Year

One Mathematics Program

Term One

Week 4 Working Mathematically MA1-1WM, MA1-2WM, MA1-3WM

Strand: Number
Strand/s: Space and Geometry
Outcome/s: MA1-5NA, MA1-4NA,
Outcome/s: MA1-15MG
Counting to 30 using numbers and words
Making and identifying 2D shapes

Adding digits 0-12
Identifying and making number sentences
Key Ideas:
Key Ideas:
- Model addition and subtraction using concrete materials
- Identify, name, compare and represent hexagons, rhombuses and
- Develop a range of mental strategies and informal recording methods for
trapeziums presented in different orientations
addition and subtraction
- Record number sentences using drawings, numerals, symbols and words
Whole Class Warm Up/Introduction
! Identifying numbers on flashcards and locating on number line or hundreds chart
! Counting up and back to 30 by ones using number lines, hundreds charts, counters, unifix cubes, flashcards
! Writing numbers and number words on individual whiteboards
! Bingo: The number after (DENS S1, p. 99)
! Maths tipping (DENS S1 p. 81)
Maths Groups Rotations
Teacher Led

Suggested Number Activities

! Forward and backward number sequences

e.g. naming number before/after a given
number
! Model and discuss how a number line can
be used to add two numbers, e.g.

Number BINGO

Teacher choice based on strand and
group ability

Draw dots on an empty domino then
create a number sentence to solve it

DENS Activities
Perceptual:
Before and after (DENS S1, p. 87)
Teen Memory (DENS S1, p. 89)
Caterpillars (DENS S1, p. 97)
Figurative:
Blocks on a bowl (DENS S1, p.159)
Add two dice (DENS S1, p.163-165)

7 + 6 = 13

! Perform additions on number lines.

Complete addition number sentences that
describe the addition process.
! Demonstrate how addition is used to find
the total of two dice, e.g. roll two dice,
then add the numbers on the topmost
face of the dice together, i.e. 4 + 3 = 7
! Complete number sentences to calculate

Suggested Number/Alternate Strand

Activities
Filling in missing numbers on hundred
chart or number track

Use number lines to solve simple
addition problems

2D shapes worksheet

Trace and match 2D shapes to their
geometrical name i.e. circle, rectangle,
hexagon, square, triangle.
Identify the triangles and squares among
a group of shapes on different
orientations, e.g.

Computer
http://ictgames.com/saucerSorter.html

http://ictgames.com/caterpillar_slider.ht
ml

http://ictgames.com/funkymum.html

http://ictgames.com/flight_for_fuel.html

http://www.oswego.org/ocsd-
web/games/spookyseq/spookycb1.html

http://www.cookie.com/preschool/game
s/add-numbers.html

http://illuminations.nctm.org/ActivityDet

Year One Mathematics Program

totals for two dice, e.g.
6+4="
5+2="
5+3="

! Make shapes on geoboards:

! square ! triangle
! rectangle ! octagon
! Draw same shapes on dot paper
! Cutting, pasting and labelling shapes
Resources/Websites

Dot pattern cards (DENS S1, p.169)

Two-dice toss (DENS S1, p.171)
Counting On and Back:
Three-dice game (DENS S1, p.233)
The beanstalk (DENS S1, p.235)

Term One

In small groups, students are given a die ail.aspx?ID=198

and straws of two different lengths.

In turn, students roll the die and make a http://www.curriculumsupport.educatio
shape with the corresponding number of n.nsw.gov.au/countmein/children_sum_
sides. Students are encouraged to make cloud_challenge.html
regular and irregular shapes.
Students name each shape, and record
their shapes in appropriate groups.
Mathematical Language
Evaluation/Register
add, plus, equals, is equal to, take away, minus,

