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Year 1 Mathematics Program

Term 3 - 2015
Week 1: Number/Fractions & Decimals

Outcome & key Ideas: Number


Outcome & key Ideas: Fractions & Decimals
MA1-4NA Applies place value, informally, to count, order, read and represent two- and three-digit
MA1-7NA Represents and models halves, quarters and eighths
numbers
- Recognise and describe one-half as two equal parts of a whole
- Counts forwards and backwards by ones from any given two-digit number
- Record two equal parts of whole objects and shapes, and the relationship of the parts to the
- Identify the number before/after a given two digit number
whole, using pictures and fraction notation for half
- Read and use the ordinal names to at least thirty-first
- Uses concrete materials to model half of a collection
- Counts collections to 100 by partitioning numbers using place value
- Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number
line
Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to identify halves and quarters
Zero the Hero: https://www.youtube.com/watch?v=Kjj7l2t5_Kc
Learning Intention: I will be able to identify numbers ending in 0 to at least 100.
My Hero Zero: https://www.youtube.com/watch?v=zxYsgRsNg2s
Assessment will be through anecdotal observations and successful completion of maths mastery
Fraction computer activities can be found here: http://interactivesites.weebly.com/fractions.html
badges.
Counting by tens song: https://www.youtube.com/watch?v=uYRTtwZGwj8
Lesson Suggestions
Number introduction
Fractions follow up activities
Number activities
Problem Solving/Reflection
place value
Play My hero, Zero.
Revise time concepts half past, quarter
Ask the students to stand in a circle. Have a bucket with filled with numeral cards 11-90.
Fractions as division word problems
Explain the job of zero
past.
Explain and discuss with the students that there are numbers in the bucket and that they
e.g. There were 12 cupcakes. Sarah
in a number (to act as a Fraction Flag: Examine some flags of the
may be selected to take a random number from the bucket, but before they select their
gave half to her friend Anna. How
placeholder). Practise
number they have to decide if they will start counting from the number one less then or
many did she have left?
world, discussing how they are divided into
identifying numerals on halves and quarters. Students create their
the number one more then that number. Select a student to make the rule and then select Challenging: There were 12
the decade as well as
a number. Once the number is selected the students will count 1 number each around the
students on a bus. got off at the
own flag using a template. Students may
three-digit numbers
first stop. got off at the second.
choose to colour according to fractions e.g. circle (eg if the number 34 is pulled out and the student said one less then the student
with 0 as a tens place
says 33, the next student says 32, the next 31 etc). If counting on continue to 100, if
How many students got off the bus?
colouring half red, a quarter blue and a
holder.
counting back continue to 0. Repeat this a couple of times, starting from a few different 2
quarter green.
Print of a flashcard
digit numbers.
collection of random
Teacher cuts images into halves and
The Counting Game - Get your students into groups of three to five. Have them stand in a ART LINK
two and three-digit
quarters, giving one image to each child.
circle with their hands behind their back. When the signal sounds, each student should
*Pizza fractions craft can be found
numbers with 0 and
Students must then find their partner or
bring their hands to the front, holding up anywhere between zero and ten fingers. The
at:
play shoot out.
group, explaining whether their image is cut group must then figure out the sum of all of the fingers being held up in their group. The
https://www.teacherspayteachers.co
in halves or quarters.
first group to yell out the answer wins the round. Do this several times until you have the
m/Product/Pizza-Fractions-CraftComplete 0 the hero
two top groups identified. Have those two groups face off until you can find the champion
670401
Are they halves/quarters: Display a
craft activity.
team.
collection of shapes, some
*Zero the hero craft can be found at:
halved/quartered and some not. Students
http://foxwellforest.blogspot.com.au/
decide whether they are/are not equal
2012/09/zero-hero-freebie.html
fractions.

