Maths Program Proforma ES1 T2

MATHS PROGRAM : EARLY STAGE 0NE KINDERGARTEN
WEEKLY ROUTINE Monday Tuesday Wednesday Thursday Friday
Whole Number 1 Terms 1-4
Number & Algebra Terms 1 & 3: Addition and Subtraction / Patterns and Algebra Terms 2 & 4 : Multiplication & Division / Fractions and Decimals
Statistics & Probability Terms 1 & 3: Data
Measurement & Geometry Term 1: Length / Time / 2D Term 2: Mass / 3D 1 / Position Term 3: Volume and Capacity / Time / 2D Term 4: Area / 3D / Position
Sharon Tooney
K-6 MATHEMATICS SCOPE AND SEQUENCE

NUMBER AND ALGEBRA
Whole Number Addition & Subtraction Multiplication & Division Fractions & Decimals Patterns & Algebra Length Area
MEASUREMENT AND GEOMETRY

Volume & Capacity Mass Time 3D 2D Angles Position
STATISTICS & PROBABILITY

Data Chance
TERM 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 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
STAGE: ES1 S1
STRAND: S2 S3
MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 1 2 3 3 KEY CONSIDERATIONS
WEEK: 1 2
10
SUBSTRAND: Whole Number

OUTCOMES A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM uses objects, actions, technology and/or trial and error to explore mathematical problems MAe-2WM uses concrete materials and/or pictorial representations to support conclusions MAe-3WM counts to 30, and orders, reads and represents numbers in the range 0 to 20 MAe-4NA
OVERVIEW
Establish understanding of the language & processes of counting by naming numbers in sequences, initially to & from 20, moving from any starting point
Count forwards to 20 from a given number Count backwards from 20 to 0 identify the number before and after a given number describe the number before as '1 less than' & the number after as '1 more than' a given number read & use the ordinal names to at least 'tenth'
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
Background Information In Early Stage 1, students are expected to be able to count to 30. Many classes have between 20 and 30 students, and counting the number of students is a common activity. Students will also encounter numbers up to 31 in calendars. Counting is an important component of number and the early learning of operations. There is a distinction between counting by rote and counting with understanding. Regularly counting forwards and backwards from a given number will familiarise students with the sequence. Counting with understanding involves counting with one-toone correspondence, recognising that the last number name represents the total number in the collection, and developing a sense of the size of numbers, their order and their relationships. Representing numbers in a variety of ways is essential for developing number sense. Subitising involves immediately recognising the number of objects in a small collection without having to count the objects. The word 'subitise' is derived from Latin and means 'to arrive suddenly'. In Early Stage 1, forming groups of objects that have the same number of elements helps to develop the concept of equality. Language
Students should be able to communicate using the following language: count forwards, count backwards, number before, number after, more than, less than, zero, ones, groups of ten, tens, is the same as, coins, notes, cents, dollars. The teen numbers are often the most difficult for students. The oral language pattern of teen numbers is the reverse of the usual pattern of 'tens first and then ones'. Students may use incorrect terms since these are frequently heard in everyday language, eg 'How much did you get?' rather than 'How many did you get?' when referring to a score in a game. To represent the equality of groups, the terms 'is the same as' and 'is equal to' should be used. In Early Stage 1, the term 'is the same
Connect number names, numerals & quantities, including zero, initially up to 10 & then beyond
read numbers to at least 20, including zero, & represent these using objects (such as fingers), pictures, words & numerals recognise numbers in a variety of contexts communicate the use of numbers through everyday language, actions, materials & informal recordings estimate the number of objects in a group of up to 10 objects, & count to check use 5 as a reference in forming numbers from 6 to 10 recognise the number of objects or dots in a pattern of objects or dots recognise dice & domino dot patterns instantly recognise (subitise) different arrangements for the same number, eg different representations of five recognise that the way objects are arranged affects how easy it is to subitise
Subitise small collections of objects
Compare, order & make correspondences between collections, initially to 20, & explain reasoning
count with 1-to-1 correspondence recognise that the last number name represents the total number in the collection when counting make correspondences between collections compare & order numbers & groups of objects apply counting strategies to solve simple everyday problems & justify answers use the term 'is the same as' to express equality of groups determine whether 2 groups have the same number of objects & describe the equality
Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise
Use the language of money use the language of money in everyday contexts
recognise that there are different coins & notes exchange money for goods in a play situation
Sharon Tooney
CONTENT
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond Subitise small collections of objects Compare, order and make correspondences between collections, initially to 20, and explain reasoning Use the language of money
WEEK
TEACHING, LEARNING and ASSESSMENT

