MATHS OVERVIEW-YEAR 1TERM 1, 2013
YEAR LEVEL / CONTENT DESCRIPTORSYear 1 / Number & Algebra
DURATION / ACMNA0012 Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
ACMNA013 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
ACMNA014 Count collections to 100 by partitioning numbers using place value
ACMNA015 Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
ACMNA016 Recognise and describe one-half as one of two equal parts of a whole
ACMMG017 Recognise, describe and order Australian coins according to their value
ACMMG018 Investigate and describe number patterns formed by skip counting and patterns with objects
Term 1
LINKS TO OTHER LA’s
Measurement & Geometry
ACMMG019 Measure and compare the lengths and capacities of pairs of objects using uniform informal units
ACMSP020 Tell time to the half-hour
ACMMG021 Describe duration using months, weeks, days and hours
ACMSP022 Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features
ACMSP023 Give and follow directions to familiar locations
Statistics & Probability
ACMSP262 Choose simple questions and gather responses
ACMSP263 Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays
DEVELOPING INQUIRING & REFLECTIVE LEARNERS
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MAG Planning Term 1 Year 1
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Review/Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES1.1.1
Counting to 100 / ACMNA013 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on the number line. / The patterns in the place value system can make it easier to interpret and operate with numbers / Random number sequences-count on activities / Observa)onal Checklist
• applying an understanding of place value and the role of zero to read, write and order two-‐digit numbers (F)
• use a number line or hundreds chart to assist with coun>ng and ordering
• give reasons for placing numbers in a par.cular order (U) / Counting for ten student journal activity / The teacher has a container of numbers (1-50) and the children draw out a number, record it and then continue counting by ones for the next ten numbers in the sequence, writing down each number. They then choose another number and repeat this process. Each children does this six times.
Note students’ ability to:
Count by ones from non-zero starting point
Teen numbers
Bridging decades / • 10x10 floor grid
• Double ten frame and counters
• Numerals 1-100
•N umber strip 0-9
• Early Years FISH Kit
• 0-20 floor ladder
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
1.1.2
Skip Counting / ACMNA012 Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by two’s, fives and tens starting from zero.
ACMNA018 Investigate and describe number patterns formed by skip counting and patterns with objects. / Number benchmarks (familiar and meaningful)are useful for relating numbers / What number do you think the dot on the number line represents / •describe collections of objects as ‘rows of’ and ‘groups of’
•find the total number of objects by using rhythmic or skip counting and repeated addition eg 5 groups of 4 is the same as
•pose and solve problems based on number patterns (PS)
•recording a number sentence to reflect drawing / Picture Puzzles: (number sentence)Ask students to draw a picture to solve a problem. e.g
- Five cats sitting on the fence. How many ears?
- Six children running up the hill. How many legs?
- ‘In the sunset’s fading light…we see. How many animals and how many legs? Students record, display and share understandings
- Number track
- Numbers to 20
- Animal Leg Cards
- Early Years FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
1.1.3
Place Value / ACMNA014 Count collections to 100 by partitioning numbers using place value.
ACMNA013 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
ACMNA018 Investigate and describe number patterns formed by skip counting and patterns with objects / The patterns in the place value system make it easier to interpret numbers / A two digit number has more tens than ones. What could the number be? How do you know it is correct? / •applying an understanding of place value and the role of zero to read, write and order two-digit numbers (F)
•give reasons for placing numbers in a particular order (U)
•use standard and non-standard decomposition of two digit numbers eg 32 as three groups of ten and two ones and 32 ones
•Dinosaurs - Source: Steps Professional Development. First steps in Mathematics – Number Course Book. ECU: Churchlands, W.A. p 46
This task examines children’s understanding of the meaning of the individual digits in a two-digit number. / I am thinking of a number between 10 and 100 with a single 9 in it. What might my number be? Note if children are able to find all possible answers. Ask students how they can tell if they have them all. / Make a list of effective strategies / •Mini-whiteboard
•Bundling sticks or coloured ten frames and ones or unifix cubes
•Rubber bands, paper plates, ziplock bags for bundling.
•Numeral expander
•Show me pocket frame
•Early Years FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
1.1.4
Structure & Patterns of a 100’s Board / ACMNA012Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by two’s, fives and tens starting from zero.
ACMNA013Recognise, model, read, write and order numbers to at least 100. Locate these numbers on the number line.
ACMNA018Investigate and describe number patterns formed by skip counting and patterns with objects. / Counting strategies increase number fluency / Revise FISH Strategy / • Observe student responses as you engage in the 10x10 grid activities and the hundreds board mental routine each day (see Routines and Transitions).
• Do they understand before, after, between, more than, less than? Do they understand the structure of a hundreds board - across in ones and up and down in tens?
• Can they identify patterns in the hundreds board?
