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Mathematics

Scope and Continuum

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 1
Yearly Overview

Week Term 1 Term 2 Term 3 Term 4


Week 1 Assessment Revision Revision Revision
SENA 1&2, Counting On Whole Numbers Whole Numbers 2D Space
Week 2 Whole Numbers Patterns and Algebra Patterns and Algebra Patterns and Algebra
Time Mass Position 3D Space
Week 3 Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
Time Time Mass Volume and Capacity
Week 4 Patterns and Algebra Addition and Subtraction Addition and Subtraction Addition and Subtraction
Data Money Money Length
Week 5 Addition and Subtraction Addition and Subtraction Addition and Subtraction Addition and Subtraction
Money Length Time Mass
Week 6 Addition and Subtraction Multiplication and Division Multiplication and Division Multiplication and Division
Chance 2D Space Length Position
Week 7 Multiplication and Division Multiplication and Division Multiplication and Division Multiplication and Division
2D Space Data 2D Space - Angles Area
Week 8 Multiplication and Division Fractions relate to area Fractions and Decimals Fractions and Decimals
2D Space - Angles Area Data Time
Week 9 Fractions relate to length Fractions and Decimals Fractions and Decimals Fractions and Decimals
Length 3D Space Area Chance
Week 10 Volume and Capacity Position Chance Revision
Position Volume and Capacity 3D Space

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 2
Early Stage 1 Maths Key Ideas
Content Term 1 Term 2 Term 3 Term 4
NES1.1 Count Forwards to 30, from a given number
Vital, Daily Counting Drills
Counts backwards from a given number range 0 to 20
Compare, order, read and represent numbers to at least 20
Read and use ordinal names to at least tenth
Use the language of money
NES1.2 Combine groups to model addition
Take part of a group away to model subtraction
Compare groups to determine ‘how many more’
Record addition and subtraction informally
NES1.3 Model equal groups or rows
Group and share collections of groups equally
Record grouping and sharing informally
NES1.4 Divide an object into 2 equal parts
Recognise and describe halves
PAES1.1 Recognize, describe, create and continue repeating patterns
Vital, Daily Counting Drills
Continue simple number patterns that increase or decrease
Use the term ‘is the same as’ to describe equality of groups
DES1.1 Collect Data about students and their environment
Organise actual objects or pictures of objects into data displays
Interpret data displays made from objects and pictures
MES1.1 Identify and describe the attribute of length
Compare lengths directly by placing objects side by side and aligning ends
Record comparisons informally
MES1.2 Identify and describe the attribute of area
Estimate the larger of 2 areas and compare using direct comparison
Record comparisons informally
MES1.3 Identify and describe the attributes of volume and capacity
Compare the capacities of 2 containers using direct comparison
Compare the volumes of 2 objects using direct comparison
Record comparisons informally
MES1.4 Identify and describe the attribute of mass
Compare the masses of 2 objects by pushing, pulling, or hefting or using an equal
arm balance
Record comparisons informally
MES1.5 Describe the duration of events using everyday language
Sequence events in time
Name days of the week and seasons
Tell time on the hour on digital and analog clocks
SGES1.1 Manipulate and sort 3D objects in the environment
Describe features of 3D objects using everyday language
Use informal names for 3D objects
SGES1.2 Manipulate, sort and describe 2D shapes
Identify and name circles, squares, triangles and rectangles in pictures and the
environment, and presented in different orientations
Represent 2D shapes using a variety of materials
Identify and draw straight and curved lines
SGES1.3 Give and follow simple directions
Use everyday language to describe position

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 3
Stage 1 Maths Key Ideas
Content Term 1 Term 2 Term 3 Term 4
NS1.1 Count Forwards and backwards by ones, twos and fives
Count forwards and backwards by tens, on and off the decade Vital, Daily Counting Drills
Read, order and represent two and three digit numbers
Read and use the ordinal names to at least ‘thirty-first’
Sort, order and count money using face value
NS1.2 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
NS1.3 Rhythmic and skip count by ones, twos, fives and tens
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
NS1.4 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 ½ and ¼
Money concepts are developed in Whole Numbers
NS1.5 Recognise the elements of chance in familiar daily activities
Use familiar language to describe the element of chance
Create, represent and continue a variety of number patterns and supply missing
PAS1.1 Vital, Daily Counting Drills
elements
Use the equals sign to record equivalent number relationships
Build number relationships by relating addition and subtraction facts to at least 20
Make generalizations about number relationships Vital, Daily Counting Drills
DS1.1 Gather and record data using tally marks
Display the data using concrete materials and pictorial representations
Use objects or pictures as symbols to represent other objects, using one-to-one
correspondence
Interpret information presented in picture graphs and column graphs
Use informal units to estimate and measure length and distance by placing
MS1.1
informal units end-to-end without gaps or overlaps
Recognise the need for metres and centimeters, and use them to estimate and
measure length and distance
Record measurements by referring to the number and type of informal or formal
units used
MS1.2 Use appropriate informal units to estimate and measure area
Compare and order two or more areas
Record measurements by referring to the number and type of informal units used
MS1.3 Use appropriate informal units to estimate and measure volume and capacity
Compare and order the capacities of two or more containers and the volumes of
two or more models or objects
Record measurements by referring to the number and type of informal units used
Estimate and measure the mass of an object using an equal arm balance and
MS1.4
appropriate informal units
Compare and order two or more objects according to mass
Record measurements by referring to the number and type of informal units used
MS1.5 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
Tell time on the hour and half-hour on digital and analog clocks
SGS1.1 Name, describe, sort and model cones, cubes, cylinders, spheres and prisms
Recognise 3D objects in pictures and the environment, and presented in different
orientations
Recognise that 3D objects look different from different views
Identify, name, compare and represent hexagons, rhombuses and trapeziums
SGS1.2
presented in different orientations
Make tessellating designs using flips, slides and turns
Identify a line of symmetry
Identify and name parallel, vertical and horizontal lines
Identify corners as angles
Compare angles by placing one angle on top of another
SGS1.3 Represent the position of objects using models and drawings
Describe the position of objects using everyday language, including ‘left’ and ‘right’

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 4
Stage 2 Maths Key Ideas
Content Term 1 Term 2 Term 3 Term 4
NS2.1 Count Forwards and backwards by tens or hundreds, on and off the decade Vital, Daily Counting Drills
Use place value to read, represent and order numbers up to four digits
Money concepts are developed further in Fractions and Decimals
Use a range of mental strategies for addition and subtraction involving two, three
NS2.2
and four digit numbers
Explain and record methods for adding and subtracting
Use a formal written algorithm for addition and subtraction
NS2.3 Develop mental facility for number facts up to 10 x 10
Find multiples and squares of numbers
Interpret remainders in division problems
Determine factors for a given number
Use mental and informal written strategies for multiplying or dividing a two digit
number by a one digit operator
Model, compare and represent fractions with denominators 2, 4, and 8, followed by
NS2.4
fractions with denominators 5, 10 and 100
Find equivalence between halves, quarters and eighths; fifths and tenths; tenths
and hundredths
Model, compare and represent decimals to 2 decimal places
Add and subtract decimals with the same number of decimal places (to 2 decimal
places)
Recognise percentages in everyday situations.
Relate a common percentage to a fraction or decimal
Perform calculations with money
NS2.5 Explore all possible outcomes in a simple chance situation
Conduct simple chance experiments
Collect data and compare likelihood of events in different contexts
PAS2.1 Generate, describe and record number patterns using a variety of strategies Vital, Daily Counting Drills
Build number relationships by relating multiplication and division facts to at least 10
x 10
Complete simple number sentences by calculating the value of a missing number Vital, Daily Counting Drills
DS2.1 Conduct surveys, classify and organize data using tables
Construct vertical and horizontal column graphs and picture graphs
Interpret data presented in tables, column graphs and picture graphs
Estimate, measure, compare and record lengths and distances using metres,
MS2.1
centimeters and/or millimetres
Convert between metres and centimetres, and centimetres and millimetres
Estimate and measure the perimeter of 2D shapes
Record lengths and distances using decimal notation of two places
MS2.2 Recognise the need for square centimetres and square metres to measure area
Estimate, measure, compare and record areas in square cm and square metres
MS2.3 Recognise the need for a formal unit to measure volume and capacity
Estimate, measure, compare and record volumes and capacities using litres and
millilitres
Measure the volume of models in cubic centimetres
Convert between litres and millilitres
MS2.4 Recognise the need for a formal unit to measure mass
Estimate, measure, compare and record masses using kilograms and grams
MS2.5 Recognise the coordinated movements of the hands on a clock
Read and record time using digital and analog notation
Convert between units of time
Read and interpret simple timetables, timelines and calendars
Name, describe, sort, make and sketch prisms, pyramids, cylinders, cones and
SGS2.1
spheres
Create nets from everyday packages
Describe cross-sections of 3D objects
Identify and name pentagons, octagons and parallelograms presented in different
SGS2.2a
orientations
Compare and describe special groups of quadrilaterals
Make tessellating designs by reflecting, translating and rotating
Find all lines of symmetry for a 2D shape
SG2.2b Recognise openings, slopes and turns as angles
Describe angles using everyday language and the term ‘right’
Compare angles using informal means
SGS1.3 Use simple maps and grids to represent position and follow routes
Determine the directions N, S, E and W; NE, NW, SE and SW, given one of the
directions
Describe the location of an object on a simple map using coordinates or directions

