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Mayfield West Demonstration School

Mathematics

Scope and Sequence

Stage 1

(Year 1)

Numeracy – Lesson ModelConstructivist Classroom (using Bruner’s theory)

Preparation:

· Before commencing the lesson, the classroom teacher works out questions prior to the lesson.

· Think about the Golden Circle: Why are my students learning this – How will they learn this – What will they learn?

1. Prior Knowledge

· Talking about and reflecting on prior learning that links to the upcoming lesson which involves the whole class.

· In ES1/S1, Maths groups can include activities that allow students at all levels of the Learning Framework in Number (eg., within the Early Arithmetical strategies) to be able to participate.

2. Evolving Student Learning (Main Focus - Whole Class or Most of Class)

· Model the required behaviour/strategy using explicit teaching. Ask students ‘What do you think we will be learning about today?’.

· Expose students to the language of the lesson and keep referring to it throughout the lesson cycle.

· Teaching and learning activities should allow students at all levels of the Learning Framework in Number to be able to participate.

· Use higher order thinking which links to prior knowledge.

· Encourage students to explain their solution strategies and discuss which methods are the most suitable.

· Students should be encouraged to explain their solution as this provides you with information about the solution strategies students’ use.

3. Inquiry Based

ES1 and Stage 1

Small groups (no more than 4) working on the core concept of the lesson.

· Guided/supported practice of the skill or knowledge

· Teaching and activities should target students of different levels. For example, Emergent, Perceptual, etc.

· Try to move between groups at times to keep students focused.

· You may wish to spend more time with students using less advanced strategies.

· Provide explicit feedback on the student’s performance e.g ‘Well done, you found all the numbers 1-10 by looking closely at the shapes of the numbers.’

· This is a good opportunity to make anecdotal observations and for students to undertake ongoing assessment tasks.

Stage 2 and Stage 3

Individual and paired work working on the core concept of the lesson.

· Guided/supported practice of the skill or knowledge

· Teaching and activities can be differentiated to accommodate the varying levels of learners in the classroom.

· Provide students opportunity to discuss their findings and share with the class.

· Provide explicit feedback on the student’s performance as well as opportunities for students to explore peer assessment.

· Students use technology to explore and apply learning.

· This is a good opportunity to make anecdotal observations and for students to undertake ongoing assessment tasks.

4. Reflection and Making Connections

· Reflect on the language of the

· Give students the opportunity to share and talk about their learning.

· Draw together the learning activities used during the lesson and the strategy that is being examined.

· Use the following questions to build the concept of ‘Making Connections’ to the real world.

1. What did you have to do? 2. What did you do?

3. What did you find out? 4. What did it add to what you already know?

(Hold down Ctrl and click on images or links.)Year 1Resources Page

Maths Plus Pages Mathletics Resources Additional Resources

Number

Measurement and Geometry

Statistics and Probability

Whole Numbers

Addition and SubtractionMultiplication and Division

Fractions and Decimals

MoneyPatterns and Algebra

2D Space

Mass

Angles

Area

Length

3D Space

Volume and Capacity

Position

Time

Data

Chance

Mayfield West Demonstration School Mathematics Scope and Sequence (Year 1)

Stage

ES1

S1

S2

S3

Term 1 Overview

Term

1

2

3

4

Week 1


Monday

Tuesday

Wednesday

Thursday

Friday

Uniform, informal length units

Length

Make, Mark, Move

Length

MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres


use uniform informal units to measure lengths and distances by placing the units end-to-end without gaps or overlaps

select appropriate uniform informal units to measure lengths and distances, eg paper clips instead of pop sticks to measure a pencil, paces instead of pop sticks to measure the length of the playground (Problem Solving)

explain the relationship between the size of a unit and the number of units needed, eg more paper clips than pop sticks will be needed to measure the length of the desk (Communicating, Reasoning)

record lengths and distances by referring to the number and type of uniform informal unit used


discuss strategies used to estimate lengths, eg visualising the repeated unit, using the process 'make, mark and move' (Communicating, Problem Solving)

