Você está na página 1de 17

# Year One Mathematics Program

Weeks 1 & 2 SENA During this assessment period, students will: - Be assessed by their class teacher using SENA and/or written tasks (as determined by class teacher) - revise and consolidate number concepts taught in Term One through independent/group activities Week 2 During SENA testing **Assessment**

Term Two

Strand: Number Strand/s: Measurement Outcome/s: NS1.2 Outcome/s: MS1.4 Key Ideas: Key Ideas: - Develop a range of mental strategies and informal - Estimate & measure the mass of an object using an equal arm balance & appropriate informal units recording methods for addition & subtraction - Compare & order two or more objects according to mass - Record number sentences using drawings, - Record measurements by referring to the number and type of informal units used numerals, symbols & words Whole Class Warm Up/Introduction Students sit in a circle and skip count around the circle in a variety of ways. - twos by putting both arms into the circle as each student says their number in the sequence (2, 4, 6, ) - fives by holding up one hand and wiggling their fingers as each student says their number in the sequence (5, 10, 15, ) - tens by holding up both hands and wiggling all fingers as each student says their number in the sequence (10, 20, 30, ) Maths Groups Rotations Teacher Led Heft pairs of items to identify the heavier one: dictionary / pencil cup / texta glue stick / pencil lunch box / dictionary cup / scissors lunch box / sticky tape. Using an equal arm balance and a Base 10 block find items: lighter than the block heavier than the block almost equal to the block. Suggested Number Activities Make another bag The teacher displays a bag with some blocks in it. Students make a bag that has the same mass by filling with blocks and then hefting the two bags. Students find the mass of their bag by choosing appropriate units and measuring on an equal-arm balance. The measuring process and results are recorded, including a comment on the choice of units (pp. 132-133
Suggested Number/Alternate Strand Activities

## Computer Rainforest Maths

Make the same mass Students use an equal arm balance to make a mass, with modelling clay, that is the same as a given mass (pp. 128-129 Teaching Measurement ES1 and S1)

## Year One Mathematics Program

Teaching Measurement ES1 and S1) Week 3

Term Two

Strand: Number Strand: Patterns and Algebra Strand/s: Space and Geometry Outcome/s: NS1.2 Outcome/s: PAS1.1 Outcome/s: SGS1.1 Key Ideas: Key Ideas: Key Ideas: - Develop a range of mental strategies and informal - Create, represent & continue a variety of number - Name, describe, sort & model cones, cubes, cylinders, recording methods for addition & subtraction patterns & supply missing elements spheres & prisms - Record number sentences using drawings, - Recognise 3D objects in pictures & the environment, & numerals, symbols & words presented in different orientations Whole Class Warm Up/Introduction Roll and count Roll the die, say number and roll another and add together Circle Champion- Addition Students sit in a circle and skip count around the circle in a variety of ways. For example, students could skip count by: - twos by putting both arms into the circle as each student says their number in the sequence (2, 4, 6, ) - fives by holding up one hand and wiggling their fingers as each student says their number in the sequence (5, 10, 15, ) - tens by holding up both hands and wiggling all fingers as each student says their number in the sequence (10, 20, 30, ) Maths Groups Rotations Teacher Led Count on from the last number to find the total, e.g. Use counting on as a strategy for addition. Complete examples: 3+2= 5+3= 10 + 2 = 3+3= 8+4= 12 + 2 = 4+2= 7+5= 13 + 4 = 4+3= 9+5= 15 + 5 = Examine and play with everyday objects such as a dice, ball, glue stick, party hat. Suggested Number Activities Number Resources from CMIT Toss & Add; Doubles; Dominoes addition (p245)); Two Dice add (p243); First to a flat. Friends of 10, tens frames, trading Race to 100, first to a flat, doubles bingo, five dice (p247), Ring that bell (p181) 3 dice game (p233) Bees (p239) Teddy tummies (p173) Diffy towers (p119)
Suggested Number/Alternate Strand Activities

Computer Digit work-out http://www.crickweb.co.uk/ks1numera cy.html# Give the Dog a Bone http://resources.oswego.org/games/Do gBone/gamebone.html Counting by 5s http://resources.oswego.org/games/sp ookyseq/spookycf5.html Counting by 10s

Toss and add (p43) Students toss three standard dice and race to see who can state the total number of dots first. Students are asked to share and explain their strategies. Variation: Students could repeat the activity using numbered dice or dice with larger numbers. Students investigate to find as many addition facts as they can that have a sum of 12.

