Maths Program Proforma Es1 t2

Sharon Tooney
MATHS PROGRAM : EARLY STAGE 0NE

KINDERGARTEN
WEEKLY ROUTINE
Monday Tuesday Wednesday Thursday Friday

Whole Number 1
Terms 1-4

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

Statistics & Probability
Terms 1 & 3: Data

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

Sharon Tooney

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

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

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA
STAGE:
ES1 S1 S2 S3

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

SUBSTRAND: Whole Number KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes mathematical situations using everyday language,
actions, materials and informal recordings MAe-1WM
uses objects, actions, technology and/or trial and error to
explore mathematical problems MAe-2WM
uses concrete materials and/or pictorial representations to
support conclusions MAe-3WM
counts to 30, and orders, reads and represents numbers in
the range 0 to 20 MAe-4NA

Background Information
In Early Stage 1, students are expected to be able to count to
30. Many classes have between 20 and 30 students, and
counting the number of students is a common activity.
Students will also encounter numbers up to 31 in calendars.
Counting is an important component of number and the
early learning of operations. There is a distinction between
counting by rote and counting with understanding. Regularly
counting forwards and backwards from a given number will
familiarise students with the sequence.
Counting with understanding involves counting with one-to-
one correspondence, recognising that the last number name
represents the total number in the collection, and
developing a sense of the size of numbers, their order and
their relationships. Representing numbers in a variety of
ways is essential for developing number sense.
Subitising involves immediately recognising the number of
objects in a small collection without having to count the
objects. The word 'subitise' is derived from Latin and means
'to arrive suddenly'.
In Early Stage 1, forming groups of objects that have the
same number of elements helps to develop the concept of
equality.

Language
Students should be able to communicate using the following
language: count forwards, count backwards, number before,
number after, more than, less than, zero, ones, groups of ten,
tens, is the same as, coins, notes, cents, dollars.
The teen numbers are often the most difficult for students. The oral
language pattern of teen numbers is the reverse of the usual
pattern of 'tens first and then ones'.
Students may use incorrect terms since these are frequently heard
in everyday language, eg 'How much did you get?' rather than 'How
many did you get?' when referring to a score in a game.
To represent the equality of groups, the terms 'is the same as' and
'is equal to' should be used. In Early Stage 1, the term 'is the same
Establish understanding of the language & processes of counting
by naming numbers in sequences, initially to & from 20, moving
from any starting point
Count forwards to 20 from a given number
Count backwards from 20 to 0
identify the number before and after a given number
describe the number before as '1 less than' & the number after as '1
more than' a given number
read & use the ordinal names to at least 'tenth'
Connect number names, numerals & quantities, including zero,
initially up to 10 & then beyond
read numbers to at least 20, including zero, & represent these using
objects (such as fingers), pictures, words & numerals
recognise numbers in a variety of contexts
communicate the use of numbers through everyday language, actions,
materials & informal recordings
estimate the number of objects in a group of up to 10 objects, & count
to check
use 5 as a reference in forming numbers from 6 to 10
Subitise small collections of objects
recognise the number of objects or dots in a pattern of objects or dots
recognise dice & domino dot patterns
instantly recognise (subitise) different arrangements for the same
number, eg different representations of five
recognise that the way objects are arranged affects how easy it is to
subitise
Compare, order & make correspondences between collections,
initially to 20, & explain reasoning
count with 1-to-1 correspondence
recognise that the last number name represents the total number in
the collection when counting
make correspondences between collections
compare & order numbers & groups of objects
apply counting strategies to solve simple everyday problems & justify
answers
use the term 'is the same as' to express equality of groups
determine whether 2 groups have the same number of objects & describe
the equality
Use the language of money
use the language of money in everyday contexts
recognise that there are different coins & notes
exchange money for goods in a play situation
Learning Across The Curriculum
Cross-curriculum priorities

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

General capabilities

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

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise
Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES Reg
Establish
understanding of
the language and
processes of
counting by
naming numbers
in sequences,
initially to and
from 20, moving
from any starting
point

Connect number
names, numerals
and quantities,
including zero,
initially up to 10
and then beyond

Subitise small
collections of
objects

Compare, order
and make
correspondences
between
collections,
initially to 20, and
explain reasoning

Use the language
of money

1
Posting blocks
Label containers with numerals 1 to 5, one numeral for each container. Instruct students
to drop the correct number of blocks into each container as indicated by the label on the
outside. As the students become proficient in the range 1-5, extend the activity to
numerals 1-10.
Take a numeral
Provide the students with a set of numeral cards for the numbers one to six. Arrange the
numeral cards face up on the floor in front of the students. The students take turns to roll
a standard die and select a corresponding numeral card. If the card has already been taken
the student forfeits a turn. Play continues until all cards have been taken.
Increase or decrease the
range of numbers
according to ability.
Containers, number
cards, blocks

