Year One Mathematics Program t3 2013

Year One Mathematics Program Term Three, 2013
Daily warm-up acitivities

Number

NS1.1 - Counts, orders, reads & represents 2 and 3
digit numbers.

NS1.2- Uses a range of mental strategies & informal
recording methods for addition & subtraction
involving 1 and 2 digit numbers.

NS1.3 - Uses a range of mental strategies &
concrete materials for multiplication & division.

Whole number
Counting forwards or backwards by ones, from a given two-digit number
Identifying the number before and the number after a given two-digit number
Counting and representing large sets of objects by systematically grouping in tens
Using a number line or hundreds chart to assist with counting and ordering
Counting forward and backwards by 2s, 5s and 10s
Counting forwards and backwards by tens, on and off the decade
Counting forwards and backwards by ones, from a given three-digit number Identifying the number before and the number after a given three-digit number

Patterns & Algebra

PAS1.1 - Recognises, describes, creates & continues repeating patterns & number patterns that increase or decrease.

Patterns & Algebra
Recognising and describing patterns when counting forwards or backwards by ones, twos, fives, or tens
Representing number patterns on a number line or hundred chart
Determining missing elements in a number pattern

Week 1
Strand: Number
Outcome/s: NS1.2- Uses a range of mental strategies & informal recording methods
for addition & subtraction involving 1 and 2 digit numbers.

Strand/s: Space and Geometry
Outcome/s: SGS1.3- Represents the position of objects using models & drawings &
describes using everyday language.
Key Ideas:
- Develop a range of mental strategies and informal recording methods for
addition and subtraction
Key Ideas:
- Represent the position of objects using models and drawings
- Describe the position of objects using everyday language, including left and
right
Whole Class Warm Up- Focus
Revising addition facts using a 6 x 6 table e.g.

+ 6 9 8 7 10 5
3
1
0
2
4
5
Choose appropriate activities from daily warm-up list
Number: Whole-Class Focus
Revise counting on method to solve
addition problems.
e.g.

Addition problems- students record
solutions and strategies to given
problems.
Discuss and model doubling, e.g. 5 + 5
Learn a doubles song
e.g.
http://www.youtube.com/watch?v=lj
PKoNJH1Jg

Students use dominoes or dice to
discover and record double facts

Add pairs of dice with individual
scores, e.g.
3 and 3 4 and 4
5 and 5 6 and 6
7 and 7 8 and 8
Complete number sentences for
doubles and near doubles, e.g.
3 + 3 = 3 + 4 =
Doubles Bingo
Students are given a blank 2 3 grid
and six counters. They record a
number in each square that is double
any number from 1-6. The teacher
rolls the die and states the number
shown. Students double the number
on the die and place a counter on the
corresponding answer on their grid.
DENS Resources Syllabus - Sample Units of work Alternate Strand/s: Whole-Class Focus
Addition and Subtraction
Toss & Add; Doubles; Dominoes addition
(p245); Two Dice add (p243); 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
Doubles Bingo (p44)
Model of a Farm (p81)
Memory Model (p81)
Partner Left and Right (p81)
Where am I Going? (p81)
Model from a Photograph or Map (p81)
Model Town (p81)
Find my Special Place (p82)
Position
Use language of position to describe the relative position of items in the room, e.g.
the position of items on a bookcase.
Follow directions to add features to a grid, e.g.
circle beneath the flag
square to the right of the treasure chest
triangle to the left of the pirate.
Play a barrier game on a grid, e.g. Put a cube in the top row on the left.

turnover (p121); The beanstalk (p235);
Orange tree (p267)
On the Left, On the Right (p82)
Left Foot, Right Foot (p82)
Moving to the Left or Right (p82)
Left Hand, Right Hand (p82)
Spreadsheet Directions (p82)
Computer Activities
Number Alternate Strand
Funky Mummy
http://www.ictgames.com/funkymum.html
Addition up to 20
http://www.ictgames.com/frog.html
Tugboat Addition
http://www.arcademicskillbuilders.com/games/tugboat-addition/tugboat-
addition.html
Sum Sense- Addition
http://www.oswego.org/ocsd-web/games/SumSense/sumadd.html
Domino Sort Doubles
http://www.iboard.co.uk/activity/Domino-Sort-Doubles-614