## Year One Mathematics Program

Compare objects according to properties e.g. The object with:
a circle as one of its parts a square as one of its faces a rectangle as one of the faces objects with curved parts.

Term Two
Apple turnover (p121) The beanstalk (p235). Orange tree (p267) http://resources.oswego.org/games/sp ookyseq/spookycf10.html The Wall http://notjustsums.com/TheWallAdditi on.html Extension: Addition Scale http://www.toytheater.com/additionscale.php Calculation Balance http://www.wmnet.org.uk/wmnet/cust om/files_uploaded/uploaded_resources /850/calcbalancev3.swf Calculating Stories- Counting On http://www.iboard.co.uk/iwb/641 Evacuate Aliens http://www.iboard.co.uk/activity/730 Flower Jar http://www.iboard.co.uk/activity/426 Shape Sorter 3D http://www.iboard.co.uk/activity/97

Using the hundreds chart to look at different patterns using multiples **Assessment** Match traditional images of 3D objects to everyday and factors (p273) objects, e.g.

Make models with 3D shapes. Use geometric names to describe the shapes used to make the model:
cone cube cylinder sphere prism

Observe and record the type and number of each 3D shape used in the construction of a robot. Discuss and observe the faces of 3D objects, e.g.
a cube has square faces a shoe box has faces that are rectangles a chocolate box has faces that are rectangles and triangles.

Use numbers to describe patterns made with 2D shapes, e.g. 12345 2 4 6 8 10 3 6 9 12 15 5 10 15 20 25 Continue number patterns e.g. 20 22 24 26 28 __ __ __ Resources/Websites Talking about patterns and algebra CD P35 65 Generating number and counting sequences Find missing numbers Number line patterns

Mathematical Language add, plus, equals, is equal to, take away, minus, difference between, counting on, counting back, double, double and one more, number sentence, number line, addition, subtraction, trading, estimate,

Evaluation/Register

## Year One Mathematics Program

Square number charts combinations, patterns, difference, altogether, subtract, sign, estimate, digit, combine, bundle

Term Two

3D Shape Nets http://www.bgfl.org/bgfl/custom/resources_ftp/client_ft number pattern, counting forwards by, counting p/ks2/maths/3d/index.htm backwards by, odd, even, increase, decrease, missing, combination, is the same as, true, false, changes, Chooks Notebook doesnt change, repeating pattern, add, multiply, http://www.curriculumsupport.education.nsw.gov.au/c divide, subtract, complete, next number onnected/resources/s1/index.htm Week 4 Strand: Number Outcome/s: NS1.2 Key Ideas: - Develop a range of mental strategies and informal recording methods for addition & subtraction - Record number sentences using drawings, numerals, symbols & words Strand/s: Measurement Outcome/s: MS1.1 Key Ideas: - Recognise the need for metres & use them to estimate & measure length & distance

Whole Class Warm Up/Introduction Counting on and off the decade- use http://www.ictgames.com/100huntplus10.html as a class Count & Bounce- bounce the ball & count by 2s 5s etc Circle Champion- Subtraction Maths Groups Rotations Teacher Led Model counting back from the last number to see how many are left, e.g. I had 8 letters but 3 were posted. How many are left? - Use counting back to solve similar problems. Count back to solve number sentences, e.g. 93= 11 3 = 14 - 3 = Suggested Number/Alternate Strand Activities Number Resources from CMIT Teddy Bear Take-away (p44) In pairs, students each count out 20 Toss & Add; Doubles; Dominoes teddy bear counters and line them up in addition (p245)); Two Dice add two rows of 10. In turn, students roll a (p243); First to a flat. die and take away the corresponding Friends of 10, tens frames, trading number of bears from their collection. Race to 100, first to a flat, doubles Students should be encouraged to bingo, five dice (p247), Ring that bell remove all counters from one line (p181) before taking them from the other. 3 dice game (p233) Students use their own methods to Bees (p239) record the process. Students continue Suggested Number Activities Computer Counting Back by 2s http://resources.oswego.org/games/sp ookyseq/spookycb2.html Counting Back by 5s http://resources.oswego.org/games/sp ookyseq/spookycf5.html Counting back by 10s http://resources.oswego.org/games/sp ookyseq/spookycb10.html

