Maths Program Profrma s1 Yr1 t2

Sharon Tooney
MATHS PROGRAM : STAGE 0NE

Year One
WEEKLY ROUTINE
Monday Tuesday Wednesday Thursday Friday

Whole Number 1
Terms 1-4

Number & Algebra
Terms 1 & 3: Addition and Subtraction 1 / Patterns and Algebra 1
Terms 2 & 4 : Multiplication & Division 1 / Fractions and Decimals 1

Statistics & Probability
Terms 1 & 3: Data 1
Terms 2 & 4 : Chance 1

Measurement & Geometry
Term 1: Length 1 / Time 1 / 2D 1
Term 2: Mass 1 / 3D 1 / Position 1
Term 3: Volume and Capacity 1 / Time 1 / 2D 1
Term 4: Area 1 / 3D1 / Position 1

Sharon Tooney

K-6 MATHEMATICS SCOPE AND SEQUENCE
NUMBER AND ALGEBRA MEASUREMENT AND GEOMETRY STATISTICS &
PROBABILITY

TERM
Whole
Number
Addition &
Subtraction
Multiplication
& Division
Fractions &
Decimals
Patterns
& Algebra
Length Area Volume &
Capacity
Mass Time 3D 2D Angles Position Data Chance
K 1
2
3
4
Yr 1 1
2
3
4
Yr 2 1
2
3
4
Yr 3 1
2
3
4
Yr 4 1
2
3
4
Yr 5 1
2
3
4
Yr 6 1
2
3
4
NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE: Yr 1
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Whole Number 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes mathematical situations and methods using
everyday and some mathematical language, actions,
materials, diagrams and symbols MA1-1WM
uses objects, diagrams and technology to explore
mathematical problems MA1-2WM
supports conclusions by explaining or demonstrating how
answers were obtained MA1-3WM
applies place value, informally, to count, order, read and
represent two- and three-digit numbers MA1-4NA
Background Information
By developing a variety of counting strategies and ways to
combine quantities, students recognise that there are more
efficient ways to count collections than counting by ones.

Language
Students should be able to communicate using the following
language: count forwards, count backwards, number before,
number after, more than, less than, number line, number
chart, digit, zero, ones, groups of ten, tens, round to, coins,
notes, cents, dollars.
Students should be made aware that bus, postcode and
telephone numbers are said differently from cardinal
numbers, ie they are not said using place value language.
Ordinal names may be confused with fraction names, eg 'the
third' relates to order but 'a third' is a fraction.
The word 'round' has different meanings in different
contexts and some students may confuse it with the word
'around'.
Develop confidence with number sequences to 100 by ones from
any starting point
count forwards and backwards by ones from a given two-digit
number
identify the number before and after a given two-digit number
- describe the number before as 'one less than' and the number
after as 'one more than' a given number
read and use the ordinal names to at least 'thirty-first'
Count collections to 100 by partitioning numbers using place value
count and represent large sets of objects by systematically
grouping in tens
use and explain mental grouping to count and to assist with
estimating the number of items in large groups
use place value to partition two-digit numbers
state the place value of digits in two-digit numbers
partition two-digit numbers in non-standard forms
Recognise, model, read, write and order numbers to at least 100;
locate these numbers on a number line
represent two-digit numbers using objects, pictures, words and
numerals
locate and place two-digit numbers on a number line
apply an understanding of place value and the role of zero to
read, write and order two-digit numbers
use number lines and number charts to assist with counting and
ordering
- give reasons for placing a set of numbers in a particular order
round numbers to the nearest ten
estimate, to the nearest ten, the number of objects in a collection
and check by counting
solve simple everyday problems with two-digit numbers
- choose an appropriate strategy to solve problems, including trial-
and-error and drawing a diagram
- ask questions involving two-digit numbers
Recognise, describe and order Australian coins according to their
value
identify, sort, order and count money using the appropriate
language in everyday contexts
recognise that total amounts can be made using different
denominations
recognise the symbols for dollars ($) and cents (c)
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise
Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES Reg
Develop
confidence with
number sequences
to 100 by ones
from any starting
point

Count 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

2
Blocks on a bowl
Place a container, such as an empty ice-cream container, between a pair of students. Turn
the container upside down and place five Unifix blocks on top. Instruct students to look
away while their partner takes away some, or all, of the blocks from the top of the
container and hides them under the container. The first student turns back to see how
many blocks are left on top of the container. Using this information, the student
determines how many blocks were placed under the container. The student may then lift
the container to confirm the answer.
As students become
competent with five blocks,
ten and then twenty blocks
could be used.
Containers, Unifix
cubes