Dancing Bear
http://www.iboard.co.uk/activity/Dance-Moves-678
Drawing
http://www.iboard.co.uk/activity/Drawing-656
Drawing with a Control Toy
http://www.iboard.co.uk/activity/Drawing-with-a-Control-Toy-697

Mathematical Language Evaluation/Register
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

position, describe, left, right, between, path, map, above, across, along, around, after,
back, before, behind, below, beneath, beside, between, centre, close, down, far,
forward, further, further away, here, in, in front of, inside, into, last, low, middle,
near, next, next to, on, onto, on top, turn, under, underneath, up, upside down, chart,
direction, route, sketch, turn, backwards


Week 2
Strand: Number
Outcome/s: NS1.2- Uses a range of mental strategies &
informal recording methods for addition & subtraction

Strand: Patterns and Algebra
Outcome/s: PAS1.1 - Recognises, describes, creates &
continues repeating patterns & number patterns that
increase or decrease.
Outcome/s: SGS1.2- Manipulates, sorts, represents,
describes & explores various 2D shapes.
Key Ideas:
- Develop a range of mental strategies and
informal recording methods for addition and
subtraction
Key Ideas:
- Build number relationships by relating addition
& subtraction facts to at least 20
- Make generalisations about number
relationships
Key Ideas:
- Identify a line of symmetry
- Identify corners as angles
- Compare angles by placing one angle on top of
one another
Whole Class Warm Up
Revising subtraction facts using a 6 x 6 table e.g.

+ 6 9 8 7 10 5
3
1
0
2
4
5
Subtract an amount displayed on one
ten-frame from an amount displayed
on another ten-frame.
Create subtraction number sentences
in order to solve problems.
Investigate to find as many
subtraction facts that have a
difference of 4.
Model and discuss how a number line
can be used to perform a subtraction.
e.g. 13 4 =
9

Perform subtractions on number lines.
Complete subtraction number
sentences that describe the
subtraction process, involving
numbers up to 20.
Count back to complete subtractions,
e.g.
11 5 = 14 3 =
17 5 =
Use counting back as a strategy to
solve problems.
Model and discuss how a subtraction
sentence can be created from an
addition number sequence, e.g.
5 + 4 = 9 9 4 = 5
Create a subtraction number sentence
from addition number sentences.
Create a number sentence to help
solve a problem.
Add or Take Away (p45)
Take-away Popsticks (p45)
Corners as Angles (p78)
Geoboards, Shapes and Angles (p78)
Angles
Discovery walk to identify angles in
the environment, e.g. the opening of a
window.
Symmetry
Recognise a line of symmetry as a line
that divides a shape in half.
Fold coloured paper squares to show

Orange tree (p267)
Barrier Symmetry (p78)
Angle Hunt (p78)
Flags (p78)
Alphabet Symmetry (p78)
Create Angles (p78)

Examine diagrams showing letter
boxes open at various angles to
identify the smallest and largest
opening. Use geoboards to make
acute, obtuse and right angles.

lines of symmetry.
Draw lines of symmetry on shapes,
e.g.

Complete diagrams of shapes given
one half and a line of symmetry, e.g.