Year 1 Mathematics Program


Term 3 - 2015
Week 2: Number/Addition & Subtraction *focus on subtraction

Outcome & key Ideas: Number


Outcome & key Ideas: Addition & Subtraction
MA1-4NA Applies place value, informally, to count, order, read and represent two- and three-digit
MA1-5NA Uses a range of strategies and informal recording methods for solving addition and
numbers
subtraction involving one and two-digit numbers
- Counts forwards and backwards by ones from any given two-digit number
MA1-3WM Supports conclusions by explaining or demonstrating how answers were obtained
- Identify the number before/after a given two digit number
- Represent and solve simple addition and subtraction problems using a range of strategies,
- Read and use the ordinal names to at least thirty-first
including counting on, partitioning and rearranging groups.
- Counts collections to 100 by partitioning numbers using place value
-Create, record and recognise combinations of two numbers that add to numbers from 11 and up
- Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number
to 20
line
-Relate addition and subtraction facts for numbers to at least 20
Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to say related addition and subtraction facts to 20.
When you subtract with a pirate song: https://www.youtube.com/watch?v=QkPa9V2wtZs
Assessment will be through anecdotal observations and successful completion of maths mastery
Subtraction counting books/stories, e.g. Ten in the bed
badges friends of ten, fact families 5/6/7, fact families 8/9, fact families numbers 2-20.
Subtraction number line game:
Assessment for targeted TEN students: EAS assessment
http://www.sheppardsoftware.com/mathgames/earlymath/FS_NumberLine_minus.htm
Lesson Suggestions
Addition & Subtraction
Addition & Subtraction follow up activities
Number activities
Problem Solving/Reflection
introduction
Begin by reading a
Equivalent number sentences: 5+2 = 3+4
TEN EAS groups: see suggested activities in the TEN server
Subtraction stories.
subtraction story to the
Check given number sentences to determine if they are true or
folder.
Work through examples of
class, e.g. Ten in the bed.
not.
subtraction stories with the class,
Discuss what happens
discussing key words such as
Verbal or written: The answer is ____ (insert number). What is
Revise subtraction facts using a 6x6 table.
when you subtract you
subtract, took away, gave away, etc.
the question? Students contribute addition or subtraction
-Model and discuss how a subtraction sentence can be created
get less. Reinforce the idea questions that add up to the given number. To aid maths
Students then write and illustrate
from an addition number sequence, e.g., 5+4=9 can be 9-4=5.
that you must always
their own subtraction story.
mastery program, numbers 2-20 could be used.
-Play Diffy Towers discuss the vocab difference.
subtract the smaller
Place value: Revise place value concepts with the class. Play
ART LINK
number from the larger and Model and practice a different subtraction strategy each day,
progressively beginning with single digits and moving towards
Teacher Vs Class start with 2 digit and build to higher. E.g.
Fact family house posters
practice as a class. Using
two-digit subtraction. Day 1 = physical manipulatives/ counting
three digit game. Choose a class representative and have them
dice and whiteboards,
back (circle champion), Day 2 = number line, Day 3 = bridging to roll a 9 sided dice. The class then decides if their number is a
ICT i-Pad link: Students make a
students practice rolling
ten, Day 4 = using place value to partition numbers.
hundred, ten or one. Teacher does the same. Whoever makes
video explaining one of subtraction
and determining the
strategies to answer a given
subtraction sentence, as
Addition Machine: tape two tubes to the wall and set up a basket the highest (or smallest) number wins! This game can also be
played with a partner, using dice or cards.
question.
well as recording on
on the floor. Children add pom poms to the tube and try to work
whiteboards.
out the total in the basket without seeing them.

Year 1 Mathematics Program


Term 3 - 2015
Week 3: Multiplication/Area

Outcome & key Ideas: Multiplication & Division


MA1-6NA Uses a range of mental strategies and concrete materials for multiplication and division
- Skip count by twos, fives and tens starting from zero
- Model and use equal groups of objects as a strategy for multiplication
- Model division by sharing a collection of objects into groups of a given size to determine the number of
groups
- Describe the part left over when a collection cannot be shared equally

Outcome & key Ideas: Area


MA1-10MG Measures, records, compares and estimates areas using uniform informal units
- Measure and compare areas using uniform informal units
compare, indirectly, the areas of two surfaces that cannot be moved or superimposed
predict the larger of the areas of two surfaces of the same general shape and compare
these areas by cutting and covering
use uniform informal units to measure area by covering the surface in rows or columns
without gaps or overlaps

Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to estimate and check areas using informal units.
Australian Curriculum Area lesson:
Learning Intention: I will be able to skip count in twos, fives and tens.
http://www.australiancurriculumlessons.com.au/2014/07/19/learning-about-area-a-geometryAssessment will be through anecdotal observations and successful completion of maths mastery badges
lesson-plan-using-objects-in-your-classroom/
skip count in twos, fives and tens.
Introduction to area video: https://www.youtube.com/watch?v=hmvwAUGxbkM
Lesson Suggestions
Area introduction *from Australian
Area follow up activities
Multiplication activities
Problem Solving/Reflection
Curriculum
Ask students to sit at their desk and to
Roll the dice twice Student A rolls dice to find out how many tiles to
Recognise that x is the symbol for
You have been given the task of
use one hand to feel over the surface
put along the top row of an array. Student B rolls the die to find out how multiplication. Complete number
designing a chocolate box. There
of their desk. Ask whether they think
many rows to make. Students draw the array on grid paper and
sentences to describe arrays.
are to be 24 chocolates in the box.
their desk is bigger than the
calculate the total area.
How many ways could you arrange
whiteboard, or the playground. Explain
the chocolates in the box
that we are thinking about the concept
The teacher shows the students a collection of 4 or 5 small rugs. The
ART LINK:
Multiplication DENS GAMES
of area. Show the introduction to area
teacher then poses the problem: I want to use one of these rugs for
Extension activity: The Government
Dice games; Lolly Drop In; Whisper Counting;
video to the class (link above).
my pet dog/cat. Which one will give my pet the largest area to lie on?
has announced that it will be
Body Percussion; Teddy Tummies(p269),
Students estimate which rug has the largest area. In small groups,
building a new mini-zoo in Sydney.
arrays, circle bob, Friends to 10; Unifix blocks;
Informal measurement of desk area
students select materials to cover the rugs to measure which one has
Students have been
Even Stevens game; Beads,2x ten frames,
students are explicitly shown how to
the largest area.
asked to submit design plans for a
AFL- counting on, buzz (p275) handprints
measure area using a flat surface in
zoo that will hold 6 animals.
(p195); Sharing collections mail sorts (p123);
the classroom.
Using grid paper, students design
The teacher provides students with a 10 cm 10 cm grid.
Guess my square (p191); Calculating groups
In small groups, students are each
their zoo according to the set criteria
Students estimate and count how many square centimetres it contains. (p191); Trucking teddies (p271); Hundreds
given an item to use as a measuring
(e.g. monkeys need an area of 3x3.
Students then brainstorm items around the room that might be less
chart (p273); Units for two (p273); Calculating
tool (books, dvds, unifix cubes for
than, more than, or about the same area as 100 square centimetres.
groups (p199); Tagging (p273); Rolling groups
extension group) and must measure
Students collect items; compare them with their grid and record results (p277)
the surface area of their table. Discuss in a table.
the results at the conclusion of the
lesson.

Year 1 Mathematics Program



Term 3 - 2015

Year 1 Mathematics Program


Term 3 - 2015
Week 4: Multiplication & Division/2D Shapes

Outcome & key Ideas: Multiplication & Division


MA1-6NA Uses a range of mental strategies and concrete materials for multiplication and division
- Skip count by twos, fives and tens starting from zero
- Model and use equal groups of objects as a strategy for multiplication
- Model division by sharing a collection of objects into groups of a given size to determine the number of
groups
- Describe the part left over when a collection cannot be shared equally

Outcome & key Ideas: 2D Shapes flip, slide, turn/ tesselation


MA1-15MG Measures, sorts, represents, describes and explores two-dimensional shape,
including quadrilaterals, pentagons, hexagons and octogons
- Recognise and classify familiar two-dimensional shapes using obvious features
- Identify and describe half-turns and quarter-turns
- Perform full, half- and quarter turns with a single shape
- Record the result of performing full-, half- and quarter turns of a shape, with and without
digital technologies.

Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to flip, slide and turn common 2D shapes.
Flip, slide, turn song: https://www.youtube.com/watch?v=sSsasVyYcdM
Learning Intention: I will be able to identify the following shapes: circle, square, rectangle, triangle,
Flip, slide, turn game: http://www.harcourtschool.com/activity/icy_slides_flips_turns/
pentagon, hexagon, octagon, quadrilateral
Extension Game - Falling leaves: http://www.counton.org/games/map-fractions/falling/
Learning Intention: I can share a collection or divide an object into quarters and halves.
Book Mouse Shapes: https://www.youtube.com/watch?v=boCHjDfL9pA
Assessment will be through anecdotal observations, work samples and successful completion of the maths
Book The Greedy Triangle: https://www.youtube.com/watch?v=kPuI4XyyZUE
mastery badges 2D shapes, halves and quarters.
Lesson Suggestions
2D Shapes introduction
2D Shapes follow up activities
Division activities
Problem Solving/Reflection
Read The Greedy Triangle and review
Tesselation: introduce the idea of tessellating shapes by showing
How many will each person get?
Division word activities, e.g. How
common 2D shapes with the class.
real-life pictures, e.g. bees hive, pineapple, bathroom tiles etc.
Give students a predetermined number of counters many cars will be in each car park if
Using 2D shapes, students investigate which shapes tessellate.
and tell them how many people they need to share
twenty toy cars are to be shared
Explain to the class that they will be
Students trace around their shape and slide it to a new position
them between. E.g. Here are 8 counters. Here are
among the five car parks. Ecourage
learning how to flip, slide and turn. Ask attempting to cover the surface without any gaps. Students share
4 people. Can you share the counters out so that
students to draw the problem.
students what they think each of these
their results and hypothesise as to why the shapes tessellate.
each person gets an equal share? How many
words means and provide props so
counters does each person get? Repeat for 6 and
that they can flip, slide and turn as a an
3, 12 and 4, 10 and 2, 12 and 6.
example. Play the flip, slide, turn song
and teach students the dance.
In pairs, students make a design by placing a pattern block on
Investigate the number of times lots of cubes can
ART LINK:
paper, tracing around it and then flipping, sliding or turning the
be subtracted from 12, e.g.
Examine the art of M.C Escher, in
Using whiteboards, have students
block to a new position and repeating the process. Students
*I can take 2 away ___ times.
particular Day and Night, discussing
practice flipping, sliding and turning
combine the movements of flipping, sliding and turning to create
*I can take 3 away ___ times.
the tessellating patterns in the
common shapes.
different designs. Students describe the designs they have created *I can take 4 away ___ times.
artwork.
using the language of flip, slide and turn.
Students create their own
To conclude, practise using minute
tessellating artwork. For ideas see
*Simon Says including asking children to make quarter and half
Recognise that is the symbol for division.
hands on a clock to make quarter, half
http://www.teachkidsart.net/tessellati
turns. *Using digital technologies such as drawing tools to move,
and three-quarter turns.
ons/
flip and rotate items or shapes.

Year 1 Mathematics Program

Term 3 - 2015


Week 5: Number/Volume & Capacity
Outcome & key Ideas: Number
MA1-4NA Applies place value, informally, to count, order, read and represent two- and three-digit numbers
- Counts forwards and backwards by ones from any given two-digit number
- Identify the number before/after a given two digit number
- Read and use the ordinal names to at least thirty-first
- Counts collections to 100 by partitioning numbers using place value
- Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line

Outcome & key Ideas: Volume & Capacity


MA1-11MG Measures, records, compares and estimates volumes and capacities using
uniform informal units
- Measure and compare the capacities of containers by counting the number of times a smaller container can be
filled and emptied into the container being measured
- Record capacities by referring to the number and type of uniform informal units used
-Compare the capacities of two or more containers using appropriate informal units
- Measure the volume of a container by filling the container with uniform informal units and counting units used
-Estimate the volume of a pile of material and check by measuring

Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to group items into collections of ten and skip count by tens to find the total. Book Mr. Archimedes Bath
Learning Intention: I will be able to estimate, compare volumes and capacities.
Can you fill it? http://www.abc.net.au/countusin/games/game15.htm
Assessment will be through anecdotal observations, work samples and successful completion of the maths
Capacity: http://www.abc.net.au/countusin/games/game15.htm
mastery badge counting in tens.
Lesson Suggestions
Volume & Capacity introduction
Volume & Capacity follow up activities
Number activities
Problem Solving/Reflection
Read Goldilocks and the Three Bears. What
Measuring the volume of lunchboxes groups of 5. Students Recognise that bundling into tens makes it easier Design challenge with a partner,
is volume? What is capacity. See lesson
estimate and record before finding a common unit of
to count. Group collections into tens in order to
students make a paper container that
notes on the next page.
measurement to check and record. Students discuss findings make counting easier. Match bundles of ten to
can hold 1 cup of rice. Designs are
with the class.
numerical labels.
tested at the end of the lesson.
Introduce the activity as measuring the Students order McDonalds cups according to size and then
capacity of containers using blocks. Discuss investigate to determine the difference between the three sizes.
the structure of packing. Teacher model the
use of rows, columns and layers. Show students a measuring jug and how to identify the unit of
Remind students that layer patterns will look measurement. Using items (rice, pasta, water) have students
like area grids. Whole class discuss and fill up to a certain point and practice using measuring jugs.
count the blocks in one layer. Discuss how to
find the total number of blocks. Students Build models with centicubes then count the number used in
work with a partner or small group to choose the construction. Identify the model that:
units, then pack these into their box.
Students draw their packed box and write
*takes up the most space
the total number of blocks used to measure
*used 5 blocks
the capacity. Students record how they
packed the box.

DENS Resources: 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)

ART/EXTENSION ACTIVITY:
Australian Curriculum Magic Potions
lesson
http://www.australiancurriculumlesson
s.com.au/2013/08/18/magic-potionsmeasuring-volume-and-capacitylesson-234/
*Can be adapted to a whole class
activity by totaling 100 and having
less restrictions

Year 1 Mathematics Program


Term 3 - 2015



What is Volume? What is capacity?

Goldilocks and the Three Bears: Read the story to the class. The story provides a starting point for the comparison of different sized containers.
Show the students three different sized bowls and ask them to think which one belongs to Father Bear. In our classroom story the bears are going to eat rice bubbles instead of
porridge. Which bowl do you think has the most rice bubbles in it? Why do you think that one? How could we find out which bowl holds the most rice bubbles?
Let a volunteer demonstrate their idea for determining which bowl hold the most rice bubbles. Discuss.
Ask if anyone has another way for working out which bowl belongs to Father Bear. (Pouring from one bowl to another is the likely approach although it is also possible to pack the
smaller bowl inside the larger one to demonstrate the difference.)
Show the class a collection of plastic glasses and cups. Explain that these are for the bears' drinks. In pairs the students are to find 3 cups for the bears and put them in order for
Father Bear, Mother Bear and Baby Bear. (Use water to compare the volumes of the cups). Alternatively, students could bring in their drink bottles and work out which one would
suit FB, MB & BB.
As the students work ask questions that focus on their thinking: Which cup do you think has the most drink in it? Why do you think that one? How could you check?
Ask the students to record what they have done, drawing the cups for each bear and explaining which holds the most.
You will need: 3 different sized bowls, rice bubbles, drink bottles or plastic cups and glasses.

Year 1 Mathematics Program


Week 6: Number (money)/2D shapes (symmetry)

Outcome & key Ideas: Number (money)


MA1-4NA Applies place value, informally, to count, order, read and represent two- and three-digit
numbers
- Counts forwards and backwards by ones from any given two-digit number
- Identify the number before/after a given two digit number
- Read and use the ordinal names to at least thirty-first
- Counts collections to 100 by partitioning numbers using place value
- Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number
line
- Recognise, describe and order Australian coins according to their value
Assessment
Learning Intention: I will be able to identify and order Australian coins according to value.
Learning Intention: I will be able to identify parallel and vertical lines.
Assessment will be through anecdotal observations and successful completion of maths mastery badges:
lines identify parallel and vertical lines, Australian coins
Symmetry introduction
Watch the seeing symmetry book talk and
discuss symmetry in nature and everyday
objects. Students make suggestions of things
that are symmetrical.
In pairs, students use metre rulers to make a
line of symmetry and determine whether their
partner is symmetrical.
Create a symmetree. Students colour, cut
out and fold 2D paper shapes and determine
whether they are symmetrical. All
symmetrical shapes are glued onto the
symmetree.
http://firstgradewow.blogspot.com.au/2013/0
4/are-you-symmetrical.html

Term 3 - 2015

Outcome & key Ideas: 2D Shapes (symmetry)


