Maths Program Proforma s1 Yr t2 Ter 2

Sharon Tooney
MATHS PROGRAM : STAGE 0NE

Year Two
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 2
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 Numbers 2 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
The learning needs of students are to be considered when
determining the appropriate range of two- and three-digit
numbers.
Students should be encouraged to develop different
counting strategies, eg if they are counting a large number of
items, they can count out groups of ten and then count the
groups.
They need to learn correct rounding of numbers based on
the convention of rounding up if the last digit is 5 or more
and rounding down if the last digit is 4 or less.

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, groups of one
hundred, hundreds, round to.
The word 'and' is used when reading a number or writing it
in words, eg five hundred and sixty three.
Develop confidence with number sequences from 100 by ones from any
starting point
count forwards or backwards by 1s, from a given 3-digit number
identify the numbers before & after a given 3-digit number
- describe the number before as 1 less than & the number after as 1 more
than a given number
Recognise, model, represent and order numbers to at least 1000
represent 3-digit numbers using objects, pictures, words & numerals
use the terms more than & less than to compare numbers
arrange numbers of up to 3 digits in ascending order
- use number lines & number charts beyond 100 to assist with counting &
ordering
- give reasons for placing a set of numbers in a particular order
Investigate number sequences, initially those increasing and decreasing by
twos, threes, fives and tens from any starting point, then moving to other
sequences
count forwards & backwards by 2s, 3s & 5s from any starting point
count forwards & backwards by 10s, on & off the decade, with 2 & 3 digit
numbers
identify number sequences on number charts
Group, partition and rearrange collections of up to 1000 in hundreds, tens
and ones to facilitate more efficient counting
apply an understanding of place value & the role of zero to read, write &
order 3 digit numbers
- form the largest & smallest number from 3 given digits
count & represent large sets of objects by systematically grouping in 10s &
100s
- use models such as base 10 material, interlocking cubes & bundles of sticks
to explain grouping
use & explain mental grouping to count & assist with estimating the
number of items in large groups
use place value to partition 3 digit
state the place value of digits in numbers of up to 3 digits
partition three-digit numbers in non-standard forms
round numbers to the nearest 100
estimate, to the nearest 100, the number of objects in a collection & check
by counting
Count and order small collections of Australian coins and notes according
to their value
use the face value of coins and notes to sort, order and count money
- compare Australian coins and notes with those from other countries
- determine whether there is enough money to buy a particular item
recognise that there are 100 cents in $1, 200 cents in $2,
identify equivalent values in collections of coins and in collections of notes

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 Reg
Develop
confidence with
number
sequences from
100 by ones from
any starting point

Recognise, model,
represent and
order numbers to
at least 1000

Investigate
number
sequences,
initially those
increasing and
decreasing by
twos, threes, fives
and tens from any
starting point,
then moving to
other sequences

Group, partition
and rearrange
collections of up
to 1000 in
hundreds, tens
and ones to
facilitate more
efficient counting

Count and order
small collections
of Australian
coins and notes
according to their
1 Put in, take out
Prepare a set of start with cards displaying the numerals from eleven to twenty on
coloured card, and a set of put in cards displaying the numerals from zero to nine on a
different coloured card. Students will also require a large container and a supply of items,
such as counters or beads, and writing material. Alternatively, if the students are able to
read start with and put in, both sets of cards can be on the same coloured cardboard
with the instructions written on them.
Ask the first student to take a start with card from the pack, read the numeral and put a
corresponding number of items into the container. The student then takes a put in card
from the other pack, reads the numeral and collects the corresponding number of
additional items to add to the container. Encourage the students to say what the total will
be before they check by counting on from the first group as each additional item is
dropped into the container. Have the students record their actions as number sentences.
Peer tutor grouping
strategies
Set of cards

2
Bees
Construct cardboard bees using the BLM attached. Write numerals, selected from the
range 11 to 20, on the middle section of each bee. On the wings, display dot patterns
which, when added together, equal the numeral displayed on the body. The stencil will
need to be cut so that the wings and body are in separate pieces. Place the wings and body
parts down on the floor in a random arrangement. Ask the students to select one of the
bee bodies and to find the correct pair of wings which, when the dot patterns are added
together, will equal the numeral written on the body.
Questioning techniques

Encourage one to one count
for students struggling and
subitising techniques for
others
Bee cards

3
Unit squares
Provide the students with thirteen squares of paper. Each square should have one side
coloured green and the other side red. Place the cards in a line in front of the students,
with the red side face up. Indicate to the students that the squares represent the number
sentence: 13 + 0 = 13. Turn one card over to reveal a green side and discuss the number
sentence that is now represented by the green and red squares, that is, 12 + 1 = 13.
Continue turning over additional cards to reveal the green side. Encourage the students to
state the number combinations represented by the red and green squares. Vary the
number of coloured squares used.
Questioning techniques Red and green
squares

4
Dice toss
Provide the students with two dice. Use dice which display a range of numerals other than
those on a traditional die. Ask the students to take turns to roll the two dice and add them
together to find the total. Provide material for students to record the number sentences.
Peer tutor grouping
strategies
Variety of dice, paper
and pencil

5
Combination flip
Construct a number strip displaying numerals in the range 4 to 18. Prepare numeral cards
for the numbers 2 to 9 and an additional card with the numeral 9 written on it. Place the
cards in order from 2 to 9, face down. Have the students take turns to turn over two cards
Questioning techniques Number strips,
numeral cards,
counters

Sharon Tooney

value

and add the total.
The students then place a counter on the corresponding numeral on the number strip.