Computer Activities
Odd or Even
http://www.crickweb.co.uk/ks2numeracy-properties-and-ordering.html#4dsequencer
Math Magician (subtraction)
http://www.oswego.org/ocsd-web/games/mathmagician/mathssub.html
Speed Grid Subtraction
http://www.oswego.org/ocsd-web/games/SpeedGrid/Subtraction/urikasub1res.html
Sum Sense- Subtraction
http://www.oswego.org/ocsd-web/games/SumSense/sumsub.html
Minus Mission
http://www.arcademicskillbuilders.com/games/mission/mission.html
Gorilla Shopping
http://www.iboard.co.uk/activity/Gorilla-Shopping-Taking-Away-621
Symmetry
http://www.ngfl-cymru.org.uk/vtc/ngfl/maths/greg_morgan_symmetry/index.htm
Symmetrizer
http://pbskids.org/cyberchase/math-games/symmetrizer/
Deck Chairs
http://www.iboard.co.uk/activity/Deck-Chairs-737
Placing a Line of Symmetry
http://www.iboard.co.uk/activity/Placing-a-Line-of-Symmetry-204
Symmetrical Patterns
http://www.iboard.co.uk/activity/Symmetrical-Patterns-221

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

hexagon, rhombus, trapezium, flip, slide, turn, parallel, vertical, horizontal, angles,
two-dimensional, symmetry, shapes, reflections, circle, oval, square, triangle,
trapezium, rhombus, hexagon, angle, symmetry, two-dimensional, tessellation, arm,
vertex, parallel


Week 3
Strand: Number
Outcome/s: NS1.3 - Uses a range of mental strategies & concrete materials for
multiplication & division.

Strand/s: Measurement
Outcome/s: MS1.2- Estimates, measures, compares & records areas using informal
units.
Key Ideas:
- Rhythmic & skip count by ones, twos, fives & tens
- Model & use strategies for multiplication including arrays, equal groups &
repeated addition
- Record using drawings, numerals, symbols & words
Key Ideas:
- Use appropriate units to estimate and measure area
- Compare & order two or more areas
- Record measurements by referring to the number & type of informal units
used
Whole Class Warm Up
Recognise that is the symbol for
multiplication.
Complete number sentences to
describe arrays, e.g.

2 rows of 4 = 8
2 4 = 8
Create number sentences to describe
various arrays with rows of 2, e.g.
6 2 =
5 2 =
7 2 =
Use a 10 2 array to record table
facts.
Students roll a dice two times. The
first number determines how many
rows to make in an array. The second
number is how many counters in each
row.
Students use their arrays to write
number sentences.
Model and discuss strategies to
determine the number of elements in
an array if some are covered. e.g.

Determine the number of elements in
arrays that are partially covered.
Multiplication and Division
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)
Rhythmic Counting (p48); Skip Counting
in a Circle (p48); Linking Counting to;
Multiplication (p48); Making Groups to
Count (p48); Pegging Clothes (p48);
Arrays (p49); Popsticks in Cups (p51)
Cover and Count (p70); Estimate and
Check (p70); Rugs (p70); Hands and Feet
(p70); Table Tops (p70); What can it be?
(p70); Estimation (p70); Shadows (p70)
Stamping (p70); Roll the Die Twice (p70);
Grid Overlays (p70); Rectangles (p70);
Patchwork Quilts (p70); Class Notice
Board (p70)
Area **Assessment Task**
Cover shapes with square pattern blocks to determine their area.
Compare two desk tops covered with sheets of paper to see which is larger
Count and compare the number of pattern blocks used to make various shapes.
Discuss whether shapes with the same area are always the same shape.
Using grid paper, find all the shapes that can be made when 5 squares are
covered.
Estimate and measure the number of square pattern blocks needed to cover
various rectangles
Compare pairs of rectangles to see which has the larger area.
Cover a rectangular picture with counters, pattern blocks and Multilink cubes to
identify the measuring unit that:
covered the shape exactly
left gaps
is the best measuring unit.