3
Hundred chart
Display a large hundred chart. Ask students to identify, and explain to the group, any
number patterns they can see on the hundred chart. After practice with the large hundred
chart, give the students small hundred charts to work with. Cut the charts into strips so
that numerals are grouped into tens. Students then sequence these numeral strips to
recreate the hundred chart. Students then use these hundred charts to discover and
record their own number patterns. Provide the students with calculators to confirm the
number patterns.
Variations
Provide students with a 10 by 10 grid to represent a hundred chart and fifteen counters,
each displaying a different numeral in the range of one to one hundred. Students place
the counters onto the grid in the correct numerical position. It may be necessary to
provide a key numeral amongst the fifteen counters, for example the numeral 50.
Cut groups of numerals on a hundred chart into a square formation. For example, cut
the chart so that the numerals 1, 2, 11 and 12 are together. Alternatively, cut the hundred
chart in a random pattern similar to a jigsaw design. Students then restore the hundred
charts.
Display a blank hundred chart on an overhead projector. Students call out numbers up
to one hundred. The teacher, or a student, writes the nominated numerals onto the chart
as they are named.
Provide students with individual hundred charts. Blank out some of the numerals on the
chart. Have the students write the missing numerals in the spaces.
Allow opportunities for students to practise oral counting forwards and backwards as
well as skip counting by twos, fives and tens.
provide base 100s charts for
those students who have
difficulty sequencing their
strips.
Hundreds chart
(display and
individual), scissors,
calculators, paper
and pencil

4
Add two dice
Construct a set of numeral cards in the range of two to twelve. Place them face up on a
table, or on the floor. Taking turns, the students are to roll two dice and find the total.
Encourage the students to count on from the larger number rolled. After adding the two
dice the student takes a numeral card corresponding to the total. The game continues
until all the cards have been taken. If a player rolls a number that has already been taken,
the players turn is forfeited.
Use a variety of dice to
extend the range of
numbers.
Modify the set of numeral
cards to the appropriate
range of numbers.
Provide the students with
Numeral cards, dice
Sharon Tooney

Variations
Allow students to construct their own die and attach numerals of their choice. If large
numbers are written on the first die, then modify the second die to display only the
numerals 1, 2 and 3. A calculator may be used to confirm the additions.
Another variation of the activity is achieved by instructing the students to write five
numbers, within a nominated range, on a strip of paper. Students take turns to roll two
dice and find the total. They then tell the group the total. As the totals are called, students
cross off any corresponding numerals on their paper strip. The game continues until one
student has crossed off all five numerals on his or her paper.
3 dice and with numeral
cards for 3 to 18. This
activity is then played like
Add two dice. Students roll
the 3 dice and find the total.
This provides opportunities
for introducing strategies
other than counting by ones
to solve addition tasks.

5
Rabbits ears
Instruct the students to make two fists and rest them on their heads, so that their hands
are out of their direct line of sight. Ask the students to raise a given number of fingers on
each hand and to add them together. Students may bring their hands down to confirm the
answer.
Individual support as
required

6
Doubles
Instruct the students to use two hands to demonstrate double numbers from 1 to 5. For
example, Show me double four. How many altogether? In this example the students
would raise four fingers on each hand and call out the answer. Students may bring their
hands down to count and confirm the total.
Allow time for all students
to have counted their
fingers before signalling to
call out answer.

7
Doubles plus one
This activity is played in a similar way to Doubles. Instruct the students to raise their
fingers for a nominated double combination and then add one more finger to find the
total. Alternatively, play Doubles minus one. For this activity students raise their fingers to
represent a nominated double and then subtract one finger to find the total.
Allow time for all students
to have counted their
fingers before signalling to
call out answer.

8
Money Dominoes
Students can play this game individually or in pairs (see attached domino cards):
Play Individually
Give each student a set of Money Dominoes. The student makes a continuous snake by
placing tiles at either end of a row of tiles. Students may undo turns in order to place all
tiles.
Playing In Pairs
Give each student a set of dominoes. Students share all of the tiles and take it in turns to
make a continuous snake by placing tiles at either end of the row. The name of the
matching tile is said while it is being placed. Students miss a turn if no tile can be placed at
any time. If the game is being played competitively, the winner is the student who places
all of their tiles first.
Peer support groupings Domino cards

9
Money Dice
Students are given a dice or wooden block with amounts of money written on each of the
six sides. Replicas of the amounts of coins and notes printed on cards and are held in a
'bank'. This activity can be played in pairs or in a larger group.
1. Roll the dice and say the amount.
2. All players have to make the amount using coins or notes from the bank.
needed.
Select variations to activity
based on ability levels.
Money dice, money
cards

Sharon Tooney

3. Repeat the process until all of the bank's money is used and the activity is finished.
4. For variations, use amounts on the dice that require more coins to be used.
5. To set a challenge, ask students to use as few coins as they can to make the amounts.
6. Have one dice with dollar amounts and one with cents.
7. Roll the two dice and get students to make up the combined amount with coins or
notes.

