Mathematics Program Proforma Yr1 t1 1

Sharon Tooney
MATHS PROGRAM : STAGE 0NE

Year One
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
Terms 2 & 4 : Chance 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: Yr 1
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 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes mathematical situations and methods using
everyday and some mathematical language, actions,
materials, diagrams and symbols MA1-1WM
uses objects, diagrams and technology to explore
mathematical problems MA1-2WM
supports conclusions by explaining or demonstrating how
answers were obtained MA1-3WM
applies place value, informally, to count, order, read and
represent two- and three-digit numbers MA1-4NA
Background Information
By developing a variety of counting strategies and ways to
combine quantities, students recognise that there are more
efficient ways to count collections than counting by ones.

Language
Students should be able to communicate using the following
language: count forwards, count backwards, number before,
number after, more than, less than, number line, number
chart, digit, zero, ones, groups of ten, tens, round to, coins,
notes, cents, dollars.
Students should be made aware that bus, postcode and
telephone numbers are said differently from cardinal
numbers, ie they are not said using place value language.
Ordinal names may be confused with fraction names, eg 'the
third' relates to order but 'a third' is a fraction.
The word 'round' has different meanings in different
contexts and some students may confuse it with the word
'around'.
Develop confidence with number sequences to 100 by ones from
any starting point
count forwards and backwards by ones from a given two-digit
number
identify the number before and after a given two-digit number
- describe the number before as 'one less than' and the number
after as 'one more than' a given number
read and use the ordinal names to at least 'thirty-first'
Count collections to 100 by partitioning numbers using place value
count and represent large sets of objects by systematically
grouping in tens
use and explain mental grouping to count and to assist with
estimating the number of items in large groups
use place value to partition two-digit numbers
state the place value of digits in two-digit numbers
partition two-digit numbers in non-standard forms
Recognise, model, read, write and order numbers to at least 100;
locate these numbers on a number line
represent two-digit numbers using objects, pictures, words and
numerals
locate and place two-digit numbers on a number line
apply an understanding of place value and the role of zero to
read, write and order two-digit numbers
use number lines and number charts to assist with counting and
ordering
- give reasons for placing a set of numbers in a particular order
round numbers to the nearest ten
estimate, to the nearest ten, the number of objects in a collection
and check by counting
solve simple everyday problems with two-digit numbers
- choose an appropriate strategy to solve problems, including trial-
and-error and drawing a diagram
- ask questions involving two-digit numbers
Recognise, describe and order Australian coins according to their
value
identify, sort, order and count money using the appropriate
language in everyday contexts
recognise that total amounts can be made using different
denominations
recognise the symbols for dollars ($) and cents (c)
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
Develop confidence
with number
sequences to 100 by
ones from any
starting point

Count collections to
100 by partitioning
numbers using place
value

Recognise, model,
read, write and
order numbers to at
least 100; locate
these numbers on a
number line

Recognise, describe
and order Australian
coins according to
their value

2
Collections
Present students with a large collection of items, such as counters, pebbles, or buttons, a supply of
containers, such as patty papers or cups, and a large sheet of cardboard. They will also need two
sets of numeral cards ranging from zero to nine. Divide the chart into a tens and a ones
column. Present the collection of items to the students and allow them to count the items. Each
time ten items are collected, the students place the items into a container and move the container
to the left-hand side of the chart, that is, onto the tens column. Students then place a numeral
card above the tens column, indicating how many groups of ten have been collected. As
succeeding tens are collected, students continue to add them to the left-hand side of the chart and
replace the numeral card accordingly. Remaining items are placed on the right-hand side of the
chart, in the ones column. Students then place a corresponding numeral card above the ones
column to form a two-digit number.
All activities should be
adjusted according to where
students fall on the
Numeracy Continuum
counters, pebbles, or
buttons, patty papers
or cups, a large sheet
of cardboard, two sets
of numeral cards
ranging from zero to
nine

3
Bundling
Present the students with large collections of popsticks. Have the students bundle the popsticks
into groups of ten and place any remaining popsticks to the side of the bundles. Encourage
students to count by tens to find the total and add on any remaining popsticks. Students should
then label the collection using numeral cards. Interlocking blocks, such as Multilink, Unifix or
Centicubes, could also be used.
Trading game
Supply students with a collection of base ten material. The students take turns to throw a die and
take a corresponding number of base ten shorts from a central pile. On succeeding throws of the
die, students add appropriate numbers of shorts to their collection. As the students collect ten
shorts they swap or trade them for one base ten long. Continue the activity until one, or all
students, can trade ten longs for a base ten flat.
Numeracy Continuum
popsticks, Multilink,
Unifix or Centicubes,
base ten material, dice

4
Counting on
Prepare numeral cards in the range eleven to nineteen and place them face down on the floor.
Provide the students with two collections of counters. One collection should consist of bundles of
ten counters, all of the same colour. The second collection should consist of single counters of
assorted colours. Students take turns to select a card. They then collect a corresponding number of
counters, using the bundles of ten and single counters. Encourage students to count on from the
bundle of ten. This activity may be varied by extending the range of numbers or by using ten
strips (made of ten dots on strips of card) instead of counters.
Numeracy Continuum
numeral cards in the
range eleven to
nineteen, counters

5
Popsticks
Make a base board by folding a piece of paper or cardboard in half to form two columns. Label the
columns as units and tens. Construct a set of numeral cards for the range one to nine on white
cards. These cards will be used to represent numerals in the tens column on the chart. Construct
a second set of numeral cards in the range zero to nine on coloured card. These will be used to
represent numerals in the ones column . Provide bundles of ten white popsticks and a pile of
coloured popsticks. Shuffle the two decks of cards separately. Place the cards face down between
Numeracy Continuum
cardboard, numeral
cards for the range
zero to nine, popsticks
Sharon Tooney

the students. The students take turns to turn over a white card and a blue card to form a two-digit
numeral and place the cards onto the chart. The students then read the numeral they have formed
and collect a corresponding number of sticks, using the bundles of white popsticks and the
coloured popsticks. Students then place the popsticks next to the numeral cards and allow others
to verify that the number of popsticks used is correct.