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 5
Stage 3 Maths Key Ideas
Content Term 1 Term 2 Term 3 Term 4
NS3.1 Identify differences between Roman and Hindu-Arabic counting systems
Read, write and order numbers of any size using place value Vital, Daily Counting Drills
Record numbers in expanded notation
Recognise the location of negative numbers in relation to zero
Money concepts are developed further in Fractions and Decimals
Select and apply appropriate mental, written or calculator strategies for addition and
NS3.2
subtraction with counting numbers of any size
Select and apply appropriate mental, written or calculator strategies for multiplication
NS3.3
and division
Explore prime and composite numbers
Use formal written algorithms for multiplication (limit operators to two-digit numbers)
and division (limit operators to single digits)
Model, compare and represent commonly used fractions (those with denominators 2,
NS3.4
3, 4, 5, 6, 8, 10, 12, and 100)
Find equivalence between thirds, sixths and twelfths
Express a mixed numeral as an improper fraction and vice versa
Add and subtract simple fractions where one denominator is a multiple of the other
Multiply simple fractions by whole numbers.
Calculate unit fractions of a number.
Multiply and divide decimals by whole numbers in everyday contexts.
Add and subtract decimals to three decimal places
Calculate simple percentages of quantities
Apply the four operations to money in real-life situations
NS3.5 Assign numerical values to the likelihood of simple events occurring
Order the likelihood of simple events on a number line from 0 to 1
PAS3.1a Build simple geometric patterns involving multiples
Complete a table of values for geometric and number patterns
Describe a pattern in words in more than one way Vital, Daily Counting Drills
Construct, verify and complete number sentences involving the four operations with a
PASS3.1b
variety of numbers
Draw picture, column, line and divided bar graphs using scales of many-to-one
DS3.1
correspondence
Read and interpret sector (pie) graphs
Read and interpret graphs with scales of many-to-one correspondence
Determine the mean (average) for a small set of data
Select and use the appropriate unit and device to measure lengths, distances and
MS3.1
perimeters
Convert between metres and kilometres; millimetres, centimeters and metres
Calculate and compare perimeters of squares, rectangles and equilateral and
isosceles triangles
Record lengths and distances using decimal notation of three places
MS3.2 Select and use the appropriate unit to calculate area
Recognise the need for square kilometres and hectares
Develop formulae in words for finding area of squares, rectangles and triangles
MS3.3 Select the appropriate unit to measure volume and capacity
Recognise the need for cubic metres
Estimate and measure the volume of rectangular prisms
Determine the relationship between cubic centimetres and millilitres
Record volume and capacity using decimal notation to three decimal places
MS3.4 Select and use the appropriate unit and device to measure mass
Recognise the need for tonnes
Convert between kilograms and grams and between kilograms and tonnes
Record mass using decimal notation to 3 decimal places
MS3.5 Convert between am/pm notation and 24 hour time
Compare various time zones in Australia, including during daylight saving
Draw and interpret a timeline using a scale
Use timetables involving 24 hour time
Identify 3D objects, including particular prisms and pyramids, on the basis of their
SGS3.1
properties
Construct 3D models given drawings of different views
SGS3.2a Identify right-angled, isosceles, equilateral and scalene triangles
Identify and draw regular and irregular 2D shapes
Identify and name parts of circle
Enlarge and reduce shapes, pictures and maps
Identify shapes that have rotational symmetry
SG3.2b Classify angles as right, acute, obtuse, reflex, straight or a revolution
Measure in degrees and construct angles using a protractor
SGS3.3 Interpret scales on maps and plans
Make simple calculations using scale

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 6
Stage 4 Maths Key Ideas
Content Term 1 Term 2 Term 3 Term 4
NS4.1 Explore other counting systems
Investigate groups of positive whole numbers
Apply mental strategies to aid computation
Find squares/related square roots; cubes/related cube roots
Use index notation for positive integral indices
Determine and apply tests of divisibility
Express a number as a product of its prime factors
Divide two- and three-digit numbers by a two-digit number
NS4.2 Perform operations with directed numbers
Simplify expressions involving grouping symbols and apply order of operations
NS4.3 Perform operations with fractions, decimals and mixed numerals
Use ratios and rates to solve problems
NS4.4 Determine the probability of simple events
Solve simple probability problems
Recognise complementary events
PAS4.1 Use letters to represent numbers
Translate between words and algebraic symbols and between algebraic symbols
and words
Recognise and use simple equivalent algebraic expressions
PAS4.2 Create, record and describe number patterns using words
Use algebraic symbols to translate descriptions of number patterns
Represent number pattern relationships as a point on a grid
Use the algebraic symbol system to simplify, expand and factorise simple algebraic
PAS4.3
expressions
Substitute into algebraic expressions
PAS4.4 Solve linear equations and word problems using algebra
PAS4.5 Interpret the number plane and locate ordered pairs
Graph and interpret linear relationships created from simple number patterns and
equations
Draw, read and interpret the graphs (line, sector, travel, step, conversion, divided
DS4.1
bar, dot plots, and stem and leaf plots) tables and charts
Distinguish between types of variables used in graphs
Identify misrepresentations of data in graphs
Construct frequency tables
Draw frequency histograms and polygons
DS4.2 Use sampling and census
Make predictions from samples and diagrams
Analyse data using mean, mode, median and range
MS4.1 Describe the limits of accuracy of measuring instruments
Convert between metric units of length
Develop formulae and use to find the area and perimeter of triangles, rectangles,
and parallelograms
Find the area pf simple composite figures
Investigate and find the area and circumference of circles
Convert between metric units of area
Apply Pythagoras’ theorem
MS4.2 Find the surface area of rectangular and triangular prisms
Find the volume of right prisms and cylinders
Convert between metric units of volume
MS4.3 Perform operations involving time units
Use international time zones compare times
Interpret a variety of tables and charts related to time
SGS4.1 Determine properties of three-dimensional objects
Investigate Platonic solids
Investigate Euler’s relationship for convex polyhedra
Make isometric drawings
SGS4.2 Classify angles and determine angle relationships
Construct parallel and perpendicular lines and determine associated angle
properties
SGS4.3 Classify, construct and determine properties if triangles and quadrilaterals
Investigate similar figures and interpret and construct scale drawings
Complete simple numerical exercises based on geometrical properties
SG4.4 Identify congruent figures
Investigate similar figures and interpret and construct scale drawings

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 7
Term 1
Mathematics Scope and Continuum:
Linking Support Material to the Syllabus
Daily Counting – Lesson Warm-up (5 to 10 minutes)
Whole Number and Patterns and Algebra concepts form the basis of many sub-strands of Number and require continuous, daily development and consolidation.
Strand ES1 S1 S2 S3

Daily Whole Number NES1.1 NS1.1 NS2.1 Stage 3 need consolidation of


Lesson includes counting ● Count forward to 30, from a ● Count forwards and backwards by ones, twos and ● Count forwards and the counting sequence by
Intro strategies, given number five backwards by tens or extending S2 to counting by
number ● Count backwards from a ● Count forwards and backwards by tens, on and off hundreds, on and off the thousands ensuring that they
5-10 min relationships and given number, in the range 0-20 the decade decade have an idea of the magnitude of
the concept of numbers of any size.
place value.
Counting is an IWB Resource IWB Resource IWB Resource IWB Resource
important Interactive 100 chart Interactive 100 chart Interactive 100 Chart Interactive 100 chart
component of (Number Grid) (Number Grid) for Mac Computers (Number Grid) The Hundred Square, determine
number and the 100 chart instructions 100 chart instructions 100 chart instructions the number size, count by 100’s or
early learning of
• Counting forwards to 30 from a • Counting forwards or backwards by ones, from a • Identifying the number 1000’s
operations.
There is a
given number given two-digit number before and the number after a • Identifying the number before
distinction • Counting backwards from a • Identifying the number before and the number after a given two, three or four-digit and the number after a given two,
given number in the range 0 to 20 given two-digit number number three, four (and five) -digit number
between counting
by rote and • Identifying the number before • Counting and representing large sets of objects by • Counting forwards and • Counting forwards and
counting with and the number after a given syst ematically grouping in tens backwards by tens or backwards by tens, hundreds (and
hundreds on and off the thous ands) on and off the decade
understanding.
Regularly
number • Using a number line or hundreds chart to assist with decade
counting
• Counting with one to one counting and ordering
forwards and
correspondence • Counting forward and backwards by 2’s, 5’s and 10’s
backwards from a • Recognising a dot pattern • Counting forwards and backwards by tens, on and off
given number will instantly for numbers up to seven the decade
familiarise (Subitising) NAPLAN Strategies Doc 2008
• Counting forwards and backwards by ones, from a
students with the
sequence. given three-digit number Identifying the number before
and the number after a given three-digit number
Click here ☺
Patterns and PAES1.1 PAS1.1 PAS2.1 PAS3.1a
Algebra includes ● Recognise, describe, create ● Create, represent and continue a variety of number ● Generate, describe, ● Describe a pattern in words in
the exploration of and continue repeating patterns patterns and supply missing elements record number patterns using more than one way
number and pre- ● Continue simple number ● Make generalisations about number relationships a variety of strategies
algebra concepts patterns that increase or ● Complete simple number
by pattern making decrease sentences by calculating the
(replicate, value of a missing number
complete, ● Determine a rule to describe
continue), and • Recognising, copying, and • Recognising and describing patterns when • Identifying and describing
continuing repeating patterns counting forwards or backwards by ones, twos, fives, or number patterns when number patterns
discussing, ● Interpret descriptions written
generalising, and using sounds, actions, shapes, tens counting forwards and
recording objects or pictures • Representing number patterns on a number line or backwards by threes, fours, by peers
• Play ‘guess my rule
observations in a Describing a repeating pattern in hundred chart sixes, sevens, eights & nines
terms of a ‘number’ pattern • ● Model and record using
variety of ways. • Determining missing elements in a number pattern Describing a simple
materials, diagrams, words or
number pattern in words
symbols

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 9
Term 1 Strand ES1 ST1 ST2 ST3 ST4

Week 1 Assessment Best Start / SENA 1 SENA 1 SENA 2 Counting On

Week 2 Whole Numbers NES1.1 NS1.1 NS2.1 NS3.1 NS4.1


Students develop ● Count forward to 30, from ● Count forwards and ● Count forwards and ● Identify differences ● Explore other counting
a sense of the a given number backwards by ones, twos and backwards by tens or between Roman and Hindu- systems
relative size of ● Count backwards from a five hundreds, on and off the Arabic counting systems ● Investigate groups of
whole numbers given number, in the range 0- ● Count forwards and decade ● Read ,write and order positive whole numbers
and the role of 20 backwards by tens, on and off ● Use place value to read, numbers of any size using ● Apply mental strategies to
place value in ● Compare, order, read and the decade represent and order numbers place value aid computation
their represent numbers to at least ● Read, order and up to four digits ● Record numbers in
representation 20 represent two and three-digit expanded notation
● Read a use the ordinal numbers ● Recognise the location of
Many Key Ideas numbers to at least ‘tenth’ ● Read and use the ordinal negative numbers in relation
of Whole Number
● Use the language of numbers to and least ‘thirty- Money concepts are to zero
are addressed first’ developed further in fractions
money
during daily
● Sort, order and count and decimals Money concepts are
counting activities developed further in fractions
money using face value
and lesson warm- and decimals
ups.

Syllabus Page : 41 Syllabus Page : 42-43 Syllabus Page : 44 Syllabus Page : 45

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ Click here ☺

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Questions Yr9 NAPLAN Questions

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗

BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! SNAP/NAPLAN Ready to go! SNAP/NAPLAN Ready to go!