6
Number balances
Prepare a stencil displaying a balance. The stencil should show one box resting on the left-
hand side of the balance and two boxes stacked on the right-hand side of the balance.
Prepare two sets of numeral cards, each set on a different
coloured cardboard. The first set should contain the
numerals 2 to 20 and the second set contain two cards for
each numeral from 1 to 10. Have the students select a card
from the first set and place it onto the left-hand side of the
balance. Students then find two numeral cards from the second set which, when added
together, total the numeral on the left side. The students then place the cards on the right
side of the balance.
Peer tutor grouping
strategies
Balance stencil as
illustrated, numeral
cards

7
Domino addition
Prepare domino cards which resemble commercially produced dominoes, or use
traditional dominoes for this activity. Provide the students with a supply of the domino
cards, or dominoes, and writing material. Deal five dominoes to each student in the group.
Ask the students to record both dot patterns displayed on the dominoes as addition
number sentences.
Peer tutor grouping
strategies
Domino cards or sets
of dominoes

8
Coin Totals
In pairs have students draw a coin collection card (see attached) from the pile and add up
the total number of coins displayed and record their answer.
Have students discuss the strategies they used to count the coins.
Provide play money for
students that need to
manipulate and group coins
to count.
coins, coin collection
cards

9
Finding Money totals With Notes and Coins
Using a variety of objects in the room, label them with dollar and cents price tags. Using
play money or attached money print outs, have students select and item and make the
correct amount in the smallest number of coins and notes. When they are satisfied that
they have the correct amount they check with the teacher before selecting another object.
Use a buddy system for
students that are struggling
with combining notes and
coins.
coins and notes

10
Revision
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Sharon Tooney

Sharon Tooney

Sharon Tooney

STAGE: Yr 2
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: Multiplication and Division 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
uses a range of mental strategies and concrete materials
for multiplication and division MA1-6NA
There are two forms of division:
Sharing (partitive) How many in each group?
eg 'If 12 marbles are shared between three students, how many
does each get?'
Grouping (quotitive) How many groups are there?
eg 'If I have 12 marbles and each child is to get four, how many
children will get marbles?' This form of division relates to repeated
subtraction, 12 4 4 4 = 0, so three children will get four
marbles each.
After students have divided a quantity into equal groups (eg they
have divided 12 into groups of four), the process can be reversed by
combining the groups, thus linking multiplication and division.
When sharing a collection of objects into two, four or eight groups,
students may describe the number of objects in each group as
being one-half, one-quarter or one-eighth, respectively, of the
whole collection.
An array is one of several different arrangements that can be used
to model multiplicative situations involving whole numbers. It is
made by arranging a set of objects, such as counters, into columns
and rows. Each column must contain the same number of objects as
the other columns, and each row must contain the same number of
objects as the other rows.
Formal writing of number sentences for multiplication and division,
including the use of the symbols and , is not introduced until
Stage 2.

Language
language: add, take away, group, row, column, array, number of
rows, number of columns, number in each row, number in each
column, total, equal, is the same as, shared between, shared
equally, part left over, empty number line, number chart.
The term 'row' refers to a horizontal grouping, and the term
'column' refers to a vertical grouping.
Refer also to language in Stage 1 Multiplication and Division 1.
Recognise & represent multiplication as repeated addition, groups
& arrays (ACMNA031)
model multiplication as repeated addition find the total number
of objects by placing them into equal-sized groups& using repeated
addition
use empty number lines & number charts to record repeated
addition
explore the use of repeated addition to count in practical
situations
recognise when items have been arranged into groups
use concrete materials to model multiplication as equal 'groups' &
by forming an array of equal 'rows' or equal 'columns'
describe collections as groups of, rows of & columns of
determine & distinguish between the number of rows/columns
& the number in each row/column when describing collections
recognise practical examples of arrays, such as seedling trays
or vegetable gardens
model the commutative property of multiplication
Represent division as grouping into equal sets and solve simple
problems using these representations (ACMNA032)
model division by sharing a collection of objects equally into a
given number of groups, & by sharing equally into a given number
of rows or columns in an array describe the part left over when a
collection cannot be shared equally into a given number of groups/
rows/ columns
model division by sharing a collection of objects into groups of a
given size, & by arranging it into rows or columns of a given size in
an array
describe the part left over when a collection cannot be
distributed equally using the given group/row/column size
model division as repeated subtraction
use an empty number line to record repeated subtraction
explore the use of repeated subtraction to share in practical
situations
solve multiplication & division problems using objects, diagrams,
imagery & actions
support answers by demonstrating how answer was obtained
recognise which strategy worked/did not work & explain why
record answers to multiplication & division problems using
drawings, words & numerals