2
Mothers and babies
Duplicate and cut out cards displaying a set of bear cubs in the range
one to ten (see BLM). Construct a second set of mother bear cards
displaying numerals in the range 1-10. Students select a cub card,
count the cubs and match the card to a corresponding mother bear card. Students
continue until all cards have been matched.
Beehive
Construct base boards displaying beehives with numerals written on them (see BLM).
Create a supply of cut-out bees. Students state the numeral written on the hive and collect
the correct corresponding number of bees. They then attach the bees to the hive, using
paperclips or fold-back clips. Other students in the group
should count the bees to confirm that the number of bees
matches the numeral on the hive.
These activities are
suitable for either partners
or individuals. However, it
may be beneficial to have
a more competent student
paired with a student
at the emergent counting
stage to support effective
peer tutoring.
Mother and Babies
BLM, Beehive BLM

3
Concentration
Make two sets of cards containing the numbers one to five. One set of cards should display
dot patterns for each numeral and the other set display the numerals. Place the two sets
of cards face down on a table forming two rows. Students take turns to turn over two
cards. If the cards match, that is a dot pattern and a numeral card for the same number,
the student keeps the pair. If the cards do not match, the student turns the cards back
over. The game continues until all cards have been matched.
Fences
Construct sets of fence base boards using the BLM and pop sticks displaying numerals in
the range 1 to 10 for each student or pair of students. Students match the numerals on the
pop sticks with the numerals written on the base boards. Extend this activity by
constructing base boards displaying blank fences. The students sequence the numbered
paddle pop sticks along the fence.
It is easier if the dot cards
are on cardboard of a
different colour from the
numeral cards.

Number cards, Fences
BLM, pop sticks

4
Hang it on the line
Hang a washing line (nylon rope or similar) across the chalkboard or between two chairs.
Variations : Provide each
student with a numeral
Nylon rope, chairs,
numeral cards, pegs

Sharon Tooney

Ask the students to peg numeral cards in the correct sequence onto the washing line. Vary
this activity by having students peg the cards in a backwards sequence or by displaying
some numeral cards on the line and asking students to replace the missing cards correctly.
Sandwich boards
Attach coloured shoelaces to large numeral cards so they can be hung around the
students necks. Provide each student with a numeral card. Students move around the
room to music. Once the music stops the students arrange themselves into a line in a
correct forward or backward number sequence.

card. Students collect the
correct number of objects
from around the room to
match their card. Eg, a
student with the numeral
card 3 might collect 3
pencils. Distribute all but 1
of the numeral cards.
Student line up to
sequence their number
cards and discover which
numeral is missing.

5
The price is right (higher/lower)
For this activity a leader thinks of a secret number. Display a vertical number line on the
board to indicate the range in which the secret number lies. The leader asks the group to
try and guess the secret number. The leader responds to the groups guesses by stating if
the secret number is higher or lower than the suggested number. Attach two pegs to the
vertical number line. As the group make their guesses the leader can move the pegs to
indicate the range in which the secret number lies.
Guess the number
Display a number line in the range 1 to 10 on an IWB. Select a number in the range.
Students attempt to guess the secret number. If the guess is incorrect, cover the
numeral on the number line with a counter. Continue the activity until the students are
able to identify the number correctly.
As the students become
more competent, extend
the range of numerals.
White board and
markers, pegs, IWB

6
Numeral flip strip
Conceal a number line between the flaps of the flip strip. Direct students to determine the
missing numerals, before, after, or between nominated numbers on the flip strip, by lifting
the strips. Then answers can be verified.
Possible discussion:
Teacher: If I lift this flap tell me the number you can see.
Students: Three!
Teacher: Well, can you work out which number will be under this
flap?
Students: Five!
Teacher: Lets lift the flap and check. Were you right?
Students: Yes!
Teacher: Now lets count on from three.
Students: Three, four, five.
The number dance
Allow students to dance freely around the room to music. By using a prearranged signal,
such as tapping a tambourine, indicate to the students that you are holding up a numeral
card. The students then form groups with the number of people indicated by the numeral
Vary the beginning
number on the numeral
line so students do not
memorise the numeral by
its position. For example,
you may begin with the
numeral three instead of
one.
Numeral flip strips, CD
player, tambourine,
numeral cards

Sharon Tooney

card and continue to dance in the group.