10
Revision

ASSESSMENT OVERVIEW

Sharon Tooney

Money Dominoes

Sharon Tooney

Sharon Tooney

5c 10c 20c 50c
$1 $2

Sharon Tooney

Sharon Tooney

STAGE: Yr 1
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Multiplication and Division 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
uses a range of mental strategies and concrete materials
for multiplication and division MA1-6NA
There are two forms of division:
Sharing (partitive) How many in each group?
eg 'If 12 marbles are shared between three students, how
many does each get?'
Grouping (quotitive) How many groups are there?
eg 'If I have 12 marbles and each child is to get four, how
many children will get marbles?'
After students have divided a quantity into equal groups (eg
they have divided 12 into groups of four), the process can be
reversed by combining the groups, thus linking multiplication
and division.
When sharing a collection of objects into two groups,
students may describe the number of objects in each group
as being one-half of the whole collection.

Language
language: group, number of groups, number in each group,
sharing, shared between, left over, total, equal.
Sharing relates to distributing items one at a time into a set
number of groups, eg the student has a number of pop sticks
and three cups and shares out the pop sticks into the cups
one at a time.
Grouping relates to distributing the same number of items
into an unknown number of groups, eg the student has 12
pop sticks and wants to make groups of four, so places four
pop sticks down, then another four, and so on.
It is preferable that students use 'groups of', before
progressing to 'rows of' and 'columns of'.
The term 'lots of' can be confusing to students because of its
everyday use and should be avoided, eg 'lots of fish in the
sea'.
Skip count by twos, fives and tens starting from zero
(ACMNA012)
count by twos, fives and tens using rhythmic counting and
skip counting from zero
use patterns on a number chart to assist in counting by
twos, fives or tens (Communicating)

model and describe collections of objects as 'groups of', eg

recognise the importance of having groups of equal size
determine and distinguish between the 'number of
groups' and the 'number in each group' when describing
collections of objects (Communicating)
find the total number of objects using skip counting
Recognise and represent division as grouping into equal
sets (ACMNA032)
recognise when there are equal numbers of items in
groups, eg 'There are three pencils in each group'
model division by sharing a collection of objects equally
into a given number of groups to determine how many in
each group, eg determine the number in each group when
10 objects are shared between two people

describe the part left over when a collection cannot be
shared equally into a given number of groups
model division by sharing a collection of objects into
groups of a given size to determine the number of groups, eg
determine the number of groups when 20 objects are shared
into groups of four
describe the part left over when a collection cannot be
distributed equally using the given group size, eg when
22 objects are shared into groups of four, there are five
groups of four and two objects left over

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Skip count by
twos, fives and
tens starting
from zero

Model and use
equal groups of
objects as a
strategy for
multiplication

Recognise and
represent
division as
grouping into
equal sets

1
Rhythmic Counting
Students practise rhythmic counting by using body percussion.
For example, students count 1, 2, 3, 4, 5, 6,(where the bold numbers are emphasised) as
they tap their knees and then clap their hands.
Skip Counting in a Circle
Students at this Stage need to practise skip counting by twos, fives and tens.
Students sit in a circle and skip count around the circle in a variety of ways.
For example, students could skip count by:
- twos by putting both arms into the circle as each student says their number in the
sequence (2, 4, 6, )
- fives by holding up one hand and wiggling their fingers as each student says their
number in the sequence (5, 10, 15, )
- tens by holding up both hands and wiggling all fingers as each student says their number
in the sequence (10, 20, 30, ).
needed.

2
Linking Counting to Multiplication
Students practise rhythmic counting using body percussion. For example, to count by
threes students pat their knees, clap their hands, then click their fingers. They whisper as
they count, stating aloud the number said on the click.
In small groups, students are given a supply of interlocking cubes. Each student makes a
group of three cubes and places the cubes in front of them. A student is selected to
whisper count their group of cubes eg one, two, THREE. The next student continues to
count four, five, SIX and this continues until all students have counted.
The group joins their sets of cubes, and states the number of groups and the total number
of cubes.
eg
6 groups of three is 18

Students are then asked to form an array using the cubes.
eg

The activity is repeated for other numbers.
needed.
Peer support grouping
strategies.
Interlocking cubes

3
Making Groups to Count
In small groups, students are given a large collection of interlocking cubes. They are asked
to estimate and then count the cubes.
Students share their methods for counting the cubes and discuss more efficient strategies
for counting. The teacher may need to suggest to the students that they connect the
cubes in groups and skip count to determine the total.
needed.
strategies.
Interlocking cubes
Sharon Tooney

Possible questions include:
- how did you estimate the total number of cubes?
- how did you count the cubes?
- did you change your original estimate after counting to 10?
- can you group the cubes to help you count them quickly?