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Recognise &
represent
multiplication as
repeated addition,
groups & arrays

Represent division
as grouping into
equal sets and
solve simple
problems using
these
representations

1
Building Arrays
1. Roll the die twice. The first number you roll tells how many rows to make in your array.
The second number you roll tells how many counters to put in each row of your array.
Example: If you roll a 2 first and then a 5, you might make this:

2. Draw each array you make.
3. Record how many rows, how many counters in each row, and how many counters in all
for each array you make.
Provide concrete materials
for those students that need
to manipulate objects.
Extension: write algorithms
without need for array
Dice, paper and
pencils for recording,
concrete materials

2
Number Story Arrays 1
1. Read the Number Story card. (see attached cards : red border)
2. Draw an array for the number story.
3. Write a number model to represent the story.
4. Repeat with other Number Story cards.
Array story cards,
paper and pencil,
concrete materials

3
Number Story Arrays 2
1. Read the Number Story card. (see attached cards : blue border)
2. Draw an array for the number story.
3. Write a number model to represent the story.
4. Repeat with other Number Story cards.
Array story cards,
paper and pencil,
concrete materials

4
Multiplication Bump x2
1. Work with a partner. Take turns to draw a number card from the pile, multiply the
number rolled by two, and complete the math talk sentence. Concrete materials may be
used

2. Find the product and put a cube on that number. If another players marker is on that
number BUMP it off. If your marker is on that number, link the two cubes together to
FREEZE the spot. See attached play board.
3. Keep taking turns until one player has used all of his/her cubes.
numeral cards, 10
different coloured
unifix cubes for each
player, play board,
concrete materials

5
Multiplication Bump x2
1. Work with a partner. Take turns to draw a number card from the pile, multiply the
number rolled by two, and complete the math talk sentence. Concrete materials may be
used

numeral cards, 10
different coloured
unifix cubes for each
player, play board,
concrete materials

I rolled ____.
___ multiplied by 2 equals____.
I rolled ____.
___ multiplied by 2 equals____.
Sharon Tooney

2. Find the product and put a cube on that number. If another players marker is on that
number BUMP it off. If your marker is on that number, link the two cubes together to
FREEZE the spot. See attached play board.
3. Keep taking turns until one player has used all of his/her cubes.

6
Groups (2,5,10)
1. Each player collects five counters.
2. Take turns to draw a card, multiply the number rolled by the number in the games title
(groups of 2, groups of 5, groups of 10) complete the math talk sentence, and place a
counter on the product (for example, if a 4 is rolled in the Groups of 5 game the player
should put a counter on a 20 for 4x5). If a number is already covered the player must
remove the counter from that number and add it to his/her pile.

3. Play continues until one player has no counters left.
One Groups board
(all players use the
same board); 5
counters for each
player; numeral cards
showing 1-10,
concrete materials

Groups of 5
5 10 15 20 25
30 35 40 45 50

7
Array Picture Cards With problems
Teacher provides students with a variety of array picture cards with sharing number
sentences attached to each one.
In small groups students solve sharing sentences individually and then check their results
with each other at the end. Students may use concrete materials or draw grouping circles
around pictures to solve problems.
Array picture cards,
concrete materials,
paper and pencils

8
Array Picture Cards Without Problems
Teacher provides students with a variety of array picture cards without a sharing number
sentence attached to each one.
In pairs, students write a sharing sentence for an array picture for their partner to solve
individually and then check their results with each other at the end. Students may use
concrete materials or draw grouping circles around pictures to solve problems.
Array picture cards,
concrete materials,
paper and pencils

9 Revision

10 Assessment

ASSESSMENT OVERVIEW

I rolled a 4. 5 groups of 4
is 20.

Sharon Tooney

6 rows of chairs. 2 chairs per row. How many chairs?

Two rows of apples. Six apples in each row. How many
apples?

2 rows of cans. 7 cans per row. How many cans?

Seven rows of ants. Two ants in each row. How many
ants?

8 rows of cars. 2 cars per row. How many cars?

Two rows of balls. Eight balls in each row. How many
balls?

Sharon Tooney

2 rows of icecreams. 5 cans per row. How many
icecreams?

Five rows of trees. Two trees in each row. How many
trees?

2 rows of eggs. 10 eggs in each row. How many eggs?

Nine rows of turtles. Two turtles in each row. How
many turtles?

10 rows of pigs. 2 pigs per row. How many pigs?

2 rows of elephants. 9 elephants per row. How many
elephants?

Sharon Tooney

8 boxes of crayons. 5 crayons per box. How many
crayons?

Five boxes of oranges. Six oranges in each box. How
many oranges?

5 rows of cows. 4 cows per row. How many cows?

Seven rows of bugs. Five bugs in each row. How many
bugs?

10 rows of bikes. 7 bikes per row. How many bikes?

Five packets of pens. Nine pens in each packet. How
many pens?