Measure the area of items such as a tea towel, book and desk top using an
envelope as the measuring unit.
Computer Activities
Equal Bees
http://www.iboard.co.uk/activity/Equal-Bees-421
Lily Pad Multiples
http://www.iboard.co.uk/activity/Lily-Pad-Multiples-407
Multiple Fish
http://www.iboard.co.uk/activity/Multiple-Fish-602
Repeated Sets
http://www.iboard.co.uk/activity/Repeated-Sets-Teaching-Version-119

Area
http://www.echalk.co.uk/maths/dfes_numeracy/Assets/area_flash.swf
Tile the Floor
http://www.harcourtschool.com/activity/tile_the_floor/


multiplication, ones, twos, fives, tens, collection of objects, groups of, rows of, equal
groups, symbols, equal rows, hundreds chart, number line, altogether, array, the
same as, repeated addition, row, how many fives, twice as many, pattern

area, shape, inside, outside, open, closed, bigger, smaller, pattern, grid, array, same,
superimposed, surface area, estimate, measure, cover, overlap, surface, area, side-by-
side without gaps or overlaps, tessellating shapes


Week 4
Strand: Number
Outcome/s: NS1.3 - Uses a range of mental strategies &
concrete materials for multiplication & division.

Strand: Number
Outcome/s: NS1.4 - Describes & models halves &
quarters, of objects & collections, occurring in everyday
situations.
Outcome/s: SGS1.2 - Manipulates, sorts, represents,
Key Ideas:
- Rhythmic & skip count by 1s, 2s, 5s & 10s
- Model & use strategies for division including
sharing, equal groups & repeated subtraction
- Record using drawings, numerals, symbols &
words
Key Ideas:
- Model & describe a half or quarter of a
collection of objects
- use fraction notation and

Key Ideas:
- Make tessellating designs using flips, slides &
turns
Whole Class Warm Up
**Assessment Task**
Identify the number of equal groups
(rows) in various arrays, e.g.

Recognise that is the symbol for
division
Read, interpret and model word
problems with arrays
e.g.

Investigate the number of times lots
of cubes can be subtracted from a
stack of 12

e.g.
I can take 2 away times

Students are given 8 items to
investigate:
how many groups of 2 can be created
Students are given 15 items to
investigate:
**Assessment Task**
Divide groups of 4, 8, 12 and 16 into
quarters.
Use labels Quarters and Not
quarters to describe groups
e.g.

Multiplication and Division
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
Car Parks (p49)
Arranging Desks (p49)
Concert Time (p49)
Hidden Groups (p50)
Lots of Legs (p50)
Number Problems (p50)
Popsticks in Cups (p51)
Leftovers (p51)
Flip, Slide and Turn (p79)

2D Space
Students select a pattern block and trace it onto a piece of paper then:
slide the block into a new position and make a new tracing
turn the block ( turn) and make a new tracing
flip the block over and make a new tracing.
Students flip, slide or turn shapes and make tracings to show their new position.


teddies (p271); Hundreds chart (p273);
Units for two (p273); Calculating groups
(p199); Tagging (p273); Rolling groups
(p277)

Computer Activities
Grouping Aliens
http://www.iboard.co.uk/activity/Grouping-Aliens-612
Pizza Bears
http://www.iboard.co.uk/activity/Pizza-Bears-307
Shading Blocks
http://www.iboard.co.uk/activity/Shading-Blocks-332
Sharing Lollies
http://www.iboard.co.uk/activity/Sharing-Lollies-359
Sharing Out Frogs
http://www.iboard.co.uk/activity/Sharing-Out-Frogs-397
Sharing Out UFOs
http://www.iboard.co.uk/activity/Sharing-Out-UFOs-499
Shape Tool
http://illuminations.nctm.org/ActivityDetail.aspx?ID=35
Rotator
http://www.iboard.co.uk/activity/Rotator-117
Falling Leaves
http://www.counton.org/games/map-fractions/falling/
Flip, Slide, Turn
http://www.harcourtschool.com/activity/icy_slides_flips_turns/


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

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

hexagon, rhombus, trapezium, flip, slide, turn, shapes, circle, oval, square, triangle,
trapezium, rhombus, hexagon, two-dimensional


Week 5
Strand: Number
Outcome/s: NS1.1 - Counts, orders, reads & represents
2 and 3 digit numbers.