6
Flip and see
Provide each student with a large collection of popsticks and a base board divided into a tens
and a ones column. Place numeral cards in the range zero to nine face down on the floor. The
students take turns to flip over two numeral cards and place one card in the tens column and one
card in the ones column on their base board. Students then bundle popsticks into tens and place
the correct number of bundles and units onto their base board to match the numeral cards.
Discuss how many tens and ones were made.
Variations
Students complete the above activity and then swap the numeral cards from the tens column to
the units column and vice-versa. They then repeat the activity.
Construct two sets of numeral cards in the range zero to nine. Flip over two numeral cards and
ask the students to select identical numeral cards from the second set of cards. Ask students to
place their cards in the tens and ones column so that they form the largest and the smallest
number possible.
Organise students into pairs and provide each pair of students with a set of numeral cards in the
range zero to nine. The students shuffle the cards and place them face down on the floor. They
then take turns to select two numeral cards. Using the two cards selected, each student forms the
largest two-digit number possible. The two students then compare their numbers and the player
with the larger number scores ten points. Continue playing until one player gains a score of one
hundred.
Numeracy Continuum
popsticks, base board
divided into a tens
and a ones column,
numeral cards in the
range zero to nine

7
Bucket count on
Drop a small collection of blocks one by one, into a bucket. Ask students to count aloud as each
block is added to the container. After dropping the blocks, show the students the contents of the
bucket. Then hold the bucket above the eye level of the students. Ask the students to state how
many blocks would be in the bucket if one more block was added. Repeat the question, changing
the number of blocks to be added to two and three blocks. Encourage the students to count on
from the number of blocks already in the bucket to find the total.
Variation
Ask the students to pretend there are a nominated number of blocks in the bucket. Drop
additional blocks into the bucket. Students count on to find the total sum of the blocks in the
bucket.
Numeracy Continuum
blocks, bucket

8
Money Matters
Part A
Students are given a collection of coins. They demonstrate different ways to make 10c, 20c and
50c (and then $1 and $2) using the coins. Students record their findings. Possible questions
include:
- how many different ways can you represent 50c?
More capable students could
use notes as well as coins

collection of coins
Sharon Tooney

- what counting strategy did you use to determine the amount of money you had?

9
Money Matters
Part B
The teacher creates shopping situations where one student is given an amount of money to spend.
They purchase a list of items. The shopkeeper totals the items and calculates the change. Students
discuss strategies used to determine the cost of the list of items and the change to be given.
More capable students could
buy items requiring them to
work out change.

Students having difficulty
adding money may need
visual supports to
demonstrate what total
amounts look like
collection of coins,
shop items

10
Revision

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 1
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 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
uses a range of strategies and informal recording methods
for addition and subtraction involving one- and two-digit
numbers MA1-5NA
Language
language: counting on, counting back, combine, plus, add,
take away, minus, the difference between, total, more than,
less than, double, equals, is equal to, is the same as,
number sentence, strategy.
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. Students need to
understand that the requirement to carry out subtraction
can be indicated by a variety of language structures. The
language used in the 'comparison' type of subtraction is
quite different from that used in the 'take away' type.
Students need to understand the different uses for the =
sign, eg 4 + 1 = 5, where the = sign indicates that the right
side of the number sentence contains 'the answer' and
should be read to mean 'equals', compared to a statement of
equality such as 4 + 1 = 3 + 2, where the = sign should be
read to mean 'is the same as'.
Represent & solve simple addition & subtraction problems using a
range of strategies, including counting on, partitioning &
rearranging parts
use terms add, plus, equals, is equal to, take away, minus & the
difference between
use concrete materials to model add & sub problems involving 1
& 2 digit numbers
use concrete materials & a number line to model & determine
difference between 2 numbers
recognise & use the symbols (+),() (=)
record number sentences in a variety of ways using drawings,
words, numerals & mathematical symbols
recognise, recall & record combinations of 2 no.s that add to 10
create, record & recognise combinations of 2 no.s that add to no.s
up to & including 9
- model & record patterns for individual no.s by making all possible
whole-number combinations
- describe combinations for no.s using more, less & double
create, record & recognise combinations of 2 no.s that add to no.s
from 11 up to & including 20
- use combinations for no.s up to 10 to assist with combinations for
no.s beyond 10
investigate & generalise the effect of adding zero to a number
use concrete materials to model commutative property for add &
apply it to aid the recall of add facts
relate add & sub facts for numbers to at least 20
use & record a range of mental strategies to solve add & sub
problems involving 1 & 2 digit numbers, including:
counting on from the larger number to find the total of 2 numbers
counting back from a number to find the number remaining
counting on or back to find the difference between 2 numbers
using doubles & near doubles
combining numbers that add to 10
bridging to 10
using place value to partition
- choose & apply efficient strategies for add & sub
use = sign to record equivalent no. sentences involving add, & to
mean is the same as, rather than as an indication to perform an
operation
- check given no. sentences to determine if true/false & explain why

