Monday Tuesday
Week 1 Money
WALT: Good
mathematicians can create
collections of coins and
understand how to find the
value of a collection of
coins.
WILF:
Creating a money box.
Working with a partner to
create and count coin
collections.
Task 1: Students will create
their own 'money box' for
this week's fluency -
Origami.
Task 2: Get students to
practice (with a partner)
forming coin collections in
their money boxes and
counting the total of coins.
They can record this in their
maths book, for example:
50c + $1 + $2 + 20c + 5c +
10c + 10c = $3.95.
Extension:
Provide students with
values targeted to their
learning needs/abilities to
challenge accelerated
students. Students will work
Wednesday
Money
WALT: Total money
collections. TIB: we use
money to purchase things.
WILF:
-First name totalled using
money alphabet
-Surname totalled
-Both names totalled
together
Task: Students will total
what their first name totals
in their Maths books. If
passing this students will
attempt their surname and
total both names together.
Extension:
Students will use higher
letter totals made of a
mixture of notes, gold and
silver coins to total their
first name and surname.
(Further extension: middle
name)
Thursday
Measurement:
Mass/Volume
WALT: Finding the mass of
different objects.
WILF:
-Using your hand to
compare whether an object
is heavier or lighter.
-Working collaboratively
with a buddy
Task: (this activity is about
exploring/free play and
getting the students to
decide themselves which
objects they would like to
compare) After doing some
altogether as a class I want
you to work with a buddy
and pretend your hands are
scales. You are going to
hold 2 objects in your hand
to find out which one is
heavier or lighter then you
will record your findings in
your Maths book/journal.
Extension:
Compare similar objects.
Make predictions prior to
handling the objects.
Friday
Measurement:
Mass/Volume
WALT: Finding the mass of
different objects.
WILF:
-Using scales to compare
whether an object is
heavier or lighter.
-Working collaboratively
with a buddy
Task: (this activity is about
exploring/free play and
getting the students to
decide themselves which
objects they would like to
compare) After doing some
altogether as a class I want
you to work with a buddy
and use scales to determine
the mass of two objects.
You are going to place 2
objects on a set of scales to
find out which one is
heavier or lighter then you
will record your findings in
your Maths book/journal.
Extension:
Compare similar objects.
Make predictions prior to
handling the objects.
 independently within a
focus group to count set
collections of three- and
four-digit totals using a
mixture of Australian coins
and notes.
Week 2
Measurement:
Length/Area
WALT: Good
mathematicians understand
the difference between and
when to apply centimetres
and metres.
WILF:
Understanding what
centimetres are and when
to use this measurement.
Understanding what
metres are and when to use
this measurement.
Estimating and comparing
lengths (dependent on class
ability levels - ordering
lengths).
Task 1: Which is longer, the
height of the glass or the
distance around the rim?
Are all drinking glasses like
this? Are cups, mugs, tins
similar? Using glasses, cups,
jars and tins (bring your
own or use materials from