4
Pegging Clothes
In groups of six, each student is given four pegs to attach to the edge of their clothing.
Students are asked to count the total number of pegs in their group. They are encouraged
to do this by counting each peg quietly and counting the last peg on each piece of
clothing aloud.
Students are then asked to record the numbers spoken aloud.
Variation:
The number of students in the group or the number of pegs to be attached to each piece
of clothing could be varied.
needed.
strategies.
Pegs

5
Arrays
Students are briefly shown a collection of counters arranged as an array on an IWB.
eg

- can you use counters to make what you saw?
- how many counters were there altogether?
- how did you work it out?
Variation:
In small groups, one student is given a set of cards presenting a range of numbers
arranged as arrays. The student briefly displays one card at a time for others to determine
the total number of dots.
needed.
strategies.
Counters, IWB, array
cards

6
Arranging Desks
The teacher prepares multiple copies of the following cards.

Each student is given a collection of teddy bear counters.
The teacher presents the following scenario:
There are 16 bears in a class. The teacher can choose to sit three bears at each of the
triangular tables, four bears at each of the square tables or six bears at each of the
hexagonal tables.
Students investigate which table shape the teacher could use so that the correct number
of bears is sitting at each table and record results.
needed.
strategies.
Array cards, teddy bear
counters

Sharon Tooney

- which shapes did you try?
- can you describe what you did?
- how many square tables were needed?
- what table shape could the teacher use if there were 12 bears21 bears30 bears?

7
Number Problems
The teacher poses a variety of number problems involving multiplication
or division for students to solve. Students should be encouraged to pose
their own problems for others to solve.
As a prompt, students could be asked to write problems about 20
biscuits, 30 oranges or 40 tennis balls.
Students should be given access to a variety of materials to model and
solve the problems.
- what strategy did you use to solve this multiplication problem?
- can you record how you solved it?
- did your strategy work better than your friends? Why?
Variation:
Problems can be produced on the computer and made into booklets.
needed.
Concrete materials to
support problem solving
Concrete materials,
paper and pencils for
recording

8
Hidden Groups
In small groups, students sit in a circle, with a pile of number cards (0 to 5) and a
collection of counters in the centre.
Student A reveals a card and each of the other students takes the corresponding number
of counters and hides them under their hand. Student A then answers the questions:
-what is the total number of counters hidden under all the hands?
- how did you work it out?
Students share and discuss their strategies and repeat the activity.
Different number cards
could be used to make the
task easier or harder,
depending on ability.
Number cards,
counters

9
Revision

10
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 1
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Fractions and Decimals 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
represents and models halves, quarters and eighths MA1-
7NA
In Stage 1, fractions are used in two different ways: to
describe equal parts of a whole, and to describe equal parts
of a collection of objects. Fractions refer to the relationship
of the equal parts to the whole unit. When using collections
to model fractions, it is important that students appreciate
the collection as being a 'whole' and the resulting groups as
being 'parts of a whole'. It should be noted that the size of
the resulting fraction will depend on the size of the original
whole or collection of objects.
It is not necessary for students to distinguish between the
roles of the numerator and the denominator in Stage 1. They
may use the symbol
1
2
as an entity to mean 'one-half' or 'a
half', and similarly
1
4
use to mean 'one-quarter' or 'a quarter'.
Three models of fractions
Continuous model, linear uses one-directional cuts or folds
that compare fractional parts based on length; this model
should be introduced first. Cuts or folds may be either
vertical or horizontal.

Continuous model, area uses multi-directional cuts or folds
to compare fractional parts to the whole. This model should
be introduced once students have an understanding of the
concept of area in Stage 2.

Discrete model uses separate items in collections to
represent parts of the whole group.

Language
language: whole, part, equal parts, half, halves, about a half,
more than a half, less than a half.
Some students may hear 'whole' in the phrase 'part of a
whole' and confuse it with the term 'hole'.
Recognise and describe one-half as one of two equal parts
of a whole (ACMNA016)
use concrete materials to model half of a whole object, eg

describe two equal parts of a whole object, eg 'I folded
my paper into two equal parts and now I have halves'
(Communicating)
recognise that halves refer to two equal parts of a whole
describe parts of a whole object as 'about a half', 'more
than a half' or 'less than a half'
record two equal parts of whole objects and shapes, and
the relationship of the parts to the whole, using pictures and
the fraction notation for half (
1
2
), eg

use concrete materials to model half of a collection, eg

describe two equal parts of a collection, eg 'I have halves
because the two parts have the same number of
seedlings' (Communicating)
record two equal parts of a collection, and the relationship
of the parts to the whole, using pictures and fraction
notation for half (
1
2
), eg


Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Recognise and
describe one-
half as one of
two equal parts
of a whole

1
Sharing the Whole
Part A
In pairs (or groups of four), students share a slice of bread so that each person gets the
same amount of bread with none left over. Students discuss and record their strategies.
Part B
The teacher demonstrates cutting a piece of fruit into two or four pieces. Students:
- count the pieces
- describe how the pieces are alike
- describe the pieces as halves or quarters.
In small groups, students attempt to cut paper shapes into two or four equal parts. They
discuss whether the parts are equal and share the pieces.
needed.
strategies.
Bread, plastic knives,
paper plates, fruit,
paper and pencil,
paper shapes, scissors

