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Mayfield West Demonstration School
Mathematics
Scope and Sequence
Stage 1
(Year 1)
Numeracy – Lesson ModelConstructivist Classroom (using Bruner’s theory)
Preparation:
· Before commencing the lesson, the classroom teacher works out questions prior to the lesson.
· Think about the Golden Circle: Why are my students learning this – How will they learn this – What will they learn?
1. Prior Knowledge
· Talking about and reflecting on prior learning that links to the upcoming lesson which involves the whole class.
· In ES1/S1, Maths groups can include activities that allow students at all levels of the Learning Framework in Number (eg., within the Early Arithmetical strategies) to be able to participate.
2. Evolving Student Learning (Main Focus - Whole Class or Most of Class)
· Model the required behaviour/strategy using explicit teaching. Ask students ‘What do you think we will be learning about today?’.
· Expose students to the language of the lesson and keep referring to it throughout the lesson cycle.
· Teaching and learning activities should allow students at all levels of the Learning Framework in Number to be able to participate.
· Use higher order thinking which links to prior knowledge.
· Encourage students to explain their solution strategies and discuss which methods are the most suitable.
· Students should be encouraged to explain their solution as this provides you with information about the solution strategies students’ use.
3. Inquiry Based
ES1 and Stage 1
Small groups (no more than 4) working on the core concept of the lesson.
· Guided/supported practice of the skill or knowledge
· Teaching and activities should target students of different levels. For example, Emergent, Perceptual, etc.
· Try to move between groups at times to keep students focused.
· You may wish to spend more time with students using less advanced strategies.
· Provide explicit feedback on the student’s performance e.g ‘Well done, you found all the numbers 1-10 by looking closely at the shapes of the numbers.’
· This is a good opportunity to make anecdotal observations and for students to undertake ongoing assessment tasks.
Stage 2 and Stage 3
Individual and paired work working on the core concept of the lesson.
· Guided/supported practice of the skill or knowledge
· Teaching and activities can be differentiated to accommodate the varying levels of learners in the classroom.
· Provide students opportunity to discuss their findings and share with the class.
· Provide explicit feedback on the student’s performance as well as opportunities for students to explore peer assessment.
· Students use technology to explore and apply learning.
· This is a good opportunity to make anecdotal observations and for students to undertake ongoing assessment tasks.
4. Reflection and Making Connections
· Reflect on the language of the
· Give students the opportunity to share and talk about their learning.
· Draw together the learning activities used during the lesson and the strategy that is being examined.
· Use the following questions to build the concept of ‘Making Connections’ to the real world.
1. What did you have to do? 2. What did you do?
3. What did you find out? 4. What did it add to what you already know?
(Hold down Ctrl and click on images or links.)Year 1Resources Page
Maths Plus Pages Mathletics Resources Additional Resources
Number
Measurement and Geometry
Statistics and Probability
Whole Numbers
Addition and SubtractionMultiplication and Division
Fractions and Decimals
MoneyPatterns and Algebra
2D Space
Mass
Angles
Area
Length
3D Space
Volume and Capacity
Position
Time
Data
Chance
Mayfield West Demonstration School Mathematics Scope and Sequence (Year 1)
Stage
ES1
S1
S2
S3
Term 1 Overview
Term
1
2
3
4
Week 1
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Uniform, informal length units
Length
Make, Mark, Move
Length
MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
use uniform informal units to measure lengths and distances by placing the units end-to-end without gaps or overlaps
select appropriate uniform informal units to measure lengths and distances, eg paper clips instead of pop sticks to measure a pencil, paces instead of pop sticks to measure the length of the playground (Problem Solving)
explain the relationship between the size of a unit and the number of units needed, eg more paper clips than pop sticks will be needed to measure the length of the desk (Communicating, Reasoning)
record lengths and distances by referring to the number and type of uniform informal unit used
use uniform informal units to measure lengths and distances by placing the units end-to-end without gaps or overlaps
discuss strategies used to estimate lengths, eg visualising the repeated unit, using the process 'make, mark and move' (Communicating, Problem Solving)
Maths Plus Page
5
33
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 2
Number
Statistics and Probability
Monday
Tuesday
Wednesday
Thursday
Friday
Place Value
Whole Numbers
Groups of 10
Whole Numbers
Counting
Whole Numbers
Might happen or won’t happen
Chance
Describing Chance
Chance
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-18SP recognises and describes the element of chance in everyday events
MA1-18SP recognises and describes the element of chance in everyday events
Count collections to 100 by partitioning numbers using place value(ACMNA014)
count and represent large sets of objects by systematically grouping in tens
use place value to partition two-digit numbers, eg 32 as 3 groups of ten and 2 ones
Count collections to 100 by partitioning numbers using place value(ACMNA014)
count and represent large sets of objects by systematically grouping in tens
Develop confidence with number sequences to 100 by ones from any starting point (ACMNA012)
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 (Communicating)
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'
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'
Maths Plus Page
7
19
23
16
32
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 3
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Revise Place Value
Whole Numbers
Read and write two digit numbers
Whole Numbers
Number before/afterNumbers to 30
Whole Numbers
Making 2D Shapes
2D Space
Naming 2D Shapes
2D Space
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
use and explain mental grouping to count and to assist with estimating the number of items in large groups
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