BST Yr3 2000 Prac H WN BST Yr3 2000 Q9 WN

BST Tr3 2004 Q4 WN

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 10
DENS 1 DENS 1 DENS 2 DENS 2
E 23, 24, 28, 30, 31, 33, E 37, CB1’s 66, 70, 76, 88, 90, CB1’s
34, 35, 36, 37, 41, 43,
45, 49,
P 85, 87, 89, 97, 93, 101, P 81, 85, 87, 95, Forming 180, 184, 222, Formin 180, 182, 184, 192,
105, 113, 119, 125, groups g 194,
groups
F 149, 151, F 157, 161, Co-ordi 284, 292, Co-ordi
groups groups
CO 221, CO 221, 223, 225, 227,
229, 239,

CMIT Activities CMIT Activities CMIT Activities Counting On Activities Counting On Activities
Abracadabra Abracadabra Three in a line Ordering numbers to 100 Ordering numbers to 100
Before and after Before and after Choosy Jumps of ten on number line Jumps of ten on number line
Clear the board dot dice Clear the board dot dice Clear the board # Dice x3 Double number line Double number line
Clear the board # Dice x1 Clear the board # Dice x1 Tracks on a hundreds chart Tracks on a hundreds chart
Clear the board # Dice x2 Hundreds chart jigsaw Hundreds chart jigsaw
Clear the board # Dice x3 First to 100 First to 100
Blocks on a bowl Add to 100 Add to 100
Teddy race Make 100 Make 100
The nasty game The nasty game
Climb the ladder Climb the ladder

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of


Work Work Work
12-15 46 - 51 85, 86

Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games
Make the largest number Make the largest number Make the largest number Make the largest number
(Dealing only 2 or 3 cards) (Dealing 3 or 4 cards) (Dealing 5 cards) (Dealing 5 cards)
Up and Down Up and Down
Operations with Whole
Numbers

Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons

Numbers before and after Circle the larger number Circle the largest number
(10’s, teens, 2 digit & 3 digit) (Two digit numbers) (Three digit numbers)

Collect Dinosaurs Arrow Place Value

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 11
Learning Objects Learning Objects Learning Objects Learning Objects Learning Objects

CMIT Website CMIT Website CMIT Website Learning Federation - TALE Learning Federation - TALE
Butterfly Ten Frames Penguin Count 4 Turns to 100 Scale Matters: range of Scale Matters: negatives
Washing Line Arrow card game Arrow card game numbers Scale Matters: range of
Numeral Track 100 chart 100 chart Wishball: Ultimate numbers
Sieve of Eratosthenes
Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Circle 99
Number Trains 1-10 Counting Beetles: making What’s the problem:nature L1 Scale Matters: hundreds
Number Trains 1-20 word problems What’s the problem:nature L2 Scale Matters: tens of
Number Trains 30-50 Counting Beetles: solving What’s the problem:planet L1 thousands
Scale Matters : Ones word problems What’s the problem:planet L2 Scale Matters: tenths
Scale Matters:whole numbers The Number Partner What’s the problem:sports L1 Scale Matters: hundredths
assessment Scale Matters: Ones Number Trains: Skip counting Hopper Challenge : Series of
Counting Beetles:Level 1 Scale Matters: Tens Scale Matters: simple units 3
Counting Beetles:Level 2 Scale Matters: Hundreds Scale Matters: tens Hopper: Series
Counting Beetles:Level 3 Scale Matters: Simple Units Scale Matters : Tenths The part-adder: genetate easy
Numberline Arithmetic Number Trains 30-50 Scale Matters: hundreds sums
Number Trains 90-120 Scale Matters: tens of The part-adder: genetate hard
Number Trains Skip Counting thousands sums
The number partner: Go Hopper: whole numbers The part-adder: go figure
Figure Wishball: Whole numbers
Numberline Bars Wishball: challenge
Tower of Hanoi
The Number Partner
The Number Partner: Go
Figure
The part-adder: genetate easy
sums
The part-adder: genetate hard
sums
The part-adder: go figure

IWB Resources via IWB Resources via IWB Resources via IWB Resources via IWB Resources via
Standards Site UK Standards Site UK Standards Site UK Standards Site UK Standards Site UK

Interactive 100 chart Interactive 100 chart Interactive 100 chart Interactive 100 chart Interactive 100 chart
(Number Grid) (Number Grid) (Number Grid) (Number Grid) (Number Grid)
100 chart instructions 100 chart instructions 100 chart instructions 100 chart instructions 100 chart instructions

Interactive counting (1-100) Interactive counting (1-100) Interactive Number Spinner Interactive Number Spinner
(Counting on and back) (Counting on and back)
Counting instructions Counting instructions Number Spinner Instructions Number Spinner Instructions

Interactive Number Spinner

Number Spinner Instructions

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 12
Other Websites Other Websites Other Websites Other Websites Other Websites

http://www.abc.net.au/countusi http://www.mathcats.com/ http://www.funbrain.com/brain/ http://www.figurethis.org/ http://illuminations.nctm.org/A


n MathBrain/MathBrain.html ctivitySearch.aspx
http://www.bbc.co.uk/schools/ http://www.curriculumsupport.
http://www.oswego.org/ocsd- numbertime/games/mend.sht http://www.crickweb.co.uk/ass education.nsw.gov.au/second http://www.mathplayground.co
web/games/SplatSquares/spla ml ets/resources/flash.php?&file= ary/mathematics/assets/pdf/lit m/
tsq100.html ncmenu eracyy7/s4history.pdf
http://www.learnalberta.ca/con http://www.curriculumsupport.
http://www.oswego.org/ocsd- tent/me3us/flash/lessonLaunc http://resources.oswego.org/g http://www.amblesideprimary.c education.nsw.gov.au/second
web/games/SplatSquares/spla her.html?lesson=lessons/05/m ames/Estimate/estimate.html om/ambleweb/mentalmaths/sq ary/mathematics/assets/pdf/lit
tre100.html 3_05_00_x.swf uaremaker.html eracyy7/s4history.pdf
http://www.wmnet.org.uk/reso
http://www.bbc.co.uk/schools/ http://www.curriculumsupport. urces/gordon/sequences%20v http://www.curriculumsupport. http://www.curriculumsupport.
numbertime/games/mend.sht education.nsw.gov.au/primary/ 6.swf education.nsw.gov.au/second education.nsw.gov.au/second
ml mathematics/assets/pdf/stage ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit
1/handsup.pdf http://www.crickweb.co.uk/ass eracyy7/s4matching.pdf eracyy7/s4matching.pdf
http://pbskids.org/curiousgeor ets/resources/flash.php?&file=
ge/games/count_your_chicken http://www.curriculumsupport. Toolkit%20index2a http://www.curriculumsupport. http://www.curriculumsupport.
s/count_your_chickens.html education.nsw.gov.au/primary/ (Place Value Calculator, education.nsw.gov.au/second education.nsw.gov.au/second
mathematics/assets/pdf/stage Virtual HTU Place Value ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit
http://www.bbc.co.uk/schools/ 1/handsup.pdf Cards, Interactive Number eracyy7/s4placevalue.pdf eracyy7/s4placevalue.pdf
numbertime/games/snakes.sht Line )
ml http://www.curriculumsupport. http://www.curriculumsupport.
http://pbskids.org/curiousgeor http://www.hbschool.com/activ education.nsw.gov.au/second education.nsw.gov.au/second
http://www.bbc.co.uk/schools/ ge/games/banana_411/banan ity/numbers_to_1000/ ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit
numbertime/games/find_the.s a_411.html eracyy7/s4placevalue2.pdf eracyy7/s4placevalue2.pdf
html http://www.amblesideprimary.c
http://www.amblesideprimary.c om/ambleweb/quizes/guessit. http://www.curriculumsupport. http://www.curriculumsupport.
http://www.bbc.co.uk/schools/ om/ambleweb/quizes/guessit. htm education.nsw.gov.au/second education.nsw.gov.au/second
numbertime/games/find_the.s htm ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit
html http://www.amblesideprimary.c eracyy7/s4placevalue3.pdf eracyy7/s4placevalue3.pdf
http://www.amblesideprimary.c om/ambleweb/mentalmaths/nu
http://www.amblesideprimary.c om/ambleweb/mentalmaths/nu mberbond.html http://www.curriculumsupport. http://www.curriculumsupport.
om/ambleweb/quizes/guessit. mberbond.html education.nsw.gov.au/second education.nsw.gov.au/second
htm ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit
http://illuminations.nctm.org/Ac eracyy7/s4inequality.pdf eracyy7/s4inequality.pdf
http://illuminations.nctm.org/Ac tivityDetail.aspx?ID=75
tivityDetail.aspx?ID=75 http://www.curriculumsupport. http://www.curriculumsupport.
education.nsw.gov.au/second education.nsw.gov.au/second
ary/mathematics/assets/pdf/lit ary/mathematics/assets/pdf/lit
eracyy7/s4numbers.pdf eracyy7/s4numbers.pdf

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 13
Week 2 Time MES1.5 MS1.5 MS2.5 MS3.5 MS4.3
Students develop ● Describe the duration of ● Use informal units to ● Recognise the ● Convert between am/pm ● Perform operations
an understanding events using everyday measure and compare the coordinated movements of the notation and 24-hour time involving time units
of the passage of language duration of events hands on a clock ● Use timetables involving ● Use international time
time, its ● Sequence events in time ● Name and order the ● Read and record time 24-hour time zones to compare times
measurement and ● Name the days of the months and seasons of the using digital and analog ● Compare various time ● Interpret a variety of
representations, week and seasons year notation zones in Australia, including tables and charts related to
though the use of ● Tell time on the hour on ● Identify the day and date ● Convert between units of during daylight saving time
everyday digital and analog clocks on a calendar time ● Draw and interpret a
language and ● Tell the time on the hour ● Read and interpret simple timeline using a scale
experiences and half-hour on digital and timetables, timelines and
analog clocks calendars

Syllabus Page : 112 Syllabus Page : 113 Syllabus Page : 114 Syllabus Page : 115 Syllabus Page : 116

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ Click here ☺


Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗


Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons

Days, seasons Days, months, seasons Reading a calendar

Comparing event duration

BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! SNAP/NAPLAN Ready to go! SNAP/NAPLAN Ready to go!