2
Find the Matching Half/Quarter
The teacher cuts shapes into halves/quarters for students to match in order to recreate the
shape.
Students discuss the number of parts needed to create each shape and use the term
halves or quarters to describe what they did.
Prompt cards on halves
and quarters for those
requiring constant
reinforcement of concept.
Pictures already
divided into halves and
quarters

3
Halve/Quarter Different Objects
Students investigate a variety of objects eg length of string, ball of plasticine, fruit, cup of
water, muesli bar and symmetrical pictures. They discuss:
- how they would divide each object into halves/quarters
- how they would check if the two/four parts are equal.
Students manipulate each object, attempt to divide them into two/four equal parts, check
the size of the halves/quarters and describe the parts.
Students reflect on whether their method of checking that the halves/quarters were equal
was different for each of the objects eg checking the two halves of a length of string
compared to checking the two halves of a ball of plasticine.
needed.
strategies.
Variety of objects,
scissors, plastic knives

4
Halve/Quarter the Paper
Students discuss the two important things about creating halves/quarters:
-creating two/four parts
- checking whether they are the same size.
Using a paper square, students discuss:
- how they would cut it into halves/quarters
- how they would check if the two/four parts are equal
- whether there is more than one way they could do it.
Students cut a variety of paper shapes into halves/quarters, describe the parts and compare
their responses with others.
needed.
Questioning techniques to
illicit response
Paper squares, scissors

5
Are They Halves/Quarters?
Students are shown a collection of shapes eg circles. The collection should include some
that show two equal parts and some that show two unequal parts.
needed.
Collection of shapes
Sharon Tooney

eg

- do these circles show two equal parts?
- how do you know?
The activity should be repeated for quarters.
illicit response

9
Revision

10
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 1
ES1 S1 S2 S3

STRAND:
MEASUREMENT AND GEOMETRY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Mass 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
measures, records, compares and estimates the masses of
objects using uniform informal units MA1-12MG
Mass is an intrinsic property of an object, but its most
common measure is in terms of weight. Weight is a force
that changes with gravity, while mass remains constant.

Language
language: mass, heavy, heavier, light, lighter, about the same
as, pan balance, (level) balance.
As the terms 'weigh' and 'weight' are common in everyday
usage, they can be accepted in student language should they
arise.
Investigate mass using a pan balance
identify materials that are light or heavy
place objects on either side of a pan balance to obtain a
level balance
use a pan balance to compare the masses of two objects
discuss the action of a pan balance when a heavy object
is placed in one pan and a lighter object in the other pan
(Communicating)
predict the action of a pan balance before placing
particular objects in each pan (Reasoning)
sort objects on the basis of their mass
use a pan balance to find two collections of objects that
have the same mass, eg a collection of blocks and a
collection of counters
use drawings to record findings from using a pan balance

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Investigate mass
using a pan
balance

2
Everyone Can Be a Balance
Students stand with their arms outstretched to simulate equal-arm balances. Teacher holds
an object in each hand and asks students to predict and demonstrate what would happen
to their arms if the objects were placed in their hands. The teacher places the objects in a
students hands to test predictions.
Using an Equal Arm Balance
Students need to be taught how to use a balance, eg, stopping when just balanced, and
discussing the idea of fractional masses, eg It is heavier than two blocks but lighter than
three blocks so its mass must be between two and three blocks. It might be two and a half
blocks. How to solve this situation can only be introduced at a later stage, as students need
to understand that you could measure with a unit smaller than a block and work out how
many blocks this would be.
needed.
illicit response
objects for
demonstration

Equal-arm balance,
items to measure
and the necessary
number of blocks,
rods, etc to balance

3
Things on Strings
Students find two identical objects and tie these on the ends of a piece of string. Suspend
the string over a table or desk to balance the objects. Students explain and record their
actions.
needed.
illicit response.
Pieces of strings,
assorted objects, ,
paper and pencil

4
Make The Same Mass
Make a mass (eg, with modelling clay) that is the same as a given mass. Discuss:
- Was it difficult to get the masses exactly the same?
- If you have two objects with the same mass, do they have to be the same size?
Have students record results
needed.
illicit response.
Equal-arm balance,
various objects,
modelling clay, paper
and pencil

5
Whats Your Prediction
Pairs of students compare three groups of items which have the same number, but
different kinds of objects, such as, five pencils, five cups and five interlocking blocks or
three margarine containers, three blocks and three balls. Students predict first, then find
which group has the greater mass by using an equal-arm balance.
strategies.
Equal-arm balance,
various objects, ,
paper and pencil