Posting blocks Label containers with numerals 1 to 5, one numeral for each container. Instruct students to drop the correct number of blocks into each container as indicated by the label on the outside. As the students become proficient in the range 1-5, extend the activity to numerals 1-10. Take a numeral Provide the students with a set of numeral cards for the numbers one to six. Arrange the numeral cards face up on the floor in front of the students. The students take turns to roll a standard die and select a corresponding numeral card. If the card has already been taken the student forfeits a turn. Play continues until all cards have been taken. Mothers and babies Duplicate and cut out cards displaying a set of bear cubs in the range one to ten (see BLM). Construct a second set of mother bear cards displaying numerals in the range 1-10. Students select a cub card, count the cubs and match the card to a corresponding mother bear card. Students continue until all cards have been matched. Beehive Construct base boards displaying beehives with numerals written on them (see BLM). Create a supply of cut-out bees. Students state the numeral written on the hive and collect the correct corresponding number of bees. They then attach the bees to the hive, using paperclips or fold-back clips. Other students in the group should count the bees to confirm that the number of bees matches the numeral on the hive. Concentration Make two sets of cards containing the numbers one to five. One set of cards should display dot patterns for each numeral and the other set display the numerals. Place the two sets of cards face down on a table forming two rows. Students take turns to turn over two cards. If the cards match, that is a dot pattern and a numeral card for the same number, the student keeps the pair. If the cards do not match, the student turns the cards back over. The game continues until all cards have been matched. Fences Construct sets of fence base boards using the BLM and pop sticks displaying numerals in the range 1 to 10 for each student or pair of students. Students match the numerals on the pop sticks with the numerals written on the base boards. Extend this activity by constructing base boards displaying blank fences. The students sequence the numbered paddle pop sticks along the fence. Hang it on the line Hang a washing line (nylon rope or similar) across the chalkboard or between two chairs.
ADJUSTMENTS
Increase or decrease the range of numbers according to ability.
RESOURCES
Containers, number cards, blocks
Reg
These activities are suitable for either partners or individuals. However, it may be beneficial to have a more competent student paired with a student at the emergent counting stage to support effective peer tutoring.
Mother and Babies BLM, Beehive BLM
It is easier if the dot cards are on cardboard of a different colour from the numeral cards.
Number cards, Fences BLM, pop sticks
4 Sharon Tooney
Variations : Provide each student with a numeral
Nylon rope, chairs, numeral cards, pegs
Ask the students to peg numeral cards in the correct sequence onto the washing line. Vary this activity by having students peg the cards in a backwards sequence or by displaying some numeral cards on the line and asking students to replace the missing cards correctly. Sandwich boards Attach coloured shoelaces to large numeral cards so they can be hung around the students necks. Provide each student with a numeral card. Students move around the room to music. Once the music stops the students arrange themselves into a line in a correct forward or backward number sequence.
The price is right (higher/lower) For this activity a leader thinks of a secret number. Display a vertical number line on the board to indicate the range in which the secret number lies. The leader asks the group to try and guess the secret number. The leader responds to the groups guesses by stating if the secret number is higher or lower than the suggested number. Attach two pegs to the vertical number line. As the group make their guesses the leader can move the pegs to indicate the range in which the secret number lies. Guess the number Display a number line in the range 1 to 10 on an IWB. Select a number in the range. Students attempt to guess the secret number. If the guess is incorrect, cover the numeral on the number line with a counter. Continue the activity until the students are able to identify the number correctly. Numeral flip strip Conceal a number line between the flaps of the flip strip. Direct students to determine the missing numerals, before, after, or between nominated numbers on the flip strip, by lifting the strips. Then answers can be verified. Possible discussion: Teacher: If I lift this flap tell me the number you can see. Students: Three! Teacher: Well, can you work out which number will be under this flap? Students: Five! Teacher: Lets lift the flap and check. Were you right? Students: Yes! Teacher: Now lets count on from three. Students: Three, four, five. The number dance Allow students to dance freely around the room to music. By using a prearranged signal, such as tapping a tambourine, indicate to the students that you are holding up a numeral card. The students then form groups with the number of people indicated by the numeral
card. Students collect the correct number of objects from around the room to match their card. Eg, a student with the numeral card 3 might collect 3 pencils. Distribute all but 1 of the numeral cards. Student line up to sequence their number cards and discover which numeral is missing. As the students become more competent, extend the range of numerals.
White board and markers, pegs, IWB
Vary the beginning number on the numeral line so students do not memorise the numeral by its position. For example, you may begin with the numeral three instead of one.
Numeral flip strips, CD player, tambourine, numeral cards
Sharon Tooney
9 10 ASSESSMENT OVERVIEW
card and continue to dance in the group. Make a zoo Construct clear plastic containers, such as strawberry punnets, displaying numerals in the range one to five and collections of zoo animals for each number indicated on the containers. For example, one elephant, two camels, three tigers, four zebras and five monkeys. Direct students to sort the animals and place each group into a plastic container, ensuring that the number of animals matches the numeral card on the container. Paperclip cards Ask students to slide the correct number of paperclips onto numeral cards. Place the numeral cards in either a forward or backward counting sequence. Colourful clowns Construct base boards with an outline of a clown wearing oversized trousers (see BLM). Ten circles are drawn on the trousers. Students roll a die and collect a corresponding number of counters. The counters should all be of the same colour. Instruct the students to place the counters onto the circles on the clowns trousers. On the next roll the student repeats the process, using counters of a different colour. The process continues until all circles are covered. To finish, students must roll the exact number needed to cover all the circles. When all circles are covered, students make statements about their clowns trousers. For example, My clown has three red circles, five green circles and two yellow circles on his trousers. Hidden treasure Collect boxes to represent treasure chests and label them with numerals. Randomly place the treasure chests on the floor. Ask students to close their eyes while a secret treasure is hidden under one of the boxes. Students ask questions to determine which chest contains the treasure. For example, Is the treasure under chest number four? As a student nominates a chest, another student locates the chest displaying the nominated numeral and looks to see if the secret treasure is under the box. Revision Assessment
Adjust the range of numbers up or down according to ability level.
Clear plastic containers, zoo animals, picture cards, numeral cards, paperclips
Extension: Create a larger version of the clown with twenty circles and use two dice.
Clown BLM, dice, counters, number boxes, various objects, number cards
Sharon Tooney
Sharon Tooney
Sharon Tooney
Sharon Tooney
Sharon Tooney
Sharon Tooney
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
SUBSTRAND: Multiplication and Division