BST Yr 3 2005 q12 BST Yr5 2001 prac C

BST Yr5 2002 Q36

BST Yr5 2003 Q24

NAPLAN Yr5 2009 Q14

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 14
Learning Objects Learning Objects Learning Objects Learning Objects

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE
School day – analogue After school – Analogue After school – Analogue & Time: Analogue & Digital
School day – 12 hour digital After school – Analogue & digital clocks
School day – analogue and digital School day – analogue Time: Match Clocks
digital School day – analogue School day – digital Time: What time will it be
Time: Analogue & Digital School day – 12 hour digital School day – analogue and
clocks School day – 24 hour digital digital
Time: Match Clocks School day – analogue and Time: Analogue & Digital
Time: What time will it be digital clocks
Wake Up Pup – Analogue Time: Match Clocks
Wake Up Pup – Analogue & Time: What time will it be
Digital
Rice Paper rolls – Analogue
Rice Paper Rolls – Analogue
& Digital
Time: Analogue & Digital
clocks
Time: Match Clocks
Time: What time will it be

IWB Resources via IWB Resources via IWB Resources via


Standards Site UK Standards Site UK Standards Site UK

Interactive Clock Interactive Clock Interactive Clock

Clock Instructions Clock Instructions Clock Instructions

Other websites Other websites Other websites Other websites Other websites

http://www.primaryresources.c http://www.fi.edu/time/Journey http://www.crickweb.co.uk/ass http://www.crickweb.co.uk/ass http://www.britannica.com/cloc


o.uk/maths/mathsE2.htm /JustInTime/contents.html ets/resources/flash.php?&file= ets/resources/flash.php?&file= kworks/main2.html
Toolkit%20index2a Toolkit%20index2a
http://www.amblesideprimary.c http://www.time-for- (12 Hour Clock) (24 Hour Clock) http://www.mathsisfun.com/tim
om/ambleweb/mentalmaths/cl time.com/swf/myclox.swf e-zones-world.html
ock.html http://www.fi.edu/time/Journey http://www.woodlands-
http://www.woodlands- /JustInTime/contents.html junior.kent.sch.uk/maths/meas http://www.poodwaddle.com/w
junior.kent.sch.uk/maths/meas ures.htm#Time orldclock.swf
ures.htm#Time http://www.time-for-
time.com/swf/myclox.swf http://www.wmnet.org.uk/wmn
http://www.amblesideprimary.c et/custom/files_uploaded/uplo
om/ambleweb/mentalmaths/cl http://www.woodlands- aded_resources/852/measure
ock.html junior.kent.sch.uk/maths/meas sv2.swf
ures.htm#Time
http://www.poodwaddle.com/w
http://www.amblesideprimary.c orldclock.swf
om/ambleweb/mentalmaths/cl
ock.html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 15
Week 3 Patterns and PAES1.1 PAS1.1 PAS2.1 PAS3.1a Algebraic Techniques
Algebra ● Recognise, describe, ● Create, represent and ● Generate, describe, ● Build simple geometric PAS4.1
Students develop create and continue repeating continue a variety of number record number patterns using patterns involving multiples ● Use letters to represent
skills in creating, patterns patterns and supply missing a variety of strategies ● Complete a table of numbers
describing and ● Continue simple number elements ● Build number values for geometric and ● Translate between words
recording number patterns that increase or ● Build number relationships by relating number patterns and algebraic symbols and
patterns as well decrease relationships by relating multiplication and division ● Describe a pattern in between algebraic symbols
as an ● Use the term ‘is the same addition and subtraction facts facts to at least 10 x 10 words in more than one way and word
understanding of as’ to describe equality to at least 20 PAS3.1b ● Recognise and use
the relationships ● Make generalisations ● Complete simple number ● Construct, verify and simple equivalent algebraic
between numbers about number relationships sentences by calculating the complete number sentences expressions
● Use the equals sign to value of a missing number involving the four operations PAS4.2
record equivalent number with a variety of numbers ● Create, record and
relationships describe number patterns
using words
PAS4.3
● Use the algebraic symbol
to simplify, expand and
factorise simple algebraic
expressions
● Substitute into algebraic
expressions
PAS4.4
● Solve linear equations
and word problems using
algebra

Syllabus Page :73 Syllabus Page : 74 Syllabus Page : 75 Syllabus Page : 76 Syllabus Page : 78

Syllabus Sample Units of


Work
60 - 65

NAPLAN Strategies Doc 2008

Click here ☺
Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗


Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 16
BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! SNAP/NAPLAN Ready to go! SNAP/NAPLAN Ready to go!

BST Yr3 2005 Q2 BST Yr3 2000 PracF BST 2001 Yr3 Q31 BST Yr5 2005 Q27 SNAP Yr7 2006 Q14

NAPLAN Yr3 2009 Q2 BST Yr3 2000 Q1 BST Yr3 2006 Q19 NAPLAN Yr5 2009 Q23 SNAP Yr7 2006 Q37

BST Yr3 2001 PracG BST Yr5 2006 Q25 SNAP Yr7 2006 Q48

DENS 1 DENS 1 DENS 2 DENS 2


E 26, 27, 47, 48, E CB1’s 42, 44, 46, CB1’s

P 109, 111, 115 P Forming 174, 176, 178 Forming 174, 176, 178
Groups Groups
F F 149, 151, 153, 155 Co-ordi Co-ordi
Groups Groups
CO CO

Talking About Patterns & Talking About Patterns & Talking About Patterns & Talking About Patterns &
Algebra CD Algebra CD Algebra CD Algebra CD

26-30 38-46 47-49 71-77 85-87 115-122 124 129-136

Counting On Activities Counting On Activities

AFLgebra AFLgebra

Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games

Place in Order Place in Order Four Kings Up and Down Up and Down

Up and Down Make a Pattern

Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons

Make a 2 & 3 Pattern

Patterns and Sequences

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 17
IWB Resources via IWB Resources via IWB Resources via IWB Resources via
Standards Site UK Standards Site UK Standards Site UK Standards Site UK

Interactive 100 chart Interactive 100 chart Interactive 100 chart Interactive 100 chart

(Number Grid) (Number Grid) (Number Grid) (Number Grid)

100 chart instructions 100 chart instructions 100 chart instructions 100 chart instructions

Learning Objects Learning Objects Learning Objects Learning Objects Learning Objects

CMIT Website CMIT Website CMIT Website Learning Federation - TALE Learning Federation - TALE
Dominoes Calendar Calendar Musical number patterns: Squirt three containers –
odds & evens, musical times, Series of 4
Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE music make, the challenger Bridge Builder- complex
Monster Choir: patterns Balance the Cups Wishball Challenge Attribute trains pentagons
Monster Choir: missing Balance the Cups: use the The number partner: go figure Hopper Ultimate Bridge Builder- complex
monsters rule Musical number patterns: Pentominoes squares
Colour Patterns Musical Number Patterns: odds & evens, musical times, Pascal’s Triangle Bridge Builder- quadrilaterals
Musical Counter music maker Pattern Blocks Bridge Builder- Triangles 1
Musical Number Patterns: Vile Vendor Colour Patterns Bridge Builder- Triangles 2
Music Maker Balance the cups: use the rule Algebra Balance Scales Biscuit factory
Monster Choir: Look & Listen 1 Attribute Blocks
The Number Partner Balance the cups: use the rule Balance the Blobs ; find the
Number Partner: Go Figure 2 rule 3
Colour Patterns Balance the cups: use the rule Balance the Blobs : Find the
Squirt: Two containers 3 Rule 2
Balance the blobs: find the Squirt: Three containers
rule 1 Filling glasses- create the right
Balance the blobs: find the glass
rule 2 Bridge Builder- complex
Balance the blobs: find the pentagons
rule 3 Bridge Builder- complex
Hopper Whole Numbers squares
Squirt Two containers Bridge Builder- quadrilaterals
Squirt Two containers: Level 1 Bridge Builder- Triangles 1
Squirt Two containers: Level 2 Bridge Builder- Triangles 2
Attribute Trains Tower of Hanoi
Tower of Hanoi Algebra Balance Scales –
Function machine Series of 2
Squirt: Two containers Function machine
Exploring Algebra

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 18
Other Websites Other Websites Other Websites Other Websites Other Websites

http://www.gingerbooth.com/fl http://www.gingerbooth.com/fl http://www.gingerbooth.com/fl http://www.curriculumsupport. http://www.curriculumsupport.


ash/patblocks/patblocks.php ash/patblocks/patblocks.php ash/patblocks/patblocks.php education.nsw.gov.au/second education.nsw.gov.au/second
ary/mathematics/years7_10/te ary/mathematics/years7_10/te
http://www.oswego.org/ocsd- http://www.linkslearning.org/Ki http://www.crickweb.co.uk/ass aching/algebra.htm aching/algebra.htm
web/games/SplatSquares/spla ds/1_Math/2_Illustrated_Lesso ets/resources/flash.php?&file=
tsq100.html ns/5_Patterns/index.html Toolkit%20index2a The Hundred Square, http://www.mathplayground.co
(Sequences) m/locate_aliens.html
http://www.learnalberta.ca/con
tent/me3usa/flash/index.html? http://pbskids.org/cyberchase/
goLesson=5 webisode_1/web_1game.html

Week 3 Time MES1.5 MS1.5 MS2.5 MS3.5 MS4.3


Students develop ● Describe the duration of ● Use informal units to ● Recognise the ● Convert between am/pm ● Perform operations
an understanding events using everyday measure and compare the coordinated movements of the notation and 24-hour time involving time units
of the passage of language duration of events hands on a clock ● Use timetables involving ● Use international time
time, its ● Sequence events in time ● Name and order the ● Read and record time 24-hour time zones to compare times
measurement and ● Name the days of the months and seasons of the using digital and analog ● Compare various time ● Interpret a variety of
representations, week and seasons year notation zones in Australia, including tables and charts related to
though the use of ● Tell time on the hour on ● Identify the day and date ● Convert between units of during daylight saving time
everyday digital and analog clocks on a calendar time ● Draw and interpret a
language and ● Tell the time on the hour ● Read and interpret simple timeline using a scale
experiences and half-hour on digital and timetables, timelines and
analog clocks calendars

Syllabus Page : 112 Syllabus Page : 113 Syllabus Page : 114 Syllabus Page : 115 Syllabus Page : 116

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ Click here ☺


Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗


BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! SNAP/NAPLAN Ready to go! SNAP/NAPLAN Ready to go!