6
Make Another bag
The teacher displays a bag with some blocks in it. Students make a bag that has the same
mass by filling with blocks and then hefting the two bags.
Students find the mass of their bag by choosing appropriate units and measuring on an
equal-arm balance. The measuring process and results are recorded, including a comment
on choice of units.
needed.
illicit response.
Equal-arm balance,
bags, blocks, units fir
measuring, paper
and pencils

7
What Do You Think?
Students predict how many of a given unit it will take to balance an object and then check
by measuring. Students record their estimate and measure using their own words and
format.
needed.
Pictorial representation of
measures.
Equal-arm balance,
items to weigh, items
to use as units of
measure, paper and
pencils

8
Make a Balance
In pairs, students make a balance using a coat-hanger, stockings or socks and pegs.
strategies.
Coat-hangers, socks
or stockings, pegs,

Sharon Tooney

Students choose appropriate units to balance an object which is suspended in the sock. The
mass of the object should be estimated and recorded, before the item is measured.
Students count and record their measure and compare this to their estimate.
items to measure,
paper and pencils
9 Does It Balance?
Students are given a choice of objects they might use to find the mass of different objects
using an equal-arm balance.
It is important that students are given tasks that emphasise different volumes can have the
same mass and vice versa to differentiate these two concepts.
needed.
illicit response.
Equal-arm balance,
items to measure

10

Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 1
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: 3D 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
sorts, describes, represents and recognises familiar three-
dimensional objects, including cones, cubes, cylinders,
spheres and prisms MA1-14MG
In Stage 1, students begin to explore three-dimensional
objects in greater detail. They continue to describe the
objects using their own language and are introduced to some
formal language. Developing and retaining mental images of
objects is an important skill for these students. Manipulation
of a variety of real three-dimensional objects and two-
dimensional shapes in the classroom, the playground and
outside the school is crucial to the development of
appropriate levels of language and representation.
A cube is a special prism in which all faces are squares. In
Stage 1, students do not need to be made aware of this
classification.

Language
language: object, cone, cube, cylinder, sphere, prism,
surface, flat surface, curved surface, face.
In geometry, the term 'face' refers to a flat surface with only
straight edges, as in prisms and pyramids, eg a cube has six
faces. Curved surfaces, such as those found in cones,
cylinders and spheres, are not classified as faces. Similarly,
flat surfaces with curved boundaries, such as the circular
surfaces of cones and cylinders, are not faces.
Recognise and classify familiar three-dimensional objects
using obvious features (ACMMG022)
manipulate and describe familiar three-dimensional
objects, including cones, cubes, cylinders, spheres and prisms
identify and name familiar three-dimensional objects,
including cones, cubes, cylinders, spheres and prisms, from a
collection of everyday objects
select an object from a description of its features, eg
find an object with six square faces (Reasoning)
use the terms 'surface', 'flat surface' and 'curved surface' in
describing familiar three-dimensional objects
identify the type and number of flat and curved surfaces
of three-dimensional objects, eg 'This prism has eight
flat surfaces', 'A cone has two surfaces: one is a flat
surface and the other is a curved surface' (Reasoning)
use the term 'face' to describe the flat surfaces of three-
dimensional objects with straight edges, including squares,
rectangles and triangles
distinguish between 'flat surfaces' and 'curved surfaces'
and between 'flat surfaces' and 'faces' when describing
three-dimensional objects (Communicating)
sort familiar three-dimensional objects according to
obvious features, eg 'All these objects have curved surfaces'
select and name a familiar three-dimensional object from a
description of its features, eg find an object with six square
faces
recognise that three-dimensional objects look different
from different vantage points
identify cones, cubes, cylinders and prisms when drawn in
different orientations, eg

recognise familiar three-dimensional objects from pictures
and photographs, and in the environment

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Sharon Tooney


Recognise and
classify familiar
three-dimensional
objects using
obvious features

2
Investigating 3D Shapes
Have a range of 3D shapes, including boxes and containers, set out for students to view.
With the
students help, sort the shapes and discuss each type of shape to:
Give the shape a name
Describe the shape how it is similar/different to other shapes
List the number and shape of each of the faces and highlight their relationship with 2D
shapes
Look at the shape from different viewpoints and build mind pictures of the shape.
You will need to give each student some play dough or plasticine and ask them to make a
cube.
Provide a model for students to copy if needed.
Possible questions:
- Does your shape look like this cube?
Make sure that your cube has ... (add details from the description made in the earlier
part of the lesson).
- Have cubes prepared for
students to trace around if
they have difficulty making
their own cube.
- Encourage students to
make other 3D shapes and
record the shape of each of
their sides.