## Year One Mathematics Program

Model and discuss how a subtraction sentence can be created from an addition number sequence, e.g. 5+4=994=5 Create a subtraction number sentence from addition number sentences. Create a number sentence to help solve a problem. Recognise that: - a ten frame can be used to add numbers - when combining dots we fill one frame and count any remaining dots Solve addition problems using ten frames, e.g. Teddy tummies (p173) Diffy towers (p119) Apple turnover (p121) The beanstalk (p235). Orange tree (p267)

Term Two
the activity, taking turns to remove the bears until a student has no bears Add 10 Submarines remaining. http://www.ictgames.com/submarinen Extension: Students could subtract larger opad2.html numbers by rolling 2 or 3 dice. Animal Island Data One Metre (p68) http://www.bbc.co.uk/bitesize/ks1/mat Students each cut a strip of tape that is hs/organising_data/play/ one metre long. Students use these to determine whether objects are more Bear Graph than one metre, less than one metre or http://www.iboard.co.uk/activity/122 about one metre in height, length or width. Students record results in a table. Birthday Pictogram The activity should be repeated for http://www.iboard.co.uk/activity/715 distances between objects. Gorilla Shopping- Taking Away http://www.iboard.co.uk/iwb/621 Insect Survey http://www.iboard.co.uk/activity/202 Eye Colour Pictogram http://www.iboard.co.uk/activity/549

**Assessment** Recognise and use the term metre to describe and identify the teachers ruler. Compare everyday items to a metre rule to identify them as: shorter than one metre about one metre longer than one metre. Resources/Websites

Mathematical Language add, plus, equals, is equal to, take away, minus, difference between, counting on, counting back, double, double and one more, number sentence, number line, addition, subtraction, trading, estimate, combinations, patterns, difference, altogether, subtract, sign, estimate, digit, combine, bundle number pattern, counting forwards by, counting

Evaluation/Register

## Year One Mathematics Program

backwards by, odd, even, increase, decrease, missing, combination, is the same as, true, false, changes, doesnt change, repeating pattern, add, multiply, divide, subtract, complete, next number

Term Two

Week 5 Strand: Number Outcome/s: NS1.2 Key Ideas: - Develop a range of mental strategies and informal recording methods for addition & subtraction - Record number sentences using drawings, numerals, symbols & words Strand/s: Patterns and Algebra Outcome/s: PAS1.1 Key Ideas: - Create, represent & continue a variety of number patterns & supply missing elements - Make generalizations about number relationships Strand/s: Measurement Outcome/s: MS1.4 Key Ideas: Note: Mass taught in Week 2 revision of topic - Estimate & measure the mass of an object using an equal arm balance & appropriate informal units - Compare & order two or more objects according to mass - Record measurements by referring to the number and type of informal units used

Whole Class Warm Up/Introduction Students sit in a circle and skip count around the circle in a variety of ways. For example, students could skip count backwards by: - twos by putting both arms into the circle as each student says their number in the sequence (2, 4, 6, ) - fives by holding up one hand and wiggling their fingers as each student says their number in the sequence (5, 10, 15, ) - tens by holding up both hands and wiggling all fingers as each student says their number in the sequence (10, 20, 30, ) Maths Groups Rotations Teacher Led Use skip counting to continue patterns: By 2s: 12 14 16 __ __ By 5s: 10 15 20 __ __ By 2s: 36 38 40 __ __ By 5s: 25 30 35 __ __ Suggested Number Activities Number Resources from CMIT Toss & Add; Doubles; Dominoes addition (p245)); Two Dice add (p243); First to a flat. Suggested Number/Alternate Strand Activities Add or Take away (p45) The teacher removes the picture cards (Kings, Queens, Jacks) from a standard pack of playing cards. The Ace is used to represent one. Computer Simple Scale http://www.crickweb.co.uk/ks1numera cy.html# Who is missing?