MA1-15MG Measures, sorts, represents, describes and explores two-dimensional shape,
including quadrilaterals, pentagons, hexagons and octogons
- Recognise and classify familiar two-dimensional shapes using obvious features
- Identify parallel lines in pictures and the environment and use the term parallel to describe
such lines
- Manipulate, compare and describe features of two-dimensional shapes
- Sort two-dimensional shapes by a given attribute
- Identify and name two-dimensional shapes presented in different orientations according to
their number of sides
Related Literature/Computer Activities
Symmetry song (Im beside myself): https://www.youtube.com/watch?v=PBW1dyOwUbA
Seeing symmetry booktalk: https://www.youtube.com/watch?v=lGs676XuDwY
Slideshare presentation on symmetry: http://www.slideshare.net/nwalkup/line-symmetry5048059

Lesson Suggestions
2D shapes and symmetry follow up activities
Students draw the other side of a symmetrical picture, e.g. tree.
Students use pattern blocks to create a symmetrical picture.
Take a photo of each child in the class. Using digital technology
crop the photo so that it is halved vertically. Students then
attempt to finish their portrait by drawing the other side.
Using a metre ruler, strip of paper or masking tape, make a line
down the centre of the floor. Give each child a paper triangle.
Students take turns placing the shapes one at a time on either
side of the line, making sure that the design is symmetrical. See
First Grade Wow for pictures of the activity:
http://firstgradewow.blogspot.com.au/2014/01/equalschmequal.html
This can also be done with pattern blocks and a ruler.
Exploring symmetry through dance:
https://www.teachingchannel.org/videos/teaching-symmetry-withdance
Independent - Symmetry drawing worksheets can be found on
Teachers Mailbox & Teachers Pay Teachers.

Number - money activities


Revise the value of Australian coins and
order according to value.
Order a set of shopping prices from
cheapest to most expensive.

Problem Solving/Reflection
Money Mind map:
Give students a set amount, e.g. $2
and have them write as many
combinations of coins to total that
amount.

Match price tags on shopping items to coins


role play.

ART LINK:
Monster symmetry or butterfly

Count multiples of coins encourage students


to start with the largest value coins.
Demonstrate how coins can be combined
(added) to pay for goods.

Students paint half a piece of paper,


fold it in half and create a
symmetrical monster/butterfly.

Play online games (TES iBoard) and printable


games (Teach This) in rotations.

http://mrstsfirstgradeclassjill.blogspot.com.au/2013/10/monste
r-symmetry.html

Year 1 Mathematics Program

Term 3 - 2015


Week 7: Patterns & Algebra/Addition & Subtraction
Outcome & key Ideas: Patterns & Algebra
MA1-8NA Creates, represents and continues a variety of patterns with numbers and objects
- Identify and describe when skip counting forwards and backwards by ones, twos, fives and tens from
any starting point
- Represent number patterns on number lines and number charts
- Recognise, copy and continue given number patterns that increase or decrease
- Create, record and continue patterns with objects or symbols
- Model and describe odd and even numbers

Outcome & key Ideas: Addition & Subtraction


MA1-5NA Uses a range of strategies and informal recording methods for solving addition and
subtraction involving one and two-digit numbers
MA1-3WM Supports conclusions by explaining or demonstrating how answers were obtained
- Represent and solve simple addition and subtraction problems using a range of strategies,
including counting on, partitioning and rearranging groups.
-Create, record and recognise combinations of two numbers that add to numbers from 11 and
up to 20
-Relate addition and subtraction facts for numbers to at least 20
Related Literature/Computer Activities

Assessment
Learning Intention: I will be able to skip count in twos, fives and tens.
Learning Intention: I will be able to identify odd and even numbers.
Assessment will be through anecdotal observations and successful completion of maths mastery badges:
skip count in twos, fives and tens.
Lesson Suggestions
Addition & Subtraction Introduction
Addition & Subtraction follow up activities
Revise addition and subtraction strategies
Play a range of hands-on addition and subtraction games. DENS
with the class.
activities include:
Toss & Add; Doubles; Dominoes addition (p245); Two Dice add
Play Race to 100 Students work with a
(p243); Friends of 10, tens frames, trading Race to 100, first to
100s chart and start with a counter on 50.
a flat, doubles bingo, five dice (p247); Ring that bell (p181); 3 dice
Turn over cards (1-20 range) and add or
game (p233); Bees (p239); Teddy tummies (p173); Diffy towers
subtract the number according to colour.
(p119); Apple turnover (p121); The beanstalk (p235); Orange
Move the counter on the chart. Explain the
tree (p267)
strategy used to partner. Check using mini
whiteboards and alternate strategy.
Bridging to ten. Revise number bond to ten. Model and discuss
the bridging strategy using tens frames as an example, e.g. 7+5=
becomes 7+3+2
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.