OUTCOMES A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM uses objects, actions, technology and/or trial and error to explore mathematical problems MAe-2WM groups, shares and counts collections of objects, describes using everyday language, and records using informal methods MAe-6NA
OVERVIEW
Investigate and model equal groups use the term 'group' to describe a collection of objects use the term 'sharing' to describe the distribution of a collection of objects model equal groups recognise groups that are not equal in size group and share concrete materials to solve problems explain or demonstrate how an answer was obtained (Communicating, Reasoning) Record grouping and sharing using informal methods label the number of objects in a group record grouping and sharing informally using pictures, words and numerals

Background Information All activities should involve students manipulating concrete materials. The emphasis is on modelling groups of the same size and describing them. Students need to acquire the concept that fair sharing means all shares are equal. After students have shared objects equally, the process can be reversed to begin to develop the link between multiplication and division. This can be done by students first sharing a group of objects and then putting back together all of the shared objects to form one collection. 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?' While the total number of objects that have been shared or grouped can be found incidentally, strategies for doing this are addressed in Stage 1. Multiplication and division should be taught in conjunction with each other as the foundation for conceptual understanding of their inverse relationship. Language Students should be able to communicate using the following language: group, share, equal. Sharing relates to distributing items one at a time into a set number of groups, eg the student has a number of pop sticks and three cups and shares out the pop sticks into the cups one at a time. Grouping relates to distributing the same number of items into an unknown number of groups, eg the student has 12 pop sticks and wants to make groups of four, so places four pop sticks down, then another four, and so on.
Sharon Tooney
CONTENT
Investigate and model equal groups Record grouping and sharing using informal methods
WEEK

Groups of Children Students skip within a given area eg a netball court. The teacher calls out a number and students make groups of that number. Possible questions include: do all groups have the same number of students? how can we check this? Each group checks the number of students in their group and a student is chosen to count the number of groups. Students line up in rows so the groups can be compared. Sorting Objects Students are given a collection of different-coloured objects to sort into groups. Possible questions include: do the groups have the same or a different number of objects? can you find a way to make each group equal in number? Students use drawings and numerals to record their groups. Groups and Number Cards In groups of three or four, students sit in a circle. Multiple copies of the number cards 0 to 5 are placed in one pile, face down. Student A turns over a number card and all players take that number of counters from a pile. Student A counts the total number of counters all players have for that turn. Other players say if they agree with that total number and record their answers. Play continues until all players have had a turn. Sharing Students are shown a collection of up to 30 objects. They are asked to discuss what sharing means and to explain how they would share the objects. In small groups, students are asked to select a bag of objects that has been prepared by the teacher. Each bag contains a different number of objects. Students are asked to share the objects between their groups equally and discuss whether it was possible. Students record their solutions. Ten-frames Students make two groups of three counters. They are then asked to place the groups onto a ten-frame.
ADJUSTMENTS
RESOURCES
Control area in which to move freely.
Reg
Adjust the number of objects up or down according to ability level.
Variety of objects
Number cards, counters
Peer grouping. Adjust the number of objects up or down according to ability level.
Variety of objects, bags, paper and pencil for recording.
Possible questions include: is there the same number of counters in each group? how can you tell without counting? how many counters are there altogether? This activity is repeated using two groups of other numbers up to five.
Variation: Two tenframes could be joined together to make two groups of numbers up to ten or four groups of numbers up to five. Students could be given a 5 5 grid and asked to make groups up to five groups of five.
Counters, ten-frames
Sharon Tooney
Revision and Assessment
10
ASSESSMENT OVERVIEW
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
SUBSTRAND: Fractions and Decimals

OUTCOMES A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM uses concrete materials and/or pictorial representations to support conclusions MAe-3WM describes two equal parts as halves MAe-7NA
OVERVIEW
Establish the concept of one-half share an object by dividing it into two equal parts, eg cutting a piece of ribbon into halves describe how to make equal parts (Communicating) recognise that halves are two equal parts explain the reason for dividing an object in a particular way (Communicating, Reasoning) recognise when two parts are not halves of one whole explain why two parts of one whole are or are not halves, eg 'The two parts are not halves because they are not the same' (Communicating, Reasoning) use the term 'half' accurately in everyday situations record halves of objects using drawings
Background Information The focus on halves in Early Stage 1 is only a guide. Some students will be able to describe other fractions from everyday contexts. The emphasis is on dividing one whole object into two equal parts. Fairness in making equal parts is the focus. Halves can be different shapes. Halves of different objects can be different sizes, eg half of a sheet of art paper is larger than half of a serviette. Fractions refer to the relationship of the equal parts to the whole unit.