count and represent large sets of objects by systematically grouping in tens
recognise that the name of a shape does not change when the shape changes its orientation in space, eg a square turned on its vertex is still a square
recognise that the name of a shape does not change when the shape changes its orientation in space, eg a square turned on its vertex is still a square
Maths Plus Page
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27
4
12
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 4
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Adding Numbers
Addition and Subtraction
Counting On
Addition and Subtraction
Addition combinations to 10 (friends to 10)
Addition and Subtraction
Vertical, horizontal and parallel lines
2D Space
Vertical, horizontal and parallel lines
2D Space
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
use the terms 'add', 'plus', 'equals', 'is equal to', 'take away', 'minus' and the 'difference between'
use concrete materials to model addition and subtraction problems involving one- and two-digit numbers
recognise and use the symbols for plus (+), minus (–) and equals (=)
record number sentences in a variety of ways using drawings, words, numerals and mathematical symbols
use combinations for numbers up to 10 to assist with combinations for numbers beyond 10 (Problem Solving)
Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
use the terms 'add', 'plus', 'equals', 'is equal to', 'take away', 'minus' and the 'difference between'
use concrete materials to model addition and subtraction problems involving one- and two-digit numbers
recognise and use the symbols for plus (+), minus (–) and equals (=)
recognise, recall and record combinations of two numbers that add to 10
identify vertical and horizontal lines in pictures and the environment and use the terms 'vertical' and 'horizontal' to describe such lines
identify parallel lines in pictures and the environment and use the term 'parallel' to describe such lines
identify vertical and horizontal lines in pictures and the environment and use the terms 'vertical' and 'horizontal' to describe such lines
identify parallel lines in pictures and the environment and use the term 'parallel' to describe such lines
give everyday examples of parallel lines, eg railway tracks (Reasoning)
Maths Plus Page
2
14
30
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24
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 5
Number
Monday
Tuesday
Wednesday
Thursday
Friday
Counting On
Addition and Subtraction
Number line addition
Addition and Subtraction
Number line addition
Addition and Subtraction
Mid Term Assessment
Mid Term Assessment
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
Develop confidence with number sequences to 100 by ones from any starting point (ACMNA012)
use number lines and number charts to assist with counting and ordering
use number lines and number charts to assist with counting and ordering
locate and place two-digit numbers on a number line
Maths Plus Page
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26
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 6
Number
Statistics and Probability
Monday
Tuesday
Wednesday
Thursday
Friday
Revise Subtraction
Addition and Subtraction
Subtraction
Addition and Subtraction
Counting Back
Addition and Subtraction
Picture Graphs
Data
Picture Graphs
Data
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
use the terms 'add', 'plus', 'equals', 'is equal to', 'take away', 'minus' and the 'difference between'
use concrete materials to model addition and subtraction problems involving one- and two-digit numbers
use concrete materials and a number line to model and determine the difference between two numbers, eg
use concrete materials to model addition and subtraction problems involving one- and two-digit numbers
use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including:
counting on from the larger number to find the total of two numbers
counting back from a number to find the number remaining
counting on or back to find the difference between two numbers
use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including:
counting on from the larger number to find the total of two numbers
counting back from a number to find the number remaining
counting on or back to find the difference between two numbers
use concrete materials or pictures of objects as symbols to create data displays where one object or picture represents one data value (one-to-one correspondence), eg use different-coloured blocks to represent different-coloured cars
record a data display created from concrete materials or pictures of objects (Communicating)
explain interpretations of information presented in data displays, eg 'More children like dogs because there are more dog pictures than cat pictures' (Communicating, Reasoning)
use concrete materials or pictures of objects as symbols to create data displays where one object or picture represents one data value (one-to-one correspondence), eg use different-coloured blocks to represent different-coloured cars
record a data display created from concrete materials or pictures of objects (Communicating)
write a simple sentence to describe data in a display, eg 'The most popular fruit snack is an apple' (Communicating
Maths Plus Page
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6
18
25
50
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 7
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
One half
Fractions and Decimals
Half a collection
Fractions and Decimals
Half a collection
Fractions and Decimals
Comparing Area
Area
Finding Area
Area
MA1-7NA represents and models halves, quarters and eighths
MA1-7NA represents and models halves, quarters and eighths
MA1-7NA represents and models halves, quarters and eighths
MA1-10MG measures, records, compares and estimates areas using uniform informal units
MA1-10MG measures, records, compares and estimates areas using uniform informal units
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
Recognise and describe one-half as one of two equal parts of a whole (ACMNA016)
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)
Recognise and describe one-half as one of two equal parts of a whole (ACMNA016)
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)
Measure and compare areas using uniform informal units
compare, indirectly, the areas of two surfaces that cannot be moved or superimpose
discuss strategies used to estimate area, eg visualising the repeated unit (Communicating, Problem Solving)