## Year One Mathematics Program

Count backwards: By 2s: 20 18 16 __ __ By 5s: 35 30 25 __ __ Complete counting patterns on flip charts, e.g. Place missing numbers in their correct place on flip charts: 3 6 ___ ___ ___ 18 2 ___ 6 ___ 10 ___ ___ 16 ___ 5 ___ ___ ___ Complete number sentences to describe the addition of two numbers on a ten frame, i.e. 9+1= 5+5= 6+4= 7+3= 8+2= 4+6= Find the missing numbers in sentences,e.g. 6 + = 10 3 + = 10 Extension: Model and discuss the bridging process, e.g. 7 + 5 = becomes 7 + 3 + 2 = 12. Complete examples such as: 6+5 8+7 9+6 7+6 8+5 8+6 Heft pairs of items to identify the heavier one: dictionary / pencil cup / texta glue stick / pencil lunch box / dictionary cup / scissors lunch box / sticky tape. Using an equal arm balance and a Base 10 block find items: Friends of 10, tens frames, trading Race to 100, first to a flat, doubles bingo, five dice (p247), Ring that bell (p181) 3 dice game (p233) Bees (p239) Teddy tummies (p173) Diffy towers (p119) Apple turnover (p121) The beanstalk (p235) Orange tree (p267) Using the hundreds chart to look at different patterns using multiples and factors (p273) In small groups, each student is dealt four cards. The top card of the pack is then turned over to become the target card. Students attempt to make an addition or subtraction number sentence, using any of their four cards, so that the answer equals the number shown on the target card. Students who can do this collect a counter. The cards are returned to the pack, shuffled and the activity is repeated. Play continues until one student has collected ten counters. Make the same mass Students use an equal arm balance to make a mass, with modelling clay, that is the same as a given mass (pp. 128-129 Teaching Measurement ES1 and S1)

Term Two
http://jeux.lulu.pagespersoorange.fr/html/anglais/algorith/algoriA 1.htm# Count Us In- Patterns http://www.abc.net.au/countusin/gam es/game2.htm

Number Bonds http://www.amblesideprimary.com/am bleweb/mentalmaths/numberbond.htm l Cube Patterns http://www.iboard.co.uk/activity/715 Extension- Bridging to Ten http://www.iboard.co.uk/activity/600 Repeating Patterns http://www.iboard.co.uk/activity/97

## Year One Mathematics Program

lighter than the block heavier than the block almost equal to the block. Resources/Websites Talking about patterns and algebra CD P35 65 Generating number and counting sequences Find missing numbers Numberline patterns Square number chartsadding and subtracting patterns

Term Two

Mathematical Language add, plus, equals, is equal to, take away, minus, difference between, counting on, counting back, double, double and one more, number sentence, number line, addition, subtraction, trading, estimate, combinations, patterns, difference, altogether, subtract, sign, estimate, digit, combine, bundle number pattern, counting forwards by, counting backwards by, odd, even, increase, decrease, missing, combination, is the same as, true, false, changes, doesnt change, repeating pattern, add, multiply, divide, subtract, complete, next number Strand/s: Measurement Outcome/s: MS1.5

Evaluation/Register

Week 6 Strand/s: Patterns and Algebra Outcome/s: PAS1.1 Key Ideas: - Create, represent & continue a variety of number patterns & supply missing elements - Make generalizations about number relationships Whole Class Warm Up/Introduction Rhythmic Counting; Buzz Combinations to 20 Maths Groups Rotations Teacher Led Model numbers on dot paper in order to determine whether the number is odd or even. Suggested Number Activities Number Resources from CMIT Suggested Number/Alternate Strand Activities Make 100 (p45) The teacher removes the picture Computer Match Up Time http://www.abc.net.au/countusin/g

Key Ideas: - Use informal units to measure and compare the duration of events - Name and order the months and seasons of the year

## Year One Mathematics Program

Using the hundreds chart to look at different patterns using multiples and factors (p273) *****As determined by class teacherRevision of first 5 weeks number activities ***** cards (Kings, Queens, Jacks) from a standard pack of playing cards. The Ace is used to represent one. In small groups, each student is dealt six cards. The aim of the activity is to add all six card numbers together to make the closest total to 100 (but no greater than 100). Each student can nominate one of their cards to be a tens card. Students could use a calculator to assist. They should be encouraged to record their calculations.