Language Students should be able to communicate using the following language: whole, part, equal parts, half, halves. In everyday usage, the term 'half' is sometimes used to mean one of two parts and not necessarily two equal parts, eg 'I'll have the biggest half'. It is important to model and reinforce the language of 'two equal parts' when describing half.
Sharon Tooney
CONTENT
Establish the concept of onehalf
WEEK

Stories About Half Using puppets tell a story about one character coming to visit another and having to share a cookie for example. Discuss with the students how might be the best one for the two friends to share the cookie so that it is fair. Possible questions: - How will the friends share the cookie? - How can they make sure that it is a fair share for each? - What is it called when one object is shared into two parts? (introduce the term half) With a partner share a cookie that can be cut with a plastic knife. Create pictures and complete the story about who they shared a cookie in half with. Half Concentration or Go Fish Using a set of cards with pictures that have been cut in half, in small groups or pairs have the students play games of Concentration and/or Go Fish with the cards. See attached cards. Lets Go Fly A Kite Provide each student with a kite shape with a line down the middle. Discuss with the class what the two parts are called. Have students colour or pattern each half of their kite differently. Have students complete a story about their kite, eg. Half of my kite is blue and the other half is red, Half of kite has a wavy pattern and the other half has a straight line pattern, etc. Add a tail to kites and display with corresponding stories. Lets Share In pairs provide each group with an even number of objects, eg, counters, marbles, sorting shapes, etc. With their pattern share the objects so that they get an equal amount, A Fair Share. Have students discuss how they shared their objects equally and draw the fair share. Lets Share Again In pairs provide each group with an odd number of objects, eg, counters, marbles, sorting shapes, etc. With their pattern share the objects so that they get an equal amount, A Fair Share. Have students discuss how they shared their objects equally and what they did about the extra object. Have students draw the fair share and demonstrate the left over in their picture. Revision and Assessment
ADJUSTMENTS
Check allergy status of children and choose food product accordingly. Support for students requiring assisting with fine motor activities, such as, cutting.
RESOURCES
Puppets, coloured paper circles, coloured paper, scissors, glue, cookies, plastic knives, art paper
Reg
Peer group
Picture cards
Adjust difficulty of demonstrating half to ability of individuals.
Kite outline, coloured pencils, string and crepe paper for kite tail
Peer grouping
Variety of objects, paper and pencils for recording.
Peer grouping
Variety of objects, paper and pencils for recording.
10 Sharon Tooney
ASSESSMENT OVERVIEW
Sharon Tooney
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
WEEK: 1 2
10
SUBSTRAND: Patterns and Algebra

OUTCOMES A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM uses objects, actions, technology and/or trial and error to explore mathematical problems MAe-2WM uses concrete materials and/or pictorial representations to support conclusions MAe-3WM recognises, describes and continues repeating patterns MAe-8NA
OVERVIEW
Sort and classify familiar objects and explain the basis for these classifications sort and classify a group of familiar objects into smaller groups recognise that a group of objects can be sorted and classified in different ways - explain the basis for their classification of objects (Communicating, Reasoning) Copy, continue and create patterns with objects and drawings recognise, copy and continue repeating patterns using sounds and/or actions recognise, copy, continue and create repeating patterns using shapes, objects or pictures, eg , , , , , , , ,............... - create or continue a repeating pattern using simple computer graphics (Problem Solving) - recognise when an error occurs in a pattern and explain what is wrong (Communicating, Reasoning) describe a repeating pattern made from shapes by referring to its distinguishing features, eg 'I have made my pattern from squares. The colours repeat. They go red, blue, red, blue, '
Background Information Early number learning (including additive and multiplicative thinking) is important to the development of algebraic thinking in later stages. In Early Stage 1, repeating patterns can be created using sounds, actions, shapes, objects, stamps, pictures and other materials. Language Students should be able to communicate using the following language: group, pattern, repeat.

Sharon Tooney
CONTENT
Sort and classify familiar objects and explain the basis for these classifications Copy, continue and create patterns with objects and drawings
WEEK

