maths program proforma es1 t2

Download Maths Program Proforma ES1 T2

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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 / 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




    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 & 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' 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

    Subitise small collections of objects 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 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 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

    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


    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.

    Increase or decrease the range of numbers according to ability.

    Containers, number cards, blocks


    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.

    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


    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