Term Two
ames/game10.htm Starship- Odd and Even http://www.bbc.co.uk/schools/stars hip/maths/games/number_jumbler/ small_sound/standard.shtml Activity Times http://www.iboard.co.uk/activity/40 3 Beam Me Up http://www.iboard.co.uk/iwb/732 Dodge the Jellyfish- Addition http://www.iboard.co.uk/activity/92 2 How Long Does It Take? http://www.iboard.co.uk/activity/64 9

Identify odd and even numbers in a set of: random numbers (1, 6, 9, 13, 8, 1, 12) numbers 120. Use an addition mat to show addition patterns to 5. 0+5=5 1+4=5 +3=5 +2=5 +1=5 **Assessment** Complete addition patterns for 4, 6 and 7. Use informal units such as hand claps to measure how long it takes to perform tasks such as: colour a shape write your name complete an addition problem draw a cat. Compare these activities. Which took the longest? Which took the shortest time? Estimate and measure the time needed to perform a task, e.g. Maddison clapped her hands 25 times while I coloured the picture. Complete a grid listing the months in order. Identify the months that belong to each season. Resources/Websites

Mathematical Language

Evaluation/Register

## Year One Mathematics Program

Talking about patterns and algebra CD P35 65 Generating number and counting sequences Find missing numbers Numberline patterns Square number chartsadding and subtracting patterns Week 7 Strand: Number Outcome/s: NS1.1 Key Ideas: - Count forwards & backwards by tens, on and off the decade - Read, order & represent two & three digit numbers number pattern, counting forwards by, counting backwards by, odd, even, increase, decrease, missing, combination, is the same as, true, false, changes, doesnt change, repeating pattern, add, multiply, divide, subtract, complete, next number

Term Two

Strand/s: Space and Geometry Outcome/s: SGS1.1, SGS1.2 Key Ideas: - Name, describe, sort & model cones, cubes, cylinders, spheres & prisms - Recognise 3D objects in pictures & the environment, & presented in different orientations - Identify & name parallel, vertical & horizontal lines

Whole Class Warm Up/Introduction Students sit in a circle and skip count around the circle in a variety of ways. For example, students could skip count by: - twos by putting both arms into the circle as each student says their number in the sequence (2, 4, 6, ) - fives by holding up one hand and wiggling their fingers as each student says their number in the sequence (5, 10, 15, ) - tens by holding up both hands and wiggling all fingers as each student says their number in the sequence (10, 20, 30, ) Maths Groups Rotations Teacher Led Trace over the numerals 10, 20, 30, 40, 50, 60, 70, 80 and 90. Match bundles of ten to numerical labels, e.g. Tie ten pencils together to make a bundle. Place three bundles of pencils next to each other. Get the students to match the amount of bundles, to the amount of tens and then the actual numerical Suggested Number Activities Suggested Number/Alternate Strand Activities Race to and from 100 In pairs, students roll a die and collect that number of popsticks. These are placed on a place value board in the Ones column. The total number of popsticks in the Ones column is checked and bundled into groups of ten, when ten or more popsticks have been Computer Number Pyramid http://www.bbc.co.uk/bitesize/ks1/math s/addition_and_subtraction/play/ Place Value Charts http://www.mathbuddyonline.com/lesso ns/flash/SamplePracticeFrame.php?fram e=SamplePracticeFrame&path=/lessons/ math/numbers/introduction/level2/us/&

Number Resources from CMIT Face Up ; Number before and after (p87); Circle Champ (count by 2s & 3s); Tracks; Arrow Game (Number expanders); Buzz (by 2s and 3s); Teen Bingo (p87); Dinosaur baseboards; Celebrity Heads (p221),

## Year One Mathematics Program

figure.
i.e. 3 bundles, 3 tens, 30; 6 bundles, 6 tens, 60; 2 bundles, 2 tens, 20 etc.

Term Two
hundreds chart activities (p161), Maths tipping (p81), Zap (p79), Fish charts (p95), Wipeout (p225) Guess my number (p37 &223), The price is right (p223), egg flip (p85), skip counting (p227), Straw javelin (p229) Put in, take out (p237) Bees (p239) Bucket count on (p157) Grocery grab (p225) Wind up toy race (p13) counted. The bundles of ten are then placed in the Tens column. When there are ten tens, they are bundled to make one hundred and the game is finished. After the idea of trading is established, students could record the total number of popsticks on the place value board after each roll. Variation: Students start with 100 popsticks in the Hundreds column. As the die is rolled, the number of popsticks is removed from the place value board by decomposing groups of ten. The game is finished when the student reaches zero. fileLink=m2h5c1t1p4.html&sampleFlag=1 Place the Penguin http://www.bbc.co.uk/schools/starship/ maths/games/place_the_penguin/big_so und/full.shtml Place Value http://www.eduplace.com/cgibin/schtemplate.cgi?template=/kids/mw /manip/mn_popup.thtml&filename=b10 b_prim&title=Base%20Ten%20Blocks&gr ade=2

