Year One Mathematics Program

Week 4

Term One

Strand: Number Strand/s: Space and Geometry Outcome/s: NS1.2 Outcome/s: SGS1.2 Counting to 30 using numbers and words Making and identifying 2D shapes Adding digits 0-12 Identifying and making number sentences Key Ideas: Key Ideas: - Model addition and subtraction using concrete materials - Identify, name, compare and represent hexagons, rhombuses and - Develop a range of mental strategies and informal recording methods for trapeziums presented in different orientations addition and subtraction - Record number sentences using drawings, numerals, symbols and words Whole Class Warm Up/Introduction Identifying numbers on flashcards and locating on number line or hundreds chart Counting up and back to 30 by ones using number lines, hundreds charts, counters, unifix cubes, flashcards Writing numbers and number words on individual whiteboards Bingo: The number after (DENS S1, p. 99) Maths tipping (DENS S1 p. 81) Maths Groups Rotations Teacher Led Forward and backward number sequences e.g. naming number before/after a given number Model and discuss how a number line can be used to add two numbers, e.g. Suggested Number Activities Number BINGO Teacher choice based on strand and group ability Draw dots on an empty domino then create a number sentence to solve it
7 + 6 = 13

Suggested Number/Alternate Strand Activities Filling in missing numbers on hundred chart or number track Use number lines to solve simple addition problems 2D shapes worksheet

Computer http://ictgames.com/saucerSorter.html http://ictgames.com/caterpillar_slider.ht ml http://ictgames.com/funkymum.html http://ictgames.com/flight_for_fuel.html

Perform additions on number lines. Complete addition number sentences that describe the addition process. Demonstrate how addition is used to find the total of two dice, e.g. roll two dice, then add the numbers on the topmost face of the dice together, i.e. 4 + 3 = 7 Complete number sentences to calculate

DENS Activities Perceptual: Before and after (DENS S1, p. 87) Teen Memory (DENS S1, p. 89) Caterpillars (DENS S1, p. 97) Figurative: Blocks on a bowl (DENS S1, p.159) Add two dice (DENS S1, p.163-165)

Trace and match 2D shapes to their geometrical name i.e. circle, rectangle, hexagon, square, triangle. Identify the triangles and squares among a group of shapes on different orientations, e.g.

http://www.oswego.org/ocsdweb/games/spookyseq/spookycb1.html http://www.cookie.com/preschool/game s/add-numbers.html http://illuminations.nctm.org/ActivityDet

Year One Mathematics Program

totals for two dice, e.g.
6+4= 5+2= 5+3=

Term One
Dot pattern cards (DENS S1, p.169) Two-dice toss (DENS S1, p.171) Counting On and Back: Three-dice game (DENS S1, p.233) The beanstalk (DENS S1, p.235) In small groups, students are given a die ail.aspx?ID=198 and straws of two different lengths. In turn, students roll the die and make a http://www.curriculumsupport.educatio shape with the corresponding number of n.nsw.gov.au/countmein/children_sum_ sides. Students are encouraged to make cloud_challenge.html regular and irregular shapes. Students name each shape, and record their shapes in appropriate groups. 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 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

Make shapes on geoboards: square triangle rectangle octagon Draw same shapes on dot paper Cutting, pasting and labelling shapes Resources/Websites

Year One Mathematics Program

Week 5 Strand: Number Outcome/s: NS1.2 Subtraction Two-digit numbers Key Ideas: - Model addition and subtraction using concrete materials - Develop a range of mental strategies and informal recording methods for addition and subtraction - Record number sentences using drawings, numerals, symbols and words Whole Class Warm Up/Introduction Subitising- Dot flash on IWB (DENS S1, p. 109) Counting backwards: Zap (DENS S1 p. 79) Subtraction Circle Champion Addition number sentences Maths Groups Rotations Teacher Led Model subtraction as taking away. Demonstrate how items can be crossed off to represent the process of taking away. Complete subtraction number sentences that describe how many are left, e.g. 62=4 Create own number sentence to describe a picture with some items crossed off Use a numeral expander and record the value of a number modelled on a tens strip, e.g. Suggested Number Activities Addition number sentences and drawing pictures to match the sentences DENS Activities Perceptual: Diffy Towers (DENS S1, p. 119) Apple Turnovers (DENS S1, p. 121) Figurative: Fishing addition (DENS S1, p.177) How many eggs? (DENS S1, p.183) Ten frames (DENS S1, p.185) Subtraction Teddies (DENS S1, p.187)