Sharon Tooney

10 stacks of blocks. 3 blocks per stack . How many
blocks?

Six buckets of shells. Ten shells in each bucket. How
many shells?

10 nests. 5 eggs in each nest. How many eggs?

Ten rows of snails. Four snails in each row. How many
snails?

8 coats. 10 buttons on each coat. How many buttons?

9 flocks of sheep. 10 sheep in each flock. How many
sheep?

Sharon Tooney


X2
6
18
2 8 16 14
10 4 20 12
Sharon Tooney

X10
60

10

80

20

100

40

70

50

90

30

Sharon Tooney

STAGE: Yr 2
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: Fractions and Decimals 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
represents and models halves, quarters and eighths MA1-
7NA
In Stage 1, fractions are used in two different ways: to
describe equal parts of a whole, and to describe equal parts
of a collection of objects. Fractions refer to the relationship
of the equal parts to the whole unit. When using collections
to model fractions, it is important that students appreciate
the collection as being a 'whole' and the resulting groups as
being 'parts of a whole'.
It should be noted that the size of the resulting fraction will
depend on the size of the original whole or collection of
objects.
It is not necessary for students to distinguish between the
roles of the numerator and the denominator in Stage 1. They
may use the symbol as an entity to mean 'one-half' or 'a
half', and similarly use to mean 'one-quarter' or 'a quarter'.

Language
language: whole, part, equal parts, half, quarter, eighth,
one-half, one-quarter, one-eighth, halve (verb).
In Stage 1, the term 'three-quarters' may be used to name
the remaining parts after one-quarter has been identified.
Recognise and interpret common uses of halves, quarters
and eighths of shapes and collections (ACMNA033)
use concrete materials to model a half, a quarter or an
eighth of a whole object,
create quarters by halving one-half, eg 'I halved my
paper then halved it again and now I have quarters'
describe the equal parts of a whole object, eg 'I folded
my paper into eight equal parts and now I have eighths'
discuss why is less than , eg if a cake is shared among
eight people, the slices are smaller than if the cake is
shared among four people
recognise that fractions refer to equal parts of a whole, eg
all four quarters of an object are the same size
visualise fractions that are equal parts of a whole, eg
'Imagine where you would cut the rectangle before
cutting it' (Problem Solving)
recognise when objects and shapes have been shared into
halves, quarters or eighths
record equal parts of whole objects and shapes, and the
relationship of the parts to the whole, using pictures and the
fraction notation for half ( ), quarter ( ) and eighth( )
use concrete materials to model a half ( ), a quarter ( ) or
an eighth( ) of a collection
describe equal parts of a collection of objects, eg 'I have
quarters because the four parts have the same number
of counters' (Communicating)
recognise when a collection has been shared into halves
( ), quarters ( ) or eighths ( )
record equal parts of a collection, and the relationship of
the parts to the whole, using pictures and the fraction
notation for half , quarter and eighth
use fraction language in a variety of everyday contexts, eg
the half-hour, one-quarter of the class

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Recognise and
interpret
common uses of
halves, quarters
and eighths of
shapes and
collections

2
Are They Halves/Quarters? (Fractions Revision)
Students are shown a collection of shapes eg circles. The collection should include some
that show two/four equal parts and some that show two/four unequal parts.
eg

Possible questions include:
- do these circles show two equal parts?
- how do you know?
The activity should be repeated for quarters.
Equal/unequal visual
supports
Collection of shapes

3
Chocolate Bar Fractions
Start by passing out a paper chocolate bar to everyone that has 12 parts.
Tell the students that a friend has come over and they need to share the chocolate bar so
that each of them gets an equal share. Talk about how the chocolate bar is a whole and
when it is cut it in half, they see that 6 pieces=1 half.
Now two more friends have arrived and the chocolate bar needs to be shared again. Discuss
how this is possible and explain that when we divide a half evenly, we get a quarter.
Have students glue the chocolate bar into their books labeling a whole, a half and a quarter.
They should write number sentences to explain how many pieces of chocolate each person
gets when it is shared in half and how many pieces each person gets when it is shared in
quarters.
Equal share visual support

Chocolate bar
blackline master,
scissors, glue,
workbooks, pencils

4
Fairy Bread Fractions
Provide each student with a picture of a piece of Fairy Bread. Discuss how it would need to
be cut to share it equally between two people.
-What are these two parts called?
- How many halves make a whole?
Provide each student with another picture of a piece of Fairy Bread. Discuss how it would
need to be cut to share it equally between four people.
-What are these four parts called?
- How many quarters make a whole?
Students glue pizza pictures into books correctly labelling fraction parts and writing a
sentence on how many parts make a whole.
If allergies allow, complete
activity by making Fairy
Bread first.


Fairy bread blackline
master, scissors,
glue, workbooks,
pencils

5
Pizza Fractions
Provide each student with a picture of a pizza. Discuss how it would need to be cut to share
it equally between two people.
-What are these two parts called?
- How many halves make a whole?