**Assessment** With the assistance of a 100s chart complete number patterns: 10 20 30 ___ ___ ___
40 50 60 ___ ___ ___ 30 40 50 ___ ___ ___ 15 25 35 ___ ___ ___ 21 31 41 ___ ___ ___ 36 46 56 ___ ___ ___

## Match traditional images of 3D objects to everyday objects, e.g.

Describe lines drawn as: curved straight wavy sloping broken zigzag

Recognise that parallel lines: are the same distance apart can travel in any direction can be different lengths.

## Draw own set of parallel lines. Resources/Websites

Mathematical Language

Evaluation/Register

## Year One Mathematics Program

Term Two

Week 8 Strand: Number Outcome/s: NS1.4 Key Ideas: - Model & describe a half or a quarter of a whole object Whole Class Warm Up/Introduction Strand/s: Number Outcome/s: NS1.3 Key Ideas: - Model & use strategies for multiplication including arrays, equal groups & repeated addition Strand/s: Patterns and Algebra Outcome/s: PAS1.1 Key Ideas: - Use the equals sign to record equivalent number relationships

## Year One Mathematics Program

Counting backwards by 2s, 5s and 10s Counting on and off the decade Maths Groups Rotations Teacher Led
**Assessment** Recognise that a rectangle can be divided into quarters. Identify two ways of dividing rectangles into quarters, e.g.

Term Two

Suggested Number Activities Number Resources from CMIT A birthday secret (p290) Half the pikelets (p20)

Identify those shapes that are divided equally into quarters, e.g.

Explore different ways of dividing rectangles into quarters. Model how a number line can be used to show addition patterns, e.g. Use number lines to show patterns for:
adding 2 adding 3 adding 5 Find the total in each collection by adding each of the groups, e.g.

Number Resources from CMIT Dice games; Lolly Drop In; Whisper Counting; Body Percussion; Teddy Tummies(p269), arrays, circle bob Friends to 10; Unifix blocks; Even Stevens game; Beads,2x ten frames, AFL- counting on, buzz (p275) handprints (p195 Sharing collections mail sorts (p123) Guess my square (p191) Calculating groups (p191) Trucking teddies (p271) Hundreds chart (p273) Units for two (p273) Calculating groups (p199) Tagging (p273) Rolling groups (p277)

Suggested Number/Alternate Strand Activities Hidden Groups (p50) In small groups, students sit in a circle, with a pile of number cards (0 to 5) and a collection of counters in the centre. Student A reveals a card and each of the other students takes the corresponding number of counters and hides them under their hand. Student A then answers the questions: - what is the total number of counters hidden under all the hands? - how did you work it out? Students share and discuss their strategies and repeat the activity. Counting in multiples Practise counting in multiples, beginning with rhythmic counting, e.g. have 5 students stand in a circle and hold up two arms, as in a Mexican Wave, while the rest of the class count by twos. Move on to skip counting by fives (one hand) and tens (two hands with fingers outstretched).

Computer Ghostblasters http://resources.oswego.org/games/gho stblasters2/gb2nores.html Two Halves Make a Whole http://www.abc.net.au/countusin/games /game13.htm Extension-Fraction Flags http://resources.oswego.org/games/frac tionflags/fractionflags.html Extension- What Fraction? http://www.topmarks.co.uk/Flash.aspx?f =WhatFractionv3 Grouping Aliens http://www.iboard.co.uk/iwb/612 http://www.iboard.co.uk/iwb/649 Kite Shading http://www.iboard.co.uk/activity/477 Sharing Lollipops http://www.iboard.co.uk/activity/359

## Year One Mathematics Program

Balance addition equations by matching one part of a number sentence to an equal part, e.g.