Modified NAPLAN 2008 Q27 NAPLAN Yr3 2009 Q8 BST Yr3 2003 Q11 BST Yr5 2005 Q13

BST Yr3 2000 Q2 NAPLAN Yr5 2009 Q28

BST Yr3 2006 Q18

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 19
Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons Smart Notebook Lessons

O’Clock Half Past Reading Clocks

Learning Objects Learning Objects Learning Objects Learning Objects

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE
School day – analogue After school – Analogue After school – Analogue & Time: Analogue & Digital
School day – 12 hour digital After school – Analogue & digital clocks
School day – analogue and digital School day – analogue Time: Match Clocks
digital School day – analogue School day – digital Time: What time will it be
Time: Analogue & Digital School day – 12 hour digital School day – analogue and
clocks School day – 24 hour digital digital
Time: Match Clocks School day – analogue and Time: Analogue & Digital
Time: What time will it be digital clocks
Wake Up Pup – Analogue Time: Match Clocks
Wake Up Pup – Analogue & Time: What time will it be
Digital
Rice Paper rolls – Analogue
Rice Paper Rolls – Analogue
& Digital
Time: Analogue & Digital
clocks
Time: Match Clocks
Time: What time will it be

Other websites Other websites Other websites Other websites Other websites

http://www.primaryresources.c http://www.fi.edu/time/Journey http://www.crickweb.co.uk/ass http://www.crickweb.co.uk/ass http://www.britannica.com/cloc


o.uk/maths/mathsE2.htm /JustInTime/contents.html ets/resources/flash.php?&file= ets/resources/flash.php?&file= kworks/main2.html
Toolkit%20index2a Toolkit%20index2a
http://www.amblesideprimary.c http://www.time-for- (12 Hour Clock) (24 Hour Clock) http://www.mathsisfun.com/tim
om/ambleweb/mentalmaths/cl time.com/swf/myclox.swf e-zones-world.html
ock.html http://www.fi.edu/time/Journey http://www.woodlands-
http://www.woodlands- /JustInTime/contents.html junior.kent.sch.uk/maths/meas http://www.poodwaddle.com/w
junior.kent.sch.uk/maths/meas ures.htm#Time orldclock.swf
ures.htm#Time http://www.time-for-
time.com/swf/myclox.swf http://www.wmnet.org.uk/wmn
http://www.amblesideprimary.c et/custom/files_uploaded/uplo
om/ambleweb/mentalmaths/cl http://www.woodlands- aded_resources/852/measure
ock.html junior.kent.sch.uk/maths/meas sv2.swf
ures.htm#Time
http://www.poodwaddle.com/w
http://www.amblesideprimary.c orldclock.swf
om/ambleweb/mentalmaths/cl
ock.html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 20
IWB Resources via IWB Resources via IWB Resources via
Standards Site UK Standards Site UK Standards Site UK

Interactive Clock Interactive Clock Interactive Clock

Clock Instructions Clock Instructions Clock Instructions

Week 4 Patterns and PAES1.1 PAS1.1 PAS2.1 PAS3.1a PAS4.1


Algebra ● Recognise, describe, • Create, represent and ● Generate, describe, ● Build simple geometric ● Use letters to represent
Students develop create and continue repeating continue a variety of number record number patterns using patterns involving multiples numbers
skills in creating, patterns patterns and supply missing a variety of strategies ● Complete a table of ● Translate between words
describing and ● Continue simple number elements ● Build number values for geometric and and algebraic symbols and
recording number
patterns as well
patterns that increase or
• Build number
relationships by relating number patterns between algebraic symbols
decrease
relationships by relating
multiplication and division ● Describe a pattern in and word
as an ● Use the term ‘is the same addition and subtraction facts
facts to at least 10 x 10 words in more than one way ● Recognise and use
understanding of as’ to describe equality to at least 20 ● Complete simple number simple equivalent algebraic
the relationships sentences by calculating the expressions
between numbers • Make generalisations value of a missing number PAS3.1b PAS4.2
about number relationships ● Construct, verify and ● Create, record and
• Use the equals sign to complete number sentences describe number patterns
record equivalent number involving the four operations using words
relationships with a variety of numbers ● Use algebraic symbols to
translate descriptions of
number patterns
● Represent number
pattern relationships as a
point on a grid
PAS4.3
● Use the algebraic symbol
to simplify, expand and
factorise simple algebraic
expressions
● Substitute into algebraic
expressions
PAS4.4
● Solve linear equations
and word problems using
algebra
PAS4.5
• Interpret the number
plane and locate ordered pairs
• Graph and interpret linear
relationships created from
simple number patterns and
equations

Syllabus Page :73 Syllabus Page : 74 Syllabus Page : 75 Syllabus Page : 76 Syllabus Page : 78

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 21
NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ Click here ☺ ☺ Click here ☺

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Questions Yr9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗

DENS 1 DENS 1 DENS 2 DENS 2

E 26, 27, 47, 48, E CB1’s 42, 44, 46, CB1’s

P 109, 111, 115 P Forming 174, 176, 178 Forming 174, 176, 178
Groups Groups
F F 149, 151, 153, 155 Co-ordi Co-ordi
Groups Groups
CO CO

Talking About Patterns & Talking About Patterns & Talking About Patterns & Talking About Patterns &
Algebra CD Algebra CD Algebra CD Algebra CD

26-30 38-46 47-49 71-77 85-87 115-122 124 129-136

CMIT Activities Counting On Activities Counting On Activities

Dominoes AFLgebra AFLgebra

Syllabus Sample Units of


Work

60 - 65

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 22
Other Websites Other Websites Other Websites Other Websites Other Websites

http://www.gingerbooth.com/fl http://www.gingerbooth.com/fl http://www.gingerbooth.com/fl http://www.curriculumsupport. http://www.curriculumsupport.


ash/patblocks/patblocks.php ash/patblocks/patblocks.php ash/patblocks/patblocks.php education.nsw.gov.au/second education.nsw.gov.au/second
ary/mathematics/years7_10/te ary/mathematics/years7_10/te
http://www.oswego.org/ocsd- http://www.linkslearning.org/Ki http://www.crickweb.co.uk/ass aching/algebra.htm aching/algebra.htm
web/games/SplatSquares/spla ds/1_Math/2_Illustrated_Lesso ets/resources/flash.php?&file=
tsq100.html ns/5_Patterns/index.html Toolkit%20index2a The Hundred Square, http://www.mathplayground.co
(Sequences) m/locate_aliens.html
http://www.learnalberta.ca/con
tent/me3usa/flash/index.html? http://pbskids.org/cyberchase/
goLesson=5 webisode_1/web_1game.html

Learning Object Learning Object Learning Object Learning Object


Learning Federation - TALE Learning Federation - TALE CMIT Website Learning Federation - TALE Learning Object
Monster Choir: patterns Balance the Cups Calendar Patterns Musical number patterns: Learning Federation - TALE
Monster Choir: missing Balance the Cups: use the Learning Federation - TALE odds & evens, musical times, Squirt three containers –
monsters rule Wishball Challenge music make, the challenger Series of 4
Colour Patterns Musical Number Patterns; The number partner: go figure Attribute trains
Musical Counter Musical number patterns: Pentominoes
Monster Choir: Look & Listen odds & evens, musical times, Pascal’s Triangle
The Number Partner music maker Pattern Blocks
Number Partner: Go Figure Monster choir: look & listen, Colour Patterns
Colour Patterns go Algebra Balance Scales
Vile Vendor Attribute Blocks
Balance the cups: use the rule Balance the Blobs ; find the
Balance the blobs: find the rule 3
rule Balance the Blobs : Find the
Hopper Whole Numbers Rule 2
Squirt Two containers Squirt three containers –
Squirt Two containers: Level 1 series of 4
Squirt Two containers: Level 2 Filling glasses – series of 5
Attribute Trains Bridge Builder - series of 5
Tower of Hanoi Tower of Hanoi
Function machine Algebra Balance Scales –
Series of 2
Function machine
Exploring Algebra

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 23
Week 4 Data DES1.1 DS1.1 DS2.1 DS3.1 DS4.1
Students inform ● Collect data about • Gather and record data ● Conduct surveys, classify ● Daw pictures, column, ● Draw, read and interpret
their inquiries students and their using tally marks and organise data using tables line and divided bar graphs graphs (line, sector, travel,
through gathering, environment ● Display the data using ● Construct vertical and using scales or many to one step, conversion, divided bar,
organising, ● Organise actual objects concrete materials and horizontal column graphs and correspondence dot plots, and stem-leaf plots
tabulating and or pictures of the objects into a pictorial representations picture graphs ● Read and interpret sector tables and charts
graphing data data display ● Use objects or pictures as ● Interpret data presented (pie) graphs • Distinguish between types
● Interpret data displays symbols to represent other in tables, column graphs and ● Read and interpret graphs of variables used in graphs
made from objects and
pictures
objects, using one-tone picture graphs with scales of many-to-one
correspondence
• Identify
correspondence misrepresentations of data in
● Interprets information ● Determine the mean graphs
(average) for a small set of
presented in picture graphs ● Construct frequency
and column graphs data
tables
● Draw frequency
histograms and polygons
● Use sampling and census
● Make predictions from
samples and diagrams
● Analyse data using mean,
mode, median and range

Syllabus Page : 85 Syllabus Page : 86 Syllabus Page : 87 Syllabus Page : 88 Syllabus Page : 89-90

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ Click here ☺ Click here ☺

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗

Syllabus Sample Units of


Work

133 - 136

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 24
DENS 2 DENS 2

CB1’s 104, 106, 108, CB1’s 104, 106, 108,


110, 112, 110, 112,

Forming 208, 210, 212, Forming 208, 210, 212,


Groups 214, Groups 214,

Co-ordi Co-ordi
Groups Groups

IWB Resources via IWB Resources via IWB Resources via IWB Resources via IWB Resources via
Standards Site UK Standards Site UK Standards Site UK Standards Site UK Standards Site UK

Interactive Column Graph Interactive Column Graph Interactive Data/Graphing Interactive Data/Graphing Interactive Data/Graphing

Data/Graphing Instructions Data/Graphing Instructions Data/Graphing Instructions

Other Websites Other Websites Other Websites Other Websites Other Websites

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om/ambleweb/mentalmaths/gr om/ambleweb/mentalmaths/gr eateagraph/ eateagraph/ eateagraph/
apher.html apher.html

http://www.bbc.co.uk/schools/ http://www.bbc.co.uk/schools/
ks1bitesize/numeracy/data/fs. ks1bitesize/numeracy/data/fs.
shtml shtml

http://nces.ed.gov/nceskids/cr
eateagraph/

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 25
Learning Objects Learning Objects Learning Objects Learning Objects

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE

Pie Chart Mystery Spinner: match the Spinners: Match up Scatter plots: about scatter
Spinners graph Mystery Spinner: Challenge plots
Home internet survey: Where Bar Chart Scatter plots: create your own
Home internet survey: Who Bridge Builder: Triangles Scatter plots: age & reaction
Pie Chart Filling glasses: find the right time
Spinners graph, create the right glass, Scatter plots: height & belly
Bar Chart graphing and comparing button height
Media Report: Series of 6
Skateboard survey
Scatter plot - series of 6
Matchbox Machine– series of
6
Fix the Matchbox Machine –
Series of 3
Rice Crisp Machine – Series
of 3
Leisure survey – Series of 5
Healthy Life Survey – Series
of 4
Home Internet Survey –
Series of 4
Media Report series – Series
of 8
Skateboard survey
Data Handler – Series of 4
Pie Chart
Spinners
Bar Chart
Box Plot Histogram
Exploring Data – Series of 2
Exploring Graphs

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 26
Week 5 Addition and NES1.2 NS1.2 NS2.2 NS3.2 NS4.2
Subtraction ● Combine groups to model ● Model addition and • Use a range of mental • Select and apply • Perform operations with
Students develop addition subtraction using concrete strategies for addition and appropriate mental, written or directed numbers
facility with ● Take part of a group away materials
number facts and to model subtraction ● Develop a range of
subtraction involving two-, calculator strategies for • Simplify expressions
three- and four-digit numbers addition and subtraction with involving grouping symbols
computation with ● Compare groups to
progressively
mental strategies and informal
recording methods for addition
• Explain and record counting numbers of any size. and apply order of operations
determine’ how many’ methods for adding and
larger numbers in ● Record addition and and subtraction
subtracting
addition and subtraction informally ● Record number
subtraction and sentences using drawings, • Use a formal written
an appreciation of numerals, symbols and words algorithms for addition and
the relationship subtraction
between those
facts

Syllabus Page : 46 Syllabus Page : 47-48 Syllabus Page : 49-50 Syllabus Page : 51 Syllabus Page : 59

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ ☺ Click here ☺


Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question
Addition Subtraction Addition Subtraction Addition Subtraction Addition Subtraction

⊗ Click here ⊗ ⊗ Click here ⊗ ⊗ Click here ⊗ ⊗ Click here ⊗


BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! BST/NAPLAN Ready to go! SNAP/NAPLAN Ready to go! SNAP/NAPLAN Ready to go!