Term One
Strand/s: Measurement Outcome/s: MS1.5 Months and seasons of the year Days of the week Duration of time Key Ideas: - Use informal units to measure and compare the duration of events - Name and order the months and seasons of the year - Identify the day and date on a calendar

Suggested Number/Alternate Strand Activities Ordering days and months using worksheet/flashcards Writing seasons/days/months in order on whiteboards Make a calendar for March Ordering tasks according to their duration e.g. cleaning teeth takes less time than playing a game of soccer

Computer http://www.ictgames.com/100hunt2.html http://www.roythezebra.com/readinggames/high-frequency-wordsmonths.html http://www.roythezebra.com/readinggames/high-frequency-words-days.html http://www.ictgames.com/soccer_subtra ction.html http://www.ictgames.com/mummyNumb erLine/helpVideo/index.html http://www.ictgames.com/targettakeawa

Year One Mathematics Program

1 ten + 4 ones = 14 Counting On and Back: Put in, take out (DENS S1, p.237) Bees (DENS S1, p.239) Forming Groups: I have, I want, I need (DENS S2, p.187) y.html

Term One
http://www.rabbittakeaway.co.uk/activity / Extension: http://www.ictgames.com/football2.html http://resources.oswego.org/games/Spee dGrid/Subtraction/urikasub1res.html http://www.arcademicskillbuilders.com/g ames/mission/mission.html

Talk about activities that take: a long time to complete a short time to complete. Discuss, compare and identify which activity out of two takes longer to do, e.g. build a house / do a jigsaw wash dog / photograph dog knit jumper / tie shoelaces mow lawn / pump up tyre. Name two jobs that take longer to do than the time it takes to sing a song.

Resources/Websites https://portalsrvs.det.nsw.edu.au/learningobjects/Cont ent/L8285/object/index.html http://www.ictgames.com/bottleTakeAway/index.html http://www.ictgames.com/numberlineJumpMaker/inde x.html

Mathematical Language The terms hour hand and minute hand should be used rather than big hand and little hand to promote understanding of their respective functions.

Evaluation/Register

Year One Mathematics Program

Week 6 Strand: Number Outcome/s: NS1.4 Half of a whole Start number combinations to 10 Key Ideas: - Model and describe a half or a quarter of a whole object - Model and describe a half or a quarter of a collection of objects - Use fraction notation Strand/s: Measurement Outcome/s: MS1.1 Estimating length

Term One

Key Ideas: - Use informal units to estimate and measure length and distance by placing informal units end-to-end without gaps or overlaps - Record measurements by referring to the number and type of informal or formal units used

Whole Class Warm Up/Introduction Friends of ten (DENS S1, p.175) Identifying numbers on flashcards and locating on number line or hundreds chart Counting up and back to 30 by ones using number lines, hundreds charts, counters, unifix cubes, flashcards Writing numbers and number words on individual whiteboards Maths Groups Rotations Teacher Led Estimate the length of items using informal units, e.g. the pencil is about 5 paper clips long the texta is about 8 blocks long. Measure the length of each item using the same informal units used when estimating, e.g. glue stick = 5 paper clips. Who has the biggest head? Students measure around their heads with paper strips and mark correctly without overlap. Measure the length of the string in units, (rods, paperclips, etc.) to find who has the biggest head in their group. Record group measurements and the units used. Suggested Number Activities DENS Activities Perceptual: Bingo: The number after (DENS S1, p. 99) Figurative:
Teddy tummies: addition (DENS S1, p.173)

Suggested Number/Alternate Strand Activities Select the most appropriate term to describe the coloured part of single items and collections, e.g.

Computer http://www.gpb.org/countonit/games/ki ndergarten/measuring http://pbskids.org/curiousgeorge/games/ how_tall/how_tall.html http://www.bgfl.org/bgfl/custom/resourc es_ftp/client_ftp/ks2/maths/fractions/lev el1.htm http://www.curriculumsupport.education .nsw.gov.au/countmein/children_plastici ne_snakes.html

Fishing addition (DENS S1, p.177) How many eggs? (DENS S1, p.183) Ten frames (DENS S1, p.185) Subtraction Teddies (DENS S1, p.187) Counting On and Back: Return to mother ship (DENS S1, p.255) Fact Matching (DENS S1, p.257) Forming Groups: Hundred chart challenge (DENS S2,

How Many Hands? In small groups, students make a tape measure that is calibrated using a handprint as a repeated unit. This is done by tracing the hand of one group member. The teacher uses a photocopier to make multiple copies of the print for students to lay end-to-end and glue onto a long strip of paper.