7
Make a zoo
Construct clear plastic containers, such as strawberry punnets, displaying numerals in the
range one to five and collections of zoo animals for each number indicated on the
containers. For example, one elephant, two camels, three tigers, four zebras and five
monkeys. Direct students to sort the animals and place each group into a plastic container,
ensuring that the number of animals matches the numeral card on the container.
Paperclip cards
Ask students to slide the correct number of paperclips onto numeral cards. Place the
numeral cards in either a forward or backward counting sequence.
Adjust the range of
numbers up or down
according to ability level.
Clear plastic
containers, zoo
animals, picture cards,
numeral cards,
paperclips

8
Colourful clowns
Construct base boards with an outline of a clown wearing oversized trousers (see BLM).
Ten circles are drawn on the trousers. Students roll a die and collect a corresponding
number of counters. The counters should all be of the same colour. Instruct the students
to place the counters onto the circles on the clowns trousers. On the next roll the student
repeats the process, using counters of a different colour. The process
continues until all circles are covered. To finish, students must roll the exact
number needed to cover all the circles. When all circles are covered,
students make statements about their clowns trousers. For example, My
clown has three red circles, five green circles and two yellow circles on his
trousers.
Hidden treasure
Collect boxes to represent treasure chests and label them with numerals. Randomly place
the treasure chests on the floor. Ask students to close their eyes while a secret
treasure is hidden under one of the boxes. Students ask questions to determine which
chest contains the treasure.
For example, Is the treasure under chest number four? As a student nominates a chest,
another student locates the chest displaying the nominated numeral and looks to see if the
secret treasure is under the box.
Extension: Create a larger
version of the clown with
twenty circles and use two
dice.

Adjust the range of
numbers up or down

Clown BLM, dice,
counters, number
boxes, various objects,
number cards

9 Revision

10 Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Sharon Tooney

Sharon Tooney

Sharon Tooney

Sharon Tooney

Sharon Tooney

Sharon Tooney

STAGE:
ES1 S1 S2 S3

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

SUBSTRAND: Multiplication and Division KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes mathematical situations using everyday
language, actions, materials and informal
recordings MAe-1WM
explore mathematical problems
MAe-2WM
groups, shares and counts collections of objects, describes
using everyday language, and
records using informal methods MAe-6NA
All activities should involve students manipulating concrete
materials. The emphasis is on modelling groups of the same
size and describing them. Students need to acquire the
concept that fair sharing means all shares are equal. After
students have shared objects equally, the process can be
reversed to begin to develop the link between multiplication
and division. This can be done by students first sharing a
group of objects and then putting back together all of the
shared objects to form one collection.
There are two forms of division:
Sharing (partitive) How many in each group?
eg 'If 12 marbles are shared between three students, how
many does each get?'
Grouping (quotitive) How many groups are there?
eg 'If I have 12 marbles and each child is to get four, how
many children will get marbles?'
While the total number of objects that have been shared or
grouped can be found incidentally, strategies for doing this
are addressed in Stage 1.
Multiplication and division should be taught in conjunction
with each other as the foundation for conceptual
understanding of their inverse relationship.

Language
language: group, share, equal.
Sharing relates to distributing items one at a time into a set
number of groups, eg the student has a number of pop sticks
and three cups and shares out the pop sticks into the cups
one at a time.
Grouping relates to distributing the same number of items
into an unknown number of groups, eg the student has 12
pop sticks and wants to make groups of four, so places four
pop sticks down, then another four, and so on.
Investigate and model equal groups
use the term 'group' to describe a collection of objects
use the term 'sharing' to describe the distribution of a
collection of objects
model equal groups
recognise groups that are not equal in size
group and share concrete materials to solve problems
explain or demonstrate how an answer was obtained
(Communicating, Reasoning)
Record grouping and sharing using informal methods
label the number of objects in a group
record grouping and sharing informally using pictures,
words and numerals

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Investigate and
model equal
groups

Record grouping
and sharing
using informal
methods

5
Groups of Children
Students skip within a given area eg a netball court. The teacher calls out a number and
students make groups of that number.
Possible questions include:
do all groups have the same number of students?
how can we check this?
Each group checks the number of students in their group and a student is chosen to count the
number of groups. Students line up in rows so the groups can be compared.
Adjust the range of
numbers up or down
Control area in which
to move freely.

6
Sorting Objects
Students are given a collection of different-coloured objects to sort into groups.
do the groups have the same or a different number of objects?
can you find a way to make each group equal in number?
Students use drawings and numerals to record their groups.
Adjust the number of
objects up or down
Variety of objects

7
Groups and Number Cards
In groups of three or four, students sit in a circle. Multiple copies of the number cards 0 to 5
are placed in one pile, face down.
Student A turns over a number card and all players take that number of counters from a pile.
Student A counts the total number of counters all players have for that turn. Other players
say if they agree with that total number and record their answers. Play continues until all
players have had a turn.
Adjust the range of
numbers up or down
Number cards,
counters

8
Sharing
Students are shown a collection of up to 30 objects. They are asked to discuss what sharing
means and to explain how they would share the objects.
In small groups, students are asked to select a bag of objects that has been prepared by the
teacher. Each bag contains a different number of objects. Students are asked to share the
objects between their groups equally and discuss whether it was possible.
Students record their solutions.
Peer grouping.
Adjust the number of
objects up or down
Variety of objects,
bags, paper and pencil
for recording.