Maths Plus Page

5

33

Working Mathematically

MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained

MA1-2WM uses objects, diagrams and technology to explore mathematical problems


Week 2

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Place Value

Whole Numbers

Groups of 10

Whole Numbers

Counting

Whole Numbers

Might happen or won’t happen

Chance

Describing Chance

Chance

MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers



MA1-18SP recognises and describes the element of chance in everyday events


Count collections to 100 by partitioning numbers using place value(ACMNA014)

count and represent large sets of objects by systematically grouping in tens

use place value to partition two-digit numbers, eg 32 as 3 groups of ten and 2 ones



Develop confidence with number sequences to 100 by ones from any starting point (ACMNA012)

count forwards and backwards by ones from a given two-digit number

identify the number before and after a given two-digit number

describe the number before as 'one less than' and the number after as 'one more than' a given number (Communicating)

Identify outcomes of familiar events involving chance and describe them using everyday language, such as 'will happen', 'won't happen' or 'might happen' (ACMSP024)

identify possible outcomes of familiar activities and events, eg the activities that might happen if the class is asked to sit on the floor in a circle

use everyday language to describe the possible outcomes of familiar activities and events, eg 'will happen', 'might happen', 'won't happen', 'probably'




Maths Plus Page

7

19

23

16

32





Week 3

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Revise Place Value

Whole Numbers

Read and write two digit numbers

Whole Numbers

Number before/afterNumbers to 30

Whole Numbers

Making 2D Shapes

2D Space

Naming 2D Shapes

2D Space




MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons


use and explain mental grouping to count and to assist with estimating the number of items in large groups

locate and place two-digit numbers on a number line

apply an understanding of place value and the role of zero to read, write and order two-digit numbers


recognise that the name of a shape does not change when the shape changes its orientation in space, eg a square turned on its vertex is still a square

recognise that the name of a shape does not change when the shape changes its orientation in space, eg a square turned on its vertex is still a square

Maths Plus Page

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-

27

4

12





Week 4

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Adding Numbers

Addition and Subtraction

Counting On


Addition combinations to 10 (friends to 10)


Vertical, horizontal and parallel lines

2D Space

Vertical, horizontal and parallel lines

2D Space

MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers





Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)

use the terms 'add', 'plus', 'equals', 'is equal to', 'take away', 'minus' and the 'difference between'

use concrete materials to model addition and subtraction problems involving one- and two-digit numbers

recognise and use the symbols for plus (+), minus (–) and equals (=)

record number sentences in a variety of ways using drawings, words, numerals and mathematical symbols

use combinations for numbers up to 10 to assist with combinations for numbers beyond 10 (Problem Solving)





recognise, recall and record combinations of two numbers that add to 10

identify vertical and horizontal lines in pictures and the environment and use the terms 'vertical' and 'horizontal' to describe such lines

identify parallel lines in pictures and the environment and use the term 'parallel' to describe such lines

identify vertical and horizontal lines in pictures and the environment and use the terms 'vertical' and 'horizontal' to describe such lines


give everyday examples of parallel lines, eg railway tracks (Reasoning)

Maths Plus Page

2

14

30

-

24





Week 5

Number

Monday

Tuesday

Wednesday

Thursday

Friday

Counting On


Number line addition


Number line addition


Mid Term Assessment

Mid Term Assessment




Develop confidence with number sequences to 100 by ones from any starting point (ACMNA012)

use number lines and number charts to assist with counting and ordering



Maths Plus Page

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-

26





Week 6

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Revise Subtraction


Subtraction


Counting Back


Picture Graphs

Data

Picture Graphs

Data




MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results




use concrete materials and a number line to model and determine the difference between two numbers, eg


use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including:

counting on from the larger number to find the total of two numbers

counting back from a number to find the number remaining

counting on or back to find the difference between two numbers





use concrete materials or pictures of objects as symbols to create data displays where one object or picture represents one data value (one-to-one correspondence), eg use different-coloured blocks to represent different-coloured cars