Two, Three and Four Patterns Part A In pairs, students make a two pattern by placing two different-coloured counters/cubes beside each other and repeating these several times. Students name the pattern as a two pattern, as there are two elements that repeat. Students are then asked to make a three pattern by placing three different-coloured counters/ cubes beside each other and repeating these several times. Students name the pattern as a three pattern, as there are three elements that repeat. The students are then asked to make and name a four pattern. Two, Three and Four Patterns Part B Students make other two, three and four patterns, describe what they have done, and record their patterns. Possible questions include: - can you create a pattern like this one? - how many elements will 3 groups of your pattern make? Pattern Counting in Twos Students, as a whole class, count while tapping body parts in a pattern. For example, a two pattern might be to tap your head and then tap your shoulders. This pattern could be repeated with students saying one, two, one, two, leading to rhythmic counting in twos with an emphasis on every second number: one, two, three, four, five, six, (where the bold numbers are said aloud). The teacher could stop students and ask what number they will say aloud next. Students could be invited to make up another two pattern for the students to follow as a whole class. Creating Patterns with the Same Number Pattern Part A The teacher prepares two pattern cards that have two repeating elements. eg Students are shown the two cards and are asked to describe how the cards are the same. Part B In pairs, students are given collections of material such as coloured cubes, buttons, beads, shapes and shells. They are asked to make other patterns that have two elements that repeat. Revision and Assessment
ADJUSTMENTS
Peer grouping
RESOURCES
Counters, cubes
Reg
2-3
Peer grouping
Counters, cubes
4-5
6-7
Support for students experiencing difficulty.
8-9
Variation: Part A and Part B are repeated with an emphasis on three or four repeating elements.
Pattern cards, variety of materials
10 Sharon Tooney
ASSESSMENT OVERVIEW
Sharon Tooney
STAGE: ES1 S1
S2
S3
MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS
WEEK: 1 2
10
SUBSTRAND: Mass
OUTCOMES A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM uses concrete materials and/or pictorial representations to support conclusions MAe-3WM describes and compares the masses of objects using everyday language MAe-12MG
OVERVIEW
Use direct and indirect comparisons to decide which is heavier, and explain their reasoning using everyday language (ACMMG006) identify the attribute of 'mass' as the amount of matter in an object use everyday language to describe objects in terms of their mass, eg heavy, light, hard to push, hard to pull use comparative language to describe mass, eg heavier, lighter, heaviest, lightest identify an object that is heavier or lighter than another (Communicating) compare and describe two masses, such as by pushing or pulling compare two masses directly by hefting, eg 'This toy feels heavier than that one' predict which object would be heavier than, lighter than, or have about the same mass as another object and explain reasons for this prediction (Communicating, Reasoning) investigate the use of hefting in practical situations, eg the practice used by Aboriginal people of hefting duck eggs to determine whether ducklings will be male or female (Problem Solving) record comparisons of mass informally using drawings, numerals and words

Background Information In Early Stage 1, students develop an awareness of the attribute of mass and some of the language used to describe mass. Opportunities to explore mass concepts and understand the action of a two-pan balance occur in play situations, such as a seesaw in a children's playground. Students in Early Stage 1 should only be comparing two objects that are quite different in mass. Early experiences often lead students to the conclusion that large things are heavier than small things and that if two things are the same size and shape, then they will have the same mass. To develop beyond this, students need to have experiences with objects that are light and large, heavy and large, light and small, heavy and small, and large but lighter than a smaller object. When students are asked to compare the masses of two objects of equal mass and can consistently say that the objects are equal in mass though their shapes are different, they are conserving mass. Aboriginal communities were traditionally able to determine whether ducklings would be male or female by hefting duck eggs (female eggs are heavier), as well as by considering other factors such as size, shape and temperature. Language Students should be able to communicate using the following language: mass, matter, heavy, heavier, heaviest, light, lighter, lightest, about the same as, hard to push, hard to pull. As the terms 'weigh' and 'weight' are common in everyday usage, they can be accepted in student language should they arise. Weight is a force that changes with gravity, while mass remains constant. '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.
Sharon Tooney
CONTENT
Use direct and indirect comparisons to decide which is heavier, and explain their reasoning using everyday language
WEEK