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Represent & solve
simple addition &
subtraction
problems using a
range of strategies,
including counting
on, partitioning &
rearranging parts

2
Adding Counters
Students are given five counters and a work mat marked with two large circles. Students are asked
to place some of the counters in one circle and some in the other. Possible questions include:
- how many counters did you put into each circle?
- how many counters are there altogether?
As students give their answers, the teacher models recording this as a number sentence. Students
are asked to make as many different combinations to 5 as they can. The activity is repeated using a
different number of counters eg 10, 20. Students practise recording number sentences
Allow students experiencing
difficulty finding totals to
physically count counters.

Increase number of counters
for those requiring extension.
counters , work mat
marked with two large
circles

3
Toss and Add
Students toss three standard dice and race to see who can state the total number of dots first.
Students are asked to share and explain their strategies.
eg

For this example, student strategies could include:
- counting all of the dots
- starting with the highest number and counting on the other dice one-by-one ie 4, 5, 6, 7
- starting with the known sum of two dice and counting on the third eg 4+1=5 and 2 more.
- using visual imagery eg I took the one dot and pretended it jumped onto the four dice to make
5 dots, and then I added 2 more.
Possible questions include:
- can you find a quicker way to add?
- can you add five more?
- how many do you have altogether?
- how did you get your answer?
Variation: Students could repeat the activity using numbered dice or dice with larger numbers.
Reduce or increase number
of dice depending on need.

Allow for dots to be
physically counted to check
results.
dice

4
Take-away Box
Part A
Students count aloud while the teacher drops a number of cubes into a box. Students are asked to
state the total number of cubes in the box. The teacher then removes and displays some of the
cubes. Possible questions include:
- how many cubes are left in the box?
- how do you know?
Students are encouraged to explain or demonstrate how the answer was obtained. The teacher
empties the remaining cubes from the box and students check their answer. Students record the
process as a number sentence. The activity is repeated using a different number of counters.
Allow physical counting of
blocks to check results if
needed.

Students requiring extension,
could write algorithm
cubes, box
Take-away Box
Part B

Sharon Tooney

5 In pairs, students repeat Part A and are asked to record their actions and solutions using drawings,
words and/or numerals.

6
Blocks on the Bowl
In pairs, students are given a collection of cubes (up to 10) and a bowl. The bowl is turned upside
down on the desk. Student A places the blocks on top of the bowl and Student B counts the blocks.
While Student B looks away, Student A removes some of the blocks and places them under the
bowl. Student A asks Student B How many blocks are under the bowl? Student B records their
answer. They check the actual number of blocks altogether. Students swap roles and repeat the
activity using a different number of blocks.

Allow physical counting of
blocks to check results if
needed.

Students requiring extension,
could write algorithm
cubes, bowls
Make Your Calculator Count
Students are shown how to use the process of repeatedly adding the same number on a calculator
to count eg 1 + + =
In pairs, students use the calculator to count from one by repeatedly pressing the = button and
record the counting numbers on a paper strip. This process can be repeated by constantly adding
other numbers.
calculators

8
Selection of above activities revisited

9
Revision

10
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 1
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 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
creates, represents and continues a variety of patterns with
numbers and objects MA1-8NA
Repeating patterns of objects or symbols are described using
numbers that indicate the number of elements that repeat,
eg A, B, C, A, B, C, has three elements that repeat and is
referred to as a 'three' pattern.
In Stage 1, students further explore additive number
patterns that increase or decrease. Patterns could now
include any patterns observed on a number chart and these
might go beyond patterns created by counting in ones, twos,
fives or tens. This links closely with the development of
Whole Numbers and Multiplication and Division.

Language
language: pattern, number line, number chart, odd, even.
Investigate and describe number patterns formed by skip
counting and patterns with objects
identify and describe patterns when skip counting forwards
or backwards by ones, twos, fives and tens from any starting
point
- use objects to represent counting patterns
- investigate and solve problems based on number patterns
represent number patterns on number lines and number
charts
recognise, copy and continue given number patterns that
increase or decrease, eg 1, 2, 3, 4, 20, 18, 16, 14,
- describe how number patterns are made and how they can
be continued
create, record and describe number patterns that increase
or decrease
recognise, copy and continue patterns with objects or
symbols
- recognise when an error occurs in a pattern and explain
what is wrong
create, record and describe patterns with objects or
symbols
describe a repeating pattern of objects or symbols in terms
of a 'number' pattern, eg

- make connections between repeating patterns and
counting, eg a 'three' pattern and skip counting by threes
model and describe 'odd' and 'even' numbers using
counters paired in two rows
- describe the pattern created by modelling odd and even
numbers (Communicating)

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Investigate and
describe number
patterns formed
by skip counting
and patterns with
objects

2
Counting Patterns
The students are divided into two groups. A hundreds chart is displayed. The class counts by fives
(to 100), referring to the hundreds chart. As they count, the groups take turns to name the next
number in the sequence eg 5, 10, 15, 20, 25, 30 (where Group B says the bold numbers and Group
A says the numbers in between). Possible questions include:
- what do you notice about the numbers we are saying?
- what do you notice about the numbers your group is saying?
- look at all of the numbers we are saying on the hundreds chart. What pattern do you notice?
- did we count number 35, 51, 85? How do you know?
Variation: Students count by other multiples eg tens, twos.
Individual chart with
multiples highlighted for
students requiring support.