record a data display created from concrete materials or pictures of objects (Communicating)

explain interpretations of information presented in data displays, eg 'More children like dogs because there are more dog pictures than cat pictures' (Communicating, Reasoning)

use concrete materials or pictures of objects as symbols to create data displays where one object or picture represents one data value (one-to-one correspondence), eg use different-coloured blocks to represent different-coloured cars


write a simple sentence to describe data in a display, eg 'The most popular fruit snack is an apple' (Communicating

Maths Plus Page

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6

18

25

50





Week 7

Number


Monday

Tuesday

Wednesday

Thursday

Friday

One half


Half a collection


Half a collection


Comparing Area

Area

Finding Area

Area

MA1-7NA represents and models halves, quarters and eighths



MA1-10MG measures, records, compares and estimates areas using uniform informal units


Recognise and describe one-half as one of two equal parts of a whole (ACMNA016)

use concrete materials to model half of a whole object, eg


use concrete materials to model half of a collection, eg

describe two equal parts of a collection, eg 'I have halves because the two parts have the same number of seedlings' (Communicating)




Measure and compare areas using uniform informal units

compare, indirectly, the areas of two surfaces that cannot be moved or superimpose

discuss strategies used to estimate area, eg visualising the repeated unit (Communicating, Problem Solving)

record areas by referring to the number and type of uniform informal unit used, eg 'The area of this surface is 20 tiles'

estimate areas by referring to the number and type of uniform informal unit used and check by measuring

Maths Plus Page

3

15

31

9

39





Week 8

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Equal Groups

Multiplication and Division

Sharing


Sharing


Identifying features of objects

3D Space

Recognising 3D Objects

3D Space

MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division



MA1-14MG sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms


Model and use equal groups of objects as a strategy for multiplication

model and describe collections of objects as 'groups of', eg

Skip count by twos, fives and tens starting from zero (ACMNA012)

count by twos, fives and tens using rhythmic counting and skip counting from zero

use patterns on a number chart to assist in counting by twos, fives or tens (Communicating)


find the total number of objects using skip counting

Recognise and represent division as grouping into equal sets (ACMNA032)

recognise when there are equal numbers of items in groups, eg 'There are three pencils in each group'

model division by sharing a collection of objects equally into a given number of groups to determine how many in each group, eg determine the number in each group when 10 objects are shared between two people

model division by sharing a collection of objects into groups of a given size to determine the number of groups, eg determine the number of groups when 20 objects are shared into groups of four

identify the type and number of flat and curved surfaces of three-dimensional objects, eg 'This prism has eight flat surfaces', 'A cone has two surfaces: one is a flat surface and the other is a curved surface' (Reasoning)

distinguish between 'flat surfaces' and 'curved surfaces' and between 'flat surfaces' and 'faces' when describing three-dimensional objects (Communicating)

identify and name familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms, from a collection of everyday objects

recognise familiar three-dimensional objects from pictures and photographs, and in the environment

Maths Plus Page

10

-

22

8

29





Week 9

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Number Patterns

Patterns and Algebra

Number Patterns


Odd and Even Numbers


Comparing Mass

Mass

Comparing Mass

Mass

MA1-8NA creates, represents and continues a variety of patterns with numbers and objects



MA1-12MG measures, records, compares and estimates the masses of objects using uniform informal units


represent number patterns on number lines and number charts

create, record and describe number patterns that increase or decrease

make connections between repeating patterns and counting, eg a 'three' pattern and skip counting by threes (Communicating, Reasoning)

Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)

identify and describe patterns when skip counting forwards or backwards by ones, twos, fives and tens from any starting point

use objects to represent counting patterns (Communicating)

investigate and solve problems based on number patterns (Problem Solving)

recognise, copy and continue given number patterns that increase or decrease, eg1, 2, 3, 4, … 20, 18, 16, 14, …

recognise, copy and continue patterns with objects or symbols

model and describe 'odd' and 'even' numbers using counters paired in two rows

describe the pattern created by modelling odd and even numbers (Communicating)

sort objects on the basis of their mass

compare and order the masses of two or more objects by hefting and check using a pan balance

(from content 2)

identify materials that are light or heavy

compare and order the masses of two or more objects by hefting and check using a pan balance(from content 2)

Maths Plus Page

-

11

28

-

21





Week 10

Monday

Tuesday

Wednesday

Thursday

Friday

Revision

Revision

Revision

End of Term Assessment


Maths Plus Page

-

-

-

-

-






Stage

ES1

S1

S2

S3

Term 2 Overview

Term

1

2

3

4

Week 1


Monday

Tuesday

Wednesday

Thursday

Friday

Revision

Revision

Revise capacity

Volume and Capacity

Comparing capacity

Volume and Capacity

MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units


Measure and compare the capacities of pairs of objects using uniform informal units(ACMMG019)

explain the relationship between the size of a unit and the number of units needed, eg more cups than ice cream containers will be needed to fill a bucket (Communicating, Reasoning)

estimate capacities by referring to the number and type of uniform informal unit used and check by measuring

record capacities by referring to the number and type of uniform informal unit used

compare the capacities of two or more containers using appropriate uniform informal units

estimate capacities by referring to the number and type of uniform informal unit used and check by measuring

Maths Plus Page

-

17





Week 2

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Modelling Numbers

Whole Number

Number line ordering

Whole Number

Place Value of 3 digit numbers

Whole Number

Vertices

2D Space

Regular and irregular 2D Shapes

2D Space






Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line(ACMNA013)




partition two-digit numbers in non-standard forms, eg 32 as 32 ones or 2 tens and 12 ones





use place value to partition three-digit numbers, eg 326 as 3 groups of one hundred, 2 groups of ten and 6 ones

state the place value of digits in numbers of up to three digits, eg 'In the number 583, the "5" represents 500 or 5 hundreds'

(from content 2)

describe features of two-dimensional shapes using the terms 'side' and 'vertex' (Communicating)

sort two-dimensional shapes by a given attribute, eg by the number of sides or vertices

identify and name two-dimensional shapes presented in different orientations according to their number of sides, including using the terms 'triangle', 'quadrilateral', 'pentagon', 'hexagon' and 'octagon', eg

Maths Plus Page

-

41

-

58

38





Week 3

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Tens Frame


Counting On


Counting On


Left and Right

Position

Describing Position

Position




MA1-16MG represents and describes the positions of objects in everyday situations and on maps



reate, record and recognise combinations of two numbers that add to numbers from 11 up to and including 20



choose and apply efficient strategies for addition and subtraction (Problem Solving)



Give and follow directions to familiar locations (ACMMG023)

use the terms 'left' and 'right' to describe the positions of objects in relation to themselves and from the perspective of a person facing in the opposite direction, eg 'The ball is on her left'


use the terms 'left' and 'right' to describe the positions of objects in relation to themselves and from the perspective of a person facing in the opposite direction, eg 'The ball is on her left'

give and follow directions, including directions involving turns to the left and right, to move between familiar locations, eg within the classroom or school

give and follow instructions to position objects in models and drawings, eg 'Draw the bird between the two trees'

give and follow simple directions using a diagram or description (Communicating)

Maths Plus Page

40

-

52

42

62





Week 4

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Counting Back


Subtraction from Addition


Using the Subtraction Symbol


Class Graph

Data

Representing Data

Data








create, record and recognise combinations of two numbers that add to numbers from 11 up to and including 20

use concrete materials to model how addition and subtraction are inverse operations

use related addition and subtraction number facts to at least 20, eg 15 + 3 = 18, so 18 – 3 = 15 and 18 – 15 = 3