OSHClub). Students will use
Measurement:
Length/Area
WALT: Good
mathematicians understand
different tools to measure
length.
WILF:
Measuring the length of
your foot. Working
together with others to
create a class rod.
Understanding the traits
and issues of a class rod.
(Dependent on class ability)
measuring the perimetre
(length around the outside)
of our classroom.
Task: Creating a class rod In
the Middle ages a measure
called the 'rod' was used.
The rod was defined as 'the
total length of the left feet
of the first sixteen men to
leave church on Sunday
morning'. The rod was set
once a year by lining up
sixteen men's feet. Trace
Measurement: Measurement:
Length/Area Length/Area
WALT: Good 2 x Parent Helpers
mathematicians use correct WALT: Good
measurement vocabulary to mathematicians use correct
explain their thinking. measurement vocabulary to
WILF: explain their thinking.
Working effectively with WILF:
others. Working effectively with
Practicing measurement others.
vocabulary. Practicing measurement
Estimating comparisons in vocabulary.
length. Estimating comparisons in
Recognising words that area.
can be used when Recognising words that
comparing and ordering can be used when
lengths. comparing and ordering
areas.
Task: Interactive
Measurement Vocabulary
Games (Computers) You
may wish to set your
students up in abilities
groups and work
collaboratively on the
computers or you may wish
to have your students
working independently.
string to measure out the
lengths, and rulers to
measure the strings, to
draw conclusions.
Task 2: It is said that your
height and arm span are
related. Measure the
heights and arm span of
class members using a
metre long ruler to
determine whether this is
true.
Extension: Compare
student heights and order
from shortest to tallest.
around sixteen different
students left shoes (get the
students to do this) and
then line them up heel to
toe. Measure the length of
your class rod using a
metric length measure (one
metre ruler). Discuss any
issues that you think might
arise with the students.
Would every class rod be
the same length if we use a
different selection of 16
people? Collect shoe
lengths from your class and
compare their shoe lengths
with another class (for
example: year 1 students to
compare the length of their
shoes against year 2
students and vis versa). You
should just collect your
class' data this session and
organise to use another
class' data next lesson.
Extension: Measure the
perimetre of your
classroom using your class'
class rod. How would this
data change if you were
measuring the perimetre of
a different classroom? Or
using a different class' class
rod?
Below are a collection of
online, interactive maths
games that expose students
to essential measurement
vocabulary. They have been
grouped into levels:
Foundation:
https://www.education.co
m/game/castle-
measurement/
https://www.education.co
m/game/circus-
measurement/
Level 1:
https://www.education.co
m/game/solve-
measurement-riddles/
https://www.education.co
m/game/unicycle-race-
measurement/
https://www.education.co
m/game/reordering-
objects/
Level 2:
https://www.education.co
m/game/movie-night-
measurement/
https://www.education.co
m/game/ordering-lengths-
and-heights/
https://www.education.co
m/game/rock-star-ruler-
measurement/