Counting without hundreds
chart.
hundreds chart

3
Frog Jumps
A set of number cards are placed face down in order from 1 to 30. The teacher turns over cards 3,
6 and 9, and places the frog counter on number 9.

The teacher explains that Freddie the frog has jumped on some of the cards to make a number
pattern. Students are asked:
- what numbers can you see?
- how many numbers is Freddie jumping over each time?
- what numbers has Freddie jumped over? How do you know?
- what number will Freddie jump on next? How do you know?
- will Freddie jump on number 14? How do you know?
Variation: The activity could be varied by:
- repeating for other number patterns
- placing the cards in descending order
- removing the first few number cards to create a pattern that begins from a number other than 1.
Allow students to physically
move frog to see count
number cards in order
from 1 to 30, frog

4
Relating Repeating Patterns to Number Patterns
Part A
Students are asked to choose three different-coloured counters and create a repeating pattern.
They are asked to assign a counting number to the last counter in each group and discuss. eg
3 6 9 12

Students create a repeated pattern with two, four or five different-coloured counters. They assign
counting numbers, record their patterns and discuss their results.
Fewer or more counters
depending on ability.

Extending pattern using 100s
chart to support writing
numbers
counters

5
Relating Repeating Patterns to Number Patterns
Part B
Students are asked to record their repeating pattern (from Part A) on a 10 10 grid. They
Completed with support as
needed
counters, hundreds
chart
3 6 9
Sharon Tooney

continue their pattern to complete the grid. Students assign a number to the last counter in each
group.
3 6 9 etc

- look at the colours, what pattern do you see?
- can you tell me about the numbers you have recorded?
- who can see a pattern in the numbers? What is the pattern?
- what is the fourth number you have recorded?
- when you count by threes, do you say the number 25?36?.30?.100?
- can you show me the number that is the answer to 3 + 3 + 3? and 3 + 3 + 3 + 3 + 3?

6
Make a Number Pattern
Students are asked to make a number pattern that increases, or a number pattern that decreases.
They are asked to:
- describe their number pattern in words and record these words
- continue their number pattern
- explain why a particular number is/is not used in their number pattern
- create another number pattern that has a particular number in it eg create a number pattern
with the number 10 in it.
needed

Making the Calculator Count
Part A
In pairs, students are given a calculator and are shown how to make it count by repeatedly adding
the same number. For example, on some calculators students enter + 2 = = or + + 2 = =
Students read the numbers displayed on the screen and record on an empty number line.
needed
calculators, number
lines
Sharon Tooney

_________________________________________
0 2 4 6 8 10 12 14 16 18 20 22 24 26
- what pattern do you see on the number line?
- how many numbers did you land on? How many numbers did you jump over?
- what would happen if you made your calculator count by fours?

8
Making the Calculator Count
Part B
In pairs, students are asked to start from a number other than zero. For example students enter
3 + 2 = = Students predict the next number in the sequence, press the appropriate keys and
record the numbers pressed. Possible questions include:
- what do you notice about these numbers?
- why are the numbers different from those in Part A?
- what would happen if you started from the number 10?
Variation: The activity could be repeated for counting backwards by repeatedly subtracting the
same number.
needed
calculators

9
Revision

10
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 1
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 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
measures, records, compares and estimates lengths and
distances using uniform informal units, metres and
centimetres MA1-9MG
In Stage 1, measuring the lengths of objects using uniform
informal units enables students to develop some key
understandings of measurement. These include that:
units should be repeatedly placed end-to-end without gaps
or overlaps
units must be equal in size
identical units should be used to compare lengths
some units are more appropriate for measuring particular
objects
there is a relationship between the size of the chosen unit
and the number of units needed.
Using the terms 'make', 'mark' and 'move' assists students in
understanding the concept of repeated units. By placing a
unit on a flat surface, marking where it ends, moving it along
and continuing the process, students see that the unit of
measurement is the space between the marks on a
measuring device and not the marks themselves.
Recognising that a length may be divided and recombined to
form the same length is an important component of
conserving length.
It is important that students have had some measurement
experiences before being asked to estimate lengths and
distances, and that a variety of estimation strategies is
taught.
Students will have an informal understanding of
measurement prior to school, although this may not align to
Western concepts of measurement. In particular, Aboriginal
students often have developed a sense of measurement
based on their self and their environment.