Strand: Chance
Outcome/s: NS1.5 - Recognises & describes the element
of chance in everyday events.
Outcome/s: DS1.1 - Gathers & organises data, displays
data using columns & picture graphs, & interprets the
results.
Key Ideas:
- Counts forwards & backwards by tens, on and
off the decade
Key Ideas:
- Recognise the element of chance in familiar
daily activities
- Use familiar language to describe the element
of chance
Key Ideas:
- Display the data using concrete materials
- Use objects as symbols to represent other
objects, using one-to-one correspondence
- Interpret information presented in column &
picture graphs
Whole Class Warm Up
Recognise that bundling into tens
makes it easier to count.
Group items into tens in order to
make counting easier.
Match bundles of ten to numerical
labels
**Assessment Task**
Class discussion about events that are
more likely to occur than othes, e.g.
It is more likely that ___ will visit us
than ___ because . .. Repeat for less
likely.
Examine and discuss more likely and
less likely events
Students draw own more likely and
less likely events when compared to
a particular situation.
**Assessment Task**
Toss a coin 12 times to discover which
side comes up most.
Use tally marks to record results.
Discuss and compare results with
others, e.g. Heads came up most
when I tossed the coins but tails came
.........
Colour sets of coins to create a picture
graph representing the tallied data.
Students are given a bag of 3D shapes
to determine whether it is more likely
or less likely that one shape will be
drawn from the bag than another.

Whole Number
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); 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
Make 100 (p45)
Race to and from 100 (p46)

Questioning (p58)
What Might Happen (p58)
Never-ever Book (p58)
Weather (p58)
What might you see (p58)
Will it Happen Tomorrow? (p58)
Likely or Not (p58)
Possible/Impossible (p58)
Data
Build a column graph using building blocks so that:
each block represents one item, e.g. 1 block = 1 car
each column represents one type of data, e.g. column 1 = cars.
Read and interpret a picture graph showing lunch types
e.g.
How many had sandwiches?
Which group is largest?
Did more people have sandwiches or chips?
Build a column graph using building blocks so that:
each block represents one item, e.g. 1 block = 1 cat

(p227); Straw javelin (p229); Put in, take
out (p237); Bees (p239); Bucket count on
(p157);Grocery grab (p225); Wind up toy
race (p13)

Die Games (p58)
Is the Game Fair? (p58)
Is it Fair? (p58)
What Chance? (p58)
Knock Knock (p58)

each column represents one type of data, e.g. column 1 = cats
Compare groups to find:
the largest group
the smallest group
the group of 4.
the difference between cats and dogs.
Computer Activities
Lifeguards
http://www.ictgames.com/LIFEGUARDS.html
Hammer Numbers
http://www.iboard.co.uk/activity/Hammer-Numbers-534
Number Square Puzzles
http://www.iboard.co.uk/activity/Number-Square-Puzzle-10-Missing-Numbers-378
Tens and Units Visualising
http://www.iboard.co.uk/activity/Tens-and-Units-Visualising-638
Probability Fair
http://www.mrnussbaum.com/probfair/index.html
Probability
http://downloads.bbc.co.uk/bitesize/ks2/maths/flash/probability.swf?

Furbles
http://www.ptolemy.co.uk/furbles/furbles08
Graph and Tally
http://www.turtlediary.com/kids/games/graph-and-tally.html


tens, ones, units, bundles, groups of

might, certain, probably, likely, unlikely, possible, impossible, predict, maybe, might
not, will happen, will not happen, can happen, cannot happen, good chance, poor
chance, fair, not fair, could happen, never

graph, picture graph, column graph, symbol, picture, represents, smallest, largest,
data, column, compare, interpret, most popular, least popular


Week 6
Strand: Number
Outcome/s: NS1.1 - Counts, orders, reads & represents 2 and 3 digit numbers.