9
Ten-frames
Students make two groups of three counters. They are then asked to place the groups onto a
ten-frame.

is there the same number of counters in each group?
how can you tell without counting?
how many counters are there altogether?
This activity is repeated using two groups of other numbers up to five.
Variation: Two ten-
frames could be joined
together to make two
groups of numbers up to
ten or four groups of
numbers up to five.
Students could be given
a 5 5 grid and asked to
make groups up to five
groups of five.
Counters, ten-frames

Sharon Tooney

10
Revision and Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE:
ES1 S1 S2 S3

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

SUBSTRAND: Fractions and Decimals KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
actions, materials and informal
recordings MAe-1WM
describes two equal parts as halves MAe-7NA
The focus on halves in Early Stage 1 is only a guide. Some
students will be able to describe other fractions from
everyday contexts. The emphasis is on dividing one whole
object into two equal parts. Fairness in making equal parts is
the focus.
Halves can be different shapes.

Halves of different objects can be different sizes, eg half of a
sheet of art paper is larger than half of a serviette. Fractions
refer to the relationship of the equal parts to the whole unit.

Language
language: whole, part, equal parts, half, halves.
In everyday usage, the term 'half' is sometimes used to mean
one of two parts and not necessarily two equal parts, eg 'I'll
have the biggest half'. It is important to model and reinforce
the language of 'two equal parts' when describing half.
Establish the concept of one-half
share an object by dividing it into two equal parts, eg
cutting a piece of ribbon into halves
describe how to make equal parts (Communicating)
recognise that halves are two equal parts
explain the reason for dividing an object in a particular
way (Communicating, Reasoning)
recognise when two parts are not halves of one whole
explain why two parts of one whole are or are not
halves, eg 'The two parts are not halves because they
are not the same' (Communicating, Reasoning)
use the term 'half' accurately in everyday situations
record halves of objects using drawings

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Establish the
concept of one-
half

1
Stories About Half
Using puppets tell a story about one character coming to visit another and having to share
a cookie for example. Discuss with the students how might be the best one for the two
friends to share the cookie so that it is fair.
Possible questions:
- How will the friends share the cookie?
- How can they make sure that it is a fair share for each?
- What is it called when one object is shared into two parts? (introduce the
term half)
With a partner share a cookie that can be cut with a plastic knife. Create
pictures and complete the story about who they shared a cookie in half
with.
Check allergy status of
children and choose food
product accordingly.
Support for students
requiring assisting with
fine motor activities, such
as, cutting.
Puppets, coloured
paper circles, coloured
paper, scissors, glue,
cookies, plastic knives,
art paper

2
Half Concentration or Go Fish
Using a set of cards with pictures that have been cut in half, in small groups or pairs have
the students play games of Concentration and/or Go Fish with the cards.
See attached cards.
Peer group Picture cards

3
Lets Go Fly A Kite
Provide each student with a kite shape with a line down the middle. Discuss with the class
what the two parts are called. Have students colour or pattern each half of their kite
differently. Have students complete a story about their kite, eg. Half of my kite is blue and
the other half is red, Half of kite has a wavy pattern and the other half has a straight line
pattern, etc.
Add a tail to kites and display with corresponding stories.
Adjust difficulty of
demonstrating half to
ability of individuals.
Kite outline, coloured
pencils, string and
crepe paper for kite tail

4
Lets Share
In pairs provide each group with an even number of objects, eg, counters, marbles, sorting
shapes, etc.
With their pattern share the objects so that they get an equal amount, A Fair Share.
Have students discuss how they shared their objects equally and draw the fair share.
Peer grouping Variety of objects,
paper and pencils for
recording.

5
Lets Share Again
In pairs provide each group with an odd number of objects, eg, counters, marbles, sorting
shapes, etc.
With their pattern share the objects so that they get an equal amount, A Fair Share.
Have students discuss how they shared their objects equally and what they did about the
extra object. Have students draw the fair share and demonstrate the left over in their
picture.
Peer grouping Variety of objects,
recording.

10

Sharon Tooney

ASSESSMENT OVERVIEW

Sharon Tooney

Sharon Tooney

STAGE:
ES1 S1 S2 S3

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

SUBSTRAND: Patterns and Algebra KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
explore mathematical problems MAe-2WM
recognises, describes and continues repeating patterns
MAe-8NA
Early number learning (including additive and multiplicative
thinking) is important to the development of algebraic
thinking in later stages.
In Early Stage 1, repeating patterns can be created using
sounds, actions, shapes, objects, stamps, pictures and other
materials.