Language
language: length, distance, end, end-to-end, side-by-side,
gap, overlap, measure, estimate, hand span.
Measure and compare the lengths of pairs of objects using
uniform informal units
use uniform informal units to measure lengths and
distances by placing the units end-to-end without gaps or
overlaps
- select appropriate uniform informal units to measure
lengths and distances, eg paper clips instead of pop sticks to
measure a pencil, paces instead of pop sticks to measure
the length of the playground (Problem Solving)
- measure the lengths of a variety of everyday objects, eg use
hand spans to measure the length of a table (Problem
Solving)
- explain the relationship between the size of a unit and the
number of units needed, eg more paper clips than pop sticks
will be needed to measure the length of the desk
(Communicating, Reasoning)
record lengths and distances by referring to the number
and type of uniform informal unit used
- investigate different informal units of length used in various
cultures, including those used in Aboriginal communities
(Communicating)
compare the lengths of two or more objects using
appropriate uniform informal units and check by placing the
objects side-by-side and aligning the ends
- explain why the length of an object remains constant when
units are rearranged, eg 'The book was seven paper clips
long. When I moved the paper clips around and
measured again, the book was still seven paper clips long'
estimate linear dimensions and the lengths of curves by
referring to the number and type of uniform informal unit
used and check by measuring
- discuss strategies used to estimate lengths, eg visualising
the repeated unit, using the process 'make, mark and move'
(Communicating, Problem Solving)

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Measure and
compare the
lengths of pairs of
objects using
uniform informal
units

2
Choose my unit
Students choose from a collection of different units the ones they will use to measure a line
(drawn on the floor with chalk or narrow tape). Use the units to make a line the same length as the
one they are measuring on the floor. It is essential that students choose and use a set of identical
units. Record which units were used and how the line was measured.
Line may need to be up off
the floor for some students

Use pictures and/or words
for recording
selection of units:
rods, straws, pop
sticks, connecting
blocks

3
Making Lengths
Make a length the same as the one made by the teacher using units (eg pop sticks, paperclips) and
glued onto cardboard. Students place their units:
1. in a straight line
2. not in a straight line (eg curved or zigzag line)
Students comment on which line may be longer or shorter.
needed
selection of units:
rods, straws, pop
sticks, matchsticks etc

4
Alternatives
Use different units to measure the same length, for example, I needed six straws or nine pop
sticks. Record the units used and how the length was measured.
needed
units: rods, straws,
pop sticks, skewers,
matchsticks etc

5
Which one?
Students are given a box of pieces of string or strips of paper. Students have to find the piece
which is exactly five units long.
needed
container of strips of
paper/string, 1 piece
to be exact length

6
Who has the biggest head?
Students measure around their heads with paper strips and mark correctly without overlap.
Measure the length of string in units, (rods, paperclips, etc) to find who has the biggest head in
their group. Record group measurements and the units used.
Does the Tallest Person Have The Longest Feet?
Students work in groups of four to measure their foot lengths in units and record in order of
length. They also record their heights in order, before comparing the two lists and writing an
answer to the question.
needed

Activity should be altered if
deemed inappropriate to
measure heads
string, scissors
connecting blocks,
popsticks, paper and
pencils for recording

7
Lets Compare
Estimate, then measure the height (or width) of items that are in different parts of the classroom:
which is higher, the teachers chair or a student chair; which is wider, a student desk or the
teachers table; which is higher, a bookshelf or the tote tray holder. Students record results and
report back to the class.
classroom furniture,
string, selection of
connecting blocks,
popsticks, etc

8
Measure Me
Students in pairs take turns to lie on the floor or ground to be measured. Partners mark the body
length at the top of the head and the heels and draw a straight line joining the two points.
Students measure their length in units. They compare the length of different people and check by
direct comparison.
chalk, selection of
connecting blocks,
popsticks, etc
9 Are They the Same?
Give students two identical lengths of streamer. They paste one onto butchers paper, then cut up
the other one. Are they still the same length? Can you prove that they are the same length? Paste
two lengths of streamer,
butchers paper, scissors,
paste, pencil and paper
Sharon Tooney

cut-up pieces onto a piece of paper, measure the two lengths with units. Discuss and report back.

10

Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 1
ES1 S1 S2 S3

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

SUBSTRAND: Time 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes, compares and orders durations of events, and
reads half- and quarter-hour time MA1-13MG
'Timing' and 'telling time' are two different notions. The first
relates to the duration of time and the second is 'dial
reading'. Both, however, assist students in understanding the
passage of time and its measurement.
Duration
It is important in Stage 1 that students develop a sense of
one hour, one minute and one second through practical
experiences, rather than simply recalling that there are 60
minutes in an hour.
Telling Time
In Stage 1, 'telling time' focuses on reading the half-hour on
both analog and digital clocks. An important understanding is
that when the minute hand shows the half-hour, the hour
hand is always halfway between two hour-markers. Students
need to be aware that there is always more than one way of
expressing a particular time, eg

Note: When writing digital time, two dots should separate
hours and minutes, eg 9:30.
In Aboriginal communities, calendars may vary in accordance
with local seasonal and environmental changes, such as the
flowering of plants and the migration patterns of animals,
or according to significant events in the local community.
Consult with local communities regarding specific local
perspectives.