difference between, counting on, counting back,

double, double and one more, number sentence,

number line, addition, subtraction, trading,

estimate, combinations, patterns, difference,

altogether, subtract, sign, estimate, digit, combine,
bundle



hexagon, rhombus, trapezium, flip, slide, turn,

parallel, vertical, horizontal, angles,

two-dimensional, symmetry, shapes, reflections,

circle, oval, square, triangle, trapezium, rhombus,

hexagon, angle, symmetry, two-dimensional,

tessellation, arm, vertex, parallel

Year One Mathematics Program

Term One

Week 5 Working Mathematically MA1-1WM, MA1-2WM, MA1-3WM
Strand: Number
Outcome/s: MA1-4NA, MA1-5NA
Subtraction
Two-digit numbers
Key Ideas:
- Model addition and subtraction using concrete materials
- Develop a range of mental strategies and informal recording methods for
addition and subtraction
- Record number sentences using drawings, numerals, symbols and words
Whole Class Warm Up/Introduction
Subitising- Dot flash on IWB (DENS S1, p. 109)
Counting backwards: Zap (DENS S1 p. 79)
Subtraction Circle Champion
Addition number sentences
Maths Groups Rotations
Teacher Led

Suggested Number Activities

! Model subtraction as taking away.

! Demonstrate how items can be
crossed off to represent the process
of taking away.
! Complete subtraction number
sentences that describe how many
are left, e.g.
6 2 = 4

! Create own number sentence to
describe a picture with some items
crossed off
! Use a numeral expander and record
the value of a number modelled on a
tens strip, e.g.

Addition number sentences and drawing

pictures to match the sentences

DENS Activities

Perceptual:
Diffy Towers (DENS S1, p. 119)
Apple Turnovers (DENS S1, p. 121)

Figurative:
Fishing addition (DENS S1, p.177)
How many eggs? (DENS S1, p.183)
Ten frames (DENS S1, p.185)
Subtraction Teddies (DENS S1, p.187)

Strand/s: Measurement
Outcome/s: MA1-13MG
Months and seasons of the year
Days of the week
Duration of time
Key Ideas:
- Use informal units to measure and compare the duration of events
- Name and order the months and seasons of the year
- Identify the day and date on a calendar

Suggested Number/Alternate Strand

Activities
Ordering days and months using
worksheet/flashcards

Writing seasons/days/months in order
on whiteboards

Make a calendar for March

Ordering tasks according to their
duration e.g. cleaning teeth takes less
time than playing a game of soccer

Computer
http://www.ictgames.com/100hunt2.html

http://www.roythezebra.com/reading-
games/high-frequency-words-
months.html

http://www.roythezebra.com/reading-
games/high-frequency-words-days.html

http://www.ictgames.com/soccer_subtra
ction.html

http://www.ictgames.com/mummyNumb
erLine/helpVideo/index.html

http://www.ictgames.com/targettakeawa

Year One Mathematics Program

1 ten + 4 ones = 14

! Talk about activities that take:

! a long time to complete
! a short time to complete.
! Discuss, compare and identify which
activity out of two takes longer to do,
e.g.
! build a house / do a jigsaw
! wash dog / photograph dog
! knit jumper / tie shoelaces
! mow lawn / pump up tyre.
! Name two jobs that take longer to do
than the time it takes to sing a song.

Counting On and Back:

Put in, take out (DENS S1, p.237)
Bees (DENS S1, p.239)

Forming Groups:
I have, I want, I need (DENS S2, p.187)

Resources/Websites
https://portalsrvs.det.nsw.edu.au/learningobjects/Cont
ent/L8285/object/index.html

http://www.ictgames.com/bottleTakeAway/index.html

http://www.ictgames.com/numberlineJumpMaker/inde
x.html

Mathematical Language
The terms hour hand and minute hand should be
used rather than big hand and little hand to promote
understanding of their respective functions.