Week 3 Number Patterns:
Skip Counting
WALT: Good
mathematicians understand
how to skip count from
various starting points.
WILF:
Understanding that skip
counting helps us to count
efficiently.
Working effectively with a
partner to play roll a rule.
Understanding how to skip
count from a number other
than 0.
Task: Roll a Rule Activity
Students will work in pairs
or individually (dependent
on teacher preference and
student abilities). Students
roll a dice to determine
their rule. They then roll the
dice again to determine
where they will begin. For
Number Patterns:
Doubles/Near
Doubles
WALT: Good
mathematicians understand
how to double numbers to
create new totals and
continuous patterns. WILF:
Working collaboratively
with others to solve number
problems.
Understanding how
doubling numbers can help
us with addition and
subtraction problems.
Doubling/near doubling
numbers using a game
board.
Task 1: Double and Near
Doubles Board Game
Students can play the near
doubles game in pairs (refer
to the instructions in board
game document on server)
https://www.education.co
m/game/building-
measurement-super-floyd/
Adaptable:
https://www.funbrain.com/
games/measure-it
Extension: Completing level
2, 3 or 4 games (dependent
on ability)
Measurement: Measurement:
Location/Mapping Location/Mapping
WALT: Good WALT: Good
mathematicians understand mathematicians understand
how to read maps. WILF: how to give and follow
Understanding a map of verbal instructions.
Greythorn Primary School. WILF:
Locating key features of Working with a partner to
Greythorn Primary School. follow and give instructions
to find the hidden location.
Task: Interpreting Maps Performing half and
Greythorn Primary School quarter turns.
School map on server Using Marking your final location
the map of Greythorn on a map.
Primary School, students
will work in pairs to work Task: Giving and following
through questions on the Instructions Half and
server to locate specific Quarter Turns Students will
areas in and around the work in pairs using the
school. Get students to provided location hunt
write down the perimetre instructions (various levels
of Greythorn Primary on the server) to give and
School at the bottom of follow instructions.
their map (the length Students will use trundle
wheels to record the metres
Measurement:
Location/Mapping
2 x Parent Helpers
WALT: Good
mathematicians understand
how to locate and represent
key features on a map.
WILF:
Creating a classroom m ap.
Understanding what a key
is and its role in explaining
elements of a map.
Using a legend to explain
relative size translation
(dependent on student
abilities).
Task: Our Classroom Map
Identifying the positions of
key features Students will
complete a classroom map
of your classroom. They
need to consider the
positioning of important
 example: rule = 4, starting
point = 6 6, 10, 14, 18, 22,
26, 30, 34, etc.
Extension: Challenge
students by getting them to
use die with more than 6
sides.
Further Extension: Students
skip count backwards using
their rule.
Week 4 Number Patterns
WALT: Good
mathematicians can create
their own number patterns.
WILF:
Understanding skip
counting helps us to count
efficiently.
Understanding number
patterns helps us with
prediction.
Extension: Task 2:
Doubles/Halves Dart Board
Students will have dart
board on A3 paper. Student
will throw 3 counters onto
the dart board and have to
double each number they
land on to calculate their
score for each round.
Students can accumulate
their score after each
throw. To make this more
challenging for students you
can tell them to start with a
score of 501 and they will
have to minus their score
after each throw.
Measurement:
Location/Mapping
WALT: Good
mathematicians understand
how to locate and represent
key features on a map.
WILF:
Creating a classroom m ap.
Understanding what a key
is and its role in explaining
elements of a map.
Using a legend to explain
relative size translation
around the outside/total of
all the side lengths).
Extension: Students work
through the questions
independently. As well as
locating key areas, students
will draw paths
demonstrating how to
reach key areas from a
given starting point (on
server).
Addition
WALT: Good
mathematicians can choose
two or more numbers to
make a just right number.
WILF:
Understanding how
grouping numbers will help
us with addition.
Understanding that we can
use a range of materials to
help us with addition.
that they travel for
measurement. Students
should take in turns in their
pairs and see if they reach
the same final location after
listening to the given
instructions from their
partner. Students should
each mark their finishing
locations on a provided map
(on the server) in different
colours for later
discussion and also list the
metres that they traveled
(using the trundle wheel) on
the bottom of their page,
next to their name, e.g.
Mykaela: 25m.
Extension: Get students to
write their own instructions
to reach a secret location of
their own.
Addition
WALT: Good
mathematicians can
interpret a number story.
WILF:
Understanding number
stories will help us with
addition.
Understanding what addition equations.
numbers are needed to
make up a just right
number.
objects within the room.
For example:
Chairs
Tables
Library shelves
Bin
Heater
Door
Windows
Whiteboard
Teachers desk
Shelves
Students need to include a
key that explains what each
shape/colour represents.
Extension: Students will
create a legend, for
example: 1cm = 1m.
Addition
2 x Parent Helpers
WALT: Good
mathematicians can create
a number story.
WILF:
Understanding number
stories will help us explain
Understanding what
numbers are needed to
make up a just right
number.
Task: Students are to create
their own number patterns
using various materials. For
example: counters, unifix
cubes, (match sticks if you
want these bring them from
home), teddy bears, MAB,
etc.
Extension: Students are to
create the beginning to a
pattern and then swap
seats with a partner and
complete their partners
mystery pattern/have their
partner try to complete
their pattern.
(dependent on student
abilities).
Task 1: Students will choose
a just right number and
create this using materials
from outside. For example:
If my just right number is
18, I might choose to group
15 and 3 sticks in two
separate groups to show
that 15 + 3 = 18.
Extension: Students will use
3-4 different numbers to
make their just right
number total.
Task: Practicing number
bonds using addition Print
out A4 copies of missing
number bonds on server.
Ask students to use just
right numbers and
complete the worksheet.
Extension: Students will
create three- four- and five-
digit numbers using bonds.

