mathematics program proforma es1 t1

Download Mathematics Program Proforma Es1 t1

Post on 24-Oct-2015




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  • Sharon Tooney




    Monday Tuesday Wednesday Thursday Friday

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

    Statistics & Probability Terms 1 & 3: Data 1

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

  • Sharon Tooney




    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


    STAGE: ES1 S1 S2 S3


    TERM: 1 2 3 3

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

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

    Background Information In Early Stage 1, students are expected to be able to count to 30. Many classes have between 20 and 30 students, and counting the number of students is a common activity. Students will also encounter numbers up to 31 in calendars. Counting is an important component of number and the early learning of operations. There is a distinction between counting by rote and counting with understanding. Regularly counting forwards and backwards from a given number will familiarise students with the sequence. Counting with understanding involves counting with one-to-one correspondence, recognising that the last number name represents the total number in the collection, and developing a sense of the size of numbers, their order and their relationships. Representing numbers in a variety of ways is essential for developing number sense. Subitising involves immediately recognising the number of objects in a small collection without having to count the objects. The word 'subitise' is derived from Latin and means 'to arrive suddenly'. In Early Stage 1, forming groups of objects that have the same number of elements helps to develop the concept of equality. Language Students should be able to communicate using the following language: count forwards, count backwards, number before, number after, more than, less than, zero, ones, groups of ten, tens, is the same as, coins, notes, cents, dollars. The teen numbers are often the most difficult for students. The oral language pattern of teen numbers is the reverse of the usual pattern of 'tens first and then ones'. Students may use incorrect terms since these are frequently heard in everyday language, eg 'How much did you get?' rather than 'How many did you get?' when referring to a score in a game. To represent the equality of groups, the terms 'is the same as' and 'is equal to' should be used. In Early Stage 1, the term 'is the same

    Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Count forwards to 10 from a given number Count backwards from 10 to 0 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond read numbers to at least 10, including zero, and

    represent these using objects (such as fingers), pictures, words and numerals recognise numbers in a variety of contexts, eg

    classroom charts, cash register, computer keyboard, telephone (Communicating)

    communicate the use of numbers through everyday language, actions, materials and informal recordings (Communicating)

    estimate the number of objects in a group of up to 10 objects, and count to check

    Subitise small collections of objects recognise the number of objects or dots in a pattern of

    objects or dots recognise dice and domino dot patterns

    Compare, order and make correspondences between collections, initially to 20, and explain reasoning count with one-to-one correspondence make correspondences between collections compare and order numbers and groups of objects use the term 'is the same as' to express equality of

    groups Use the language of money use the language of money in everyday contexts

    Learning Across The Curriculum

    Cross-curriculum priorities Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability General capabilities

    Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

  • Sharon Tooney



    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


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

    Use animations of songs or pictorial representations to support visual learners


    Counting Students should be given frequent opportunities to count forwards and backwards from various starting points. Counting experiences could include: rhythmic counting eg 1 2 3 4 5 6 (where the bold numbers are said aloud) counting individually counting off. Students stand as they call their number and when counting backwards students

    sit. circle counting. Students sit in a circle and take turns to count particular groups of students eg

    the number of students in the class, the students with blue shirts. counting with body percussion to emphasise a pattern eg odd numbers hitting knees, even

    numbers with a clap.

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


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

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

    play money, variety of items to sell in store


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

    wind up toys, ordinal cards


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

    numeral cards, pegs

  • Sharon Tooney

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


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

    variety of cards


    Address Books Students collect num