Outcome/s: MS1.3 - Estimates, measures, compares & records volumes & capacities
using informal units.
Key Ideas:
Sort, order and count money using face value
Key Ideas:
- Use appropriate informal units to estimate and measure capacity
- Compare and order the capacities of two or more containers
- Record measurements by referring to the number & type of informal units
used

Whole Class Warm Up
**Assessment Task**
Explain the value of Australian coins.
Next to an illustration of each coin
write its value.
Order coins from smallest to largest
value.
Order a set of shopping prices from
cheapest to most expensive.
Match price tags on shopping items to
coins.
E.g. Line up one of each denomination
of coin alongside items with fixed
price tags. Match the coin to the
appropriate price amount.

Record the pattern created when
adding 5 cent coins,
i.e. 5c, 10c, 15c, 20c, 25c . . . 40c.
Count multiples of coins
5c + 5c + 5c
10c + 10c + 10c
10c + 10c + 10c + 10c
20c + 20c
20c + 20c + 20c + 20c
$1 + $1 + $1
Demonstrate how coins can be
combined (added) to pay for goods,
e.g. 60 cents is equal to:
50c + 10c
20c + 20c + 20c
20c + 10c + 10c + 10c + 10c
10c + 10c + 10c + 10c + 10c + 10c
10c + 10c + 10c + 10c + 10c + 5c + 5c
Create a price for an item such as a
texta and then nominate the coins
needed to pay for it

Syllabus - Sample Units of work Alternate Strand/s: Whole-Class Focus
Money Matters (p46)
Handful of Money (p50)

Macaroni Match (p74)
Is it Full? (p74)
Dump or Pack (p74)
To the Mark (p74)
Tower Twist (p74)
Pour and Order (p74)
Different Cups (p74)
Capacity **Assessment Task**
Pour water from one container to another to determine which holds the most, i.e. jam jar, tea cup or a drinking glass.
Estimate and count the number of cupfuls needed to fill:
a plastic jug
an ice-cream tub.
Measure the capacity of containers using a plastic cup as the measuring unit. Record the number of cupfuls needed to fill a
large fruit juice bottle.
Compare sets of 3 containers to identify which holds the most by pouring water from one container to the other, e.g. coffee
mug
teacup

Calibrating Containers (p75)
Comparing Containers (p75)
Displacement (p75)
can
Find and draw containers that have about the same capacity, e.g.
shampoo bottle
milk carton
cream carton

Computer Activities
Making Cents
http://www.makingcents.com.au/teachers.php

Can you fill it?
http://pbskids.org/cyberchase/math-games/can-you-fill-it/
Measure Capacity
http://www.iboard.co.uk/activity/Measure-Capacity-114
Measuring Jugs
http://www.iboard.co.uk/activity/Measuring-Jugs-Make-1-Litre-115
Capacity
http://www.abc.net.au/countusin/games/game15.htm

coins, notes, currency, dollars, cents, cash, total, amount

capacity, volume, contain, size, level, thin, thick, tall, short, deep, shallow, sink, float,
round, curved, flat, straight, heavy, light, least, most, exactly, wide, narrow, inside,
under, below, above, even, level with, enough, not enough, holds more, holds less,
packing, stacking, comparing, ordering, estimating, measuring, pouring, filling


Week 7
Strand: Number

Outcome/s: MS1.3 - Estimates, measures, compares &
records volumes & capacities using informal units.
Key Ideas:
- Model addition and subtraction using concrete
materials
subtraction
- Record number sentences using drawings,
numerals, symbols and words
Key Ideas:
relationships
Key Ideas:
- Use appropriate informal units to estimate and
measure volume
- Compare and order the volumes of two or more
models or objects
- Record measurements by referring to the
number & type of informal units used
Whole Class Warm Up
Recognise that a number can be equal
to the sum of two other numbers.
Use addition and subtraction
strategies to find the missing
number in a balance, e.g.