• Are they able to place missing numbers, and explain their reasons for placing the number in this position? / I am thinking of a number between 10 and 100 with a single 9 in it. What might my number be? Note if children are able to find all possible answers. Ask them how they can tell if they have them all. / I’m thinking of a single digit number, what might it be?; a number between 42 and 53; number 6 before 29; number counting in 3’s / •10x10 floor grid
•Hundreds Board – standard and non-standard
•Number strip – 0-9
•Counters
•Numerals 1-100
•Early Years FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
1.1.5
Numbers to a 100 / ACMNA013Recognise, model, represent and order numbers to at least 100. Locate these numbers on a number line. / Number lines are a simple and effective model / Show the number 5 and 25 on a blank number line / •choose appropriate strategy to solve problems eg trial and error and drawing a diagram
•use a number line or hundreds chart to assist with counting and ordering
•give reasons for placing numbers in a particular order (U) (see contexts for learning)
•Diagnostic Task – Up to and over 100 page 16
•Diagnostic Task – Read, write and say whole numbers page 42 / Mixed Bag: Place five 1-100 numeral cards in zip lock bags. Ask students to select a bag and then place the five numbers in order from smallest to
largest and vice versa. Students find a partner and re-sort all / Record number lines / •Number Board
•Sticky notes
•Number line to 100
•100 Board 1-100
•1-100 numeral cards
•Bundling sticks
•Calculator
•Early Years FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
1.1.6
Addition & Subtraction Strategies / ACMNA015 Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts / • Numbers tell us how much and how many / Trust the count activities / Observation Checklist
•recognise numbers in a variety of contexts
•Use 10 as a reference
•make correspondences between collections / Problem: A basketball player scores9 points in two games. What might her scores in each of the games be? / Make a list of strategies /
- Number puzzles
- Number Cards
- Ten Frames
- Counts
- Cuisenaire Rods
- Dominoes
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
1.1.7
Measurement
Informal Units / ACMMG019 Measure and compare the lengths and capacities of pairs of objects using uniform informal units. / A measurement is a comparison of the size of one object with the size of another / What can you find in the classroom that is about as long as your arm? / Observe students in discussion around the activity process or the variation: Comparing length of feet. Can students explain why they need to measure using:
•uniform units of measure
•no gaps and overlaps / Each group is given a straw (each is of different length) to measure their table/desks. A reporter from each group reports the length and width of their desk. Ask the students why the results are so different. Support discussion until the students realise that the straws are of different lengths. This leads to the conclusion that you need a uniform unit of measurement. Repeat the process using the uniform unit of measurement (straws of the same le / Provide lots of opportunities for students to estimate and thenmeasure lengths (guess and check) using hand spans, arm spans, steps, shoes (heel to toe), pencils, pop sticks, matchsticks, straws,rulers, and envelopes. / Assorted standard and non-standard materials for measuring, such as counters, string, unifix cubes, pop sticks, plastic milk bottle caps or straws.
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
1.1.8
Calendars / CMMG021 Describe duration using months, weeks, days and hours. / Develop a sense of the recurring nature of phenomena / Make a list of events that recur, daily, weekly, monthly / Observe students filling in missing days and numbers from a partially completed calendar month / Numbering Knuckles: Make two fists with thumbs touching. Name the knuckles and the valleys with the months of the year in sequence. The high knuckle months have 31 days and the low valley months have less that 30. / Record Daily Quiz
Daily Quiz: Each morning quiz the students on calendar questions. What is the day today? What will the day be tomorrow? What was the day yesterday?
What month is it? What season is it? / • Calendar – Grid, months,
•Days of week, numbers 1-31.
•Current classroom calendar and an alternate calendar using a different configuration of days i.e. week starting with Monday; Initials for days of the week.
•Early Years FISH Kit!
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
1.1.9
2D Shapes / ACMMG022Recognise and classify familiar two-dimensional shapes and three dimensional objects using obvious features / Shapes have different dimensions and their properties can be described mathematically / You are making a book about yourself. Draw a shape for the cover of your book that tells something about you. Why did you choose that shape? / Give the student one of each of the shape types: circle, square, rectangle, and triangle. Ask them to select a shape, describe two attributes (e.g. it is curved and has one side that goes all the way around) and then name the shape (circle). This could be done as a transitional activity. / Shape Walk: Go on a shape walk around the school. Ask students to complete a shape quest. For example: Find 6 circle shapes around the school. / Tangrams: Allow students to play and create pictures using tangram shapes. / 2D Shapes
Mystery Box
Early years FISH
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
1.1.10
Gathering Data / ACMSP263Choose simple questions and gather responsesACMSP262Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays. / Data collection activities are based on the sorting of information into meaningful categories / What is the difference between a question and a statement / Ask students questions about the data represented in the graph:
•How many people chose popcorn? Fruit?
•What is the most popular healthy food for picnics?
•What is the least popular food choice for our picnic?
•What foods have the same number of votes?
•Do you think we would get the same results if we asked another year two class? / Have students each measure the size of their foot then compile
the data and compare their results. Ask: Have we all measured
the same part of our foot? Which part of our foot cold we
measure? If we were to compare the size of year 2’s feet with
year 7’s feet, which part of the feet should we all measures. / Would our display have looked differently if we had not said a healthy picnic? / 10x10 floor grid
•Post-it notes or card to fit the grid squares.
•Early Years FISH Kit
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