Patterns & Algebra activities


Record the sequence 3, 6, 9, 12, 15 on the
board and ask the students to work in pairs to
continue the sequence and describe it. Repeat
the activity for the following sequences:

Problem Solving/Reflection
A range of patterns and algebra
problem solving questions can be
found at:
http://www.mathwire.com/problemso
lving/probsk12.html

*30, 27, 24, 21, 18 *1, 3, 6, 10, 15


*1, 4, 7, 10, 13
*1, 2, 4, 8, 16
*1, 3, 7, 13, 21
Roll a rule see worksheet below.

Odd Ollie and Even Ellie board game.


http://www.dltkkids.com/crafts/insects/cellyolly.htm
*Sort odd and even numbers.

ART LINK:
Odd and even street
Children discuss their house
number and whether it is odd or
even. Using paper, students create
a house, writing their number on it.
This is then turned into a wall
display with odd house numbers on
one side and even on the other.

Year 1 Mathematics Program


Term 3 - 2015

Year 1 Mathematics Program


Term 3 - 2015

Year 1 Mathematics Program


Term 3 - 2015
Week 8: Number (ordinal numbers)/Time (calendar)

Outcome & key Ideas: Number (ordinal numbers)


MA1-4NA Applies place value, informally, to count, order, read and represent two- and three-digit numbers
- Counts forwards and backwards by ones from any given two-digit number
- Identify the number before/after a given two digit number
- Read and use the ordinal names to at least thirty-first
- Counts collections to 100 by partitioning numbers using place value
- Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line
- Recognise, describe and order Australian coins according to their value

Outcome & key Ideas: Measurement -time


MA1-13MG Describes, compares and orders durations of events, and reads half and
quarter-hour time
- Name and order months of the year
- Recall the number of days that are in each month
- Name and order the seasons, and name the months for each season
- Record hour and half-hour time on analog and digital clocks

Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to read and use ordinal numbers up to 31st.
Room on a Broom by Julia Donaldson (ordinal numbers)
Learning Intention: I will be able to name and order the seasons, months of year and days of the week.
A range of ordinal number games can be found on this site:
Learning Intention: I will be able to read analogue and digital clocks on the hour and half-hour.
http://www.technologyrocksseriously.com/2012/03/ordinal-numbers.html#.VZ3Qll7gLwI
Assessment will be through anecdotal observations and successful completion of maths mastery badges:
ordinals, months, days, seasons, 30 days has September, analogue and digital badges.
Lesson Suggestions
Calender introduction
Time follow up activities
Ordinal number activities
Problem Solving/Reflection
Revise months of the year/seaons, etc. Discuss how many days in
Discuss similiarities and differences
Read Room on a Broom. Using finger puppets (which can
Questions such as:
each month and teach students a quick rhyme/ trick to remember,
between digital and analogue clocks.
be found online) order the animals according to the order
There are 7 girls in front of
e.g. thirty days has September rhyme, knuckle trick).
Demonstrate how the time on an
they got on the broom, remembering to explicitly teach
Amanda and 3 girls after
analogue clock would look different to ordinal language.
her. What position is
Introduce the calendar activity to the students, explaining that they
the time on a digital clock. Match
Amanda in?
will spend the remainder of the week creating their own calendars
oclock and half past times on
for Fathers Day. The lessons will need to be quite explicit to ensure
analogue clocks to digital clocks.
that final products are consistent. Students can work on their front
Play Musical Clocks. Sit in a circle
Hand out ordinal number cards and call them out in order
ART LINK:
cover page while they wait for others to catch up. Encourage
and pass a small analogue or digital
with students lining up when they hear their ordinal
Creation of 2016 Fathers
students to double-check their work and to work with a partner to
recording card (or both) around to
number.
Day calenders.
ensure they are on track.
music. When the music stops, the
*Students are encouraged to bring in any special family days
student with the clock turns over a
Ordinal number worksheets colour by ordinal position,
(birthdays) that they would like to add to their calendar.
flash card and makes that time on
e.g. colour ice-cream scoop.
their clock face. Have a selection of
http://worksheetplace.com/index.php?function=DisplayShe
On each calendar page students will need to:
oclock and half-past times.
et&sheet=Ordinal-Number-Worksheet*Write the name of the month and draw a symbol to indicate the
1&links=4&id=&link1=40&link2=91&link3=315&link4=89
season.
*Start the month on the correct day, working forwards until they
Ask a range of questions related to
Ordinal number flash cards flash daily at students
reach the last day of the month.
calendar work, e.g. how many
to build up vocabulary. Incidentally, call students
*Add a picture to accompany the month, e.g. April = Easter theme
Mondays will there be in June?
according to ordinal position when lining up.