Term One

y.html

http://www.rabbittakeaway.co.uk/activity
/

Extension:
http://www.ictgames.com/football2.html

http://resources.oswego.org/games/Spee
dGrid/Subtraction/urikasub1res.html

http://www.arcademicskillbuilders.com/g
ames/mission/mission.html




Evaluation/Register

Year One Mathematics Program

Term One

Week 6 Working Mathematically MA1-1WM, MA1-2WM, MA1-3WM

Strand: Number
Outcome/s: MA1-5NA, MA1-7NA
Half of a whole
Start number combinations to 10

Strand/s: Measurement
Outcome/s: MA1-9MG
Estimating length

Key Ideas:
- Model and describe a half or a quarter of a whole object
- Model and describe a half or a quarter of a collection of objects
- Use fraction notation

Key Ideas:
- Use informal units to estimate and measure length and distance by placing
informal units end-to-end without gaps or overlaps
- Record measurements by referring to the number and type of informal or
formal units used

Whole Class Warm Up/Introduction

! Friends of ten (DENS S1, p.175)
! Identifying numbers on flashcards and locating on number line or hundreds chart
! Counting up and back to 30 by ones using number lines, hundreds charts, counters, unifix cubes, flashcards
! Writing numbers and number words on individual whiteboards
Maths Groups Rotations
Teacher Led

Suggested Number Activities

! Estimate the length of items using

informal units, e.g.
! the pencil is about 5 paper clips
long
! the texta is about 8 blocks long.
! Measure the length of each item using
the same informal units used when
estimating, e.g. glue stick = 5 paper
clips.
! Who has the biggest head?
Students measure around their heads
with paper strips and mark correctly
without
overlap. Measure the length of the
string in units, (rods, paperclips, etc.)
to find who has the biggest head in
their group. Record group
measurements and the units used.

DENS Activities

Perceptual:
Bingo: The number after (DENS S1, p. 99)

Figurative:

Teddy tummies: addition (DENS S1, p.173)

Fishing addition (DENS S1, p.177)

How many eggs? (DENS S1, p.183)
Ten frames (DENS S1, p.185)
Subtraction Teddies (DENS S1, p.187)

Counting On and Back:
Return to mother ship (DENS S1, p.255)
Fact Matching (DENS S1, p.257)

Forming Groups:
Hundred chart challenge (DENS S2,

Suggested Number/Alternate Strand

Computer
Activities
Select the most appropriate term to
http://www.gpb.org/countonit/games/ki
describe the coloured part of single items ndergarten/measuring
and collections, e.g.

http://pbskids.org/curiousgeorge/games/
how_tall/how_tall.html


http://www.bgfl.org/bgfl/custom/resourc

es_ftp/client_ftp/ks2/maths/fractions/lev
How Many Hands?
el1.htm
In small groups, students make a tape

measure that is calibrated using a
http://www.curriculumsupport.education
handprint as a repeated unit. This is done
.nsw.gov.au/countmein/children_plastici
by tracing the hand of one group
ne_snakes.html
member. The teacher uses a photocopier
to make multiple copies of the print for
students to lay end-to-end and glue onto
a long strip of paper.

Year One Mathematics Program

(pp. 34-35 Teaching Measurement ES1 p.191)

and S1)
! Brainstorm What is a half.
! Colour half of a symmetrical shape.
! Distinguish between shapes that are
divided equally into halves and those
that are not.
! Show three ways of dividing a square
into halves.
! Investigate number bonds to ten on a
tens frame
Ten frames (DENS S1, p. 113)
Resources/Websites

Students make their own rulers based on

an informal unit (teddybear, paperclip) or
a body part (foot, hand span). Students
should align units, especially teddybears
or paperclips, end to end. Mark the scale
on the ruler and use it to measure
objects.