Language
language: group, pattern, repeat.
Sort and classify familiar objects and explain the basis for
these classifications
sort and classify a group of familiar objects into smaller
groups
recognise that a group of objects can be sorted and
classified in different ways
- explain the basis for their classification of objects
(Communicating, Reasoning)
Copy, continue and create patterns with objects and
drawings
recognise, copy and continue repeating patterns using
sounds and/or actions
recognise, copy, continue and create repeating patterns
using shapes, objects or pictures, eg
, , , , , , , ,...............
- create or continue a repeating pattern using simple
computer graphics (Problem Solving)
- recognise when an error occurs in a pattern and explain
what is wrong (Communicating, Reasoning)
describe a repeating pattern made from shapes by
referring to its distinguishing features, eg 'I have made my
pattern from squares. The colours repeat. They go red, blue,
red, blue, '

Sustainability


Literacy
Numeracy


Work & enterprise
Sharon Tooney


Sort and classify
familiar objects
and explain the
basis for these
classifications

Copy, continue and
create patterns
with objects and
drawings

2-3
Two, Three and Four Patterns
Part A
In pairs, students make a two pattern by placing two different-coloured counters/cubes
beside each other and repeating these several times.
Students name the pattern as a two pattern, as there are two elements that repeat.
Students are then asked to make a three pattern by placing three different-coloured
counters/ cubes beside each other and repeating these several times.
Students name the pattern as a three pattern, as there are three elements that repeat.
The students are then asked to make and name a four pattern.
Peer grouping Counters, cubes

4-5
Two, Three and Four Patterns
Part B
Students make other two, three and four patterns, describe what they have done,
and record their patterns.
- can you create a pattern like this one?
- how many elements will 3 groups of your pattern make?
Peer grouping Counters, cubes

6-7
Pattern Counting in Twos
Students, as a whole class, count while tapping body parts in a pattern.
For example, a two pattern might be to tap your head and then tap your shoulders. This
pattern could be repeated with students saying one, two, one, two, leading to
rhythmic counting in twos with an emphasis on every second number: one, two, three,
four, five, six, (where the bold numbers are said aloud).
The teacher could stop students and ask what number they will say aloud next.
Students could be invited to make up another two pattern for the students to follow as
a whole class.
Support for students
experiencing difficulty.

8-9
Creating Patterns with the Same Number Pattern
Part A
The teacher prepares two pattern cards that have two repeating elements.
eg

Students are shown the two cards and are asked to describe how the cards are the same.
Part B
In pairs, students are given collections of material such as coloured cubes, buttons,
beads, shapes and shells.
They are asked to make other patterns that have two elements that repeat.
Variation: Part A and Part B
are repeated with an
emphasis on three or four
repeating elements.
Pattern cards, variety
of materials

10

Sharon Tooney

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE:
ES1 S1 S2 S3

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

SUBSTRAND: Mass KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
recordings MAe-1WM
describes and compares the masses of objects using
everyday language MAe-12MG
In Early Stage 1, students develop an awareness of the
attribute of mass and some of the language used to describe
mass. Opportunities to explore mass concepts and
understand the action of a two-pan balance occur in play
situations, such as a seesaw in a children's playground.
Students in Early Stage 1 should only be comparing two
objects that are quite different in mass.
Early experiences often lead students to the conclusion that
large things are heavier than small things and that if two
things are the same size and shape, then they will have the
same mass. To develop beyond this, students need to have
experiences with objects that are light and large, heavy and
large, light and small, heavy and small, and large but lighter
than a smaller object.
When students are asked to compare the masses of two
objects of equal mass and can consistently say that the
objects are equal in mass though their shapes are different,
they are conserving mass.
Aboriginal communities were traditionally able to determine
whether ducklings would be male or female by hefting duck
eggs (female eggs are heavier), as well as by considering
other factors such as size, shape and temperature.
Language
language: mass, matter, heavy, heavier, heaviest, light,
lighter, lightest, about the same as, hard to push, hard to
pull.
As the terms 'weigh' and 'weight' are common in everyday
usage, they can be accepted in student language should they
arise. Weight is a force that changes with gravity, while mass
remains constant.
'Hefting' is testing the weight of an object by lifting and
balancing it. Where possible, students can compare the
weights of two objects by using their bodies to balance each
object, eg holding one object in each hand.
Use direct and indirect comparisons to decide which is
heavier, and explain their reasoning using everyday
language (ACMMG006)
identify the attribute of 'mass' as the amount of matter in
an object
use everyday language to describe objects in terms of their
mass, eg heavy, light, hard to push, hard to pull
use comparative language to describe mass, eg heavier,
lighter, heaviest, lightest
identify an object that is heavier or lighter than another
(Communicating)
compare and describe two masses, such as by pushing or
pulling
compare two masses directly by hefting, eg 'This toy feels
heavier than that one'
predict which object would be heavier than, lighter than,
or have about the same mass as another object and
explain reasons for this prediction (Communicating,
Reasoning)
investigate the use of hefting in practical situations, eg
the practice used by Aboriginal people of hefting duck
eggs to determine whether ducklings will be male or
female (Problem Solving)
record comparisons of mass informally using drawings,
numerals and words