Pizza blackline
master, scissors,
glue, workbooks,
pencils

Sharon Tooney

Provide each student with another picture of a pizza. Discuss how it would need to be cut to
share it equally between four people.
-What are these four parts called?
- How many quarters make a whole?
Provide each student with another picture of a pizza. Discuss how it would need to be cut to
share it equally between eight people.
-What are these eight parts called?
- How many eighths make a whole?
Students glue pizza pictures into books correctly labelling fraction parts and writing a
sentence on how many parts make a whole.

6
Sharing Halves
In pairs provide students with at least 20 jelly beans that they must share equally between
themselves, so that they get half the jelly beans each.
Have students discuss how they will go about sharing the jelly beans and decide on a
method together, before sharing them.
Students should record how they shared the jelly beans (ie, 1 at a time, 2 at time etc) and
report back to the class about how they went about sharing half each.
Teacher draws the students attention to the two piles of jelly beans that each pair has and
makes links between arrays in sharing (division) and equal parts in fractions (halves).
Students write number sentences to illustrate this link.
Check class allergies prior to
lesson planning.


Jellybeans,
workbooks and
pencils

7
Sharing Quarters
In groups of 4 provide students with at least 20 grapes that they must share equally
between themselves, so that they get a quarter of the grapes each.
Have students discuss how they will go about sharing the grapes and decide on a method
together, before sharing them.
Students should record how they shared the grapes (ie, 1 at a time, 2 at time etc) and report
back to the class about how they went about sharing a quarter each.
Teacher draws the students attention to the four piles of jelly grapes that each group has
and makes links between arrays in sharing (division) and equal parts in fractions (quarters).
Look also at how many quarters make a half.
lesson planning.


Grapes, workbooks
and pencils

8
Sharing Eighths
In groups of 8 (if 8 is not possible use toys to represent extra people required) provide
students with at least 24 smarties that they must share equally between themselves, so that
they get an eighth of the jelly smarties each.
Have students discuss how they will go about sharing the smarties and decide on a method
together, before sharing them.
Students should record how they shared the smarties (ie, 1 at a time, 2 at time etc) and
report back to the class about how they went about sharing half each.
Teacher draws the students attention to the eight piles of smarties that each pair has and
makes links between arrays in sharing (division) and equal parts in fractions (eighths).
Discuss also how many eighths make a quarter and how many quarters make a whole.
lesson planning.


Smarties, workbooks
and pencils

Sharon Tooney


9
Revision

10
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 2
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: Mass 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
measures, records, compares and estimates the masses of
objects using uniform informal units MA1-12MG
In Stage 1, measuring mass using informal units enables
students to develop some key understandings of
measurement. These include:
repeatedly using a unit as a measuring device
selecting an appropriate unit for a specific task
appreciating that a common informal unit is necessary for
comparing the masses of objects
understanding that some units are unsatisfactory because
they are not uniform, eg pebbles.
Students should appreciate that the pan balance has two
functions: comparing the masses of two objects and
measuring the mass of an object by using a unit repeatedly
as a measuring device.
When students realise that changing the shape of an object
does not alter its mass, they are said to conserve the
property of mass.

Language
language: mass, heavier, lighter, about the same as, pan
balance, (level) balance, measure, estimate.
'Hefting' is testing the weight of an object by lifting and
balancing it. Where possible, students can compare the
weights of two objects by using their bodies to balance each
object, eg holding one object in each hand.
Refer also to language in Mass 1.
Compare the masses of objects using balance scales
(ACMMG038)
compare and order the masses of two or more objects by
hefting and check using a pan balance
recognise that mass is conserved, eg the mass of a lump of
plasticine remains constant regardless of the shape it is
moulded into or whether it is divided up into smaller pieces
use uniform informal units to measure the mass of an
object by counting the number of units needed to obtain a
level balance on a pan balance
select an appropriate uniform informal unit to measure
the mass of an object and justify the choice (Problem
Solving)
explain the relationship between the mass of a unit and
the number of units needed, eg more toothpicks than
pop sticks will be needed to balance the object
(Communicating, Reasoning)
record masses by referring to the number and type of
uniform informal unit used
compare two or more objects according to their masses
using appropriate uniform informal units
record comparisons of mass informally using drawings,
numerals and words, and by referring to the uniform
informal units used
find differences in mass by measuring and comparing, eg
'The pencil has a mass equal to three blocks and a pair of
plastic scissors has a mass of six blocks, so the scissors are
three blocks heavier than the pencil'
predict whether the number of units will be more or less
when a different unit is used, eg 'I will need more pop
sticks than blocks as the pop sticks are lighter than the
blocks' (Reasoning)
solve problems involving mass (Problem Solving)
estimate mass by referring to the number and type of
uniform informal unit used and check by measuring

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Sharon Tooney


Compare the
masses of
objects using
balance scales

1
Which Is Heavier?
Estimate then find which two objects is heavier(but the students are not allowed to heft
them or put them on the balance together)

Lighter/heavier visual
supports
equal arm balance,
objects to compare,
blocks/suitable units
for measuring mass