Year One Mathematics Program

(pp. 34-35 Teaching Measurement ES1 and S1) Brainstorm What is a half. Colour half of a symmetrical shape. Distinguish between shapes that are divided equally into halves and those that are not. Show three ways of dividing a square into halves. Investigate number bonds to ten on a tens frame Ten frames (DENS S1, p. 113) Resources/Websites p.191) Students make their own rulers based on an informal unit (teddybear, paperclip) or a body part (foot, hand span). Students should align units, especially teddybears or paperclips, end to end. Mark the scale on the ruler and use it to measure objects.

Term One

Mathematical Language estimate, measure, metre, centimetre, length, distance, end-to-end without gaps or overlaps, comparison, tallest, as tall as, not as tall as, shortest, shorter than, longest, longer than, straighter, widest, wider

Evaluation/Register

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

Year One Mathematics Program

Week 7 Strand: Number Outcome/s: NS1.2 Continue combinations to 10 Half of a collection Key Ideas: - Model addition and subtraction using concrete materials - Develop a range of mental strategies and informal recording methods for addition and subtraction - Record number sentences using drawings, numerals, symbols and words Whole Class Warm Up/Introduction Find the missing numbers on a number line or hundreds chart Counting by 2s- forwards and backwards Combinations to ten To reinforce equal sharing- Rhythmic Counting (DENS S1, p. 125) Maths Groups Rotations Teacher Led Using tens frames and counters to explore combinations to 10 Write number sentences for combinations to 10 Extension: Numbers to 20 Find missing numbers in number sentences Recognise that: halving a collection creates two groups of equal size the number of objects in each half depends on the size of the whole group. Colour half the objects in various groups, e.g. Suggested Number Activities Count on from the last number to find the total, e.g. Suggested Number/Alternate Strand Activities Extension: make own number patterns and ask friend to continue it Find Half of a Collection Students are given a die with faces numbered 2, 4, 6, 8, 10, 12. In small groups or pairs, students take turns to roll the die. They collect counters to match half the amount rolled and record their roll and the counters taken eg 10 is rolled and the student collects 5 counters. Students have a predetermined number of rolls eg 20. The winner is the student who has the most counters. Computer Strand/s: Patterns and Algebra Outcome/s: PAS1.1 Describing patterns

Term One

Key Ideas: - Create, represent and continue a variety of number patterns and supply missing elements - Use the equals sign to record equivalent number relationships - Build number relationships by relating addition and subtraction facts to at 10 - Make generalisations about number relationships

http://www.abcya.com/connect_the_dot s_1-100.htm http://www.ictgames.com/funkymum.ht ml http://www.amblesideprimary.com/ambl eweb/mentalmaths/numberbond.html http://resources.oswego.org/games/ghos tblasters2/gb2nores.html

Count forwards and backwards to complete number patterns, i.e. 15 16 17 20 23 26 27 48 49 50 30 29 28 30 53 25 22 32

Year One Mathematics Program

Make and continue number patterns using objects or counters and record on whiteboards Fill in missing numbers DENS Activities Perceptual: Diffy Towers (DENS S1, p. 119) Apple Turnovers (DENS S1, p. 121) Figurative: Arrays (DENS S1, p. 189) Triangle teddies (DENS S1, p. 193) Guess my square (DENS S1, p. 191) Turning arrays- variation (DENS S1, p. 197) Dice and grid game (DENS S1, p.203) Counting On and Back: Sentence maker (DENS S1, p.253) Addition wheel (DENS S1, p.253) Rolling groups (DENS S1, p.277) Forming Groups: Addition challenge (DENS S2, p.193) Resources/Websites Mathematical Language 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 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 Evaluation/Register

Term One

Year One Mathematics Program

Week 8 Strand: Number Outcome/s: NS1.1 Making and representing two-digit numbers Key Ideas: - Count forwards and backwards by tens, on and off the decade - Read, order and represent two-digit numbers Whole Class Warm Up/Introduction Combinations to ten Brainstorm chance words and peg on a line in order of order of chance Counting by tens Counting by ones off the decade Maths Groups Rotations Teacher Led Make 2-digit numbers with Base 10 material. Use numeral expanders to represent numbers modelled with Base 10. Suggested Number Activities Add missing numbers to a 100s chart, e.g. 1 2 3 4 5 6 7 10 11 12 17 18 19 21 22 23 26 29 31 34 35 36 38 40 41 42 43 44 45 48 50 51 53 56 57 58 59 60 61 62 63 64 65 66 67 68 69 71 73 75 76 78 79 80 81 82 83 84 85 86 87 88 89 91 92 93 94 95 96 97 98 99 100 DENS Activities Perceptual: Figurative: Strand/s: Chance Outcome/s: NS1.5 Possible or impossible Key Ideas: - Recognise the element of chance in familiar daily activities - Use familiar language to describe the element of chance