BST Yr3 2004 Prac E Addition NAPLAN Yr3 2009 Q25 Add BST 2001 Yr5 Q6 Add SPLIT BST Yr5 2001 Q6 Add Jump

NAPLAN Yr3 2009 Q9 Add BST Yr3 2003 Q1 Subtraction BST 2001 Yr5 Q6 Add JUMP BST Yr5 2002 Q5 Sub Jump

BST Yr3 2003 Q1 Subtraction BST Yr5 2002 Q5 Sub Jump

DENS 1 DENS 1 DENS 2 DENS 2

E 24, 28, 45 E CB1’s 24, 28, 50, 108, CB1’s


128,
P 117, 119, 121, P 119, 121 Forming 190, Forming 186, 194,
Groups Groups
F 159,163,171,175, F 173, 181, Co-ordi 284, 290, Co-ordi 284, 286, 288,
183,185 Groups Groups 290,
CO 225, 261, 271, CO 233, 235, 239, 243,
245, 247, 267

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 27
Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of
Work Work Work

16 - 19 42 – 46 87 - 90

CMIT Activities CMIT Activities CMIT Activities Counting On Activities Counting On Activities
Addo Blackboard bingo Doubles plus one Grids to ten Grids to ten
Birds in trees 1 Card bingo Doubles minus one Addition pairs to 10 Addition pairs to 10
Birds in trees 2 Clear the board 1 die Double dice multi Make 7 Fish Make 7 Fish
Five Cards Clear the board 2 dice Triple dice multi Ten pin bowling Ten pin bowling
Make Five Clear the board 3 dice Triples plus one Adding larger numbers Adding larger numbers
Fish Make 10 Subtracting 10’s game Subtraction Subtraction
Rabbit Game Make 10 again Clear the board 3 dice Jumps of ten on the number Jumps of ten on the number
Diffy towers Dotto Flipper line line
Cross out dice Diffy Largest Number Wins
Friends of 10 jingle Flying saucer On target
A 10 and 1 teen chant I spy Pairs
How many more Jigsaw Ten points
Handful of teddies Countdown Thirty one
Number Line Race Count on bingo Make 100
Sort and count

Learning Object Learning Object Learning Object Learning Object


CMIT Website CMIT Website CMIT Website Learning Federation – TALE
Dominoes Addition Wheel Addition Wheel The difference bar: go figure
Eggs in a carton Darts Game Calendar Game The difference bar: generate
Four Turns to 100 easy subtractions, hard
Learning Federation – TALE Learning Federation - TALE subtractions
Learning Federation – TALE The difference bar: make your
Difference Bars own easy subtractions, hard
The difference bar: go figure subtractions
The difference bar: generate The Part-Adder: go figure
easy subtractions, hard Part-adder: generate hard
subtractions sums
The difference bar: make your Part-adder: make your own
own easy subtractions, hard easy sums, hard sums
subtractions School Canteen: estimate &
The Part-Adder: go figure check: Level 1
Part-adder: generate hard School Canteen: two trades:
sums Level 1
Part-adder: make your own
easy sums, hard sums

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 28
Other Websites Other Websites Other Websites Other Websites Other Websites

http://www.bbc.co.uk/schools/ http://www.bbc.co.uk/schools/ http://www.smartkiddies.com/ http://www.amblesideprimary.c http://www.amblesideprimary.


numbertime/games/test.shtml numbertime/games/dartboard. members/indexStu.htm om/ambleweb/mentalmaths/Bi com/ambleweb/mentalmaths/
shtml http://www.mathszone.co.uk/ gCalculator.html BigCalculator.html
http://www.mathszone.co.uk/
http://www.mathszone.co.uk/ http://www.amblesideprimary.c http://www.amblesideprimary.c
om/ambleweb/mentalmaths/ad om/ambleweb/mentalmaths/ad
ditiontest.html ditiontest.html

http://www.amblesideprimary.c http://www.amblesideprimary.c
om/ambleweb/mentalmaths/su om/ambleweb/mentalmaths/su
btractiontest.html btractiontest.html

Week 5 Money NES1.1 NS1.1 NS2.4 NS3.4 NS4.3


(Whole numbers, ● Use the language of ● Sort, order and count ● Perform calculations with ● Apply the four operations ● Use ratios and rates to
F&D) money money using face value money to money in real life situations solve problems

Syllabus Page : 41 Syllabus Page : 42 - 43 Syllabus Page : 62 - 63 Syllabus Page : 65 Syllabus Page : 66 - 67

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗

Smart Notebook Lessons Smart Notebook Lessons

Change from $10 Change from $10

Other Websites Other Websites Other Websites

http://www.amblesideprimary.c http://www.amblesideprimary.c http://www.amblesideprimary.


om/ambleweb/mentalmaths/Bi om/ambleweb/mentalmaths/Bi com/ambleweb/mentalmaths/
gCalculator.html gCalculator.html BigCalculator.html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 29
Learning Objects Learning Objects Learning Objects Learning Objects Learning Objects

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE
Money Bags Money Bags Money Bags Practical money skills for life Practical money skills for life
Money for my piggy bank Money for my piggy bank Money for my piggy bank School canteen: estimate and School canteen: estimate and
check: level 1 check: level 1
School canteen: best buy: School canteen: best buy:
level1 level 1
School canteen: two traders: School canteen: two traders:
level1 level 1
School canteen: restock: School canteen: restock: level
level1 1
School canteen: estimate and
check: level 2
School canteen: best buy:
level 2
School canteen: two traders:
level 2
School canteen: restock: level
2

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 30
Week 6 Addition and NES1.2 NS1.2 NS2.2 NS3.2 NS4.2
Subtraction ● Combine groups to model ● Model addition and • Use a range of mental • Select and apply • Perform operations with
Students develop addition subtraction using concrete strategies for addition and appropriate mental, written or directed numbers
facility with ● Take part of a group away materials
number facts and to model subtraction ● Develop a range of
subtraction involving two-, calculator strategies for • Simplify expressions
three- and four-digit numbers addition and subtraction with involving grouping symbols
computation with ● Compare groups to
progressively
mental strategies and informal
recording methods for addition
• Explain and record counting numbers of any size. and apply order of operations
determine’ how many more’ methods for adding and
larger numbers in ● Record addition and and subtraction
subtracting
addition and subtraction informally ● Record number
subtraction and sentences using drawings, • Use a formal written
an appreciation of numerals, symbols and words algorithms for addition and
the relationship subtraction
between those
facts

Syllabus Page : 46 Syllabus Page : 47-48 Syllabus Page : 49-50 Syllabus Page : 51 Syllabus Page : 59

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ ☺ Click here ☺

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question
Addition Subtraction Addition Subtraction Addition Subtraction Addition Subtraction

⊗ Click here ⊗ ⊗ Click here ⊗ ⊗ Click here ⊗ ⊗ Click here ⊗


DENS 1 DENS 1 DENS 2 DENS 2

E 24, 28, 45 E CB1’s 24, 28, 50, 108, CB1’s


128,
P 117, 119, 121, P 119, 121 Forming 190, Forming 186, 194,
Groups Groups
F 159,163,171,175, F 173, 181, Co-ordi 284, 290, Co-ordi 284, 286, 288,
183,185 Groups Groups 290,
CO 225, 261, 271, CO 233, 235, 239, 243,
245, 247, 267

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of


Work Work Work

16 - 19 42 – 46 87 - 90

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 31
CMIT Activities CMIT Activities CMIT Activities Counting On Activities Counting On Activities
Addo Blackboard bingo Doubles plus one Grids to ten Grids to ten
Birds in trees 1 Card bingo Doubles minus one Addition pairs to 10 Addition pairs to 10
Birds in trees 2 Clear the board 1 die Double dice multi Make 7 Fish Make 7 Fish
Five Cards Clear the board 2 dice Triple dice multi Ten pin bowling Ten pin bowling
Make Five Clear the board 3 dice Triples plus one Adding larger numbers Adding larger numbers
Fish Make 10 Subtracting 10’s game Subtraction Subtraction
Rabbit Game Make 10 again Clear the board 3 dice Jumps of ten on the number Jumps of ten on the number
Diffy towers Dotto Flipper line line
Cross out dice Diffy Largest Number Wins
Friends of 10 jingle Flying saucer On target
A 10 and 1 teen chant I spy Pairs
How many more Jigsaw Ten points
Handful of teddies Countdown Thirty one
Number Line Race Count on bingo Make 100
Sort and count

Learning Object Learning Object Learning Object Learning Object


CMIT Website CMIT Website CMIT Website Learning Federation – TALE
Dominoes Addition Wheel Addition Wheel The difference bar: go figure
Eggs in a carton Darts Game Calendar Game The difference bar: generate
Four Turns to 100 easy subtractions, hard
Learning Federation – TALE Learning Federation - TALE subtractions
Learning Federation – TALE The difference bar: make your
Difference Bars own easy subtractions, hard
The difference bar: go figure subtractions
The difference bar: generate The Part-Adder: go figure
easy subtractions, hard Part-adder: generate hard
subtractions sums
The difference bar: make your Part-adder: make your own
own easy subtractions, hard easy sums, hard sums
subtractions School Canteen: estimate &
The Part-Adder: go figure check: Level 1
Part-adder: generate hard School Canteen: two trades:
sums Level 1
Part-adder: make your own
easy sums, hard sums

Other Websites Other Websites Other Websites Other Websites Other Websites

http://www.bbc.co.uk/schools/ http://www.bbc.co.uk/schools/ http://www.smartkiddies.com/ http://www.amblesideprimary.c http://www.amblesideprimary.