Mathematical Language
estimate, measure, metre, centimetre, length, distance,
end-to-end without gaps or overlaps, comparison,
tallest, as tall as, not as tall as, shortest, shorter than,
longest, longer than, straighter, widest, wider


group, divide, quarters, part, part of, other part, equal,
equal parts, about a half, more than a half, less than a
half, one part out of two, two equal parts, one half, one
part out of four, four equal parts, one quarter

Evaluation/Register

Term One

Year One Mathematics Program

Term One

Week 7 Working Mathematically MA1-1WM, MA1-2WM, MA1-3WM

Strand: Number
Outcome/s: MA1-5NA, MA1-7NA
Continue combinations to 10
Half of a collection
Key Ideas:
- Model addition and subtraction using concrete materials
- Develop a range of mental strategies and informal recording methods for
addition and subtraction
- Record number sentences using drawings, numerals, symbols and words

Strand/s: Patterns and Algebra

Outcome/s: MA1-8NA
Describing patterns

Key Ideas:
- Create, represent and continue a variety of number patterns and supply
missing elements
- Use the equals sign to record equivalent number relationships
- Build number relationships by relating addition and subtraction facts to at 10
- Make generalisations about number relationships

Whole Class Warm Up/Introduction

! Find the missing numbers on a number line or hundreds chart
! Counting by 2s- forwards and backwards
! Combinations to ten
! To reinforce equal sharing- Rhythmic Counting (DENS S1, p. 125)
Maths Groups Rotations
Teacher Led

Suggested Number Activities

! Using tens frames and counters to

explore combinations to 10
! Write number sentences for
combinations to 10
Extension: Numbers to 20
! Find missing numbers in number
sentences
! Recognise that:
! halving a collection creates two
groups of equal size
! the number of objects in each
half depends on the size of the whole
group.
! Colour half the objects in various
groups, e.g.

Suggested Number/Alternate Strand

Activities
Count on from the last number to find Extension: make own number patterns
the total, e.g.
and ask friend to continue it

Find Half of a Collection


Students are given a die with faces

numbered 2, 4, 6, 8, 10, 12.
Count forwards and backwards to
In small groups or pairs, students take
complete number patterns, i.e.
turns to roll the die. They collect counters
15 16 17 20 23
to match half the amount rolled and

record their roll and the counters taken
26 27
30 32
eg 10 is rolled and the student collects 5

counters. Students have a predetermined
48 49 50
53
number of rolls eg 20. The winner is the
student who has the most counters.

30 29 28
25
22

Computer
http://www.abcya.com/connect_the_dot
s_1-100.htm

http://www.ictgames.com/funkymum.ht
ml


http://www.amblesideprimary.com/ambl
eweb/mentalmaths/numberbond.html

http://resources.oswego.org/games/ghos
tblasters2/gb2nores.html

Year One Mathematics Program

! Make and continue number patterns
using objects or counters and record
on whiteboards
! Fill in missing numbers

Resources/Websites

DENS Activities

Perceptual:
Diffy Towers (DENS S1, p. 119)
Apple Turnovers (DENS S1, p. 121)

Figurative:
Arrays (DENS S1, p. 189)
Triangle teddies (DENS S1, p. 193)
Guess my square (DENS S1, p. 191)
Turning arrays- variation (DENS S1, p.
197)
Dice and grid game (DENS S1, p.203)

Counting On and Back:
Sentence maker (DENS S1, p.253)
Addition wheel (DENS S1, p.253)
Rolling groups (DENS S1, p.277)

Forming Groups:
Addition challenge (DENS S2, p.193)

Mathematical Language
number pattern, counting forwards by, counting
backwards by, odd, even, increase, decrease, missing,
combination, is the same as, true, false, changes,
doesnt change, repeating pattern, add, multiply, divide,
subtract, complete, next number

multiplication, division, ones, twos, fives, tens,
collection of objects, groups of, rows of, equal groups,
symbols, equal rows, shared between, hundreds chart,
number line, altogether, array, the same as, shared
among, share, group, divide, double, repeated addition,
repeated subtraction, row, how many fives, twice as
many, pattern, share fairly

Evaluation/Register

Term One

Year One Mathematics Program

Term One

Week 8 Working Mathematically MA1-1WM, MA1-2WM, MA1-3WM
Strand: Number
Outcome/s: MA1-4NA
Making and representing two-digit numbers
Key Ideas:
- Count forwards and backwards by tens, on and off the decade
- Read, order and represent two-digit numbers
Whole Class Warm Up/Introduction
! Combinations to ten
! Brainstorm chance words and peg on a line in order of order of chance
! Counting by tens
! Counting by ones off the decade
Maths Groups Rotations
Teacher Led

Suggested Number Activities

! Make 2-digit numbers with Base 10

material.
! Use numeral expanders to represent
numbers modelled with Base 10.