Term One

Write the number that comes before and after a given number. Order numbers from smallest to largest, e.g. 28, 72, 27 and 49. Discuss events at school that are possible or impossible. Decide whether the likelihood of events occurring are possible or impossible, e.g. we visit a carnival an elephant goes surfing a bear writes a letter

Suggested Number/Alternate Strand Activities Discuss events at school that are certain, likely, unlikely or impossible. Decide whether the likelihood of events occurring are certain, likely, unlikely or impossible, e.g. a car has its lights on I eat an ice-cream I ride a horse we receive mail todays my birthday I read a book I cook dinner an elephant rides a skateboard. Possible/Impossible Students discuss and record things that they consider possible eg being cloudy the next day, or impossible eg raining cows. Students share their ideas, discuss any

Computer http://www.wmnet.org.uk/wmnet/custo m/files_uploaded/uploaded_resources/8 53/PlaceValueChartv4.swf http://www.hbschool.com/activity/numb ers_to_100_b/ http://resources.oswego.org/games/mat hmagician/mathsadd.html

Year One Mathematics Program

teacher reads a story it rains we go to bed tonight. Counting On and Back: Straw Javelin (DENS S1, p.229) Combination trains (DENS S1, p.241) Ghost busters (DENS S1, p.259) Brainy fish (DENS S2, p.29) Forming Groups: Friends to 100 (DENS S2, p.195) Numbers to 100 (page 27) differences in opinion and form a display under the headings possible and impossible.

Term One

Resources/Websites http://www.ictgames.com/duckshoot10s.html

Mathematical Language 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

Evaluation/Register

Year One Mathematics Program

Week 9 Strand: Number Outcome/s: NS1.3 Sharing Equal Grouping Key Ideas: - Rhythmic and skip count by ones, twos, fives and tens - Model and use strategies for multiplication including arrays, equal groups and repeated addition - Model and use strategies for division including sharing, arrays and repeated subtraction - Record using drawings, numerals, symbols and words Whole Class Warm Up/Introduction Counting by twos and tens Combinations to ten Find a group (DENS S1, p. 123) Arrays: Changing groups (DENS S1, p. 189) Units for two (DENS S1, p. 195) Maths Groups Rotations Teacher Led Complete number sentences to describe arrays, e.g. 2 rows of 4 equals 8 Add extra items to create arrays showing: 2 rows of 5 3 rows of 4 Discuss strategies for sharing: sharing one at a time moving items until the groups look equal Extension: repeated addition Use own strategies to make equal shares: Suggested Number Activities DENS Activities Perceptual: Ladybirds (DENS S1, p.133) Figurative: Hundred Chart (DENS S1, p. 161) Arrays (DENS S1, p. 189) Triangle teddies (DENS S1, p. 193) Guess my square (DENS S1, p. 191) Turning arrays- variation (DENS S1, p. 197) Dice and grid game (DENS S1, p.203) Counting On and Back: Strand/s: Measurement Outcome/s: MS1.5 Hours Key Ideas: - Tell time on the hour and half-hour on digital and analog clocks

Term One

Suggested Number/Alternate Strand Activities

Computer http://www.eduplace.com/cgibin/schtemplate.cgi?template=/kids/mw/ manip/mn_popup.thtml&filename=nmbl _prim&title=Number%20Line&grade=K http://www.abcya.com/connect_the_dot s_1-100.htm http://www.abcya.com/telling_time.htm http://www.learningplanet.com/act/tw/i ndex.asp?contentid=410 Extension: http://www.ictgames.com/hickory4.html

Year One Mathematics Program

8 shared into 2 6 shared into 3 10 shared into 2. Share a group of 9 items into 3 equal shares and write a number sentence to record the process. Discuss the hands on an analogue clock Identify and draw oclock times Linking times to activities in the day Half-hour times (depending on class need) Addition Lotto (DENS S1, p.247) Five dice (DENS S1, p.247) Singles or doubles? (DENS S2, p.33) Tile roller (DENS S2, p.119) Colour an array (DENS S2, p.101) Forming Groups: Red or black (DENS S2, p.197) How many more? (DENS S2, p.221)