(from content 2)

use concrete materials to model how addition and subtraction are inverse operations

use related addition and subtraction number facts to at least 20, eg 15 + 3 = 18, so 18 – 3 = 15 and 18 – 15 = 3

(from content 2)

gather data and track what has been counted by using concrete materials, tally marks, words or symbols

interpret information presented in data displays where one object, picture or drawing represents one data value, eg weather charts

write a simple sentence to describe data in a display, eg 'The most popular fruit snack is an apple' (Communicating)



Maths Plus Page

44

56

-

-

59





Week 5


Monday

Tuesday

Wednesday

Thursday

Friday

Calendar Time

Time

Calendar Time

Time

Months and Seasons

Time

Mid Term Assessment

Mid Term Assessment

MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time



Use a calendar to identify the date and determine the number of days in each month (ACMMG041)

identify a day and date using a conventional calendar

Use a calendar to identify the date and determine the number of days in each month (ACMMG041)

identify a day and date using a conventional calendar

Name and order months and seasons (ACMMG040)

name and order the months of the year

recall the number of days that there are in each month

Maths Plus Page

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97

85





Week 6

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Equal Groups


Skip count 2’s and 5’s


Skip Counting


Repeated Time Units

Time

O’clock

Time






determine and distinguish between the 'number of groups' and the 'number in each group' when describing collections of objects (Communicating)



use patterns on a number chart to assist in counting by twos, fives or tens (Communicating



use patterns on a number chart to assist in counting by twos, fives or tens (Communicating

compare and order the duration of events measured using a repeated informal unit, eg 'It takes me ten claps to write my name but only two claps to say my name'

(from content 2)

read analog and digital clocks to the half-hour using the terms 'o'clock' and 'half past'

Maths Plus Page

36

37

48

13

51





Week 7

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Revise Halves of a Whole

(make symmetrical Sam)


Quarters of a Whole


Sharing


Covering Areas

Area

Comparing Similar Shapes

Area






describe two equal parts of a whole object, eg 'I folded my paper into two equal parts and now I have halves' (Communicating)

recognise that halves refer to two equal parts of a whole

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 (1 2 ) , quarter (1 4 ) and eighth (1 8 ) ,

(from content 2)



use uniform informal units to measure area by covering the surface in rows or columns without gaps or overlaps



describe why the area remains constant when units are rearranged (Communicating, Reasoning)


Maths Plus Page

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45

49

-

43





Week 8

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Money Coin Value

Whole Number

Counting Single Values

Counting by 2’s, 5’s, 10 (on and off decade)

Whole Number

Counting Coins

Whole Number

Volume of models

Volume and Capacity

Volume of models

Volume and Capacity






Recognise, describe and order Australian coins according to their value (ACMNA017)

identify, sort, order and count money using the appropriate language in everyday contexts, eg coins, notes, cents, dollars

recognise that total amounts can be made using different denominations, eg 20 cents can be made using a single coin or two 10-cent coins


pack cubic units (eg blocks) into rectangular containers so that there are no gaps

recognise that cubes pack better than other objects in rectangular containers (Reasoning)

record volumes by referring to the number and type of uniform informal unit used

Maths Plus Page

65

-

109

-

47





Week 9


Monday

Tuesday

Wednesday

Thursday

Friday

Three-Dimensional Objects

3D Space

Describing 3D Objects

3D Space

Top, front and side view

3D Space

Comparing Mass

Mass

Comparing Mass

Mass






Recognise and classify familiar three-dimensional objects using obvious features (ACMMG022)

identify and name familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms, from a collection of everyday objects

use the term 'face' to describe the flat surfaces of three-dimensional objects with straight edges, including squares, rectangles and triangles


select and name a familiar three-dimensional object from a description of its features, eg find an object with six square faces

recognise that three-dimensional objects look different from different vantage points


recognise that three-dimensional objects look different from different vantage points

use a pan balance to compare the masses of two objects

use drawings to record findings from using a pan balance

place objects on either side of a pan balance to obtain a level balance


use a pan balance to find two collections of objects that have the same mass, eg a collection of blocks and a collection of counters