3D shapes (real
objects and models
of shapes)

3 - 4
Hands-on activities
Have students sort 3D shapes and boxes according to shape and then encourage them
to sort each set of shapes into groups according to a second characteristic (e.g. size,
colour).
Have students work in pairs. One student describes a shape and the other says what
shape it is. Alternatively, have one student place a shape in a feely bag for the other
student to guess the shape by feel alone.
Provide play dough or plasticine and 3D models. Ask students to make 3D shapes and
compare them to the models.
Provide blocks and boxes of various shapes to build with. Give individuals or pairs a
project to build (e.g. build the highest/longest building you can.)
Support: Provide 2 - 3 shapes
for students to choose from
when answering questions.
Allow them to look at the
shapes as clues are read.
- Students handle 3D shapes
looking from different views &
describing them.
Extension: Students make up
clues for other 3D shapes & see
if other students can tell which
shape they are have.
3D shapes (real
objects and models
of shapes),
playdough, feely bag,
blocks and boxes

5
Cubes, Prisms and Cylinders
Ask students to remember the 3D shapes from the previous lessons and make a picture in
their minds of each shape. Have students make a cube out of playdough. Possible activities
and questions:
- trace around one face of the cube
- what shape is the face of the cube?
- are the faces all the same? How many are there?
- how is your cube different to a soft drink can? What is that shape called?
- how is your cube similar to a shoe box? How is it different? What is that shape called?
- tell a friend about the similarities and differences you have discovered about cubes,
prisms and cylinders. Create a chart to show this.
support: Play shape recognition
games including:
- identify shapes in different
orientations.
-Cover shapes and slowly
reveal them. Students identify
shape as soon as they can.
Extension: Provide construction
sets for students to use to
make their own 3D shapes.
Encourage them to experiment
to make non-standard shapes
& describe.
Playdough, paper,
pencils, soft drink
can, shoe box

Sharon Tooney

6
Shapes and Descriptions Memory Match
In pairs students play memory match with the attached cards, matching the description of
the 3D shape to the corresponding picture.
Alternatively; in pairs provide students with the cards made back to back. Students read
the description and from the information provided, create the shape with playdough.
When complete, students check the picture on the back of the card to check their
accuracy.
Put the playdough shapes aside for next lesson.
strategies.
3D description and
picture cards,
playdough

7
Stack Roll Slide
Using the playdough shapes that students made in the last lesson, have students get into
small groups and investigate whether their 3D shapes can be stacked, whether they slide
and or roll. Have students discuss what attributes of each shape allow or prohibit it to
perform each action.
Record results and report back to class on group findings
strategies.
Playdough shapes
from previous lesson,
paper and pencil

10
Revision
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Sphere

Cylinder

Cube

Cone

Pyramid

Rectangular Prism

Triangular prism
Sharon Tooney

I have 1 flat surface and 1 curved
surface. My flat face is circular.
My curved surface makes a
sharp point. I dont have sides. I
look like a party hat!
What am I?
I have 2 flat surfaces and 1
curved surface. My flat surfaces
are circular. I dont have any
sides or corners.
What am I?
I am a solid 3D that is perfectly
round. I dont have flat faces and
I dont have straight edges.
What am I?
I have 6 flat faces, 12 edges, and
8 corners. NOT all my edges are
the same. I look like a box.
What am I?
I have 6 flat faces, 12 edges, and
8 corners. All my edges are the
same.
What am I?
I have 5 flat surfaces. My base
surface is square. The other 4
surfaces are triangular, that
make a sharp point.
What am I?
I have 5 flat surfaces. 2 of them
are triangular. 3 of them are
rectangular.
What am I?
Sharon Tooney

STAGE: Yr 1
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Position 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
represents and describes the positions of objects in
everyday situations and on maps MA1-16MG
Being able to describe the relative positions of objects in a
picture or diagram requires interpretation of a two-
dimensional representation.
Locations that are familiar to Aboriginal students may not be
limited to their home environments and may also include
other locations within the community, eg local landmarks
and organisations.

Language
language: position, left, right, directions, turn.
In Early Stage 1, students used the terms 'left' and 'right' to
describe position in relation to themselves. In Stage 1,
students use the terms 'left' and 'right' to describe position
from the perspective of a person facing in the opposite
direction.
Give and follow directions to familiar locations
use the terms 'left' and 'right' to describe the positions of
objects in relation to themselves and from the perspective of
a person facing in the opposite direction, eg 'The ball is on
her left'
give and follow directions, including directions involving
turns to the left and right, to move between familiar
locations, eg within the classroom or school
- use amounts of turn (full and half) to describe direction
(Communicating)
give and follow instructions to position objects in models
and drawings, eg 'Draw the bird between the two trees'
- give and follow simple directions using a diagram or
description (Communicating)
describe the path from one location to another on
drawings
- use a diagram to give simple directions (Communicating)
- create a path from one location to another using computer
software (Communicating)

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Give and follow
directions to
familiar locations