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Sharon Tooney


Use direct and
indirect
comparisons to
decide which is
heavier, and
explain their
reasoning using
everyday
language

3
Two Groups
Sort heavy and light objects into two groups. Objects should be obviously light or
obviously heavy, eg, piece of string, paperclip, large stone, large bottle of water.
Students report back on why objects were placed into different groups.
Hefting
Heft masses and describe which is heavier and which is lighter (when the mass is not
related to the size of the packaging, eg feather, tennis balls, books).
Support for individuals as
required.
Selected objects
Various balls (tennis
ball, ping pong ball,
golf ball, football),
large leaves or
flowers, feathers,
large and small books

4
Twin Bags
Find a partner who has a bag with about the same mass as your bag. Students are each
given a bag containing a mass. Teacher prepares the bags or invites students to fill the
bags, given a choice of objects and materials.
Heavy bag, Light Bag
Take turns to decide if your bag is heavier or lighter or the same as the teachers. (The
teachers bag should be lighter, heavier or about the same mass as the students bags.)
required.
Cloth or opaque
plastic bags,
materials for bags

Students own school
bags or another bag
packed by the
teacher

5
Bags in Order
Given a number of identical bags or containers filled with different materials such as pasta,
marbles, crumpled paper, nails, screws or beads. Students put them in order from lightest
to heaviest. Given another bag they can decide where it should fit in the sequence.
Observe students strategies, do they reorder all of the bags or check the new bag against
selected bags in the sequence?
Repeated with closed ice cream containers with different contents.
required.
Opaque bags or
containers with lids,
variety of materials

6
Heavier Than or Lighter Than?
Students are given three or four small items. (Different objects or different numbers of the
same object). Students estimate and then order the objects by hefting. Record and
Discuss.
What Do You Think?
Prediction game. Each child in a group has four objects.
Students predict whether their four objects are heavier, lighter or about the same as
another students four objects. (feathers, shoes, hats, cotton balls, leaves).
Extension: Check by
dropping each item or group
of items into suspended,
knee-high stockings or long
socks.
small objects to
order by mass, paper
and pencils for
recording
stockings or socks
Collections to be
compared

7
Can I Pull It?
Given three large objects on the floor, students estimate which is heaviest or lightest.
Check the masses by tying a cord around each object and trying to pull it across the floor.
Your Turn To Choose
Pairs of students select three items from a collection. Students estimate, then place the
items in order of mass by hefting. Record the order. Students should be able to explain in
pairs how the items were compared.
required.
Three large items of
different mass, cord

Collection of items
for students to make
selections, paper and
pencils

Revision

Sharon Tooney

9

10
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE:
ES1 S1 S2 S3

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

SUBSTRAND: Position KEY CONSIDERATIONS OVERVIEW
OUTCOMES
describes position and gives and follows simple directions
using everyday language MAe-16MG
Duration
There are two main ideas for students in Early Stage 1:
following an instruction to position an object or themselves,
and describing the relative position of an object or
themselves. Some students may be able to describe the
position of an object in relation to themselves, but not in
relation to another object.
In Early Stage 1, students use the terms 'left' and 'right' to
describe position in relation to themselves. They are not
expected to use the terms 'left' and 'right' to describe the
position of an object from the perspective of a person facing
in the opposite direction until Stage 1.

Language
language: position, between, next to, behind, inside,
outside, left, right, directions.
Describe position and movement (ACMMG010)
give and follow simple directions to position an object or
themselves, eg 'Put the blue teddy in the circle'
follow directions to a point or place, including in mazes
and games (Reasoning)
direct simple computer-controlled toys and equipment
to follow a path (Communicating)
describe the position of an object in relation to themselves
using everyday language, such as 'between', 'next to',
'behind' or 'inside', eg 'The table is behind me'
describe the position of an object in relation to another
object using everyday language, such as 'between', 'next to',
'behind' or 'inside', eg 'The book is inside the box'
describe the positions of objects in relation to themselves
using the terms 'left' and 'right', eg 'The tree is on my right'
use the terms 'left' and 'right' when referring to familiar
tasks, eg 'I hold my pencil in my right hand'
(Communicating)
participate in movement games involving turning and
direction (Reasoning)

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Sharon Tooney


Describe position
and movement

7
Simple Directions
Play simple games that involve following directions, e.g.
- Simon Says
- Red Light, Green Light (red= stop, green= go; add more colours and actions eg purple=
hop, yellow= crawl, blue= turn around etc)
- I Spy, using the attributes of the object, students must listen to find object in the
classroom and stand next to it
- Treasure Hunts
- I Am A Robot; in pairs students take turns at being the robot and the other must give
directions to move their robot around the classroom/playground
Use colour paddles as well
as words when playing Red
Light, Green Light
Limit the number of
instructions that are given
at a time

8
Position Words
Look at the pictures together as a class and I have the students tell you everything they can
about it. Look specifically for descriptions that contain position words--i.e. "The apples are
in the basket." If a student gives a description that is not position-related, guide them
with questions, most obviously, "Where is it?"
Record all of their position-related responses on a chart paper. The underline all of the
words that denote position and create a list of position words.