record areas by referring to the number and type of uniform informal unit used, eg 'The area of this surface is 20 tiles'
estimate areas by referring to the number and type of uniform informal unit used and check by measuring
Maths Plus Page
3
15
31
9
39
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 8
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Equal Groups
Multiplication and Division
Sharing
Multiplication and Division
Sharing
Multiplication and Division
Identifying features of objects
3D Space
Recognising 3D Objects
3D Space
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-14MG sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms
MA1-14MG sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms
Model and use equal groups of objects as a strategy for multiplication
model and describe collections of objects as 'groups of', eg
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
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
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
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)
distinguish between 'flat surfaces' and 'curved surfaces' and between 'flat surfaces' and 'faces' when describing three-dimensional objects (Communicating)
identify and name familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms, from a collection of everyday objects
recognise familiar three-dimensional objects from pictures and photographs, and in the environment
Maths Plus Page
10
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22
8
29
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 9
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Number Patterns
Patterns and Algebra
Number Patterns
Patterns and Algebra
Odd and Even Numbers
Patterns and Algebra
Comparing Mass
Mass
Comparing Mass
Mass
MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
MA1-12MG measures, records, compares and estimates the masses of objects using uniform informal units
MA1-12MG measures, records, compares and estimates the masses of objects using uniform informal units
represent number patterns on number lines and number charts
create, record and describe number patterns that increase or decrease
make connections between repeating patterns and counting, eg a 'three' pattern and skip counting by threes (Communicating, Reasoning)
Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)
identify and describe patterns when skip counting forwards or backwards by ones, twos, fives and tens from any starting point
use objects to represent counting patterns (Communicating)
investigate and solve problems based on number patterns (Problem Solving)
recognise, copy and continue given number patterns that increase or decrease, eg1, 2, 3, 4, … 20, 18, 16, 14, …
recognise, copy and continue patterns with objects or symbols
model and describe 'odd' and 'even' numbers using counters paired in two rows
describe the pattern created by modelling odd and even numbers (Communicating)
sort objects on the basis of their mass
compare and order the masses of two or more objects by hefting and check using a pan balance
(from content 2)
identify materials that are light or heavy
compare and order the masses of two or more objects by hefting and check using a pan balance(from content 2)
Maths Plus Page
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11
28
-
21
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 10
Monday
Tuesday
Wednesday
Thursday
Friday
Revision
Revision
Revision
End of Term Assessment
End of Term Assessment
Maths Plus Page
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-
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Mayfield West Demonstration School Mathematics Scope and Sequence (Year 1)
Stage
ES1
S1
S2
S3
Term 2 Overview
Term
1
2
3
4
Week 1
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Revision
Revision
Revise capacity
Volume and Capacity
Comparing capacity
Volume and Capacity
MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units
MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units
Measure and compare the capacities of pairs of objects using uniform informal units(ACMMG019)
explain the relationship between the size of a unit and the number of units needed, eg more cups than ice cream containers will be needed to fill a bucket (Communicating, Reasoning)
estimate capacities by referring to the number and type of uniform informal unit used and check by measuring
record capacities by referring to the number and type of uniform informal unit used
compare the capacities of two or more containers using appropriate uniform informal units
estimate capacities by referring to the number and type of uniform informal unit used and check by measuring
Maths Plus Page
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17
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 2
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Modelling Numbers
Whole Number
Number line ordering
Whole Number
Place Value of 3 digit numbers
Whole Number
Vertices
2D Space
Regular and irregular 2D Shapes
2D Space
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line(ACMNA013)
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
partition two-digit numbers in non-standard forms, eg 32 as 32 ones or 2 tens and 12 ones
Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line(ACMNA013)
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
use place value to partition three-digit numbers, eg 326 as 3 groups of one hundred, 2 groups of ten and 6 ones
state the place value of digits in numbers of up to three digits, eg 'In the number 583, the "5" represents 500 or 5 hundreds'
(from content 2)
describe features of two-dimensional shapes using the terms 'side' and 'vertex' (Communicating)
sort two-dimensional shapes by a given attribute, eg by the number of sides or vertices
identify and name two-dimensional shapes presented in different orientations according to their number of sides, including using the terms 'triangle', 'quadrilateral', 'pentagon', 'hexagon' and 'octagon', eg
Maths Plus Page
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41
-
58
38
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 3
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Tens Frame
Addition and Subtraction
Counting On
Addition and Subtraction
Counting On
Addition and Subtraction
Left and Right
Position
Describing Position
Position
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-16MG represents and describes the positions of objects in everyday situations and on maps