Extension: Add your just

right number with a buddy's
just right number and show
this in a number sentence
using materials.

ICT: Students will take

photos of their number
sentences on the iPads and
these can be uploaded to
your class' SeeSaw app.

Task 2 (Introducing number

stories for addition): Bring
students back to the
classroom. Joyce has 23
eggs in her basket. She
found some more eggs for
 her basket in the chicken
coop. Now she has 42 eggs.
How many more eggs did
Joyce find in the chicken
coop? Display available on
server Answer: 9
Represent this number
story on your whiteboard
using pictures and get your
students to work out the
answer.
Extension: Change numbers
within number story to suit
your class' abilities.

Pose a new number story to

your students: Mike's
grandpa gave him some
money for his birthday.
Mike already had 16 dollars.
Now Mike has 29 dollars.
How much did Mike's
grandpa give him? Display
available on server
Extension: Choose more
difficult addition numbers
for higher students.
Week 5 Number Patterns Addition Addition Addition
WALT: Good WALT: Good WALT: Good 2 x Parent Helpers
mathematicians understand mathematicians can mathematicians understand WALT: Good
how to create number calculate the sum of two how to determine the sum mathematicians use
patterns using shapes. numbers. of verbal addition problem solving strategies
WILF: WILF: equations. to determine addition
Creating a repetitive Working cooperatively with WILF: sums.
number pattern using a partner and displaying WILF:
shapes. integrity.
Creating an increasing Rolling two die to
number pattern using determine addition sums.
shapes. Calculating the sum (total)
Creating a decreasing of two numbers using
number pattern using addition knowledge.
shapes.
Task: Addition Connect Four
Task: Creating geometric Using the connect four
number patterns game boards (on the server)
Throughout the week, students will work with a
students will work through partner (of like ability
creating repetitive, based on teacher
increasing and decreasing judgement). Each partner
patterns by drawing will take in turns to roll two
geometric shapes on die which will determine
coloured paper cutting their addition equation that
them out and pasting they must workout. When
them on black paper so that they find the answer, they
their pattern stands out. must locate it on the
See image below for further connect four board and
clarification. cover it with a counter.
Students can use their
Maths books as a jotter pad
for working out the addition
equations.
Extension:
Three/Four/Five/Six-digit
connect four number board.
*NOTE: for higher digit
game boards students will
need to work out which two
numbers need to be added
together to equal a total on
the connect four board.
They will roll two 9-sided
Understanding how to add
two numbers to determine
a sum.
Listening carefully to verbal
addition equations.
Working quietly to find
addition answers on a bingo
sheet.
Calling "Bingo" when you
have filled the answers on
your bingo sheet.
Task: Addition Bingo, SEE
ON SERVER. There are two
to choose from depending
on your class/student
abilities.
Understanding poems to
assist in addition
equations.
Implementing problem
solving strategies to solve
addition sums.
Task 1: Addition Equations
(Kahoot! Quiz) Follow the
Kahoot! Quiz link below.
Students should be broken
into groups of 4-5 of mixed
abilities for this activity.
Students will create a team
name and log their names.
As the addition equations
appear, students need to
select the appropriate
numbers for missing parts
and totals of addition
equations.
https://create.kahoot.it/#q
uiz/217b1587-29bf-4406-
8c79-2139cef3855b
https://create.kahoot.it/#q
uiz/aa9b3e3f-e409-4529-
9086-c44d9d0e1c8b
https://create.kahoot.it/#q
uiz/526f4eeb-e563-4d86-
8897-09b98811827c
Task 2: '35' - Addition &
Subtraction Game Working
in pairs (2) within small
groups (4), students begin
with a total of 35 points in
 die to determine which their pairs. Using a deck of
number they will work out cards, students one at a
the equation for (smaller time flip over a card. If the
numbers are located in red card is red they would add
throughout the game board the value of the card to
to show which number they their points. If the card was
will use). black they would subtract
the value from their points.
The play continues with
pairs taking turns with their
partner to flip the cards.
The aim of the game is to
try to get your pairs points
to zero. The first pair to get
their points to zero would
be the winners. You could
also play with the team with
the highest number at the
end would be the winners.
King/Queen/Jack/Joker
cards are all counted at 10
points. Encourage students
to use their maths
books/sticky notes to keep
track of their points.