numbertime/games/test.shtml numbertime/games/dartboard. members/indexStu.htm om/ambleweb/mentalmaths/Bi com/ambleweb/mentalmaths/
shtml http://www.mathszone.co.uk/ gCalculator.html BigCalculator.html
http://www.mathszone.co.uk/
http://www.mathszone.co.uk/ http://www.amblesideprimary.c http://www.amblesideprimary.c
om/ambleweb/mentalmaths/ad om/ambleweb/mentalmaths/ad
ditiontest.html ditiontest.html

http://www.amblesideprimary.c http://www.amblesideprimary.c
om/ambleweb/mentalmaths/su om/ambleweb/mentalmaths/su
btractiontest.html btractiontest.html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 32
Week 6 Chance No Chance outcomes at NS1.5 NS2.5 NS3.5 Probability
Students this Stage ● Recognise the element ● Explore all possible ● Assign numerical NS4.4
develop an of chance in familiar daily outcomes in a simple value to the likelihood of ● Determine the
understanding Stage 1 Chance or revision activities chance situation simple events occurring probability of simple events
of the ● Use familiar language ● Conduct simple ● Order the likelihood of ● Solve simple
application of to describe the elements of chance experiments simple vents on a number probability problems
chance in chance ● Collect data and line from 0 to 1 ● Recognise
everyday compare likelihood of complementary events
situations and events of different contexts
an
appreciation of
the difference
between
theoretical and
experimental
probabilities

Syllabus Page : 68 Syllabus Page : 69 Syllabus Page : 70 Syllabus Page : 71

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ Click here ☺ Click here ☺


Yr 3 BST/NAPLAN Questions Yr 5 BST/NAPLAN Questions Yr 7 SNAP/NAPLAN Question Yr 9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of


Work Work Work

57 - 59 102 - 104 130 - 132

Other Websites Other Websites Other Websites

http://www.amblesideprimary.c http://www.amblesideprimary.c http://www.amblesideprimary.


om/ambleweb/yahtzee/index.h om/ambleweb/yahtzee/index.h com/ambleweb/yahtzee/index.
tml tml html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 33
Learning Objects Learning Objects Learning Objects Learning Objects Learning Objects

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE
Spinners: predict and test Spinners: spin & label Spinners: basic builder Mystery Spinner: challenge Dice Duels: go-cart race
Spinners: explore Spinners: advanced builder Mystery Spinner: match the Dice Duels: fair or unfair?
The Slushy Sludger:questions Spinners: match up graph Dice Duels: uneven
The Slushy Sludger: best The Vile Vendor: questions The Foul Food Maker: distribution
guess The Vile Vendor: best guess questions 1 Dice Duels: bike race
The Slushy Sludger: go figure The Vile Vendor: go figure The Foul Food Maker: Dice Duels: lucky 16 race
questions 2 Dice Duels: airport addition
The Foul Food Maker: best Dice Duels: airport subtraction
guess Dice Duels: load one dice
The Foul Food Maker: go Dice Duels: find the bias
figure Dice Duels: tool
Dice Duels: go-cart race Random or not: explore
Dice Duels: fair or unfair? numbers of jubes
Dice Duels: uneven
distribution
Dice Duels: bike race
Dice Duels: lucky 16 race
Dice Duels: airport addition
Dice Duels: airport subtraction
Dice Duels: load one dice
Dice Duels: find the bias
Dice Duels: tool
Random or not: explore
numbers of jubes
Hamlet happens
Coin Tossing

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 34
Week 7 Multiplication NES1.3 NS1.3 NS2.3 NS3.3 NS4.1
and Division • Make equal groups or • Rhythmic and skip count • Develop mental facility for • Select and apply • Explore other counting
Students develop rows by ones, twos, fives and tens number facts up to 10 X 10 appropriate mental, written or systems
facility with
number facts and • Group and share • Model and use strategies • Find multiples and calculator strategies for • Investigate groups of
collections of objects equally for multiplication including squares of numbers multiplication and division positive whole numbers
computation with
progressively • Record grouping and arrays, equal groups and • Use mental and informal • Use formal written • Determine and apply tests
larger numbers in sharing informally repeated addition written strategies for algorithms for multiplication of divisibility
multiplication and • Model and use strategies multiplying or dividing a two- (limit operators to two-digit
• Express a number as a
division and an for division including sharing, digit number by a one-digit numbers) and division (limit
operators to single digit) product of its prime factors
appreciation of array and repeated subtraction operator
• • Find the squares/related
the relationship • Record using drawings, • Interpret remainders in Explore prime and
square roots; cube/related
between those numerals, symbols and words division problems composite numbers
facts cube roots
• Determine factors for a • Use index notation for
given number positive integral indices
• Apply mental strategies to
aid computation
• Divide two or three-digit
numbers by a two digit
number

Syllabus Page : 52 Syllabus Page : 53 Syllabus Page : 54-55 Syllabus Page : 56 Syllabus Page : 57-58

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of
Work Work Work Work

20 - 23 47 - 51 91 - 94 122 - 125

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ Click here ☺ Click here ☺ Click here ☺

Yr 3 BST/NAPLAN Questions Yr 5 BST/NAPLAN Questions Yr 7 SNAP/NAPLAN Question Yr 9 SNAP/NAPLAN Question


Multiplication Division Multiplication Division Multiplication Division Multiplication Division

⊗ Click here ⊗ ⊗ Click here ⊗ ⊗ Click here ⊗ ⊗ Click here ⊗

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 35
DENS 1 DENS 1 DENS 2 DENS 2

E E CB1’s 38, 96, 98, CB1’s


P 113, 123, 129, 131, P 123, Forming 198, Forming
133, Groups Groups
F 173, 189, 195, F 191, 195, 199 Co-ordi 256, 260, 265, Co-ordi 272, 276, 278,
Groups 266, 268, 276, Groups 280, 282,
CO CO 269, 271, 273, 275, 278,
277

CMIT Activities CMIT Activities CMIT Activities Counting On CD – Teaching Counting On CD – Teaching
Activities Activities
When the music stops Mables tables rules Hit the Deck Hex Multiple count
Equal group game Mables tables x2 gameboard Mhex Arrays Blobs and rectangles
Equal blocks Bead patterns Multiplication Bingo X3 bingo Array grids
Coin game Group grabbing 5 Card Multi Games for multiplication & div 3x3 squares
Grouping game Practice Pack Multiple count Multiplication grids
Multiplication-Div wheel Multiplication 2 for tea assess Blobs and rectangles Factors from rectangles
Fast Facts Array grids Dice times
Products 3x3 squares Dice tables
Double dice multi Multiplication grids Four in a row
Hit the deck Factors from rectangles Multo
Knock out Dice times Division,
Mables tables x2 x3 x5 x10 Dice tables Divide by 2, 3, 4, 5, 6
Multiplication bingo Four in a row Multiply & Divide
Multiple madness Multo Rectangular grid
Mungo Division, Array bingo
Popstick bingo Divide by 2, 3, 4, 5, 6
Triple dice multi Multiply & Divide
Triples plus one Products
Rectangular grid
Array bingo
Multiplication cards
Hilo
Division cards

Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games

Double, half or stay Double, half or stay Double, half or stay Hilo
Fast Facts Fast Facts Division Remainders
Make 20 Make 20 Double, half or stay
Salute Multiplication Salute Multiplication Fast Facts
Total 3 Total 3 Make 20
Salute Multiplication
Total 3

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 36
Learning Objects Learning Objects Learning Objects Learning Objects
CMIT Website CMIT Website CMIT Website CMIT Website
Arrays Arrays Remainders Count Remainders Count

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE


The Array Divide it up: Sharing Tool Arrays: explore factors
The Array: Go Figure Divide it up: Hardware Pobble arrays: make multiples
Pobble Arrays – Series of 3 Divide it up: Puppies Arrays: word problems with
Arrays : Factor Families Divide it up: Grouping tool products 10-30, 35-64
Divide it Up: grouping tool Divide it up: Kittens School Canteen Best Buy –
Divide it Up: hardware The Divider: whole number Level 1
Divide It Up: kittens remainders School Canteen Estimate and
Divide It Up: sharing tool The Divider: without Check – Level 1
remainders School Canteen Restock –
The Divider: solve your own Level 1
The Multiplier: go figure School Canteen Two Traders
The Multiplier: generate easy – Level 1
multiplications Rectangle Multiplication
The Multiplier: generate hard Integers
multiplications
The Multiplier: make your own
easy multiplications
The Multiplier: make your own
hard multiplications
Pobble arrays: make multiples
Arrays: word problems with
products 10-30, 35-64
Arrays: factor families
Arrays: explore factors
The Array
Pobble Arrays – Series of 3
Arrays Series – Series of 5
Rectangle Multiplication
Rectangle Division

Smart Notebook Lessons

Sharing and grouping


Sharing Teddies

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 37
IWB Resources via IWB Resources via IWB Resources via IWB Resources via
Standards Site UK Standards Site UK Standards Site UK Standards Site UK

Interactive Grouping Interactive Remainders Interactive Multiplication Dial Interactive Division Grid
(Number Dials)
Grouping Instructions Remainders Instructions Multiplication Dial Instructions Division Grid Instructions

Interactive Multiplication Facts Interactive Division Grid Interactive Multiplication Facts

Multiplication Fact Instructions Division Grid Instructions Multiplication Fact Instructions

Interactive Multiplication Grid Interactive Multiplication Facts Interactive Division Grid

Multiplication Grid Instructions Multiplication Fact Instructions Division Grid Instructions

Interactive Multiplication Grid Interactive 100 chart


(Number Grid) Prime # Button
Multiplication Grid Instructions 100 chart instructions

Interactive Grouping Interactive Digit Expander


(Moving digits)
Grouping Instructions Digit Expander Instructions

Interactive Multiplication Dial Interactive Multiplication Grid


(Number Dials)
Multiplication Dial Instructions Multiplication Grid Instructions

Other Websites Other Websites Other Websites Other Websites

http://www.bbc.co.uk/schools/ http://www.amblesideprimary.c http://www.amblesideprimary.c http://www.amblesideprimary.


numbertime/games/dartboard. om/ambleweb/mentalmaths/te om/ambleweb/mentalmaths/Bi com/ambleweb/mentalmaths/
shtml sttest.html gCalculator.html BigCalculator.html