Maths Plus Page

54

76

96

-

55





Week 10

Monday

Tuesday

Wednesday

Thursday

Friday

Revision

Revision

Revision



Maths Plus Page

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-

-

-

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Stage

ES1

S1

S2

S3

Term 3 Overview

Term

1

2

3

4

Week 1


Monday

Tuesday

Wednesday

Thursday

Friday

Revision

Revision

Comparing Length

Length

Unusual Lengths

Length




explain the relationship between the size of a unit and the number of units needed, eg more paper clips than pop sticks will be needed to measure the length of the desk (Communicating, Reasoning)

measure the lengths of a variety of everyday objects, eg use handspans to measure the length of a table (Problem Solving)


estimate linear dimensions and the lengths of curves by referring to the number and type of uniform informal unit used and check by measuring


measure the lengths of a variety of everyday objects, eg use handspans to measure the length of a table (Problem Solving)


Maths Plus Page

67

107





Week 2

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Number Patterns


Counting Patterns


Addition Patterns


Quadrilaterals

2D Space

Describing 2D Shapes

2D Space











recognise, copy and continue given number patterns that increase or decrease, eg

1, 2, 3, 4, …

20, 18, 16, 14, …


create, record and describe patterns with objects or symbols

describe a repeating pattern of objects or symbols in terms of a 'number' pattern, eg



describe how number patterns are made and how they can be continued (Communicating, Problem Solving)

recognise that rectangles and squares are quadrilaterals

identify and name two-dimensional shapes presented in different orientations according to their number of sides, including using the terms 'triangle', 'quadrilateral', 'pentagon', 'hexagon' and 'octagon', eg

recognise that shapes with the same name may have sides of equal or different lengths (Reasoning)

manipulate, compare and describe features of two-dimensional shapes, including triangles, quadrilaterals, pentagons, hexagons and octagons

select a shape from a description of its features (Reasoning)


sort two-dimensional shapes by a given attribute, eg by the number of sides or vertices

Maths Plus Page

53

57

64

72

92





Week 3

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Counting 10

Whole Number

Decomposition

Whole Number

Decomposition

Whole Number

Review o’clock/ analogue clock face

Time

Half Past

Time









represent two-digit numbers using objects, pictures, words and numerals




state the place value of digits in two-digit numbers, eg 'In the number 32, the "3" represents 30 or 3 tens'




state the place value of digits in two-digit numbers, eg 'In the number 32, the "3" represents 30 or 3 tens'


describe everyday events with particular hour and half-hour times, eg 'We start school at 9 o'clock' (Communicating)

record hour and half-hour time on analog and digital clocks

Tell time to the half-hour (ACMMG020)

describe the position of the hands on a clock for the half-hour

explain why the hour hand on a clock is halfway between the two hour-markers when the minute hand shows the half-hour (Communicating, Reasoning)


Maths Plus Page

83

-

91

-

81





Week 4

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Friends to 10 revision


Doubles revision


Near Doubles


Represent and Interpret Data

Data

Favourite pets

(Column Graph)

Data











use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including: using doubles and near doubles, eg 5 + 7: double 5 and add 2



use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including: using doubles and near doubles, eg 5 + 7: double 5 and add 2

Represent data with objects and drawings where one object or drawing represents one data value and describe the displays (ACMSP263)


describe information presented in simple data displays using comparative language such as 'more than' and 'less than', eg 'There were more black cars than red cars' (Communicating, Reasoning)

explain interpretations of information presented in data displays, eg 'More children like dogs because there are more dog pictures than cat pictures' (Communicating, Reasoning)

gather data and track what has been counted by using concrete materials, tally marks, words or symbols



describe information presented in simple data displays using comparative language such as 'more than' and 'less than', eg 'There were more black cars than red cars' (Communicating, Reasoning)