Extension: Students can

start with a higher number
than 35 and/or add zeros to
all card numbers.
Week 6 Chance Addition Subtraction Subtraction Subtraction
WALT: Good WALT: Good WALT: Understand the WALT: Learning to do long 3 x Parent Helpers
mathematicians understand mathematicians understand operation process of subtraction using basic WALT: Learning to do long
that probability differs how to solve addition subtraction. equations. subtraction using basic
depending on variables. equations in many different WILF: Choosing a Just equations.
WILF: forms. Right Number to create a
 Understanding that chance
is the possibility of
something happening.
Understanding that
variables affect chance
differently.
Playing SKUNK
cooperatively and fairly
with others.
Task: SKUNK Probability
Game Instructions: Each
student will receive a game
board (on server). They will
also need one grey lead
each. Each letter of the
word SKUNK represents a
round so there are 5 rounds
to this game. The teacher
rolls two six-sided die and
students must record the
total rolled each time. The
teacher records the totals
rolled on an A3 game board
at the front of the room for
guidance. The students
choose how long they are in
for each round by
considering their total
points and the chance of
getting a one or snake eyes
(two ones). Students will
stand at their tables for this
game and sit down in their
seats when they wish to be
out of that round. If any
WILF: Understanding a
variety of problem solving
strategies for addition
equations. Working
cooperatively with others to
play addition games.
Breaking the mystery code
by solving addition
equations.
Task: WARM UP GAME (15
mins): Close Call Addition
Game (decks of cards, paper
and pencils needed)
Students can work in pairs
or groups of 4. Instructions:
1. Ask one of the players to
remove all of the face cards
and 10s from the deck. 2.
Shuffle the deck and place it
face down in the centre of
the table. 3. Each player
should select 4 cards from
the deck and place them
face up. 4. Ask them to
rearrange their cards and
try to create number pairs
that when added together
come close to 100. For
example, the cards 5, 1, 4,
9, can be arranged to create
two larger numbers: 51 and
49. When added together
51 and 49 equal 100. 5.
When everyone's ready,
they should share their final
subtraction number
sentence.
Understanding number us with subtraction.
stories will help us with
subtraction.
Task 1: (Introducing
number stories for
subtraction): You will find
two word documents on
the server one is hard and
one easy number stories.
You can choose to write a
few of these on the board
or hand the sheets out.
Extension/Support: You
may choose to split your
grade, the students who are
advanced may take the
harder sheet to their table
and work independently.
Others that may need extra
support, can be on the floor
working through the sheet
with you. They can use
counters or teddy's to help
them.
Task 2: In their Maths book
write some equations on
the board and ask the
students to choose ones
that are suitable for their
ability to write a number
WILF: Understanding how
grouping numbers will help
us with subtraction.
Understanding that we can
use a range of materials to
help us with subtraction.
Task 1: Students will choose
a just right number and
create this using materials
from outside. For example:
If my just right number is
12, I might choose to group
15 and 3 sticks in two
separate groups to show
that 15-3 = 12. Task 2:
https://www.mathsisfun.co
m/numbers/subtraction-
regrouping.html
After showing this example
choose 5 different
equations for the different
levels that you have in the
class. Either write up some
equations that they can try
in their books or get them
to roll dice to make up two
number to create their own
equation.
WILF: Understanding how
grouping numbers will help
Understanding that we can
use a range of materials to
help us with subtraction.
Task 1: Students will choose
a just right number and
create this using materials
from outside. For example:
If my just right number is
12, I might choose to group
15 and 3 sticks in two
separate groups to show
that 15-3 = 12. Task 2:
https://www.mathsisfun.co
m/numbers/subtraction-
regrouping.html
After showing this example
choose 5 different
equations for the different
levels that you have in the
class. Either write up some
equations that they can try
in their books or get them
to roll dice to make up two
number to create their own
equation.
combination involving a one
is rolled, students still
standing automatically lose
their accumulated points
for that round and get zero
for that round. This also
ends that round. If snake
eyes are rolled, all of the
students standing get zero
for that round and are
automatically out for the
next round as well. They will
come back into the game
the following round. When
all five rounds have been
played, scores are added up
and the highest score wins.
Alternatively there is a
YouTube video explaining
this game with visuals:
https://www.youtube.com/
watch?v=5JlZ5usFJcA
Extension: Teacher rolls
two nine-sided or higher
numbered die.
Alternatively, one student
can be the die roller and run
a small focus group for
others.
numbers. Whoever is story. They can then try and
closest to 100 receives a solve the story.
point. 6. Play for 10 rounds.
The player with the most
points at the end of the
final round wins.
Extension: Selecting 6 or 8
cards to make 3 or 4 digit
numbers to total 1000 or 10
000. *Further extension
beyond 10 000 can be
catered for by added 2
cards.
Task: Addition Mystery Find
the Secret Code (High, at
and lower level alternatives
on the server) The Decoding
Sheets (available on the
server) gives students
addition equations (in long
form) which they must
discover the answers to in
order to correspond letters
to the correct sums on the
Mystery Code Sheets. As
students solve the addition
equations on their Decoding
Sheet they must write their
message on their Mystery
Code Sheet, by writing each
letter of the alphabet in the
message. Students must use
the message lines provided.
The sum of each pair of