! Write the number that comes before
and after a given number.
! Order numbers from smallest to
largest, e.g. 28, 72, 27 and 49.
! Discuss events at school that are
possible or impossible.
! Decide whether the likelihood of
events occurring are possible or
impossible, e.g.
! we visit a carnival
! an elephant goes surfing
! a bear writes a letter

Add missing numbers to a 100s chart,

e.g.
1 2 3 4 5 6 7
10

11 12 17 18 19
21 22 23 26 29
31 34 35 36 38 40
41 42 43 44 45 48 50
51 53 56 57 58 59 60
61 62 63 64 65 66 67 68 69
71 73 75 76 78 79 80
81 82 83 84 85 86 87 88 89
91 92 93 94 95 96 97 98 99 100

DENS Activities

Perceptual:

Figurative:

Strand/s: Chance
Outcome/s: MA1-18SP
Possible or impossible
Key Ideas:
- Recognise the element of chance in familiar daily activities
- Use familiar language to describe the element of chance

Suggested Number/Alternate Strand

Activities
Discuss events at school that are
certain, likely, unlikely or impossible.
Decide whether the likelihood of
events occurring are certain, likely,
unlikely or impossible, e.g.
! a car has its lights on
! I eat an ice-cream
! I ride a horse
! we receive mail
! todays my birthday
! I read a book
! I cook dinner
! an elephant rides a skateboard.

Possible/Impossible
Students discuss and record things that
they consider possible eg being cloudy
the next day, or impossible eg raining
cows.
Students share their ideas, discuss any

Computer
http://www.wmnet.org.uk/wmnet/custo
m/files_uploaded/uploaded_resources/8
53/PlaceValueChartv4.swf

http://www.hbschool.com/activity/numb
ers_to_100_b/

http://resources.oswego.org/games/mat
hmagician/mathsadd.html

Year One Mathematics Program

!
!
!

teacher reads a story

it rains
we go to bed tonight.

Counting On and Back:

Straw Javelin (DENS S1, p.229)
Combination trains (DENS S1, p.241)

differences in opinion and form a display

under the headings possible and
impossible.

Ghost busters (DENS S1, p.259)

Brainy fish (DENS S2, p.29)
Forming Groups:
Friends to 100 (DENS S2, p.195)
Numbers to 100 (page 27)

Resources/Websites
http://www.ictgames.com/duckshoot10s.html

Mathematical Language
might, certain, probably, likely, unlikely, possible,
impossible, predict, maybe, might not, will happen, will
not happen, can happen, cannot happen, good chance,
poor chance, fair, not fair, could happen, never

Evaluation/Register

Term One

Year One Mathematics Program

Term One

Week 9 Working Mathematically MA1-1WM, MA1-2WM, MA1-3WM

Strand: Number
Outcome/s: MA1-6NA
Sharing
Equal Grouping

Strand/s: Measurement
Outcome/s: MA1-13MG
Hours

Key Ideas:
Key Ideas:
- Rhythmic and skip count by ones, twos, fives and tens
- Tell time on the hour and half-hour on digital and analog clocks
- Model and use strategies for multiplication including arrays, equal groups and
repeated addition
- Model and use strategies for division including sharing, arrays and repeated
subtraction
- Record using drawings, numerals, symbols and words
Whole Class Warm Up/Introduction
! Counting by twos and tens
! Combinations to ten
! Find a group (DENS S1, p. 123)
! Arrays: Changing groups (DENS S1, p. 189)
! Units for two (DENS S1, p. 195)
Maths Groups Rotations
Teacher Led
! Complete number sentences to
describe arrays, e.g. 2 rows of 4
equals 8