Two Groups Sort heavy and light objects into two groups. Objects should be obviously light or obviously heavy, eg, piece of string, paperclip, large stone, large bottle of water. Students report back on why objects were placed into different groups. Hefting Heft masses and describe which is heavier and which is lighter (when the mass is not related to the size of the packaging, eg feather, tennis balls, books). Twin Bags Find a partner who has a bag with about the same mass as your bag. Students are each given a bag containing a mass. Teacher prepares the bags or invites students to fill the bags, given a choice of objects and materials. Heavy bag, Light Bag Take turns to decide if your bag is heavier or lighter or the same as the teachers. (The teachers bag should be lighter, heavier or about the same mass as the students bags.) Bags in Order Given a number of identical bags or containers filled with different materials such as pasta, marbles, crumpled paper, nails, screws or beads. Students put them in order from lightest to heaviest. Given another bag they can decide where it should fit in the sequence. Observe students strategies, do they reorder all of the bags or check the new bag against selected bags in the sequence? Repeated with closed ice cream containers with different contents. Heavier Than or Lighter Than? Students are given three or four small items. (Different objects or different numbers of the same object). Students estimate and then order the objects by hefting. Record and Discuss. What Do You Think? Prediction game. Each child in a group has four objects. Students predict whether their four objects are heavier, lighter or about the same as another students four objects. (feathers, shoes, hats, cotton balls, leaves). Can I Pull It? Given three large objects on the floor, students estimate which is heaviest or lightest. Check the masses by tying a cord around each object and trying to pull it across the floor. Your Turn To Choose Pairs of students select three items from a collection. Students estimate, then place the items in order of mass by hefting. Record the order. Students should be able to explain in pairs how the items were compared. Revision
ADJUSTMENTS
Support for individuals as required.
RESOURCES
Selected objects Various balls (tennis ball, ping pong ball, golf ball, football), large leaves or flowers, feathers, large and small books Cloth or opaque plastic bags, materials for bags Students own school bags or another bag packed by the teacher Opaque bags or containers with lids, variety of materials
Reg
Extension: Check by dropping each item or group of items into suspended, knee-high stockings or long socks.
small objects to order by mass, paper and pencils for recording stockings or socks Collections to be compared Three large items of different mass, cord Collection of items for students to make selections, paper and pencils
Sharon Tooney
9
Assessment
10 ASSESSMENT OVERVIEW
Sharon Tooney
STAGE: ES1 S1
S2
S3
WEEK: 1 2
10
SUBSTRAND: Position
OUTCOMES describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM describes position and gives and follows simple directions using everyday language MAe-16MG
OVERVIEW
Describe position and movement (ACMMG010) give and follow simple directions to position an object or themselves, eg 'Put the blue teddy in the circle' follow directions to a point or place, including in mazes and games (Reasoning) direct simple computer-controlled toys and equipment to follow a path (Communicating) describe the position of an object in relation to themselves using everyday language, such as 'between', 'next to', 'behind' or 'inside', eg 'The table is behind me' describe the position of an object in relation to another object using everyday language, such as 'between', 'next to', 'behind' or 'inside', eg 'The book is inside the box' describe the positions of objects in relation to themselves using the terms 'left' and 'right', eg 'The tree is on my right' use the terms 'left' and 'right' when referring to familiar tasks, eg 'I hold my pencil in my right hand' (Communicating) participate in movement games involving turning and direction (Reasoning)

Background Information Duration There are two main ideas for students in Early Stage 1: following an instruction to position an object or themselves, and describing the relative position of an object or themselves. Some students may be able to describe the position of an object in relation to themselves, but not in relation to another object. In Early Stage 1, students use the terms 'left' and 'right' to describe position in relation to themselves. They are not expected to use the terms 'left' and 'right' to describe the position of an object from the perspective of a person facing in the opposite direction until Stage 1. Language Students should be able to communicate using the following language: position, between, next to, behind, inside, outside, left, right, directions.
Sharon Tooney
CONTENT
Describe position and movement
WEEK

Simple Directions Play simple games that involve following directions, e.g. - Simon Says - Red Light, Green Light (red= stop, green= go; add more colours and actions eg purple= hop, yellow= crawl, blue= turn around etc) - I Spy, using the attributes of the object, students must listen to find object in the classroom and stand next to it - Treasure Hunts - I Am A Robot; in pairs students take turns at being the robot and the other must give directions to move their robot around the classroom/playground Position Words Look at the pictures together as a class and I have the students tell you everything they can about it. Look specifically for descriptions that contain position words--i.e. "The apples are in the basket." If a student gives a description that is not position-related, guide them with questions, most obviously, "Where is it?" Record all of their position-related responses on a chart paper. The underline all of the words that denote position and create a list of position words.
ADJUSTMENTS
Use colour paddles as well as words when playing Red Light, Green Light Limit the number of instructions that are given at a time
RESOURCES
Reg
Extended questioning Laminated A3 copies of each picture to refer directly to
Large format pictures, chart paper and textas for recording
See attached pictures. Position Play Each child needs a clear plastic container (such as a Chinese take-away container) and an object (such as bear sorting shape). Start with the students in a circle as a whole class and teacher rolling the position dice (see attached proforma). Students read what the dice says and demonstrates position with their bear and container. Teacher checks accuracy of position before rolling again. Students can play in small groups or pairs, with peer checking. Assessment
Support for individuals as required. Peer grouping.
Plastic containers, sorting shapes, positional dice
10
Sharon Tooney
ASSESSMENT OVERVIEW
Sharon Tooney
The Big Bug Hunt!
Sharon Tooney
Apple Picking Time
Sharon Tooney
in in front
on
under
behind
beside
Sharon Tooney
STAGE: ES1 S1
S2
S3
WEEK: 1 2
10
SUBSTRAND: 3D
OUTCOMES A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM uses concrete materials and/or pictorial representations to support conclusions MAe-3WM manipulates, sorts and represents three-dimensional objects and describes them using everyday language MAe-14MG
OVERVIEW
Sort, describe and name familiar three-dimensional objects in the environment (ACMMG009) describe the features of familiar three-dimensional objects, such as local landmarks including Aboriginal landmarks, using everyday language, eg flat, round, curved describe the difference between three-dimensional objects and two-dimensional shapes using everyday language (Communicating) sort three-dimensional objects and explain the attributes used to sort them, eg colour, size, shape, function recognise how a group of objects has been sorted, eg 'These objects are all pointy' (Communicating, Reasoning) recognise and use informal names for three-dimensional objects, eg box, ball manipulate and describe a variety of objects found in the environment manipulate and describe an object hidden from view using everyday language, eg describe an object hidden in a 'mystery bag' (Communicating) predict and describe the movement of objects, eg 'This will roll because it is round' use a plank or board to determine which objects roll and which objects slide (Problem Solving) make models using a variety of three-dimensional objects and describe the models, eg 'I made a model of a person using a ball and some blocks' predict the building and stacking capabilities of various three-dimensional objects (Reasoning)