MA1-16MG represents and describes the positions of objects in everyday situations and on maps
use concrete materials to model addition and subtraction problems involving one- and two-digit numbers
reate, record and recognise combinations of two numbers that add to numbers from 11 up to and including 20
use combinations for numbers up to 10 to assist with combinations for numbers beyond 10 (Problem Solving)
counting on from the larger number to find the total of two numbers
choose and apply efficient strategies for addition and subtraction (Problem Solving)
counting on from the larger number to find the total of two numbers
choose and apply efficient strategies for addition and subtraction (Problem Solving)
Give and follow directions to familiar locations (ACMMG023)
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 to familiar locations (ACMMG023)
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
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)
Maths Plus Page
40
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52
42
62
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 4
Number
Statistics and Probability
Monday
Tuesday
Wednesday
Thursday
Friday
Counting Back
Addition and Subtraction
Subtraction from Addition
Addition and Subtraction
Using the Subtraction Symbol
Addition and Subtraction
Class Graph
Data
Representing Data
Data
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
recognise, recall and record combinations of two numbers that add to 10
use combinations for numbers up to 10 to assist with combinations for numbers beyond 10 (Problem Solving)
create, record and recognise combinations of two numbers that add to numbers from 11 up to and including 20
use concrete materials to model how addition and subtraction are inverse operations
use related addition and subtraction number facts to at least 20, eg 15 + 3 = 18, so 18 – 3 = 15 and 18 – 15 = 3
(from content 2)
use concrete materials to model how addition and subtraction are inverse operations
use related addition and subtraction number facts to at least 20, eg 15 + 3 = 18, so 18 – 3 = 15 and 18 – 15 = 3
(from content 2)
gather data and track what has been counted by using concrete materials, tally marks, words or symbols
interpret information presented in data displays where one object, picture or drawing represents one data value, eg weather charts
write a simple sentence to describe data in a display, eg 'The most popular fruit snack is an apple' (Communicating)
record a data display created from concrete materials or pictures of objects (Communicating)
interpret information presented in data displays where one object, picture or drawing represents one data value, eg weather charts
Maths Plus Page
44
56
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59
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 5
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Calendar Time
Time
Calendar Time
Time
Months and Seasons
Time
Mid Term Assessment
Mid Term Assessment
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
Use a calendar to identify the date and determine the number of days in each month (ACMMG041)
identify a day and date using a conventional calendar
Use a calendar to identify the date and determine the number of days in each month (ACMMG041)
identify a day and date using a conventional calendar
Name and order months and seasons (ACMMG040)
name and order the months of the year
recall the number of days that there are in each month
Maths Plus Page
-
97
85
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 6
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Equal Groups
Multiplication and Division
Skip count 2’s and 5’s
Multiplication and Division
Skip Counting
Multiplication and Division
Repeated Time Units
Time
O’clock
Time
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
determine and distinguish between the 'number of groups' and the 'number in each group' when describing collections of objects (Communicating)
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
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
compare and order the duration of events measured using a repeated informal unit, eg 'It takes me ten claps to write my name but only two claps to say my name'
(from content 2)
read analog and digital clocks to the half-hour using the terms 'o'clock' and 'half past'
Maths Plus Page
36
37
48
13
51
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 7
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Revise Halves of a Whole
(make symmetrical Sam)
Fractions and Decimals
Quarters of a Whole
Fractions and Decimals
Sharing
Multiplication and Division
Covering Areas
Area
Comparing Similar Shapes
Area
MA1-7NA represents and models halves, quarters and eighths
MA1-7NA represents and models halves, quarters and eighths
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-10MG measures, records, compares and estimates areas using uniform informal units
MA1-10MG measures, records, compares and estimates areas using uniform informal units
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
recognise when objects and shapes have been shared into halves, quarters or eighths
record 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 ) , quarter (1 4 ) and eighth (1 8 ) ,
(from content 2)
Model and use equal groups of objects as a strategy for multiplication
model and describe collections of objects as 'groups of', eg
use uniform informal units to measure area by covering the surface in rows or columns without gaps or overlaps
record areas by referring to the number and type of uniform informal unit used, eg 'The area of this surface is 20 tiles'
estimate areas by referring to the number and type of uniform informal unit used and check by measuring
describe why the area remains constant when units are rearranged (Communicating, Reasoning)
record areas by referring to the number and type of uniform informal unit used, eg 'The area of this surface is 20 tiles'
Maths Plus Page
-
45
49
-
43
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 8
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Money Coin Value
Whole Number
Counting Single Values
Counting by 2’s, 5’s, 10 (on and off decade)
Whole Number
Counting Coins
Whole Number
Volume of models
Volume and Capacity
Volume of models
Volume and Capacity
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units
MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units
Recognise, describe and order Australian coins according to their value (ACMNA017)