2
Heaviest Pencil Case
Work in groups of three or four to estimate, then measure whose pencil case is the heaviest
by measuring the mass of each pencil case with blocks (teddies, marbles, etc). Ensure that
the same unit is selected for measuring. Record in order of mass.
Peer tutor grouping
strategies
supports
equal arm balance,
pencil cases, blocks/
suitable units for
measuring mass

3
Has To Be The Same Mass
My mystery object can be balanced by five blocks. Find or make three objects that would
have the same mass. How can you prove you are correct? Students record their trials and
answers.
Same as visual supports equal arm balance,
objects around the
room, blocks, pencils
and paper

4
Mystery Boxes
Students are given three or four identical containers, such as margarine containers, which
each hold one item. Students place the containers in order by mass and record their
prediction of what the contents might be.
supports
equal arm balance,
objects in containers,
blocks, pencils and
paper

5
No More Gaps
Discuss and predict the mass of the same quantity of a specific object in two different
structures. For example:
- Does a flat have the same mass as 100 shorts?
- Do ten loose popsticks have the same mass as a bundle of ten sticks? (ten loose
interlocking blocks and a rectangular prism of ten blocks)
Measure each quantity to find the mass.
Individual support as
required
equal arm balance,
popsticks, shorts,
flats, interlocking
blocks, etc

6
Work It Out
Teacher or student measure the mass of an object in blocks (eg base ten blocks). Using this
measure, students predict how many of another unit, eg how many ones, would be needed
to balance the object. Record the estimate before using a balance to check the calculation.
Individual support as
required
equal arm balance,
blocks to measure
with, smaller units to
work with

7
Heavier Or Lighter?
I have a bag with some blocks in it. Use given unit, such as marbles, to balance my bag. Do
you think a marble is heavier or lighter than a block (a lot heavier or just a little)? Explain or
write your answer.
supports
equal arm balance,
small bag of blocks,
marbles or similar
units, pencils, paper

8

Lets be Accurate!
Teacher models and whole-class discussion of technique, followed by student investigation
in pairs or small groups. Class finds the mass of a given object using MAB materials.
Commence by comparing with blocks. Students suggest how to measure more accurately by
using smaller units (flats, then longs, then shorts). Discussion should occur at each decision
point.

supports
equal arm balance,
blocks, MAB
materials, objects to
measure

Sharon Tooney

9 Solve The Mystery
My mystery object can be balanced by (for example) three blocks and five pencils. How
many pencils would it take to balance it? Predict and check. Record how you worked it out.
Work Out How Many
My mystery object has the same mass as two eggs. How many blocks would I need to
balance it, (only give them one egg). Students should check that they are correct and
explain or record their working.
Same as visual supports equal arm balance,
new pencils/other
unit, pencils, paper,
eggs, small units

10
Revision and Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 2
ES1 S1 S2 S3

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

SUBSTRAND: Position 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
represents and describes the positions of objects in
everyday situations and on maps MA1-16MG
Making models and drawing simple sketches of their models
is the focus for students in Stage 1. Students usually
concentrate on the relative positions of objects in their
sketches. Representing the relative size of objects is difficult
and will be refined over time, leading to the development of
scale drawings in later stages. Accepting students'
representations in models and sketches is important.

Language
language: position, location, map, path.
Interpret simple maps of familiar locations and identify the
relative positions of key features (ACMMG044)
interpret simple maps by identifying objects in different
locations, eg find a classroom on a school plan map
describe the positions of objects in models, photographs
and drawings
give reasons when answering questions about the
positions of objects (Communicating, Reasoning)
make simple models from memory, photographs, drawings
or descriptions, eg students make a model of their classroom
use knowledge of positions in real-world contexts to re-
create models (Communicating)
draw a sketch of a simple model
use drawings to represent the positions of objects along a
path

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Sharon Tooney



6
Shapes In A Grid
Provide students with a five by five grid with a variety of different coloured shapes in each
square on the grid. Pose questions, such as:
- Which shape is two squares to the left of.....................?
- Which shape is above the .....................?
Have students use directional language to describe where given shapes are within the grid.

Extension: students create
their own grid and pose
questions for it
Grid of shapes

7
Playground Treasure
In small groups provide students with a map of the school and a large object (treasure) to
hide somewhere in the playground. As a group they must write directions on how to get
from the classroom to the hidden treasure, for another group to follow.
When complete, discuss the accuracy of the directions and reasons why provided paces
with directions may be tricky.
Peer tutor grouping
strategies
School map, treasure
object, paper and
pencil

8
School Mystery Tour
Provide the students with written directions to a location within the school. Just from the
directions have the students predict where they may be going. Follow directions and check
prediction.
When the students have arrived at the correct location, have another set of directions
waiting there for them to follow.
Support: provide visual
supports with written
directions
Written directions

9
Mapping Your Surroundings
Provide students with a map of the streets surrounding the school with a set block radius
(depending on ability). In pairs have the students select a location on the map and write
directions for their partner to follow, to get there from the school if they were travelling by
car. Swap directions and see if you can accurately find your partners set location on the
map.
Peer tutor grouping
strategies
Map, paper and
pencils

10

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 2
ES1 S1 S2 S3

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

SUBSTRAND: 3D 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
sorts, describes, represents and recognises familiar three-
dimensional objects, including cones, cubes, cylinders,
spheres and prisms MA1-14MG
In Stage 1, students begin to explore three-dimensional
objects in greater detail. They continue to describe the
objects using their own language and are introduced to some
formal language. Developing and retaining mental images of
objects is an important skill for these students. Manipulation
of a variety of real three-dimensional objects and two-
dimensional shapes in the classroom, the playground and
outside the school is crucial to the development of
appropriate levels of language and representation.
A cube is a special prism in which all faces are squares. In
Stage 1, students do not need to be made aware of this
classification.