Background Information In Early Stage 1, the emphasis is on students handling, describing, sorting and representing the many objects around them. It is important that students are encouraged to use their own language to describe objects. Manipulation of a variety of real objects and shapes is crucial to the development of appropriate levels of imagery, language and representation. Local landmarks include buildings, rivers, rock formations and bridges, as well as Aboriginal landmarks. Aboriginal landmarks may include contemporary landmarks and local points of interest. Local Aboriginal communities and education consultants can provide examples. Language Students should be able to communicate using the following language: object, shape, size, curved, flat, pointy, round, roll, slide, stack. Teachers can model mathematical language while still accepting and encouraging students' informal terms. The term 'shape' refers to a two-dimensional figure. The term 'object' refers to a three dimensional figure.
Sharon Tooney
CONTENT
Sort, describe and name familiar threedimensional objects in the environment
WEEK

Whats In A Name Using diagrams and concrete materials, introduce students to three dimensional shapes and discuss how these are different to two dimensional shapes. Name the three dimensional shapes for the students, so that they are exposed to the correct terminology. Free Play In groups, students participate in free play using a wide variety of collectable and commercial materials on a regular basis eg Lego, Duplo, boxes, everyday threedimensional objects. Free play sessions may also be used to practise teacher-directed activities. Possible questions include: - can you sort the three-dimensional objects? - can you describe your sorting? - can you describe the features of each three-dimensional object? During the activity the teacher should be taking the opportunity to identify and name 3D shapes for the students. Shape Walk Students walk around the school and describe the various shapes they see eg These rocks look round. Teacher can extend this response to elicit use of more three dimensional style language by asking for example Round like what? response may be Like a ball. Teacher should then prompt students to remember the name of this shape from free play activity (sphere) Students are asked to use drawings to show what they found. These are collated and placed in a class book for others to share. Sorting and Classifying The teacher prepares a variety of objects (some with similar features). Part A Students are asked to sort the shapes and objects into groups eg rough or smooth, colour, size, shape. Students are asked to explain their grouping. Students then sort the shapes and objects in a different way. For example, if the students sort them according to their colour the teacher could ask If these shapes and objects were all red, how would you sort them? Part B In small groups, students take turns to sort the objects for others to determine and explain how they have been sorted. Possible questions include: - how many different ways can you sort the shapes? - is this object a sphere, a cone or a cube? How do we know? - how are these shapes (two rectangular prisms) the same or different?
ADJUSTMENTS
Questioning techniques. Encourage more capable students to use correct terminology in context.
RESOURCES
Picture cards of solids, concrete materials, free play items
Reg
Peer grouping. Questioning techniques. Encourage more capable students to use correct terminology in context.
Variety of objects
Sharon Tooney
- can you name each object? What Shapes Can You See Have students examine three dimensional shapes using concrete materials and real objects. Discuss what two dimensional shapes they can see in each of the three dimensional objects. Discuss how these two dimensional shapes help us to name some of the three dimensional objects. Make parallels with Tricky Words in reading for some words that we just have to know, when trying to name some three dimensional shapes (eg cone, sphere, cube where two dimensional shapes do not help in the naming process). Remember it is about exposing students to correct terminology not an expectation that they must memorise and know the correct terms. Predicting Movement Students are asked to sort a collection of objects into those they predict will roll and those that will slide. Using a variety of materials, students make a device that will help them to test their predictions. Students explain why some objects roll and some objects slide and reflect on their predictions. Students use drawings and labels to show how the objects were sorted. Pipe Cleaner Shapes Students investigate the shapes or figures that can be made by bending and joining pipe cleaners. Students describe their shape and use drawings to record what they have made. Label shapes and or drawings for display. Alternatively, the teacher may take photos. Variation: Students could use connecting straws or other appropriate material. Revision Assessment
Concrete materials
Extension: Students investigate and describe the effect of varying the steepness of a ramp.
Collection of objects, incline, paper and pencils for recording.
Pipe cleaners, connecting straws, paper and pencils for recording.
9 10 ASSESSMENT OVERVIEW
Sharon Tooney
STAGE: ES1 S1
STRAND: S2 S3
MATHEMATICS PROGRAM PROFORMA TERM: STATISTICS AND PROBABILITY 2 3 3 1 KEY CONSIDERATIONS
WEEK: 1 2
10
SUBSTRAND: Data
OUTCOMES A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM uses concrete materials and/or pictorial representations to support conclusions MAe-3WM represents data and interprets data displays made from objects MAe-17SP
OVERVIEW
Answer yes/no questions to collect information (ACMSP011) collect information about themselves and their environment, including by asking and answering yes/no questions pose and answer questions about situations using everyday language, eg 'Do you have any brothers or sisters?', 'What is the favourite colour of most people in our class?' (Communicating) Organise objects into simple data displays and interpret the displays group objects according to characteristics to form a simple data display, eg sort blocks or counters according to colour compare the sizes of groups of objects by counting (Reasoning) arrange objects in rows or columns according to characteristics to form a data display, eg arrange lunchboxes in columns according to colour give reasons why a row of three objects may look bigger than a row of five objects, eg 'The three green lunch boxes are spaced out more than the five blue lunch boxes' (Communicating, Reasoning) interpret information presented in a display of objects to answer questions, eg 'How many children in our class have red pencil cases?'
Background Information In Early Stage 1, students collect information about themselves and their environment with teacher assistance. They use actual objects as data and group these objects into a data display. Language Students should be able to communicate using the following language: information, collect, group, display, objects.