See attached pictures.
Extended questioning

Laminated A3 copies of each
picture to refer directly to
Large format
pictures, chart paper
and textas for
recording

9
Position Play
Each child needs a clear plastic container (such as a Chinese take-away container) and an
object (such as bear sorting shape). Start with the students in a circle as a whole class and
teacher rolling the position dice (see attached proforma). Students read what the dice says
and demonstrates position with their bear and container. Teacher checks accuracy of
position before rolling again.
Students can play in small groups or pairs, with peer checking.
required.
Peer grouping.
Plastic containers,
sorting shapes,
positional dice

10
Assessment

Sharon Tooney

ASSESSMENT OVERVIEW

Sharon Tooney

The Big Bug Hunt!

Sharon Tooney

Apple Picking Time
Sharon Tooney

in

under
in
front

on

behind

beside
Sharon Tooney

STAGE:
ES1 S1 S2 S3

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

SUBSTRAND: 3D KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
recordings MAe-1WM
manipulates, sorts and represents three-dimensional
objects and describes them using
everyday language MAe-14MG
In Early Stage 1, the emphasis is on students handling,
describing, sorting and representing the many objects
around them. It is important that students are encouraged to
use their own language to describe objects.
Manipulation of a variety of real objects and shapes is crucial
to the development of appropriate levels of imagery,
language and representation.
Local landmarks include buildings, rivers, rock formations
and bridges, as well as Aboriginal landmarks. Aboriginal
landmarks may include contemporary landmarks and local
points of interest. Local Aboriginal communities and
education consultants can provide examples.

Language
language: object, shape, size, curved, flat, pointy, round,
roll, slide, stack.
Teachers can model mathematical language while still
accepting and encouraging students' informal terms.
The term 'shape' refers to a two-dimensional figure. The
term 'object' refers to a three dimensional figure.
Sort, describe and name familiar three-dimensional objects
in the environment (ACMMG009)
describe the features of familiar three-dimensional objects,
such as local landmarks including Aboriginal landmarks, using
everyday language, eg flat, round, curved
describe the difference between three-dimensional
objects and two-dimensional shapes using everyday
language (Communicating)
sort three-dimensional objects and explain the attributes
used to sort them, eg colour, size, shape, function
recognise how a group of objects has been sorted, eg
'These objects are all pointy' (Communicating,
Reasoning)
recognise and use informal names for three-dimensional
objects, eg box, ball
manipulate and describe a variety of objects found in the
environment
manipulate and describe an object hidden from view
using everyday language, eg describe an object hidden in
a 'mystery bag' (Communicating)
predict and describe the movement of objects, eg 'This will
roll because it is round'
use a plank or board to determine which objects roll and
which objects slide (Problem Solving)
make models using a variety of three-dimensional objects
and describe the models, eg 'I made a model of a person
using a ball and some blocks'
predict the building and stacking capabilities of various
three-dimensional objects (Reasoning)

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Sharon Tooney


Sort, describe and name
familiar three-
dimensional objects in
the environment

2
Whats In A Name
Using diagrams and concrete materials, introduce students to three dimensional
shapes and discuss how these are different to two dimensional shapes. Name the
three dimensional shapes for the students, so that they are exposed to the correct
terminology.
Free Play
In groups, students participate in free play using a wide variety of collectable and
commercial materials on a regular basis eg Lego, Duplo, boxes, everyday three-
dimensional objects.
Free play sessions may also be used to practise teacher-directed activities.
- can you sort the three-dimensional objects?
- can you describe your sorting?
- can you describe the features of each three-dimensional object?
During the activity the teacher should be taking the opportunity to identify and
name 3D shapes for the students.
Questioning techniques.

Encourage more capable
students to use correct
terminology in context.
Picture cards of
solids, concrete
materials, free play
items

3
Shape Walk
Students walk around the school and describe the various shapes they see eg These
rocks look round. Teacher can extend this response to elicit use of more three
dimensional style language by asking for example Round like what? response may
be Like a ball. Teacher should then prompt students to remember the name of this
shape from free play activity (sphere)
Students are asked to use drawings to show what they found.
These are collated and placed in a class book for others to share.