identify, sort, order and count money using the appropriate language in everyday contexts, eg coins, notes, cents, dollars
recognise that total amounts can be made using different denominations, eg 20 cents can be made using a single coin or two 10-cent coins
recognise that total amounts can be made using different denominations, eg 20 cents can be made using a single coin or two 10-cent coins
pack cubic units (eg blocks) into rectangular containers so that there are no gaps
recognise that cubes pack better than other objects in rectangular containers (Reasoning)
record volumes by referring to the number and type of uniform informal unit used
Maths Plus Page
65
-
109
-
47
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 9
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Three-Dimensional Objects
3D Space
Describing 3D Objects
3D Space
Top, front and side view
3D Space
Comparing Mass
Mass
Comparing Mass
Mass
MA1-14MG sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms
MA1-14MG sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms
MA1-14MG sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms
MA1-12MG measures, records, compares and estimates the masses of objects using uniform informal units
MA1-12MG measures, records, compares and estimates the masses of objects using uniform informal units
Recognise and classify familiar three-dimensional objects using obvious features (ACMMG022)
identify and name familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms, from a collection of everyday objects
use the term 'face' to describe the flat surfaces of three-dimensional objects with straight edges, including squares, rectangles and triangles
recognise familiar three-dimensional objects from pictures and photographs, and in the environment
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
recognise familiar three-dimensional objects from pictures and photographs, and in the environment
recognise that three-dimensional objects look different from different vantage points
use a pan balance to compare the masses of two objects
use drawings to record findings from using a pan balance
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
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
Maths Plus Page
54
76
96
-
55
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 10
Monday
Tuesday
Wednesday
Thursday
Friday
Revision
Revision
Revision
End of Term Assessment
End of Term Assessment
Maths Plus Page
-
-
-
-
-
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Mayfield West Demonstration School Mathematics Scope and Sequence (Year 1)
Stage
ES1
S1
S2
S3
Term 3 Overview
Term
1
2
3
4
Week 1
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Revision
Revision
Comparing Length
Length
Unusual Lengths
Length
MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
use uniform informal units to measure lengths and distances by placing the units end-to-end without gaps or overlaps
explain the relationship between the size of a unit and the number of units needed, eg more paper clips than pop sticks will be needed to measure the length of the desk (Communicating, Reasoning)
measure the lengths of a variety of everyday objects, eg use handspans to measure the length of a table (Problem Solving)
record lengths and distances by referring to the number and type of uniform informal unit used
estimate linear dimensions and the lengths of curves by referring to the number and type of uniform informal unit used and check by measuring
use uniform informal units to measure lengths and distances by placing the units end-to-end without gaps or overlaps
measure the lengths of a variety of everyday objects, eg use handspans to measure the length of a table (Problem Solving)
record lengths and distances by referring to the number and type of uniform informal unit used
Maths Plus Page
67
107
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 2
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Number Patterns
Patterns and Algebra
Counting Patterns
Patterns and Algebra
Addition Patterns
Patterns and Algebra
Quadrilaterals
2D Space
Describing 2D Shapes
2D Space
MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
represent number patterns on number lines and number charts
identify and describe patterns when skip counting forwards or backwards by ones, twos, fives and tens from any starting point
make connections between repeating patterns and counting, eg a 'three' pattern and skip counting by threes (Communicating, Reasoning)
identify and describe patterns when skip counting forwards or backwards by ones, twos, fives and tens from any starting point
investigate and solve problems based on number patterns (Problem Solving)
recognise, copy and continue given number patterns that increase or decrease, eg
1, 2, 3, 4, …
20, 18, 16, 14, …
create, record and describe number patterns that increase or decrease
create, record and describe patterns with objects or symbols
describe a repeating pattern of objects or symbols in terms of a 'number' pattern, eg
describe the pattern created by modelling odd and even numbers (Communicating)
investigate and solve problems based on number patterns (Problem Solving)
describe how number patterns are made and how they can be continued (Communicating, Problem Solving)
recognise that rectangles and squares are quadrilaterals
identify and name two-dimensional shapes presented in different orientations according to their number of sides, including using the terms 'triangle', 'quadrilateral', 'pentagon', 'hexagon' and 'octagon', eg
recognise that shapes with the same name may have sides of equal or different lengths (Reasoning)
manipulate, compare and describe features of two-dimensional shapes, including triangles, quadrilaterals, pentagons, hexagons and octagons
select a shape from a description of its features (Reasoning)
identify parallel lines in pictures and the environment and use the term 'parallel' to describe such lines
sort two-dimensional shapes by a given attribute, eg by the number of sides or vertices
Maths Plus Page
53
57
64
72
92
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 3
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Counting 10
Whole Number
Decomposition
Whole Number
Decomposition
Whole Number
Review o’clock/ analogue clock face
Time
Half Past
Time
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
Count collections to 100 by partitioning numbers using place value(ACMNA014)
count and represent large sets of objects by systematically grouping in tens
Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line(ACMNA013)