Language
language: object, shape, two dimensional shape (2D shape),
three-dimensional object (3D object), cone, cube, cylinder,
sphere, prism, surface, flat surface, curved surface, face,
edge, vertex (vertices).
The term 'vertex' (plural: vertices) refers to the point where
three or more faces of a three dimensional object meet (or
where two straight sides of a two-dimensional shape meet).
In geometry, the term 'edge' refers to the interval (straight
line) formed where two faces of a three-dimensional object
meet.
Refer also to language in Three-Dimensional Space 1.
Describe the features of three-dimensional objects
(ACMMG043)
use the terms 'flat surface', 'curved surface', 'face', 'edge'
and 'vertex' appropriately when describing three-
dimensional objects
describe the number of flat surfaces, curved surfaces,
faces, edges and vertices of three-dimensional objects
using materials, pictures and actions, eg 'A cylinder has
two flat surfaces, one curved surface, no faces, no edges
and no vertices', 'This prism has 5 faces, 9 edges and 6
vertices' (Communicating)
distinguish between objects, which are 'three-dimensional'
(3D), and shapes, which are 'two-dimensional' (2D), and
describe the differences informally, eg 'This is a two
dimensional shape because it is flat'
relate the terms 'two-dimensional' and 'three-
dimensional' to their use in everyday situations, eg a
photograph is two-dimensional and a sculpture is three-
dimensional (Communicating, Reasoning)
recognise that flat surfaces of three-dimensional objects
are two-dimensional shapes and name the shapes of these
surfaces
sort three-dimensional objects according to particular
attributes, eg the shape of the surfaces
explain the attribute or multiple attributes used when
sorting three-dimensional objects (Communicating,
Reasoning)
represent three-dimensional objects, including landmarks,
by making simple models or by drawing or painting
choose a variety of materials to represent three-
dimensional objects, including digital technologies
(Communicating)
explain or demonstrate how a simple model was made
(Communicating, Reasoning)

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Sharon Tooney


Describe the
features of three-
dimensional
objects

2
2D, 3D Shape Revision
Provide students with a selection of 2D and 3D shapes (in a pile as one group) and tell
them that you want the shapes sorted into two groups. When the sorting is complete,
discuss the way in which they were sorted. If they have not been sorted as 2D and 3D
shapes, suggest this sorting method and ask the students to identify the name given to
each of the groups.
Go through the 2D and 3D shapes one at a time, having students name them. Create a
classroom chart for each type of shape, listing the properties of each type.

Extension: students create
their own charts
2D and 3D shapes,
chart paper, textas

3
2D Shapes In 3D Solids
In small groups provide students with a set of 3D solids, and chart paper. Have students
trace around the different shape faces of the solid and state how many of each makes up
each 3D shape. Have students make generalisations about how the names of the faces help
to identify some 3D shapes.
Peer tutor grouping
strategies
3D shapes, chart
paper, pencils

4
Investigating 3D Shapes
In small groups have students make a variety of 3D shapes out of playdough (provide
concrete materials as a reference point). Investigate whether shapes roll, stack and/or
slide. Record results. Using a plastic knife, cut each 3D shape in half and record the 2D face
that this creates.
Peer tutor grouping
strategies
3D shapes,
playdough, plastic
knives, paper and
pencils

5
Labelling 3D Shapes
Introduce the students to the terms face, edge and vertex. Label 3D shapes correctly
with these terms. As a class, count how many of each, each 3D shape has. Discuss flat and
curved surfaces when identifying and counting faces.
Create a class chart of findings.

3D shapes, chart
paper, textas

6
Lets Build
In small groups provide students with a variety of containers, boxes, etc to construct a
building with.
Students should select a building within their community to construct and select the most
appropriate containers to do this with.
Students should report on what 3D shapes went into the construction of their building and
any difficulties they encountered in joining different 3D shapes together and how they
overcame these issues.
Peer tutor grouping
strategies

Extension: write a report on
construction process, citing
issues and possible
strategies to overcome
these.
Containers, boxes,
scissors, glue, tape

7
Nets Alive
Provide students with a variety of different nets which make 3D solids.
Have the students predict which 3D solid each net will create. They should justify their
prediction based on the 2D shapes, faces, edges and vertices that each net has.
Construct nets and report on accuracy of prediction

Blackline masters of
nets

10

Sharon Tooney

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 2
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: Chance 2 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
recognises and describes the element of chance in everyday
events MA1-18SP
Students should be encouraged to recognise that, because of
the element of chance, their predictions will not always be
proven true.
When discussing certainty, there are two extremes: events
that are certain to happen and those that are certain not to
happen. Words such as 'might', 'may' and 'possible' are used
to describe events between these two extremes.