Year 1 Mathematics Program

Term 3 - 2015


Week 9: Number/Chance
Outcome & key Ideas: Number
MA1-4NA Applies place value, informally, to count, order, read and represent two- and three-digit numbers
- Counts forwards and backwards by ones from any given two-digit number
- Identify the number before/after a given two digit number
- Read and use the ordinal names to at least thirty-first
- Counts collections to 100 by partitioning numbers using place value
- Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line

Outcome & key Ideas: Chance


MA1-18SP Recognises and describes the element of chance in everyday events
- Identify outcomes of familiar events involving chance and describe them using everyday
language, such as will happen, wont happen, might happen
- Identify possible outcomes of familiar activities and events

Assessment
Related Literature/Computer Activities
Learning Intention: I will be able to model, read, write and order numbers to at least 100.
The true story of the Three Little Pigs book
Learning Intention: I will be able to discuss the likelihood of an event using relevant language.
Place Value song: https://www.youtube.com/watch?v=5W47G-h7myY#t=10
Assessment will be through anecdotal observations and successful completion of maths mastery badges:
Place value games can be found on ICT Games.
Forwards 100, Backwards 100, Before and After, More or Less, Ordering numbers.
Lesson Suggestions
Number main lesson
Number follow up activities
Chance activities
Problem Solving/Reflection
Read The True Story of the Three Little Pigs. Race to 100 students roll a dice and collect that amount of
Class discussion about events that are more Whats my number? Students listen to
Model how to build a pig house using flats,
ones. They can trade 10 ones for a long with the aim being to get likely to occur than others. Students draw
a set of clues and guess the number.
tens and ones.
10 longs or 1 flat. This can be easily differentiated to
their own will happen, wont happen, might Students then write their own set of
support/extend students at their own level.
happen pictures with accompanying
clues to guess their own number.
sentences.
Students are then sent back to their desks
and given three-digit numbers. They then
practice building their house using the
Kids as numbers: starting with 2 digits give 2 children a
number
Knock Knock.
ART LINK:
card (e.g. 2 & 4) and have them stand at the front of the room.
Students brainstorm a list of possible people
Students create pig houses using
manipulatives that match their number, e.g.
134 would be 1 flat, 3 tens and 4 ones. See
One student wears a headband stating tens and the other wears who could knock at the classroom door eg
paper versions of MAB blocks.
art link for a follow up activity.
a headband stating ones. Students call out their number, e.g. tens the principal, a teacher, a primary child, an
See for examples:
says 20 and ones says 4. Next, pick a different child and give
infants child, a mother, a father, a
them a number card, e.g. 3. That child then has to decide if they
grandmother, a grandfather. Students write
See for examples:
http://thelemonadestandteachers.blog
will become a ten or one, making the new number either 34 or 23. the names on cards. As a class, students
spot.com.au/search/label/place%20va
discuss and rate people from least likely to
lue
http://thelemonadestandteachers.blogspot.co Keep swapping and then introduce a hundreds headband.
knock to most likely to knock. During the
Ordering numbers from smallest to largest.
m.au/search/label/place%20value
day the students record who comes to the
door.
Place Value card war game: Each player turns over two or
threeAt the end of the day, students discuss
the
findings.
playing cards and makes the largest) number possible.
The player with the largest number wins and takes a counter.
The first player to collect 5 counters wins the game.

Year 1 Mathematics Program


Term 3 - 2015