Maths Plus Page

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-

78

84

93





Week 5

Number

Monday

Tuesday

Wednesday

Thursday

Friday

Combining to 10

(revise friends to ten)


Bridge to 10


Bridge to 10


Mid Term Assessment

Mid Term Assessment










use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including bridging to 10, eg 17 + 5: 17 and 3 is 20, then add 2 more




use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including bridging to 10, eg 17 + 5: 17 and 3 is 20, then add 2 more


Maths Plus Page

104

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70





Week 6

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Add odd and even


Equivalence


Related addition facts


Identify and describe outcomes

Chance

Chance

Chance






check given number sentences to determine if they are true or false and explain why,

eg 'Is 7 + 5 = 8 + 4 true? Why or why not?' (Communicating, Reasoning)

use the equals sign to record equivalent number sentences involving addition, and to mean 'is the same as', rather than as an indication to perform an operation, eg 5 + 2 = 3 + 4

use concrete materials to model the commutative property for addition and apply it to aid the recall of addition facts, eg 4 + 5 = 5 + 4







Maths Plus Page

87

90

95

66

111





Week 7

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Subtraction on the number line


Counting back


Subtraction to twenty


Measuring Mass

Mass

Comparing Mass

Mass














Investigate mass using a pan balance



discuss the action of a pan balance when a heavy

object is placed in one pan and a lighter object in the other pan (Communicating)

predict the action of a pan balance before placing particular objects in each pan (Reasoning)

Investigate mass using a pan balance

identify materials that are light or heavy



discuss the action of a pan balance when a heavy

object is placed in one pan and a lighter object in the other pan (Communicating)

Maths Plus Page

82

94

108

77

123





Week 8

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Jump Strategy revision


Split Strategy revision


Word Problems


Describing Position

Position

Reading a Map

Position






use and record a range of mental strategies to solve addition and subtraction problems involving two-digit numbers, including:

the jump strategy on an empty number line

the split strategy, eg record how the answer to 37 + 45 was obtained using the split strategy

30+40=70

7+5=12

so 70+12=82




describe the path from one location to another on drawings

use a diagram to give simple directions (Communicating)



describe the path from one location to another on drawings

use a diagram to give simple directions (Communicating)

create a path from one location to another using computer software (Communicating)

Maths Plus Page

-

-

99

88

110





Week 9

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Describing Patterns


Missing Numbers


Describing Number Patterns


Estimating Area

Area

Different Area Units

Area






recognise, copy and continue patterns with objects or symbols

recognise when an error occurs in a pattern and explain what is wrong (Communicating, Problem Solving)

create, record and describe patterns with objects or symbols

describe a repeating pattern of objects or symbols in terms of a 'number' pattern, eg





1, 2, 3, 4, …

20, 18, 16, 14, …




1, 2, 3, 4, …

20, 18, 16, 14, …

describe how number patterns are made and how they can be continued (Communicating, Problem Solving)





use uniform informal units to measure area by covering the surface in rows or columns without gaps or overlaps

select and use appropriate uniform informal units to measure area (Reasoning)

explain the relationship between the size of a unit and the number of units needed to measure an area, eg 'I need more tiles than workbooks to measure the area of my desktop' (Communicating, Reasoning)


compare, indirectly, the areas of two surfaces that cannot be moved or superimposed, eg by cutting paper to cover one surface and superimposing the paper over the second surface

explain the relationship between the size of a unit and the number of units needed to measure an area, eg 'I need more tiles than workbooks to measure the area of my desktop' (Communicating, Reasoning)



Maths Plus Page

60

75

105

63

89





Week 10

Monday

Tuesday

Wednesday

Thursday

Friday

Revision

Revision

Revision



Maths Plus Page






Stage

ES1

S1

S2

S3

Term 4 Overview

Term

1

2

3

4

Week 1

Number

Monday

Tuesday

Wednesday

Thursday

Friday

Revision

Revision

Money Adding Different Values

Whole Number

Money Adding Different Values

Whole Number



identify, sort, order and count money using the appropriate language in everyday contexts, eg coins, notes, cents, dollars


recognise the symbols for dollars ($) and cents (c)


recognise the symbols for dollars ($) and cents (c)