Term One
http://www.gpb.org/countonit/games/fir st/clock http://www.ictgames.com/fairyfog2s_v2. html http://www.ictgames.com/mummyNumb erLine/helpVideo/index.html Extension: http://www.ictgames.com/airlineGroupin g/airlineGrouping.html Evaluation/Register

Resources/Websites http://www.oswego.org/ocsdweb/games/ClassClock/clockres.html http://www.wmnet.org.uk/wmnet/custom/files_upload ed/uploaded_resources/503/clock.swf https://portalsrvs.det.nsw.edu.au/learningobjects/Cont ent/L2810/object/index.html

Mathematical Language 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

Year One Mathematics Program

Week 10 Strand: Number Outcome/s: NS1.2 Addition and subtraction NS1.1 Groups of ten Key Ideas: - Model addition and subtraction using concrete materials - Develop a range of mental strategies and informal recording methods for addition and subtraction - Record number sentences using drawings, numerals, symbols and words - Count forwards and backwards by ones and twos - Count forwards and backwards by tens, on and off the decade - Read, order and represent two-digit numbers Whole Class Warm Up/Introduction Counting by twos and tens Combinations to ten Circle Champion for addition and subtraction Bucket count on (DENS S1, p. 157) Maths Groups Rotations Teacher Led Demonstrate how the difference between two numbers can be found by: counting on from the smaller number, i.e. 5 + = 8 counting back from the larger number, i.e. 8 = 5 Find the difference between pairs of blocks: 5 and 4 13 and 6 12 and 6 11 and 6 10 and 7 14 and 6 Trace over the numerals 10, 20, 30, 40, 50, 60, 70, 80 and 90. Match bundles of ten to numerical Suggested Number Activities DENS Activities Perceptual: Before and after (DENS S1, p. 87) Teen Memory (DENS S1, p. 89) Caterpillars (DENS S1, p. 97) Ladybirds (DENS S1, p.133) Figurative: Popsticks (DENS S1, p.153) Bundling (DENS S1, p.151) Counting On and Back: Build a tower (DENS S1, p.249) Race to the pool (DENS S1, p.251) Strand/s: Space and Geometry Outcome/s: SGS1.3 Position

Term One

Key Ideas: - Represent the position of objects using models and drawings - Describe the position of objects using everyday language, including left and right

Suggested Number/Alternate Strand Activities In small groups, students use blocks, small boxes and junk materials to reconstruct a model of the school from memory. BeeBots Model Town In small groups, students are asked to list the main places in their community eg the supermarket, the fire station, homes, the playground. They then make a simple model of their community using a variety of materials. Students reflect and justify the position of the main places in

Computer http://www.eduplace.com/cgibin/schtemplate.cgi?template=/kids/mw/ manip/mn_popup.thtml&filename=nmbl _prim&title=Number%20Line&grade=K http://www.abcya.com/math_facts_gam e.htm Extension: http://resources.oswego.org/games/Spe edGrid/Addition/urikares.html http://resources.oswego.org/games/Sum Sense/sumadd.html

Year One Mathematics Program

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 figure. i.e. 3 bundles, 3 tens, 30; 6 bundles, 6 tens, 60; 2 bundles, 2 tens, 20 etc. Use the language of position (beside, under, on, inside, above, between) to describe the position of people and things, e.g. The picture is above the shelf. Follow directions to add extra items to a picture, e.g. under the window between the window and door on the floor above the door on the left. Resources/Websites Beebots Orange tree (DENS S1, p.267) Teddy tummies (DENS S1, p.269) Fancy dice (DENS S2, p.39) Forming Groups: Collecting threes (DENS S2, p.203) their community eg The supermarket should be where everyone can get to it. Students could then plan a bus route so that all children can get to school, or a fitness walk through the town.

Term One

Mathematical Language Evaluation/Register 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

Year One Mathematics Program

Week 11 Revision Whole Class Warm Up/Introduction Counting by twos and tens Combinations to ten Numbers to 30 Counting On and Back to find addition answers Maths Groups Rotations Teacher Led Teacher to focus on basic number skills to ensure all students are ready to work with numbers to 100 in Term Two. Suggested Number Activities Teacher choice based upon needs of class. Suggested Number/Alternate Strand Activities Teacher choice based upon needs of class. Computer

Term One

Teacher choice based upon needs of class.

Revise other strands, concepts covered throughout the term

Resources/Websites

Mathematical Language

Evaluation/Register

Year One Mathematics Program

Term One