! Add extra items to create arrays
showing:
! 2 rows of 5

! 3 rows of 4
! Discuss strategies for sharing:
! sharing one at a time
! moving items until the groups
look equal
Extension: repeated addition
! Use own strategies to make equal
shares:

Suggested Number Activities

DENS Activities

Perceptual:
Ladybirds (DENS S1, p.133)

Figurative:
Hundred Chart (DENS S1, p. 161)
Arrays (DENS S1, p. 189)
Triangle teddies (DENS S1, p. 193)
Guess my square (DENS S1, p. 191)
Turning arrays- variation (DENS S1, p.
197)
Dice and grid game (DENS S1, p.203)

Counting On and Back:

Suggested Number/Alternate Strand

Activities

Computer
http://www.eduplace.com/cgi-
bin/schtemplate.cgi?template=/kids/mw/
manip/mn_popup.thtml&filename=nmbl
_prim&title=Number%20Line&grade=K

http://www.abcya.com/connect_the_dot
s_1-100.htm

http://www.abcya.com/telling_time.htm

http://www.learningplanet.com/act/tw/i
ndex.asp?contentid=410

Extension:
http://www.ictgames.com/hickory4.html

Year One Mathematics Program

!
!
!
!

! 8 shared into 2
! 6 shared into 3
! 10 shared into 2.
Share a group of 9 items into 3 equal
shares and write a number sentence
to record the process.
Discuss the hands on an analogue
clock
Identify and draw oclock times
Linking times to activities in the day
Half-hour times (depending on class
need)

Addition Lotto (DENS S1, p.247)

Five dice (DENS S1, p.247)
Singles or doubles? (DENS S2, p.33)
Tile roller (DENS S2, p.119)
Colour an array (DENS S2, p.101)

Forming Groups:
Red or black (DENS S2, p.197)
How many more? (DENS S2, p.221)

Resources/Websites
http://www.oswego.org/ocsd-
web/games/ClassClock/clockres.html

http://www.wmnet.org.uk/wmnet/custom/files_upload
ed/uploaded_resources/503/clock.swf

https://portalsrvs.det.nsw.edu.au/learningobjects/Cont
ent/L2810/object/index.html

Mathematical Language
multiplication, division, ones, twos, fives, tens,
collection of objects, groups of, rows of, equal groups,
symbols, equal rows, shared between, hundreds chart,
number line, altogether, array, the same as, shared
among, share, group, divide, double, repeated addition,
repeated subtraction, row, how many fives,
twice as many, pattern, share fairly

Term One

http://www.gpb.org/countonit/games/fir
st/clock

http://www.ictgames.com/fairyfog2s_v2.
html

http://www.ictgames.com/mummyNumb
erLine/helpVideo/index.html

Extension:
http://www.ictgames.com/airlineGroupin
g/airlineGrouping.html
Evaluation/Register

Year One Mathematics Program

Term One

Week 10 Working Mathematically MA1-1WM, MA1-2WM, MA1-3WM

Strand: Number
Outcome/s: MA1-4NA, MA1-5NA
Addition and subtraction
NS1.1
Groups of ten
Key Ideas:
- Model addition and subtraction using concrete materials
- Develop a range of mental strategies and informal recording methods for
addition and subtraction
- Record number sentences using drawings, numerals, symbols and words
- Count forwards and backwards by ones and twos
- Count forwards and backwards by tens, on and off the decade
- Read, order and represent two-digit numbers
Whole Class Warm Up/Introduction
! Counting by twos and tens
! Combinations to ten
! Circle Champion for addition and subtraction
! Bucket count on (DENS S1, p. 157)
Maths Groups Rotations
Teacher Led
! Demonstrate how the difference
between two numbers can be found
by:
! counting on from the smaller
number, i.e. 5 + " = 8
! counting back from the larger
number, i.e. 8 " = 5
! Find the difference between pairs of
blocks:
! 5 and 4 !
13 and 6
! 12 and 6
!
11 and 6
! 10 and 7
!
14 and 6
! Trace over the numerals 10, 20, 30,
40, 50, 60, 70, 80 and 90.
! Match bundles of ten to numerical