represent two-digit numbers using objects, pictures, words and numerals
Count collections to 100 by partitioning numbers using place value(ACMNA014)
count and represent large sets of objects by systematically grouping in tens
use place value to partition two-digit numbers, eg 32 as 3 groups of ten and 2 ones
state the place value of digits in two-digit numbers, eg 'In the number 32, the "3" represents 30 or 3 tens'
Count collections to 100 by partitioning numbers using place value(ACMNA014)
count and represent large sets of objects by systematically grouping in tens
use place value to partition two-digit numbers, eg 32 as 3 groups of ten and 2 ones
state the place value of digits in two-digit numbers, eg 'In the number 32, the "3" represents 30 or 3 tens'
read analog and digital clocks to the half-hour using the terms 'o'clock' and 'half past'
describe everyday events with particular hour and half-hour times, eg 'We start school at 9 o'clock' (Communicating)
record hour and half-hour time on analog and digital clocks
Tell time to the half-hour (ACMMG020)
describe the position of the hands on a clock for the half-hour
explain why the hour hand on a clock is halfway between the two hour-markers when the minute hand shows the half-hour (Communicating, Reasoning)
record hour and half-hour time on analog and digital clocks
Maths Plus Page
83
-
91
-
81
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 4
Number
Statistics and Probability
Monday
Tuesday
Wednesday
Thursday
Friday
Friends to 10 revision
Addition and Subtraction
Doubles revision
Addition and Subtraction
Near Doubles
Addition and Subtraction
Represent and Interpret Data
Data
Favourite pets
(Column Graph)
Data
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
recognise, recall and record combinations of two numbers that add to 10
use combinations for numbers up to 10 to assist with combinations for numbers beyond 10 (Problem Solving)
Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
use the terms 'add', 'plus', 'equals', 'is equal to', 'take away', 'minus' and the 'difference between'
use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including: using doubles and near doubles, eg 5 + 7: double 5 and add 2
Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
use the terms 'add', 'plus', 'equals', 'is equal to', 'take away', 'minus' and the 'difference between'
use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including: using doubles and near doubles, eg 5 + 7: double 5 and add 2
Represent data with objects and drawings where one object or drawing represents one data value and describe the displays (ACMSP263)
interpret information presented in data displays where one object, picture or drawing represents one data value, eg weather charts
describe information presented in simple data displays using comparative language such as 'more than' and 'less than', eg 'There were more black cars than red cars' (Communicating, Reasoning)
explain interpretations of information presented in data displays, eg 'More children like dogs because there are more dog pictures than cat pictures' (Communicating, Reasoning)
gather data and track what has been counted by using concrete materials, tally marks, words or symbols
record a data display created from concrete materials or pictures of objects (Communicating)
interpret information presented in data displays where one object, picture or drawing represents one data value, eg weather charts
describe information presented in simple data displays using comparative language such as 'more than' and 'less than', eg 'There were more black cars than red cars' (Communicating, Reasoning)
Maths Plus Page
-
-
78
84
93
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 5
Number
Monday
Tuesday
Wednesday
Thursday
Friday
Combining to 10
(revise friends to ten)
Addition and Subtraction
Bridge to 10
Addition and Subtraction
Bridge to 10
Addition and Subtraction
Mid Term Assessment
Mid Term Assessment
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
recognise, recall and record combinations of two numbers that add to 10
use combinations for numbers up to 10 to assist with combinations for numbers beyond 10 (Problem Solving)
choose and apply efficient strategies for addition and subtraction (Problem Solving)
Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
use the terms 'add', 'plus', 'equals', 'is equal to', 'take away', 'minus' and the 'difference between'
use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including bridging to 10, eg 17 + 5: 17 and 3 is 20, then add 2 more
choose and apply efficient strategies for addition and subtraction (Problem Solving)
Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
use the terms 'add', 'plus', 'equals', 'is equal to', 'take away', 'minus' and the 'difference between'
use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including bridging to 10, eg 17 + 5: 17 and 3 is 20, then add 2 more
choose and apply efficient strategies for addition and subtraction (Problem Solving)
Maths Plus Page
104
-
70
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 6
Number
Statistics and Probability
Monday
Tuesday
Wednesday
Thursday
Friday
Add odd and even
Addition and Subtraction
Equivalence
Addition and Subtraction
Related addition facts
Addition and Subtraction
Identify and describe outcomes
Chance
Chance
Chance
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-18SP recognises and describes the element of chance in everyday events
MA1-18SP recognises and describes the element of chance in everyday events
check given number sentences to determine if they are true or false and explain why,
eg 'Is 7 + 5 = 8 + 4 true? Why or why not?' (Communicating, Reasoning)
use the equals sign to record equivalent number sentences involving addition, and to mean 'is the same as', rather than as an indication to perform an operation, eg 5 + 2 = 3 + 4
use concrete materials to model the commutative property for addition and apply it to aid the recall of addition facts, eg 4 + 5 = 5 + 4
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'
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'
Maths Plus Page
87
90
95
66
111
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 7
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Subtraction on the number line
Addition and Subtraction
Counting back
Addition and Subtraction
Subtraction to twenty
Addition and Subtraction
Measuring Mass
Mass
Comparing Mass
Mass
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-12MG measures, records, compares and estimates the masses of objects using uniform informal units