Sharon Tooney
CONTENT
Answer yes/no questions to collect information Organise objects into simple data displays and interpret the displays
WEEK

Lefty or Righty? Ask each of the students to pick up a pencil to write their name. Have them hold their pencil in the air. Based on hand preference put the students into two groups; those that are right-handed and those that are left handed. Use two different coloured paint, print the students preferred hand and make a display of results. Discuss the results. Hair Colour Discuss with the students what colour their hair is. Have them make groups based on colour. Discuss how the groups can be best organised so that comparisons can be made between the groups. Have students line up in hair colour groups and make direct comparisons between the lines. Provide each student with a face cut-out for them to complete and add the correct colour hair using wool or paper strips. Use faces to create a graph of class hair colour. Sorting Bear Graph Provide each student with 10-20 sorting bears and have them sort them into different colours. Give them a graphing sheet (attached) to colour in how many of each colour bear they have and colour the bears to complete the sentences. Leaves of Many Colours Using the attached sheet of leaves, make multiple copies, laminate and cut out leaves separately. Place leaves into a cloth bag and have each student randomly draw out a leaf or two (depending on class size and ability level). Have the students add their leaf to a class graph in the right column using blu-tack. Discuss placement of leaves and make comparisons of the results. Revision and Assessment
ADJUSTMENTS
Individual support as required.
RESOURCES
Paper, paint, scissors, glue
Reg
Individual support as required.
Face outline, pencils, wool, coloured strips of paper, scissors and glue.
Individual support as required. Increase or decrease the range of bears. Discuss what would happen if the task was completed again. Re-do and check predictions and discuss results.
Sorting bears, graph BLM
Cloth bag, leaf cutouts.
10 ASSESSMENT OVERVIEW
Sharon Tooney
Sorting Bear Graph 7 6 5 4 3 2 1
Most of my bears are
. .
The least number of my bears are
Sharon Tooney
Sharon Tooney

Maths Program Proforma ES1 T2

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Maths Program Proforma ES1 T2

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MATHS PROGRAM : EARLY STAGE 0NE KINDERGARTEN

WEEKLY ROUTINE Monday Tuesday Wednesday Thursday Friday

Whole Number 1 Terms 1-4

Statistics & Probability Terms 1 & 3: Data

K-6 MATHEMATICS SCOPE AND SEQUENCE

MEASUREMENT AND GEOMETRY

STATISTICS & PROBABILITY

MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 1 2 3 3 KEY CONSIDERATIONS

SUBSTRAND: Whole Number

Learning Across The Curriculum

Subitise small collections of objects

TEACHING, LEARNING and ASSESSMENT

Mother and Babies BLM, Beehive BLM

Number cards, Fences BLM, pop sticks

Variations : Provide each student with a numeral

Nylon rope, chairs, numeral cards, pegs

White board and markers, pegs, IWB

Numeral flip strips, CD player, tambourine, numeral cards

Adjust the range of numbers up or down according to ability level.

Adjust the range of numbers up or down according to ability level.

MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 1 2 3 3 KEY CONSIDERATIONS

SUBSTRAND: Multiplication and Division

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Adjust the number of objects up or down according to ability level.

Adjust the range of numbers up or down according to ability level.

Number cards, counters

Variety of objects, bags, paper and pencil for recording.

Revision and Assessment

MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 1 2 3 3 KEY CONSIDERATIONS

SUBSTRAND: Fractions and Decimals

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Adjust difficulty of demonstrating half to ability of individuals.

Variety of objects, paper and pencils for recording.

Variety of objects, paper and pencils for recording.

MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 1 2 3 3 KEY CONSIDERATIONS

SUBSTRAND: Patterns and Algebra

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Support for students experiencing difficulty.

Pattern cards, variety of materials

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Support for individuals as required.

Support for individuals as required.

Support for individuals as required.

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Extended questioning Laminated A3 copies of each picture to refer directly to

Large format pictures, chart paper and textas for recording

Support for individuals as required. Peer grouping.

Plastic containers, sorting shapes, positional dice

The Big Bug Hunt!

Apple Picking Time

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Collection of objects, incline, paper and pencils for recording.

Pipe cleaners, connecting straws, paper and pencils for recording.

MATHEMATICS PROGRAM PROFORMA TERM: STATISTICS AND PROBABILITY 2 3 3 1 KEY CONSIDERATIONS

Learning Across The Curriculum

TEACHING, LEARNING and ASSESSMENT

Individual support as required.