Use tens frames to complete
additions.
e.g.

Bridging to ten:
Revise number bonds to ten. Model
and discuss the bridging process
http://www.downlands.dorset.sch.uk/
parents/addition/Add13%20bridging.s
wf
e.g. 7 + 5 = becomes 7 + 3 + 2 = 12.
Bridging to ten:
Revise the bridging process.
Use tens frames to complete
examples such as:
6 + 5 8 + 7 9 + 6
7 + 6 8 + 5 8 + 6
Orange tree (p267)
Balancing Numbers (p63)

Filling with Prisms and Spheres (p75)
Smart Box (p75)

Volume **Assessment Task**
Build models with centicubes then count the number used in the construction.

Identify the model that:
takes up the most space
used 5 blocks

is equal to another model.
Estimate and measure how many smaller shapes will fit inside a cardboard box.
Computer Activities
Shark Numbers
http://www.ictgames.com/sharknumbers.html
Cyber Pattern Player
http://pbskids.org/cyberchase/math-games/cyber-pattern-player/
Banana Conveyor Belt
http://www.iboard.co.uk/activity/Banana-Conveyor-Belt-610
Number Drop
http://www.iboard.co.uk/activity/Drop-a-Number-323

Refer to Mathletics and Rainforest Maths

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

capacity, volume, contain, size, level, thin, thick, tall, short, deep, shallow, sink, float,
round, curved, flat, straight, heavy, light, least, most, exactly, wide, narrow, inside,
under, below, above, even, level with, enough, not enough, holds more, holds less,
packing, stacking, comparing, ordering, estimating, measuring, pouring, filling


Week 8
Strand: Number

Outcome/s: MS1.5 - Compares the duration of events
using informal methods & reads clocks on the half hour.
Key Ideas:
subtraction
Key Ideas:
relationships

Key Ideas:
- Tell the time on the hour and half-hour on
digital and analogue clocks
Whole Class Warm Up
Model commutative property by:
throwing two dice
adding to find the total
comparing the order people used,
e.g. I added 5 plus 4, I added 4 plus
5.
Add pairs of numbers such as,
8 + 5 = and 5 + 8 =
**Assessment Task**
Create different addition number
combinations that give the same total
e.g.
+ = 13
+ = 13
+ = 13
Model and discuss how a subtraction
sentence can be created from an
addition number sequence
e.g. 5 + 4 = 9 9 4 = 5
Create a subtraction number sentence
from addition number sentences.
Create a number sentence to help
solve a problem.
Discuss fact families. Use dominoes to
explore fact families.
Students choose a domino and write
down as many number sentences as
they can about their domino.
Students make number sentences
with missing numbers for their partner
to solve.

Orange tree (p267)

- Time **Assessment Task**
Discuss similarities and differences between analog and digital clocks.
Demonstrate how the time on an analog clock would look on a digital clock.
Match oclock times on analog clocks to digital clocks
e.g.

Represent times such as 5, 8 and 10 oclock on analog clocks by drawing hands and
on digital clocks by adding numbers.


Computer Activities
Addition Speed Challenge
http://resources.oswego.org/games/SpeedGrid/Addition/urikaadd2res.html
Ghost Blasters 2
http://www.oswego.org/ocsd-web/games/ghostblasters2/gb2nores.html
Inverse Relationships
http://www.iboard.co.uk/activity/Inverse-Relationships-607

Label the Clock
http://www.iboard.co.uk/activity/Label-the-Clock-745
Stop the Clock
http://www.oswego.org/ocsd-web/games/StopTheClock/sthecR.html
Stop the Clock 2
http://www.oswego.org/ocsd-web/games/StopTheClock/sthec1.html
Match up Time
http://www.abc.net.au/countusin/games/game10.htm


inverse relationships, commutative property, 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

time, digital, analogue, clock, half past, hour, minutes, oclock

Week 9
Strand: Number
Outcome/s: NS1.1 - Counts, orders, reads & represents
2 and 3 digit numbers.

