Year 1 term planner

Keys to remember:

  • Put in your swimming carnivals etc. first so that you know how many days you really have to play with.
  • Plan only 1 journal problem per week. This takes 3 days. The other 2 days are up to you. Look at the suggested consolidation activities for a source of important tasks to complete regularly.
  • Every 5th week should be left free for “catch up” time. You can always add in extra journal problems if you have the time, but planning a very full term just makes teaching ineffective.

Step 1: Choose your Focus topics and Consolidation topics. Colour code the ones that you are planning to cover as your focus. Use the same planner for term 2, and choose different focus areas.

Focus topics:
You should only have 1/3-1/4 of these each term. / Consolidation topics:
  • count, read, write, model and order numbers to 100
  • count in 2s, 5s and 10s from zero
  • add and subtract single-digit numbers using simple strategies (e.g. count on, partition, rearrange parts)
  • recognise coins
  • describe “one half”
  • use informal units to measure and order length and capacity
  • tell the time using half hours, and describe time duration in months, weeks, days and hours
  • recognise common 2D shapes and 3D objects and describe them using terms such as corners, edges and faces
  • give and interpret simple directions to familiar places indicating both the direction and the distance (e.g. using terms such as clockwise, anticlockwise, forwards, backwards, under, further)
  • describe events using the terms will happen, won’t happen and might happen
  • collect responses, and represent these using drawings or objects
/
  • count, read, write, model and order numbers to 100
  • count in 2s, 5s and 10s from zero
  • add and subtract single-digit numbers using simple strategies (e.g. count on, partition, rearrange parts)
  • recognise coins
  • describe “one half”
  • use informal units to measure and order length and capacity
  • tell the time using half hours, and describe time duration in months, weeks, days and hours
  • recognise common 2D shapes and 3D objects and describe them using terms such as corners, edges and faces
  • give and interpret simple directions to familiar places indicating both the direction and the distance (e.g. using terms such as clockwise, anticlockwise, forwards, backwards, under, further)
  • describe events using the terms will happen, won’t happen and might happen
  • collect responses, and represent these using drawings or objects

Step 2: Choose your Journal problems and consolidation activities. Grade 1 alignment table will show how these relate to the topics above.

Journal problems: / Example consolidation activities:
These are a start only. You will need to add your own as well.
  1. Counting in ones to 5
  2. Number Names
  3. Number lines
  4. Counting in twos and fives
  5. Numbers to 100
  6. Teen numbers
  7. Two digit number names
  8. Simple fractions
  9. Joining
  10. Partitioning numbers
  11. Separating
  12. Tens facts
  13. Related facts
  14. Addition and subtraction
  15. Arrays
  16. Sharing
  17. Money
  18. Purchase
  1. Repeating patterns
  2. Growing patterns
  3. Function
  4. Length
23. Volume
24. Mass
25. Timetables
26. Elapsed time
27. Calendars
  1. Chance
  2. Grouping data
  3. Using data
  4. 2D shapes
  5. 3D shapes
  6. Flip, slide and turn
  7. Symmetry
  8. Position
  9. Direction
/
  1. Number recognition tasks (card matching games with different representations of numbers written with digits, pictures of bundling sticks, words, sums, tens frames, dominoes dots etc.)
  2. Number board squares (laminated squares with some numbers in and others missing from the hundreds chart – kids use a white board marker to fill them in. They also make jigsaw puzzles.)
  3. Board games with dice where students count on from the number that they have landed on.
  4. Dice games (e.g. adding the numbers from two or more dice)
  5. Building a number games (e.g. given a card with 13 written on it students gather 13 tokens) with action cards (e.g. then the student selects “take off three” and makes it).
  6. Bundling sticks tasks (e.g. given a bunch of sticks, count them, and then bundle into 10s and 1s).
  7. Writing numbers tasks
  8. Number “dominoes” where students make a path or pattern by matching the ends of domino-style cards. This can be altered to “make tens” game where the ends that are joined need to “make ten” when put together (e.g. one card has 4 dots and the matching second card has 6 dots).
  9. Tens frames and twenties frames activities with counters
  10. Clocks and telling the time games
  11. Months and seasons activities
  12. Counting games and counting patterns (e.g. colouring a hundreds chart)
  13. Group-making games with classmates (e.g. make a group where you have 6 shoes)
  14. Pattern cards (e.g. the start of a pattern with blocks or beads is given and the kids continue it)
  15. Picture-making with attribute blocks (e.g. find which blocks to use to fill this picture of a triangle)
  16. Making 3D objects from play dough
  17. Playing shop with play money
  18. Making patterns by tracing around attribute blocks that are turned, flipped or slid
  19. Making tally charts and picture graphs
  20. Following directions to “find the treasure”
  21. Measuring lengths with string or blocks
  22. Filling and emptying containers to see which holds the most
  23. Feeling and comparing mass of containers
  24. Grouping games (e.g. given 8 different objects group them according to various categories – shape, colour, texture, mass, height…)
  25. Partitioning activities (e.g. how many different ways can you break this chain of 8 links into two chains?)
  26. “What’s missing?” games (e.g. we had 8 counters, but now some are missing – how many?)
  27. Barrier games (2 children with a blanket held up between them. The blanket is dropped and they have to match what the other child has as quickly as they can.)

Step 3: Plan your journal problems to take 3 lessons and your consolidation activities to take the other 2 lessons. Place one journal problem in each week, leaving every 5th week completely free for “catch up”. You can always add in more journal problems if you don’t need the time later on.

Monday / Tuesday / Wednesday / Thursday / Friday
Week 1:
Journal problem:
Week 2:
Journal problem:
Week 3:
Journal problem:
Week 4:
Journal problem:
Week 5:
Leave this free for catch up!
Week 6:
Journal problem:
Week 7:
Journal problem:
Week 8:
Journal problem:
Week 9:
Journal problem:
Week 10:
Leave this free for catch up!
Week 11:
Journal problem:
Week 12:
Journal problem:

© Tierney Kennedy 2011Back-to-Front Maths