Language
language: calendar, days, date, month, year, seasons, time,
clock, analog, digital, hour hand, minute hand, o'clock, half
past.
The terms 'hour hand' and 'minute hand', rather than 'big
hand' and 'little hand', should be used to promote
understanding of their respective functions.
Name and order months and seasons
name and order the months of the year
recall the number of days that there are in each month
name and order the seasons, and name the months for
each season
- describe the environmental characteristics of each season,
eg 'Winter is cool and some trees lose their leaves'
(Communicating)
- recognise that in some cultures seasonal changes mark the
passing of time, eg the flowering of plants and the migration
patterns of animals are used by many peoples, including
Aboriginal people (Reasoning)
- recognise that in countries in the northern hemisphere, the
season is the opposite to that being experienced in Australia
at that time (Reasoning)
Use a calendar to identify the date and determine the
number of days in each month
identify a day and date using a conventional calendar
- identify personally or culturally significant days
(Communicating)
- identify the different uses of calendars in various
communities (Communicating)
Tell time to the half-hour
read analog and digital clocks to the half-hour using the
terms 'o'clock' and 'half past'
describe the position of the hands on a clock for the half-
hour
- explain why the hour hand on a clock is halfway between
the two hour-markers when the minute hand shows the half-
hour (Communicating, Reasoning)
- describe everyday events with particular hour and half-hour
times, eg 'We start school at 9 o'clock' (Communicating)
record hour and half-hour time on analog and digital clocks

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Name and order
months and
seasons

Use a calendar to
identify the date
and determine the
number of days in
each month

Tell time to the
half-hour

7
Months and seasons
Months in Order
Say simple rhymes or sing songs that list the months of the year in order.
Students work in groups to order cards on which are written the months of the year. Compare
students results and revise as necessary.
Match that Month!
Students are given two sets of cards:
set A 12 cards with the names of the 12 months of the year
set B 12 cards with the number of days in each month of the year.
They place all cards facedown.
Working in pairs, students take turns selecting one card from each set to turn over. If the cards
selected are a match between the name of the month and the number of days in the month, the
student keeps the cards. If not, the cards are turned facedown again. After all the cards have been
accounted for, the student with the most pairs of cards wins.
Seasons Book or Poster
For this activity, students can work in groups or individually with one or more seasons per group or
individual.
Students construct a seasons book or poster (either paper or electronic) using drawings, digital
photos and/or images sourced online or from magazines.
Students compile lists of words or sentences to go with each season, including descriptions of
some or all of the following:
weather, eg sunny, rainy, windy
temperature, eg hot, cold
observable changes in the environment, eg Some trees lose their leaves in autumn, Flowers
bloom in spring and summer
how people respond to the season in terms of clothing, household adjustments and activities, eg
We wear coats and scarves in winter, We go to the beach in summer, We need to turn the
heater on in winter because it is cold
how animals respond to the season, eg My pet loses more fur in summer than winter, Some
birds fly to other places in winter.
Each group or student presents their book or poster to the class and explains the relevance of
the particular images and words or sentences chosen for each season.
needed

two sets of cards,
magazines, pictures,
cardboard, paper,
scissors, glue,
computers

8
Calendars
Days in a Month
Use a calendar to identify and record how many days are in each month of the year.
Say simple rhymes or sing songs that assist students in remembering how many days are in each
month, such as:
Thirty days hath September,
April, June and November.
needed

calendar
Sharon Tooney

All the rest have 31,
Except for February alone,
Which hath 28 days clear
And 29 in each leap year.
Discussion
Discuss how a calendar can help you remember important dates. As you page through a calendar
saying the name of each month, children stand if their birthday is in that month. For each month
ask each child who is standing the date of his or her birthday and circle that date on the calendar.
ask questions about your findings.
- Discuss today's date and find it on the calendar.
- When is your birthday? Does anyone in class have a birthday this month?
- How many birthdays in January?
- How many birthdays on Friday in April?
- How many kids have birthday on same date in May?
- How many have birthday in same week in June.
- What is the first month, last month what comes after March and so on.
- What is your favourite holiday? In what month does it occur?

9
Telling time
Discuss the differences between the two clocks: digital and a clock with hands. Discuss the
differences between the hour hand and minute hand. Discuss the fraction 1/2.
Show 4 o'clock on a demonstration clock. Move the minute hand halfway around the clock to 6
while children count by fives. Possible questions
- How many minutes have passed?
- Where does the minute hand point?
- Where does the hour hand point?
- What time is it?
Write four-thirty , 4:30 and half past 4 on the board. Continue moving the minute hand around the
clock to 12 while children count by fives. Ask:
- How much time has passed?
- What time is it now?
Discuss the two ways to read time at the half hour. (4:30 and half past 4) Where is the minute
hand at half past the hour?
Activities:
1. Play "Time Concentration." Prepare cards showing several times on the hour and half hour. Also
prepare matching cards with clock faces illustrating these times. Turn all cards face down
individually. Students may play one to one or form partners to play the game. One student turns
over two cards, trying to match a clock face with the corresponding time card. If the cards match,
the student removes the cards and keeps them. If the cards do not match, the student replaces the
cards face down, and the next player takes a turn. The game continues until all the cards are
matched. The player with the most matches wins.
2. Prepare cards showing clock faces on the half hour. The students will match the clock faces to
cards which record the time in standard notation form or with the words 'half past' the hour.
needed

demonstration clock,
concentration cards
Sharon Tooney

3. Have students make their own TV guides. For each program the student must record the day,
channel and time, and draw a clock face indicating when the show begins

10
Revision
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Time Concentration Cards

4:30

12:30

8:30

10:30

2:30
Sharon Tooney

1:30

3:30

11:30

7:30

5:30
Sharon Tooney

STAGE: Yr 1
ES1 S1 S2 S3

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

SUBSTRAND: 2D 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
manipulates, sorts, represents, describes and explores two-
dimensional shapes, including quadrilaterals, pentagons,
hexagons and octagons MA1-15MG
Manipulation of a variety of real objects and shapes is crucial to the
development of appropriate levels of visualisation, language and
representation.
The skills of discussing, representing and visualising three-
dimensional objects and two-dimensional shapes are developing in
Stage 1 and must be fostered through practical activities and
communication. It is important that students have experience
involving a broad range and variety of objects and shapes in order
to develop flexible mental images and language.
Students need to be able to recognise shapes presented in different
orientations. They need to develop an understanding that changing
the orientation of a shape does not change its features or its name.
In addition, students should have experiences identifying both
regular and irregular shapes, although it is not expected that
students understand or distinguish between regular and irregular
shapes in Stage 1. Regular shapes have all sides and all angles equal.
Many shapes used in Aboriginal art are used with specific meanings.
Local Aboriginal communities and many education consultants can
provide examples. Further exploration of
such meanings could be incorporated in students' studies within the
Creative Arts Key Learning Area.