4
Sorting and Classifying
The teacher prepares a variety of objects (some with similar features).
Part A
Students are asked to sort the shapes and objects into groups eg rough or smooth,
colour, size, shape. Students are asked to explain their grouping.
Students then sort the shapes and objects in a different way. For example, if the
students sort them according to their colour the teacher could ask If these shapes
and objects were all red, how would you sort them?
Part B
In small groups, students take turns to sort the objects for others to determine and
explain how they have been sorted.
- how many different ways can you sort the shapes?
- is this object a sphere, a cone or a cube? How do we know?
- how are these shapes (two rectangular prisms) the same or different?
Peer grouping.


Variety of objects
Sharon Tooney

- can you name each object?

5
What Shapes Can You See
Have students examine three dimensional shapes using concrete materials and real
objects. Discuss what two dimensional shapes they can see in each of the three
dimensional objects. Discuss how these two dimensional shapes help us to name
some of the three dimensional objects. Make parallels with Tricky Words in reading
for some words that we just have to know, when trying to name some three
dimensional shapes (eg cone, sphere, cube where two dimensional shapes do not
help in the naming process).
Remember it is about exposing students to correct terminology not an expectation
that they must memorise and know the correct terms.

Concrete materials

6
Predicting Movement
Students are asked to sort a collection of objects into those they predict will roll and
those that will slide. Using a variety of materials, students make a device that will
help them to test their predictions.
Students explain why some objects roll and some objects slide and reflect on their
predictions.
Students use drawings and labels to show how the objects were sorted.
Extension: Students
investigate and describe the
effect of varying the
steepness of a ramp.
Collection of objects,
incline, paper and
pencils for recording.

7
Pipe Cleaner Shapes
Students investigate the shapes or figures that can be made by bending and joining
pipe cleaners. Students describe their shape and use drawings to record what they
have made. Label shapes and or drawings for display.
Alternatively, the teacher may take photos.
Variation: Students could use connecting straws or other appropriate material.

Pipe cleaners,
connecting straws,
recording.

9
Revision

10
Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE:
ES1 S1 S2 S3

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

SUBSTRAND: Data KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
represents data and interprets data displays made from
objects MAe-17SP
In Early Stage 1, students collect information about
themselves and their environment with teacher assistance.
They use actual objects as data and group these objects into
a data display.

Language
language: information, collect, group, display, objects.
Answer yes/no questions to collect information (ACMSP011)
collect information about themselves and their
environment, including by asking and answering yes/no
questions
pose and answer questions about situations using
everyday language, eg 'Do you have any brothers or
sisters?', 'What is the favourite colour of most people in
our class?' (Communicating)
Organise objects into simple data displays and interpret the
displays
group objects according to characteristics to form a simple
data display, eg sort blocks or counters according to colour
compare the sizes of groups of objects by counting
(Reasoning)
arrange objects in rows or columns according to
characteristics to form a data display, eg arrange lunchboxes
in columns according to colour
give reasons why a row of three objects may look bigger
than a row of five objects, eg 'The three green lunch
boxes are spaced out more than the five blue lunch
boxes' (Communicating, Reasoning)
interpret information presented in a display of objects to
answer questions, eg 'How many children in our class have
red pencil cases?'

Sustainability


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Sharon Tooney


Answer yes/no
questions to collect
information

Organise objects into
simple data displays and
interpret the displays

3
Lefty or Righty?
Ask each of the students to pick up a pencil to write their name. Have them hold
their pencil in the air. Based on hand preference put the students into two groups;
those that are right-handed and those that are left
handed.
Use two different coloured paint, print the students
preferred hand and make a display of results.
Discuss the results.

Individual support as
required.
Paper, paint, scissors,
glue

4
Hair Colour
Discuss with the students what colour their hair is. Have them make groups based
on colour. Discuss how the groups can be best organised so that comparisons can be
made between the groups.
Have students line up in hair colour groups and make direct comparisons between
the lines.
Provide each student with a face cut-out for them to complete and add the correct
colour hair using wool or paper strips. Use faces to create a graph of class hair
colour.
required.
Face outline, pencils,
wool, coloured strips
of paper, scissors and
glue.

5
Sorting Bear Graph
Provide each student with 10-20 sorting bears and have them sort them into
different colours. Give them a graphing sheet (attached) to colour in how many of
each colour bear they have and colour the bears to complete the sentences.
required.
Increase or decrease the
range of bears.
Sorting bears, graph
BLM

6
Leaves of Many Colours
Using the attached sheet of leaves, make multiple copies, laminate and cut out
leaves separately. Place leaves into a cloth bag and have each student randomly
draw out a leaf or two (depending on class size and ability level).
Have the students add their leaf to a class graph in the right column using blu-tack.
Discuss placement of leaves and make comparisons of the results.
Discuss what would happen
if the task was completed
again. Re-do and check
predictions and discuss
results.

Cloth bag, leaf cut-
outs.

10 Revision and Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Sorting Bear Graph

7

6

5

4

3

2

1

Most of my bears are .
The least number of my bears are .

Sharon Tooney

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MATHS PROGRAM : EARLY STAGE 0NE

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