Term Two

Number Resources from CMIT Using the hundreds chart to look at different patterns using multiples and factors (p273) Mathematical Language group, divide, quarters, part, part of, other part, equal, equal parts, about a half, more than a half, less than a half, one part out of two, two equal parts, one half, one part out of four, four equal parts, one quarter number pattern, counting forwards by, counting backwards by, odd, even, increase, decrease, missing, combination, is the same as, true, false, changes, doesnt change, repeating pattern, add, multiply, divide, subtract, complete, next number Evaluation/Register

Extension: Make number sentences equal by supplying missing numbers, e.g. +4=5+5

Resources/Websites Talking about patterns and algebra CD P35 65 Generating number and counting sequences Find missing numbers Numberline patterns Square number chartsadding and subtracting patterns For balancing addition equations- Number Balance: http://www.crickweb.co.uk/ks1numeracy.html# Sharing Pikelets http://www.curriculumsupport.education.nsw.gov.au/prim ary/mathematics/k6/learningobjects/sharingpikelet/pc.htm

Week 9 Strand: Number Outcome/s: NS1.3 Strand/s: Chance and Data Outcome/s: DS1.1

## Year One Mathematics Program

Key Ideas: - Rhythmic & skip count by ones, twos, fives & tens - Model & use strategies for multiplication including arrays, equal groups & repeated addition - Model & use strategies for division including sharing, arrays & repeated subtraction - Record using drawings, numerals, symbols & words Whole Class Warm Up/Introduction Teacher choice- revision of semester Maths Groups Rotations Teacher Led **Assessment** Make groups of objects and record details: how many groups how many in each group how many altogether. Complete labels that describe models, e.g. Suggested Number Activities Suggested Number/Alternate Strand Activities Popsticks in Cups (p51) In pairs, students place five cups on a table and put an equal number of popsticks in each cup. Students share, discuss and record their strategies for estimating and determining the total number of popsticks. Linking Counting to Multiplication (p48) In small groups, students are given a supply of interlocking cubes. Each student makes a group of three cubes and places the cubes in front of them. A student is selected to whisper count their group of cubes e.g. one, two, THREE. The next student continues to count four, five, SIX and this continues until all students have counted. The group joins their sets of cubes, and states the number of groups and

Term Two
Key Ideas: - Gather & record data using tally marks - Display the data using concrete materials & pictorial representations - Use objects or pictures as symbols to represent other objects, using one-toone correspondence - Interpret information presented in picture graphs & column graphs

Computer Number Sequences http://www.bbc.co.uk/bitesize/ks1/math s/number_sequences/play/ Division- Grouping http://www.topmarks.co.uk/Flash.aspx?f =grouping Division- Sharing http://www.topmarks.co.uk/Flash.aspx?f =sharingv2 Animal Lengths http://www.iboard.co.uk/activity/688 Multiple Fish http://www.iboard.co.uk/activity/602

Number Resources from CMIT Teddy Tummies(p269), arrays, circle bob Friends to 10; Unifix blocks; Even Stevens game; Beads,2x ten frames, AFL- counting on, buzz (p275) handprints (p195 Sharing collections mail sorts (p123) Guess my square (p191) Calculating groups (p191) Trucking teddies (p271) Hundreds chart (p273) Units for two (p273) Calculating groups (p199) Tagging (p273) Rolling groups (p277)

Construct models for a partner to describe. Use diagrams to show sharing: 4 shared between 2 6 shared between 2 12 shared between 2 9 shared among 3 8 shared among 4 12 shared among 3. Use skip counting to describe groups, i.e. 2 4 6 8 2 4 6 8 10 5 10 15 20 5 10 15 20 25

## Year One Mathematics Program

10 20 30 40 50 Recognise that arrays consist of rows. Identify rows as equal groups. Identify the number of groups (rows) in various arrays, e.g. the total number of cubes. E.g. 6 groups of three is 18 Students are then asked to form an array using the cubes.

Term Two

**Assessment** Read and interpret a picture graph showing favourite fruits, e.g. Which group has: the most the least one more than ... Discuss how tally marks are used to record data. Create a picture graph to represent tallied data: Which colour has the most? Which colour has the least? Which colours are equal? Build a column graph using building blocks so that: each block represents one item each column represents one type of data Resources/Websites

One Metre (p68) Students each cut a strip of tape that is one metre long. Students use these to determine whether objects are more than one metre, less than one metre or about one metre in height, length or width. Students record results in a table. The activity should be repeated for distances between objects.

Mathematical Language

Evaluation/Register

## Year One Mathematics Program

multiplication, division, ones, twos, fives, tens, collection of objects, groups of, rows of, equal groups, symbols, equal rows, shared between, hundreds chart, number line, altogether, array, the same as, shared among, share, group, divide, double, repeated addition, repeated subtraction, row, how many fives, twice as many, pattern, share fairly

Term Two