Language
language: shape, circle, triangle, quadrilateral, square, rectangle,
pentagon, hexagon, octagon, orientation, features, side, vertex
(vertices), vertical, horizontal, portrait (orientation), landscape
(orientation), parallel.
The term 'vertex' (plural: vertices) refers to the point where two
straight sides of a two-dimensional shape meet (or where three or
more faces of a three-dimensional object meet).
The term 'shape' refers to a two-dimensional figure. The term
'object' refers to a three-dimensional figure.
Recognise and classify familiar two-dimensional shapes using
obvious features
identify vertical and horizontal lines in pictures and the
environment and use the terms 'vertical' and 'horizontal' to
describe such lines
- relate the terms 'vertical' and 'horizontal' to 'portrait' and
'landscape' page orientation, respectively, when using digital
technologies (Communicating)
identify parallel lines in pictures and the environment and use the
term 'parallel' to describe such lines
- recognise that parallel lines can occur in orientations other than
vertical and horizontal (Reasoning)
- give everyday examples of parallel lines, eg railway tracks
manipulate, compare and describe features of two-dimensional
shapes, including triangles, quadrilaterals, pentagons, hexagons and
octagons
- describe features of two-dimensional shapes using the terms 'side'
and 'vertex' (Communicating)
sort two-dimensional shapes by a given attribute, eg by the
number of sides or vertices
- explain the attribute used when sorting two-dimensional shapes
identify and name two-dimensional shapes presented in different
orientations according to their number of sides, including using the
terms 'triangle', 'quadrilateral', 'pentagon', 'hexagon' and 'octagon',
eg
- recognise that the name of a shape does not change when the
shape changes its orientation in space, eg a square turned on its
vertex is still a square - select a shape from a description of its
features (Reasoning)
- recognise that shapes with the same name may have sides of
equal or different lengths (Reasoning)
recognise that rectangles and squares are quadrilaterals
identify and name shapes embedded in pictures, designs and the
environment, eg in Aboriginal art
- use computer drawing tools to outline shapes embedded in a
digital picture or design (Communicating)

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Recognise and classify
familiar two-dimensional
shapes using obvious
features

2
Sorting Shapes
Students are given a collection of regular and irregular shapes with three sides, four sides, five
sides and six sides. Students are asked to sort the shapes into groups according to the number
of sides. Students select one of the groups and arrange the shapes to form a picture. Students
write a description of their picture, commenting on the shapes they have used. Possible
questions include:
- can you show me how to draw and name each shape?
- what can you tell me about each shape?
- how are these shapes different/the same?
Provide a scribe where
necessary
regular and irregular
shapes with three
sides, four sides, five
sides and six sides

3
Making Shapes
In small groups, students are given a die and straws of two different lengths. In turn, students
roll the die and make a shape with the corresponding number of sides. Students are
encouraged to
make regular and irregular shapes. Students name each shape, and record their shapes in
appropriate groups. Students discuss the difficulties encountered in making a shape when
they roll a 1 or a 2, and develop a new rule for the game. For example, students may decide
that a turn is missed if a 1 or a 2 is rolled.
necessary. Completed with
support as needed

dice, straws

4
New Shapes from Old Shapes
Students are given a variety of regular and irregular shapes. Students are asked to:
- arrange two or more shapes to create a new shape eg combine 6 triangles to form a hexagon
- cut a square into four triangles and put the triangles together to make other shapes eg a
rectangle
- cut a rectangle into two triangles and create new shapes.
Students describe and record what they have done.
Some students might use
fraction language in their
description.

support as needed
shapes, scissors, glue,
paper, pencils

5
Shape Symmetry
Students find shapes that have a line of symmetry by folding the shapes in half. In pairs, they
are given a collection of regular and irregular shapes that could include squares, rectangles,
triangles,
trapeziums, rhombuses, hexagons and circles. Possible questions include:
- which shapes can be folded in half?
- which shapes can be folded in half in a different way?
- which shapes do not have a line of symmetry?
Students glue their shapes onto paper and record their findings.
support as needed
shapes, paper, glue,
pencils

6
Lines and Shapes in the Environment
Students identify lines and shapes in the classroom and playground eg the flag pole, a
telegraph pole, the edge of the roof, the edge of the floorboards. Students discuss and record
their observations. They are encouraged to identify the most commonly occurring shapes, and
horizontal and vertical lines.
needed

Make a new shape Provide a scribe where geoboards, elastic
Sharon Tooney

7 In pairs, students are provided with geoboards and elastic bands. The teacher draws a triangle
on the board and asks Student A to make this shape on your geoboard. The student names
the
shape and states the number of sides. Both students draw and label the shape on dot paper.
Student B is then asked to add another side to the triangle on the geoboard. They name the
new shape and state the number of sides. Again, both students draw and label the shape on
dot paper.
support as needed
bands, dot paper,
pencils