MA1-12MG measures, records, compares and estimates the masses of objects using uniform informal units
use concrete materials and a number line to model and determine the difference between two numbers, eg
recognise and use the symbols for plus (+), minus (–) and equals (=)
use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including:
counting back from a number to find the number remaining
counting on or back to find the difference between two numbers
use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including:
counting back from a number to find the number remaining
counting on or back to find the difference between two numbers
Investigate mass using a pan balance
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)
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)
Maths Plus Page
82
94
108
77
123
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 8
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Jump Strategy revision
Addition and Subtraction
Split Strategy revision
Addition and Subtraction
Word Problems
Addition and Subtraction
Describing Position
Position
Reading a Map
Position
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-16MG represents and describes the positions of objects in everyday situations and on maps
MA1-16MG represents and describes the positions of objects in everyday situations and on maps
use and record a range of mental strategies to solve addition and subtraction problems involving two-digit numbers, including:
the jump strategy on an empty number line
the split strategy, eg record how the answer to 37 + 45 was obtained using the split strategy
30+40=70
7+5=12
so 70+12=82
Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including:
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)
Give and follow directions to familiar locations (ACMMG023)
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)
Maths Plus Page
-
-
99
88
110
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 9
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Describing Patterns
Patterns and Algebra
Missing Numbers
Patterns and Algebra
Describing Number Patterns
Patterns and Algebra
Estimating Area
Area
Different Area Units
Area
MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
MA1-10MG measures, records, compares and estimates areas using uniform informal units
MA1-10MG measures, records, compares and estimates areas using uniform informal units
recognise, copy and continue patterns with objects or symbols
recognise when an error occurs in a pattern and explain what is wrong (Communicating, Problem Solving)
create, record and describe patterns with objects or symbols
describe a repeating pattern of objects or symbols in terms of a 'number' pattern, eg
identify and describe patterns when skip counting forwards or backwards by ones, twos, fives and tens from any starting point
investigate and solve problems based on number patterns (Problem Solving)
represent number patterns on number lines and number charts
recognise, copy and continue given number patterns that increase or decrease, eg
1, 2, 3, 4, …
20, 18, 16, 14, …
make connections between repeating patterns and counting, eg a 'three' pattern and skip counting by threes (Communicating, Reasoning)
identify and describe patterns when skip counting forwards or backwards by ones, twos, fives and tens from any starting point
recognise, copy and continue given number patterns that increase or decrease, eg
1, 2, 3, 4, …
20, 18, 16, 14, …
describe how number patterns are made and how they can be continued (Communicating, Problem Solving)
create, record and describe number patterns that increase or decrease
make connections between repeating patterns and counting, eg a 'three' pattern and skip counting by threes (Communicating, Reasoning)
describe the pattern created by modelling odd and even numbers (Communicating)
Measure and compare areas using uniform informal units
use uniform informal units to measure area by covering the surface in rows or columns without gaps or overlaps
select and use appropriate uniform informal units to measure area (Reasoning)
explain the relationship between the size of a unit and the number of units needed to measure an area, eg 'I need more tiles than workbooks to measure the area of my desktop' (Communicating, Reasoning)
Measure and compare areas using uniform informal units
compare, indirectly, the areas of two surfaces that cannot be moved or superimposed, eg by cutting paper to cover one surface and superimposing the paper over the second surface
explain the relationship between the size of a unit and the number of units needed to measure an area, eg 'I need more tiles than workbooks to measure the area of my desktop' (Communicating, Reasoning)
record areas by referring to the number and type of uniform informal unit used, eg 'The area of this surface is 20 tiles'
discuss strategies used to estimate area, eg visualising the repeated unit (Communicating, Problem Solving)
Maths Plus Page
60
75
105
63
89
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 10
Monday
Tuesday
Wednesday
Thursday
Friday
Revision
Revision
Revision
End of Term Assessment
End of Term Assessment
Maths Plus Page
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Mayfield West Demonstration School Mathematics Scope and Sequence (Year 1)
Stage
ES1
S1
S2
S3
Term 4 Overview
Term
1
2
3
4
Week 1
Number
Monday
Tuesday
Wednesday
Thursday
Friday
Revision
Revision
Money Adding Different Values
Whole Number
Money Adding Different Values
Whole Number
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
identify, sort, order and count money using the appropriate language in everyday contexts, eg coins, notes, cents, dollars
recognise that total amounts can be made using different denominations, eg 20 cents can be made using a single coin or two 10-cent coins
recognise the symbols for dollars ($) and cents (c)
recognise that total amounts can be made using different denominations, eg 20 cents can be made using a single coin or two 10-cent coins
recognise the symbols for dollars ($) and cents (c)
Maths Plus Page
-
113
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 2
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Equal Groups
Multiplication and Division
Rows of
Multiplication and Division
Relating area to arrays
Area
Comparing Capacity
Volume and Capacity
Volume of Models
Volume and Capacity
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-10MG measures, records, compares and estimates areas using uniform informal units
MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units
MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units
Model and use equal groups of objects as a strategy for multiplication
model and describe collections of objects as 'groups of', eg
recognise the importance of having groups of equal size (Reasoning)
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
Model and use equal groups of objects as a strategy for multiplication
model and describe collections of objects as 'rows of', eg
recognise the importance of having rows of equal size (Reasoning)
record areas by referring to the number and type of uniform informal unit used, eg 'The area of this surface is 20 tiles'
estimate areas by referring to the number and type of uniform informal unit used and check by measuring
discuss strategies used to estimate area, eg visualising the repeated unit (Communicating, Problem Solving)
Measure and compare the capacities of pairs of objects using uniform informal units (ACMMG019)
explain the relationship between the size of a unit and the number of units needed, eg more cups than ice cream containers will be needed to fill a bucket (Communicating, Reasoning)
record capacities by referring to the number and type of uniform informal unit used
compare the capacities of two or more containers using appropriate uniform informal units
measure the volume of a container by filling the container with uniform informal units and counting the number of units used, eg the number of blocks a box can hold
predict the larger volume of two or more containers and check by measuring using uniform informal units (Reasoning)
Measure and compare the capacities of pairs of objects using uniform informal units (ACMMG019)
pack cubic units (eg blocks) into rectangular containers so that there are no gaps
recognise that cubes pack better than other objects in rectangular containers (Reasoning)
measure the volume of a container by filling the container with uniform informal units and counting the number of units used, eg the number of blocks a box can hold
devise and explain strategies for packing and counting units to fill a box, eg packing in layers and ensuring that there are no gaps between units (Communicating, Problem Solving)
record volumes by referring to the number and type of uniform informal unit used
Maths Plus Page
74
112
119
73
101
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 3
Number
Measurement and Geometry
Monday
Tuesday
Wednesday
Thursday
Friday
Grouping
Multiplication and Division
Repeated Subtraction
Multiplication and Division
Finding Groups
Multiplication and Division
Rounding
Whole Number
Rounding
Whole Number
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
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 (Communicating, Problem Solving, Reasoning)
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
Recognise and represent division as grouping into equal sets (ACMNA032)
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
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 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
identify the number before and after a given
round numbers to the nearest ten
estimate, to the nearest ten, the number of objects in a collection and check by counting, eg estimate the number of children in a room to the nearest ten
identify the number before and after a given
round numbers to the nearest ten
estimate, to the nearest ten, the number of objects in a collection and check by counting, eg estimate the number of children in a room to the nearest ten
Maths Plus Page
79
98
129
-
117
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 4
Number
Monday
Tuesday
Wednesday
Thursday
Friday
Jump Strategy Revision
Addition and Subtraction
Jump Strategy (Subtraction)
Addition and Subtraction
Jump Strategy (Subtraction)
Addition and Subtraction
O’clock and half past review
Time
Digital
Time
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
use and record a range of mental strategies to solve addition and subtraction problems involving two-digit numbers, including:
the jump strategy on an empty number line
use and record a range of mental strategies to solve addition and subtraction problems involving two-digit numbers, including:
the jump strategy on an empty number lineuse concrete materials to model addition and subtraction problems involving one- and two-digit numbers
use concrete materials and a number line to model and determine the difference between two numbers, eg
use and record a range of mental strategies to solve addition and subtraction problems involving two-digit numbers, including:
the jump strategy on an empty number lineuse concrete materials to model addition and subtraction problems involving one- and two-digit numbers
use concrete materials and a number line to model and determine the difference between two numbers, eg
Tell time to the half-hour (ACMMG020)
read analog and digital clocks to the half-hour using the terms 'o'clock' and 'half past'
describe the position of the hands on a clock for the half-hour
explain why the hour hand on a clock is halfway between the two hour-markers when the minute hand shows the half-hour (Communicating, Reasoning)
record hour and half-hour time on analog and digital clocks
read analog and digital clocks to the half-hour using the terms 'o'clock' and 'half past'
describe the position of the hands on a clock for the half-hour
explain why the hour hand on a clock is halfway between the two hour-markers when the minute hand shows the half-hour (Communicating, Reasoning)
record hour and half-hour time on analog and digital clocks
Maths Plus Page
-
128
128
-
131
Working Mathematically
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
Week 5
Number
Monday
Tuesday
Wednesday
Thursday
Friday
Quarters of a collection
Fractions and Decimals
Using half and quarter notation
Fractions and Decimals
Metres
Length
Mid Term Assessment
Mid Term Assessment
MA1-7NA represents and models halves, quarters and eighths
MA1-7NA represents and models halves, quarters and eighths
MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
use concrete materials to model quarter of a collection, eg
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, egrecord 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 (12), 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)
Measure and compare the lengths of pairs of objects using uniform informal units (ACMMG019)
compare the lengths of two or more objects using appropriate uniform informa