Strand: Number

Outcome/s: SGS1.2 - Manipulates, sorts, represents,
Key Ideas:
- Counts forwards & backwards by tens, on and
off the decade
Key Ideas:
- Model addition and subtraction using concrete
materials
subtraction
- Record number sentences using drawings,
numerals, symbols and words
Key Ideas:
- Make tessellating designs using flips, slides &
turns

Whole Class Warm Up
Students are given two paper bags, each containing
more than ten popsticks. Students count the number
of popsticks in each bag and record the amount on
the bag.
Students are asked to determine the total number of
popsticks in both bags. They record, share and
discuss the strategies they used to calculate the
total.
Find 1 more than, 1 less than, 10 more than, 10 less
than on the hundreds chart.
Use hundreds chart to add two-digit numbers
Discuss and model the jump strategy
Revise using the hundreds chart to add two-digit
numbers.
Remove the hundreds chart and ask the students to
visualise the addition of tens then ones
Use a number line to demonstrate the addition of
two-digit numbers
Whole Number
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); 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)
Race to and from 100 (p46)
Tessellation (p77)
Tessellating Designs on a Computer (p78)

2D Space
Discuss that tessellating shapes fit together with no gaps.
In small groups, students select a shape (eg square, circle, triangle, hexagon,
rhombus, trapezium) to investigate whether it tessellates.
Demonstrate that squares do tessellate and circles do not.
Make copies of tessellating shapes using:
square pattern blocks
triangle pattern blocks
Computer Activities
100 Hunt + 10
http://www.ictgames.com/100huntplus10.html
100 Hunt +11
http://www.ictgames.com/100huntadd11.html
Add 10 More
http://www.ictgames.com/submarinenopad2.html
Ghost Blasters 3
http://www.oswego.org/ocsd-web/games/Ghostblasters3/ghostadd2.html
Tessellate
http://www.iboard.co.uk/activity/Tessellate-700
Tessellation
http://ejad.best.vwh.net/java/patterns/patterns_j.shtml


Ghost Blasters 3
http://www.oswego.org/ocsd-web/games/Ghostblasters3/ghostadd3.html
Hidden Number Square
http://www.iboard.co.uk/activity/Hidden-Number-Square-Cross-596


altogether, subtract, sign, estimate, digit, combine, bundle, tens, ones, jump strategy

symmetry, symmetrical, mirror, reflect, hexagon, rhombus, trapezium, flip, slide, turn,
parallel, vertical, horizontal, angles, two-dimensional, symmetry, shapes, reflections,
circle, oval, square, triangle, trapezium, rhombus, hexagon, angle, symmetry, two-
dimensional, tessellation, arm, vertex, parallel

Week 10

Revision of all Term 3 outcomes

Whole Class Warm Up

Teacher choice- revision of semester


Teacher to determine strength/weaknesses of class and provide remedial/extension activities where necessary.

Alternate Strand/s: Whole-Class Focus

Revise other strands, concepts covered throughout the term


Other Resources

Spooky Sequences
Counting by 2s
http://resources.oswego.org/games/spookyseq/spookyseq2.html

Counting by 3s
http://resources.oswego.org/games/spookyseq/spookyseq3.html

Counting by 5s
http://resources.oswego.org/games/spookyseq/spookycf5.html

Counting by 10s

Counting back by 2s
http://resources.oswego.org/games/spookyseq/spookycb2.html

Counting back by 5s

Counting by 10s
http://resources.oswego.org/games/spookyseq/spookycb10.html

The Digit Workout
http://www.crickweb.co.uk/ks1numeracy.html#digitmenu

Talking Calculator
http://pbskids.org/cyberchase/math-games/calculator/

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Year One Mathematics Program Term Three, 2013

Daily warm-up acitivities

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