Suggested Number Activities

DENS Activities

Perceptual:
Before and after (DENS S1, p. 87)
Teen Memory (DENS S1, p. 89)
Caterpillars (DENS S1, p. 97)
Ladybirds (DENS S1, p.133)

Figurative:
Popsticks (DENS S1, p.153)
Bundling (DENS S1, p.151)

Counting On and Back:
Build a tower (DENS S1, p.249)
Race to the pool (DENS S1, p.251)

Strand/s: Space and Geometry

Outcome/s: MA1-16MG
Position

Key Ideas:
- Represent the position of objects using models and drawings
- Describe the position of objects using everyday language, including left and
right

Suggested Number/Alternate Strand

Activities
In small groups, students use blocks,
small boxes and junk materials to
reconstruct a model of the school from
memory.

BeeBots

Model Town
In small groups, students are asked to list
the main places in their community eg
the supermarket, the fire station, homes,
the playground. They then make a simple
model of their community using a variety
of materials. Students reflect and justify
the position of the main places in

Computer
http://www.eduplace.com/cgi-
bin/schtemplate.cgi?template=/kids/mw/
manip/mn_popup.thtml&filename=nmbl
_prim&title=Number%20Line&grade=K

http://www.abcya.com/math_facts_gam
e.htm

Extension:
http://resources.oswego.org/games/Spe
edGrid/Addition/urikares.html

http://resources.oswego.org/games/Sum
Sense/sumadd.html

Year One Mathematics Program

labels, e.g.
! Tie ten pencils together to make a
bundle. Place three bundles of pencils
next to each other. Get the students
to match the amount of bundles, to
the amount of tens and then the
actual numerical figure.
! i.e. 3 bundles, 3 tens, 30; 6 bundles, 6
tens, 60; 2 bundles,
2 tens, 20 etc.
! Use the language of position (beside,
under, on, inside, above, between) to
describe the position of people and
things, e.g. The picture is above the
shelf.
! Follow directions to add extra items to
a picture, e.g.
! under the window
! between the window and door
! on the floor
! above the door on the left.
Resources/Websites
Beebots

Orange tree (DENS S1, p.267)

Teddy tummies (DENS S1, p.269)
Fancy dice (DENS S2, p.39)

Forming Groups:
Collecting threes (DENS S2, p.203)

their community eg The supermarket

should be where everyone can get to it.
Students could then plan a bus route so
that all children can get to school, or a
fitness walk through the town.

Mathematical Language
position, describe, left, right, between, path, map,
above, across, along, around, after, back, before,
behind, below, beneath, beside, between, centre, close,
down, far, forward, further, further away, here, in, in
front of, inside, into, last, low, middle, near, next, next
to, on, onto, on top, turn, under, underneath, up, upside
down, chart, direction, route, sketch, turn, backwards

Evaluation/Register

Term One

Year One Mathematics Program

Term One

Week 11

Revision

Whole Class Warm Up/Introduction

! Counting by twos and tens
! Combinations to ten
! Numbers to 30
! Counting On and Back to find addition answers
Maths Groups Rotations
Teacher Led
! Teacher to focus on basic number
skills to ensure all students are ready
to work with numbers to 100 in Term
Two.



! Revise other strands, concepts
covered throughout the term

Resources/Websites

Suggested Number Activities

Teacher choice based upon needs of
class.

Mathematical Language

Suggested Number/Alternate Strand

Activities
Teacher choice based upon needs of
class.

Computer

Teacher choice based upon needs of

class.












Evaluation/Register

Year One Mathematics Program

Term One