Week 7 Chance
WALT: Good
mathematicians understand
how to predict probability
by considering variables.
WILF:
Creating a class probability
line.
Understanding that
probability can change
depending on variables.
Recognising everyday
examples of chance.
Playing probability games.
Task: Clear the Board
(Probability Fluency Game)
The object of the game is
simple... Students place 10
cubes/counters/unifix on
the numbers they predict
they will roll... Students
take turns rolling two dice.
If they roll a number that
they have covered, they
take the cube off that
number. Students keep on
playing until someone has
removed all their cubes
numbers appears under
each line of the message,
and matches up with a
letter.
Extension: four, five and
six-digit addition equations
Addition
WALT: Good
mathematicians understand
how to solve addition
equations using place value
knowledge and regrouping.
WILF:
Using cups to demonstrate
the place value of addition
equations.
Using Mickey Martian
templates and grab mats to
solve addition
equations/number stories.
Using number lines to
solve addition
equations/number stories.
Task: Students will work in
pairs and use decks of cards
to help them determine
randomised numbers for
addition sentences. This will
highlight the place value of
selected numbers. Taking
turns with a partner,
students create one-, two-,
three-, four- or five- digit
numbers by selected them
Addition/Subtract Subtraction
ion WALT: Good
WALT: Good mathematicians understand
mathematicians understand how to solve subtraction
the operation process of equations and apply the
addition and subtraction. long subtraction method for
WILF: problem solving.
Understanding how to WILF: Working
solve subtraction equations cooperatively with others to
using long subtraction. play subtraction Bingo.
Understanding how to Creating subtraction
solve addition equations equations to find missing
using long addition. numbers.
Creating number
Task 1: (Introducing sentences and number
number stories for stories to assist in solving
subtraction): You will find subtraction equations.
two word documents on
the server one is hard and Task 1: What's the missing
one easy number stories. number? Please see the
You can choose to write a server for this.
few of these on the board
or hand the sheets out. ADDITIONAL TASKS:
Task 2: Students will choose
Extension/Support: You a just right number and
may choose to split your create this using materials
grade, the students who are from outside. For example:
advanced may take the If my just right number is
12, I might choose to group
from their game board
(game board on server
you may wish to laminate
these for future use).
Extension: Students list the
probability of rolling their
numbers before beginning
to roll the die e.g. The
probability of rolling a 6
would be 2 in 12 or 2/12
Alternatively, students
could rule up their own
game board grid and list
numbers from 2-18 and use
nine-sided die or 2-20 and
use ten-sided die.
from a shuffled deck. For
example: If I go first in a
pair and select 9, 7, 5 and 2
and 6, 4, 2 and 1 in my next
turn, my addition sentence
will be 2579 + 1246 = ? And
I will use long addition skills
to determine the answer.
Students must understand
that they are building the
number from the ones
place value, so if you are
doing four-digit numbers
then your first card is ones
then tens, hundreds and
thousands. Support: one- or
two- digit numbers
Extension: four-, five- or six-
digit numbers Allocate
number of digits to pairs
based on student abilities.
harder sheet to their table
and work independently.
Task 2: In their Maths book
write some equations on
the board and ask the
students to choose ones
that are suitable for their
ability to write a number
story. They can then try and
solve the story.
15 and 3 sticks in two
separate groups to show
that 15-3 = 12.
Task 2:
https://www.mathsisfun.co
m/numbers/subtraction-
regrouping.html
After showing this example
choose 5 different
equations for the different
levels that you have in the
class. (Please see Jen if you
need some) Either write up
some equations that they
can try in their books or get
them to roll dice to make up
two number to create their
own equation.

Task 2: Grab mats, Mickey

Martian template and Blank
Number Lines on server for
student use as support tools
Using number lines
students can create number
sentences for the following
problems. They can
demonstrate their thinking
using both the count on
strategy (grab mats) and
number lines strategy
(count up from/countdown
to). On my way to school I
saw 4 kangaroos and 5
frogs. How many animals
did I see altogether? On my
way to school I saw 14
animals. 5 of the animals
were kangaroos, the rest
were koalas. How many
frogs did I see? On my way
to school I saw 18 animals.
Some were kangaroos and
some were frogs. How
many of each did I see?

Extension: Extend problems

to include three, four and
five digit numbers