Maths Plus Page

-

113





Week 2

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Equal Groups


Rows of


Relating area to arrays

Area

Comparing Capacity

Volume and Capacity

Volume of Models

Volume and Capacity








recognise the importance of having groups of equal size (Reasoning)

determine and distinguish between the 'number of groups' and the 'number in each group' when describing collections of objects (Communicating)

find the total number of objects using skip counting


model and describe collections of objects as 'rows of', eg

recognise the importance of having rows of equal size (Reasoning)




Measure and compare the capacities of pairs of objects using uniform informal units (ACMMG019)

explain the relationship between the size of a unit and the number of units needed, eg more cups than ice cream containers will be needed to fill a bucket (Communicating, Reasoning)

record capacities by referring to the number and type of uniform informal unit used

compare the capacities of two or more containers using appropriate uniform informal units

measure the volume of a container by filling the container with uniform informal units and counting the number of units used, eg the number of blocks a box can hold

predict the larger volume of two or more containers and check by measuring using uniform informal units (Reasoning)

Measure and compare the capacities of pairs of objects using uniform informal units (ACMMG019)

pack cubic units (eg blocks) into rectangular containers so that there are no gaps

recognise that cubes pack better than other objects in rectangular containers (Reasoning)

measure the volume of a container by filling the container with uniform informal units and counting the number of units used, eg the number of blocks a box can hold

devise and explain strategies for packing and counting units to fill a box, eg packing in layers and ensuring that there are no gaps between units (Communicating, Problem Solving)

record volumes by referring to the number and type of uniform informal unit used

Maths Plus Page

74

112

119

73

101





Week 3

Number


Monday

Tuesday

Wednesday

Thursday

Friday

Grouping


Repeated Subtraction


Finding Groups


Rounding

Whole Number

Rounding

Whole Number






model division by sharing a collection of objects equally into a given number of groups to determine how many in each group, eg determine the number in each group when 10 objects are shared between two people

describe the part left over when a collection cannot be shared equally into a given number of groups (Communicating, Problem Solving, Reasoning)


Recognise and represent division as grouping into equal sets (ACMNA032)


recognise when there are equal numbers of items in groups, eg 'There are three pencils in each group'


identify the number before and after a given

round numbers to the nearest ten

estimate, to the nearest ten, the number of objects in a collection and check by counting, eg estimate the number of children in a room to the nearest ten

identify the number before and after a given

round numbers to the nearest ten

estimate, to the nearest ten, the number of objects in a collection and check by counting, eg estimate the number of children in a room to the nearest ten

Maths Plus Page

79

98

129

-

117





Week 4

Number

Monday

Tuesday

Wednesday

Thursday

Friday

Jump Strategy Revision


Jump Strategy (Subtraction)


Jump Strategy (Subtraction)


O’clock and half past review

Time

Digital

Time







the jump strategy on an empty number line


the jump strategy on an empty number lineuse concrete materials to model addition and subtraction problems involving one- and two-digit numbers



the jump strategy on an empty number lineuse concrete materials to model addition and subtraction problems involving one- and two-digit numbers


Tell time to the half-hour (ACMMG020)









Maths Plus Page

-

128

128

-

131





Week 5

Number

Monday

Tuesday

Wednesday

Thursday

Friday

Quarters of a collection


Using half and quarter notation


Metres

Length

Mid Term Assessment

Mid Term Assessment




use concrete materials to model quarter of a collection, eg


use concrete materials to model half of a whole object, egrecord two equal parts of whole objects and shapes, and the relationship of the parts to the whole, using pictures and the fraction notation for half (12), eg



Measure and compare the lengths of pairs of objects using uniform informal units (ACMMG019)

compare the lengths of two or more objects using appropriate uniform informa

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