10
Revision
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 1
ES1 S1 S2 S3

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

SUBSTRAND: Data 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
gathers and organises data, displays data in lists, tables and
picture graphs, and interprets the results MA1-17SP
In Stage 1, students are introduced to the abstract notion of
representing an object with a different object, picture or
drawing.
It is important that each object in a three-dimensional graph
represents one object, except in the case where items are
used in pairs, eg shoes. One object can also represent an
idea, such as a person's preference.
When collecting information to investigate a question,
students can develop simple ways of recording. Some
methods include placing blocks or counters in a line,
colouring squares on grid paper, and using tally marks.
A single mark in a tally represents one observation. Tally
marks are usually drawn in groups of five. The first four
marks are vertical, with the fifth mark drawn diagonally
through the first four to make counting more efficient, eg
represents 3, represents 5,
represents 9.

Language
language: information, data, collect, gather, display, objects,
symbol, tally mark, picture, row.
Choose simple questions and gather responses
investigate a matter of interest by choosing suitable
questions to obtain appropriate data
gather data and track what has been counted by using
concrete materials, tally marks, words or symbols
Represent data with objects and drawings where one object
or drawing represents one data value and describe the
displays
use concrete materials or pictures of objects as symbols to
create data displays where one object or picture represents
one data value (one-to-one correspondence), eg use
different coloured blocks to represent different-coloured
cars
- record a data display created from concrete materials or
pictures of objects (Communicating)
interpret information presented in data displays where one
object, picture or drawing represents one data value, eg
weather charts
- describe information presented in simple data displays
using comparative language such as 'more than' and 'less
than', eg 'There were more black cars than red cars'
- explain interpretations of information presented in data
displays, eg 'More children like dogs because there are more
dog pictures than cat pictures' (Communicating, Reasoning)
- write a simple sentence to describe data in a display, eg
'The most popular fruit snack is an apple' (Communicating)

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Choose simple
questions and
gather responses

Represent data
with objects and
drawings where
one object or
drawing
represents one
data value and
describe the
displays

2
Tally Marks
Explain and demonstrate the use of tally marks. Provide students sets of 10 paddle pop sticks each
to create given numbers, as tally marks. This activity should be done as a whole class on the floor
in a circle so that instant feedback can be given to students attempts.
Play Tally Mark match using cards that represent tally marks to 20 and number cards. The
following games can be played:
- Tally mark to tally mark match
- Tally mark to numeral match
- Tally mark to tally mark concentration
- Tally mark to numeral concentration
More capable students can
use numbers beyond twenty.

Students having difficulty can
start in the range of 1-5 or 1-
10, depending on need.
tally mark cards

3
Sticky Data
Everyone in the class will need a sticky note. Have students write their name on it and draw a
picture of themself. You'll also need some large sheets of flipchart paper or you could work on the
board or the floor. Draw two long lines on the paper/board/floor:

Students will use sticky notes and the lines to help find out the answers to some questions:
- How many boys and how many girls are there in your group?
- Which month has the most birthdays for your group?
- How old are the children in your group?
- Could you give a name to the lines in each case?
- How can we use our sticky notes to answer that question?
- Tell me about what you're doing.
You could follow up this
activity with an interactive
display. Draw some axes on
an accessible area of and
stick sticky notes up too.
Slips of paper could offer
suggestions for the axes'
titles and blank slips could
encourage children to create
their own.

If you would prefer to focus
on sorting rather than block
graphs, children could use
any objects rather than
identical sticky notes.
posted notes, chart
paper

4
Ladybird Count
Some children were playing a game. They collected cards with ladybirds on them. Here are the
cards they had at the end of the game:
Aisha

Ben

Carmel

Danny

Some children could be
challenged to show the info
in more than 1 way. They
may even be able to
articulate which
representation they think is
best and why.

Some children may prefer to
represent their ideas using
media other than paper, for
example cubes, counters etc.
ladybird chart
Sharon Tooney

Elaine

Key questions
- How many ladybirds does each child have?
- How could you show that on a picture or chart?

5
Car Count
In groups students use tally marks to record the types of transport that pass the school (ie. Cars,
motorcycles, buses, trucks) within a set period of time. Back in class each group is to make a
picture graph, using representations of vehicles and decide how they will name each axis of their
graph. Possible questions include:
- How will you label each axis of your graph?
- Which vehicle was most common?
- Which vehicle was least common?
- Did you encounter a vehicle type that wasnt in your original vehicle types? If yes what did you
do?
Activity could be extended by
having more capable
students use lots of 5/10 to
represent vehicle numbers
on graph.

To simplify activity use colour
only as the criteria, using a
table with colour codes to
tally under.
paper and pencil,
pictorial
representations of
vehicles

10
Revision
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Sharon Tooney

Sharon Tooney

1 4 3 2
Sharon Tooney

5 8 7 6
Sharon Tooney

9 10
14 13 15
11 12
17
16
20 19 18

Mathematics Program Proforma Yr1 t1 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mathematics Program Proforma Yr1 t1 1

Uploaded by

Copyright:

Available Formats

Sharon Tooney

MATHS PROGRAM : STAGE 0NE

You might also like