7
Model of a Farm
In small groups, students make a model of a farm using small toys, pictures and junk
materials.
Students are asked to describe the position of objects in relation to other objects eg The
horses are next to the cows, The stable is behind the farmhouse. Students make a sketch
of their model and plan a path the farmer could take each morning to ensure he feeds all
of the animals. Students could act out the path on the model and record the path on the
sketch.
Variation: In pairs, students work on a computer and use simple shapes from a draw
program to draw one of their sketched models. A line tool could be used to trace a route
or path. Possible questions include:
- can you sketch a model a friend has constructed?
- can you describe the position of objects in your model?
- what objects are on the left of the house? right of the house?
Provide a scribe where
necessary. Completed with
support as needed

Recreate model in 3D using
playdough
small toys, pictures
and junk materials,
paper, pencil,
computers

8
Memory Model
Students walk around the school observing the main buildings, landmarks and pathways. In
small groups, students use blocks, small boxes and junk materials to reconstruct a model of
the school from memory. Students are asked to identify the main features of their model
eg This is the play equipment. Possible questions include:
- can you describe the position of features in relation to other features? eg The toilets are
next to the play equipment.
- can you demonstrate and describe the route taken to get to particular parts of the
school?
- can you sketch your model and mark special routes onto your sketch in different colours?
Photographs of school to
support students with
special needs. Provide a
scribe where necessary.

Write how they get from
one location to another
blocks, small boxes
and junk materials

9
Partner Left and Right
In pairs, facing each other, students follow a pattern for clapping eg Clap right hands
together, left hands together, then both hands together. Possible questions include:
- what do you notice when you both clap left hands together?
Students learn some dances involving a clapping sequence with students facing each other
in pairs eg Heel and Toe Polka. Students could also learn other dances involving linking
arms and moving right or left.
Strategic pairing of students
or student with aide as
necessary
dance music

10
Revision
Assessment

Sharon Tooney

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Yr 1
ES1 S1 S2 S3

STRAND:
STATISTICS AND PROBABILITY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Chance 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
supports conclusions by explaining or demonstrating how
answers were obtained MA1-3WM
recognises and describes the element of chance in everyday
events MA1-18SP
Students should be encouraged to recognise that, because of
the element of chance, their predictions will not always be
proven true.
When discussing certainty, there are two extremes: events
that are certain to happen and those that are certain not to
happen. Words such as 'might', 'may' and 'possible' are used
to describe events between these two extremes.

Language
language: will happen, might happen, won't happen,
probably.
Identify outcomes of familiar events involving chance and
describe them using everyday language, such as 'will
happen', 'won't happen' or 'might happen' (ACMSP024)
identify possible outcomes of familiar activities and events,
eg the activities that might happen if the class is asked to sit
on the floor in a circle
use everyday language to describe the possible outcomes
of familiar activities and events, eg 'will happen', 'might
happen', 'won't happen', 'probably'

Sustainability


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Sharon Tooney


Identify
outcomes of
familiar events
involving chance
and describe
them using
everyday
language, such
as 'will happen',
'won't happen' or
'might happen'

2
Questioning
Students are encouraged to ask questions about the likelihood of events happening eg Is
Mr Benton coming up to visit our class?, Is Stans mum going to have a baby boy or girl?
Record results in a chart, using the three headings: Will Happen, Wont Happen and
Might Happen Discuss why students have come to the conclusions they have.
Extension: Students write
questions using the
language will happen,
wont happen
and might happen.

3
What might happen?
The teacher reads a picture book to the class and stops before the end of the book.
Students are asked to predict what might happen next in the story. Students discuss how
likely or unlikely their predictions are eg Do you think she will fall onto a haystack?
Never-ever Book
Students are asked to contribute a page to a class book about the things that never ever
happen eg It never ever rains cats and dogs. Students share their page with the class.
Extension: Each student
draws and writes a
statement about their
prediction.

Picture book, paper
and pencils

4
Weather
In the playground, students observe the weather. They discuss how sunny, cloudy, cold or
hot it is.
From these observations students are asked:
- do you think it will rain?
- do you think it will be very hot tomorrow be very hot tomorrow?
Daily predictions of the next days weather for the week are recorded on a weather chart or
calendar. They are then compared to observations from the day before.
At the end of the week discuss what predictions did happen, didnt happen and would
never have happened and why this is so.
Support: keep a pictorial
record of daily predictions
and actual weather for end
of week discussion.
Paper and pencil,
weather chart or
calendar

5
What might you see?
Students are divided into four groups. Each group is given a picture depicting a particular
environment eg snow, forest, outback, coastline. The groups are asked to imagine they are
in a house in their environment and to list the things they would see in their yard.
In turn, each group states an item on their list. Other students discuss the chance of finding
the same item in their environment.
strategies.
Environment
pictures, paper,
pencils

10
Revision
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Maths Program Profrma s1 Yr1 t2

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Sharon Tooney

MATHS PROGRAM : STAGE 0NE

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