. Moments in time include ideas such as daytime,
today, days of the week and seasons. Sunday is commonly
the first day of the calendar week. A week, however, may
also mean a period of seven days beginning on any day, eg
'One week starting from Thursday'.
Teachers should be aware of the multicultural nature of our
society and of significant times in the year for different
cultural groups. These could include religious festival days,
national days and anniversaries.

Language
language: daytime, night-time, yesterday, today, tomorrow,
before, after, next, a long time, a short time, week, days,
weekdays, weekend days, time, morning, afternoon, clock,
analog, digital, hands (of a clock), o'clock.
The words 'long' and 'short' can be confusing to students
who have only experienced these words in terms of length
measurement. Students will need experience with these
words in both length and time contexts.
References to time are often used inaccurately in everyday
language, eg 'I'll be a second', 'back in a minute'.
Compare and order the duration of events using the
everyday language of time
use terms such as 'daytime', 'night-time', 'yesterday',
'today', 'tomorrow', 'before', 'after', 'next', 'morning' and
'afternoon'
sequence events in time
compare the duration of two events using everyday
language, eg 'It takes me longer to eat my lunch than it does
to clean my teeth'
- describe events that take 'a long time' and events that take
'a short time' (Communicating)

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Compare and
order the duration
of events using
the everyday
language of time

7
Using and understanding terms such as daytime, night-time, yesterday, today, tomorrow
Students identify, compare and label representations (photographs, pictures in stories and from
magazines, posters) of time as daytime and night-time. Describe events that take place of a day
and a night. Draw and label daytime and night-time pictures.
Create a class table depicting what the class did yesterday, what they will do today and what they
expect to do tomorrow. Students draw and label pictures of what they did yesterday, what they
will do today and what they expect to do tomorrow.
Pre-made representations of
day and night for student to
attach labels to
pictures, storybooks,
magazines, paper and

8
Using and understanding terms such as before, after, next, morning and afternoon
Students identify, compare and label representations (photographs, pictures in stories and from
magazines, posters) of time as morning and afternoon. Describe events that take place of a
morning and an afternoon. Draw and label morning and afternoon pictures.
Discuss the difference between the terms before, after and next. Read stories, such as, Brown Bear
Brown Bear What Do You See? by or I Went Walking by Sue Machin. Discuss the animals in the
text using the terms before, after and next. Have students choose three characters that appear in
order and label them before, after and next.
Pre-made representations of
morning and afternoon for
student to attach labels to
pictures, storybooks,
magazines, Brown
Bear Brown Bear What
Do You See? by or I
Went Walking by Sue
Machin, pencil and
paper for recording

9
Revision

10
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE:
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: 2D KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
manipulates, sorts and describes representations of two-
dimensional shapes, including circles, triangles, squares and
rectangles, using everyday language MAe-15MG
Experiences with shapes, even in Early Stage 1, should not be
limited. It is important that students experience shapes that
are represented in a variety of ways, eg 'tall skinny' triangles,
'short fat' triangles, right-angled triangles presented in
different orientations and of different sizes, and shapes that
are represented using a variety of materials, eg paint, images
on the computer, string. Manipulation of a variety of real
objects and shapes is crucial to the development of
appropriate levels of language and representation.
In Early Stage 1, it is important that teachers present
students with both regular and irregular shapes (regular
shapes have all sides and all angles equal). However,
students are not expected to use the terms 'regular' and
'irregular' themselves.
Students should be given time to explore materials in order
to represent shapes by tearing, painting, drawing, writing, or
cutting and pasting.

Language
language: shape, circle, triangle, square, rectangle, features,
side, straight line, curved line, open line, closed shape.
The term 'shape' refers to a two-dimensional figure. The
term 'object' refers to a three-dimensional figure.
Sort, describe and name familiar two-dimensional shapes in
the environment
identify, represent and name circles, triangles, squares and
rectangles presented in different orientations, eg

- identify circles, triangles, squares and rectangles in pictures
and the environment, including in Aboriginal art (Problem
Solving)
- ask and respond to questions that help identify a particular
shape (Communicating, Problem Solving)
sort two-dimensional shapes according to features such as
size and shape
- recognise and explain how a group of two-dimensional
shapes has been sorted (Communicating, Reasoning)
manipulate circles, triangles, squares and rectangles, and
describe their features using everyday language, eg 'A square
has four sides'
- turn two-dimensional shapes to fit into or match a given
space (Problem Solving)
make representations of two-dimensional shapes using a
variety of materials, including paint, paper, body movements
and computer drawing tools
- make pictures and designs using a selection of shapes, eg
make a house from a square and a triangle (Communicating)
draw a two-dimensional shape by tracing around one face
of a three-dimensional object
identify and draw straight and curved lines
compare and describe closed shapes and open lines
draw closed two-dimensional shapes without tracing
- recognise and explain the importance of closing the shape
when drawing a shape (Communicating, Reasoning)

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Sort, describe and name
familiar two-
dimensional shapes in
the environment

2
Free Play
In groups, students participate in free play using a wide variety of materials on a regular basis
eg
pattern blocks, wooden shapes, everyday two-dimensional objects. Free play sessions may
also be used to practise teacher-directed activities.
- can you sort the two-dimensional objects?
- can you describe your sorting?
- can you describe the features of each two-dimensional object?
Support person for play
sessions
pattern block,
wooden shapes,
everyday tw0-
dimensional objects

3
Shape Walk
Students walk around the school and describe the various shapes they see eg These leaves
look round.
Students are asked to use drawings to show what they found. These are collated and placed in
a class book for others to share.
Support person for shape
walk

4
Tracing Objects
In pairs, students make a design or picture by tracing around the faces of various objects eg
make a picture of a robot by tracing a variety of objects.
Students share and describe their pictures and are asked to:
- explain the position of particular shapes
- discuss the ways different students used a particular shape, and
- identify any shape used in different orientations.
Pre-cut shapes to create
picture with and/or support
with tracing
wooden shapes,
pencils, paper

5
Print It
Students select an object from a collection of environmental and commercial materials such
as fruit, stones, boxes and pattern blocks.
They are asked to investigate the different parts of the object that can be painted and printed
onto paper. Students share and discuss the printed shapes and the ways they were able to
create particular shapes.
Variation: The teacher could cut some of the objects and ask the students to predict the
shape/s that could be made if the cut surface was printed. Students test their predictions by
painting and printing.
Support with printing fruit, stones, boxes
and pattern blocks,
paper, paint

6
Lines
Students are given a piece of string and are asked to make a straight line, a curved line or a
closed shape. They are asked to describe their line or shape, and draw what they create.
Variation: Students could use computer software to draw a variety of closed shapes and open
lines.
Support with recording string, paper and

7
Making Shape Pictures
Students make a picture using different-sized paper shapes, including circles, squares,
triangles and rectangles. As students are working, the teacher asks the students to name the
Support to create picture pre-cut paper shapes,
paper and glue
Sharon Tooney

shapes
they are using.
Students glue their picture onto paper, add additional features, and describe their picture in
sentences to be scribed.
Variation: Students could use a computer drawing program to create a shape picture.

9
Revision

10
Assessment

ASSESSMENT OVERVIEW

Mathematics Program Proforma Es1 t1

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Sharon Tooney

MATHS PROGRAM : EARLY STAGE 0NE

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