Language
language: will happen, might happen, won't happen,
probably.
Identify practical activities and everyday events that involve
chance (ACMSP047)
recognise and describe the element of chance in familiar
activities and events, eg 'I might play with my friend after
school'
predict what might occur during the next lesson or in the
near future, eg 'How many people might come to your
party?', 'How likely is it to rain if there are no clouds in
the sky?' (Communicating, Reasoning)
Describe outcomes as 'likely' or 'unlikely' and identify some
events as 'certain' or 'impossible' (ACMSP047)
describe possible outcomes in everyday activities and
events as being 'likely' or 'unlikely' to happen
compare familiar activities and events and describe them
as being 'likely' or 'unlikely' to happen
identify and distinguish between 'possible' and 'impossible'
events
describe familiar events as being 'possible' or
'impossible', eg 'It is possible that it will rain today', 'It is
impossible to roll a standard six-sided die and get a 7'
(Communicating)
identify and distinguish between 'certain' and 'uncertain'
events
describe familiar situations as being certain or uncertain,
eg 'It is uncertain what the weather will be like
tomorrow', 'It is certain that tomorrow is Saturday'
(Communicating)

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Sharon Tooney


Identify practical
activities and
everyday events
that involve
chance

Describe
outcomes as
'likely' or
'unlikely' and
identify some
events as
'certain' or
'impossible'

1
School Sports Day
Students distinguish between things that are impossible and those that might happen using
a familiar school setting. Introduce the problem by discussing the school sports day and
what the students know about this day Ensure the students have been introduced to the
terms might happen and impossible.
Provide students with a set of different scenarios for the sports day. Students use the
events that might happen to make a further distinction between those events that are
likely and those that are unlikely and sort the scenarios into groups under these two
headings.
Possible questions to illicit response may include:
- Is this something that is possible or is there no way that this would ever happen?
- Look at the situations that you have decided are possible. Which ones are unlikely to
happen? This means that there is almost no chance of it ever happening.
Support: Students may need
assistance to distinguish
between what is impossible
& what might happen.
Provide what if scenarios to
help them decide.
Extension: Ask students to
make up events that are
likely, unlikely or impossible
for other familiar situations
& explain why they have put
them in these categories.
Scenario cards

2
Hands-on Activities and Games 1
Give students some pictures of everyday events that could happen. Ask them to change
the picture to turn it into something impossible.
Use spinners and dice to play chance games where students compare trials.
Ask students to search through magazines to find pictures of possible and impossible
events. Students could then order the possible events to show how likely they are.

help to realise that events in
life are rarely black and
white (certain or
impossible), that there are
many different possibilities,
some of which are more
likely than others.
Pictures, magazines,
scissors, glue, paper
and pencils, spinners,
chance games

3
Hands-on Activities and Games 2
Give students a selection of pictures of possible and impossible events and have them
sort them into possible and impossible events.
Talk about events that people once thought were impossible and how these are now
possible through growth in scientific knowledge (e.g. landing on the moon, computers that
are smaller than a whole room), and events that were thought of as certain that have
been avoided so far (e.g. running out of fuel, etc).
Give students some ideas for events that they think of as certain and ask them to come
up with something that could happen to change the outcome (e.g. if they think that it is
certain that they will have cake at their party but what if at the last minute someone
dropped the cake?).
help to realise that events in
life are rarely black and
white (certain or
impossible), that there are
many different possibilities,
some of which are more
likely than others.
Pictures, paper and
pencils

4
Is It Fair?
Asks students to compare two possible spinners and work out which one is more fair.
Students should realise that in order to be fair each colour should have an even share of
the spinner.
Discuss the use of ordered lists or other strategies to ensure they have listed all of the
possible outcomes.
help to understand the
impact of the size of each
piece on the outcome of the
game.
Extension: Ask students to
Spinners, paper and
pencils

Sharon Tooney

Eg.

Asks students to design a spinner for which the outcomes are not fair. They need to be able
to decide which colour will need the biggest and smallest pieces, and to draw lines on the
spinner to make the spinner represent this size. Ask students to justify their solution.
order the likelihoods from
their spinners and decide
which colours they would
choose to have.

5
Holiday Fun
Students are to select a location for a holiday (eg the beach, the snow fields, etc). Have the
students write and draw something that will happen, might happen, won't happen on their
holiday. Have students think about what they would need to take on holidays. Have them
draw and label five thinks that they are likely to need and five things that they are unlikely
to need.
Support: clear
differentiation may be
needed between will, might
and wont happen.
Paper and pencils

10

ASSESSMENT OVERVIEW

Maths Program Proforma s1 Yr t2 Ter 2

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Sharon Tooney

MATHS PROGRAM : STAGE 0NE

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