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om/ambleweb/mentalmaths/di om/ambleweb/mentalmaths/te com/ambleweb/mentalmaths/t
vidermachine.html sttest.html esttest.html

http://www.mathsisfun.com/ga http://www.amblesideprimary.c
mes/mathionaire- om/ambleweb/mentalmaths/di
multiplication-quiz.html vidermachine.html

http://www.mathsisfun.com/ga
mes/mathionaire-
multiplication-quiz.html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 38
Week 7 2D Space SGES1.2 SGS1.2 SGS2.2a SG3.2a SG4.3
Students develop • Manipulate, sort and • Identify, name, compare • Identify and name • Identify right-angled, • Classify, construct and
verbal, visual and describe 2D shapes and represent hexagons, pentagons, octagons and isosceles, equilateral and determine properties of
mental
representations of • Identify and name circles, rhombuses and trapeziums parallelograms presented in scalene triangles triangles and quadrilaterals
lines, angles and squares, triangles and presented in different different orientations • Identify and draw regular • Investigate similar figures
two-dimensional rectangles in pictures and the orientations • Compare and describe and irregular 2D shapes and interpret and construct
shapes, their environment, and presented in • Make tessellating designs special groups of • Identify and name parts of scale drawings
parts and different orientations using flips, slides and turns quadrilaterals a circle • Complete simple
properties, and • Represent 2D shapes • Identify a line of symmetry • Make tessellating designs • Enlarge and reduce numerical exercises based on
different using a variety of materials • Identify and name parallel, by reflecting, translating and shapes, pictures and maps geometrical properties
orientations • Identify and draw straight vertical and horizontal lines rotating
• Identify shapes that have • Classify angles and
and curved lines • Identify corners as angles • Find all lines of symmetry rotational symmetry determine angle relationships
• Compare angles by
for a two-dimensional shape
• Classify angles as right, • Construct parallel and
placing one angle on top of • Recognise openings, acute, obtuse, reflex, straight perpendicular lines and
another slopes and turns as angles or a revolution determine associated angle
• Describe angles using • Measure in degrees and
properties
everyday language and the construct angles using a
term ‘right’ protractor
• Compare angles using
informal means

Syllabus Page : 124 Syllabus Page : 125 Syllabus Page : 126-127 Syllabus Page : 128-129 Syllabus Page : 130-131

Teaching Space & Geometry Teaching Space & Geometry Teaching Space & Geometry Teaching Space & Geometry
CD(Contact your local CD(Contact your local CD(Contact your local CD(Contact your local
Numeracy Consultant to Numeracy Consultant to Numeracy Consultant to Numeracy Consultant to
access this resource) access this resource) access this resource) access this resource)

Discovering Shapes Unit Part-whole Unit Exploring Quadrilaterals Unit Constructing Shapes Unit

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗


Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of
Work Work Work

36 - 40 76 - 79 147 - 150 151-153

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 39
DENS 2 DENS 2

132, 226, 230, 132, 226, 230,

Learning Object Learning Object Learning Object Learning Object

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE

Shape Overlays: Find & Cut Shape Maker Shape maker Viewfinder
Shape Overlays: Picture Viewfinder: backwards glance
Studio Viewfinder: up front
Viewfinder: flip side
Compound shapes
Tessellations
Golden Rectangle
Turtle Geometry

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 40
Week 8 Multiplication NES1.3 NS1.3 NS2.3 NS3.3 NS4.1
and Division • Make equal groups or • Rhythmic and skip count • Develop mental facility for • Select and apply • Explore other counting
Students develop rows by ones, twos, fives and tens number facts up to 10 X 10 appropriate mental, written or systems
facility with
number facts and • Group and share • Model and use strategies • Find multiples and calculator strategies for • Investigate groups of
collections of objects equally for multiplication including squares of numbers multiplication and division positive whole numbers
computation with
progressively • Record grouping and arrays, equal groups and • Use mental and informal • Use formal written • Determine and apply tests
larger numbers in sharing informally repeated addition written strategies for algorithms for multiplication of divisibility
multiplication and • Model and use strategies multiplying or dividing a two- (limit operators to two-digit
• Express a number as a
division and an for division including sharing, digit number by a one-digit numbers) and division (limit
operators to single digit) product of its prime factors
appreciation of array and repeated subtraction operator
• • Find the squares/related
the relationship • Record using drawings, • Interpret remainders in Explore prime and
square roots; cube/related
between those numerals, symbols and words division problems composite numbers
facts cube roots
• Determine factors for a • Use index notation for
given number positive integral indices
• Apply mental strategies to
aid computation
• Divide two or three-digit
numbers by a two digit
number

Syllabus Page : 52 Syllabus Page : 53 Syllabus Page : 54-55 Syllabus Page : 56 Syllabus Page : 57-58

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of
Work Work Work Work

20 - 23 47 - 51 91 - 94 95-97 122 - 125

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ Click here ☺ Click here ☺

Sample BST/NAPLAN Questions Sample BST/NAPLAN Questions Sample SNAP/NAPLAN Question Sample SNAP/NAPLAN Question
Multiplication Division Multiplication Division Multiplication Division Multiplication Division

⊗ Click here ⊗ ⊗ Click here ⊗ ⊗ Click here ⊗ ⊗ Click here ⊗

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 41
DENS 1 DENS 1 DENS 2 DENS 2

E E CB1’s 38, 96, 98, CB1’s

P 113, 123, 129, 131, P 123, Forming 198, Forming


133, Groups Groups
F 173, 189, 195, F 191, 195, 199 Co-ordi 256, 260, 265, Co-ordi 272, 276, 278,
Groups 266, 268, 276, Groups 280, 282,
CO CO 269, 271, 273, 275, 278,
277

CMIT Activities CMIT Activities CMIT Activities Counting On CD – Teaching Counting On CD – Teaching
Activities Activities
When the music stops Mables tables rules Hit the Deck Hex Multiple count
Equal group game Mables tables x2 gameboard Mhex Arrays Blobs and rectangles
Equal blocks Bead patterns Multiplication Bingo X3 bingo Array grids
Coin game Group grabbing 5 Card Multi Games for multiplication & div 3x3 squares
Grouping game Practice Pack Multiple count Multiplication grids
Multiplication-Div wheel Multiplication 2 for tea assess Blobs and rectangles Factors from rectangles
Fast Facts Array grids Dice times
Products 3x3 squares Dice tables
Double dice multi Multiplication grids Four in a row
Hit the deck Factors from rectangles Multo
Knock out Dice times Division,
Mables tables x2 x3 x5 x10 Dice tables Divide by 2, 3, 4, 5, 6
Multiplication bingo Four in a row Multiply & Divide
Multiple madness Multo Rectangular grid
Mungo Division, Array bingo
Popstick bingo Divide by 2, 3, 4, 5, 6
Triple dice multi Multiply & Divide
Triples plus one Products
Rectangular grid
Array bingo
Multiplication cards
Hilo
Division cards

Card and Dice Games Card and Dice Games Card and Dice Games Card and Dice Games

Double, half or stay Double, half or stay Double, half or stay Hilo
Fast Facts Fast Facts Division Remainders
Make 20 Make 20 Double, half or stay
Salute Multiplication Salute Multiplication Fast Facts
Total 3 Total 3 Make 20
Salute Multiplication
Total 3

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 42
Learning Objects Learning Objects Learning Objects Learning Objects

CMIT Website CMIT Website CMIT Website CMIT Website

Arrays Arrays Remainders Count Remainders Count

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE


The Array
The Array: Go Figure Divide it up: Sharing Tool Arrays: explore factors
Pobble Arrays – Series of 3 Divide it up: Hardware Pobble arrays: make multiples
Arrays : Factor Families Divide it up: Puppies Arrays: word problems with
Divide it Up: grouping tool Divide it up: Grouping tool products 10-30, 35-64
Divide it Up: hardware Divide it up: Kittens School Canteen Best Buy –
Divide It Up: kittens The Divider: whole number Level 1
Divide It Up: sharing tool remainders School Canteen Estimate and
The Divider: without Check – Level 1
remainders School Canteen Restock –
The Divider: solve your own Level 1
The Multiplier: go figure School Canteen Two Traders
The Multiplier: generate easy – Level 1
multiplications Rectangle Multiplication
The Multiplier: generate hard Integers
multiplications
The Multiplier: make your own
easy multiplications
The Multiplier: make your own
hard multiplications
Pobble arrays: make multiples
Arrays: word problems with
products 10-30, 35-64
Arrays: factor families
Arrays: explore factors
The Array
Pobble Arrays – Series of 3
Arrays Series – Series of 5
Rectangle Multiplication
Rectangle Division

Smart Notebook Lessons

Sharing and grouping


Sharing Teddies

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 43
IWB Resources via IWB Resources via IWB Resources via IWB Resources via
Standards Site UK Standards Site UK Standards Site UK Standards Site UK

Interactive Grouping Interactive Remainders Interactive Multiplication Dial Interactive Division Grid
(Number Dials)
Grouping Instructions Remainders Instructions Multiplication Dial Instructions Division Grid Instructions

Interactive Multiplication Facts Interactive Division Grid Interactive Multiplication Facts

Multiplication Fact Instructions Division Grid Instructions Multiplication Fact Instructions

Interactive Multiplication Grid Interactive Multiplication Facts Interactive Division Grid

Multiplication Grid Instructions Multiplication Fact Instructions Division Grid Instructions

Interactive Multiplication Grid Interactive 100 chart


(Number Grid) Prime # Button
Multiplication Grid Instructions 100 chart instructions

Interactive Grouping Interactive Digit Expander


(Moving digits)
Grouping Instructions Digit Expander Instructions

Interactive Multiplication Dial Interactive Multiplication Grid


(Number Dials)
Multiplication Dial Instructions Multiplication Grid Instructions

Other Websites Other Websites Other Websites Other Websites

http://www.bbc.co.uk/schools/ http://www.amblesideprimary.c http://www.amblesideprimary.c http://www.amblesideprimary.


numbertime/games/dartboard. om/ambleweb/mentalmaths/te om/ambleweb/mentalmaths/Bi com/ambleweb/mentalmaths/
shtml sttest.html gCalculator.html BigCalculator.html

http://www.amblesideprimary.c http://www.amblesideprimary.c http://www.amblesideprimary.


om/ambleweb/mentalmaths/di om/ambleweb/mentalmaths/te com/ambleweb/mentalmaths/t
vidermachine.html sttest.html esttest.html

http://www.mathsisfun.com/ga http://www.amblesideprimary.c
mes/mathionaire- om/ambleweb/mentalmaths/di
multiplication-quiz.html vidermachine.html

http://www.mathsisfun.com/ga
mes/mathionaire-
multiplication-quiz.html

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 44
Week 8 2D Space SGES1.2 SGS1.2 SGS2.2a SG3.2a SG4.3
Students develop • Manipulate, sort and • Identify, name, compare • Identify and name • Identify right-angled, • Classify, construct and
verbal, visual and describe 2D shapes and represent hexagons, pentagons, octagons and isosceles, equilateral and determine properties of
mental
representations of • Identify and name circles, rhombuses and trapeziums parallelograms presented in scalene triangles triangles and quadrilaterals
lines, angles and squares, triangles and presented in different different orientations • Identify and draw regular • Investigate similar figures
two-dimensional rectangles in pictures and the orientations • Compare and describe and irregular 2D shapes and interpret and construct
shapes, their environment, and presented in • Make tessellating designs special groups of • Identify and name parts of scale drawings
parts and different orientations using flips, slides and turns quadrilaterals a circle • Complete simple
properties, and • Represent 2D shapes • Identify a line of symmetry • Make tessellating designs • Enlarge and reduce numerical exercises based on
different using a variety of materials • Identify and name parallel, by reflecting, translating and shapes, pictures and maps geometrical properties
orientations • Identify and draw straight vertical and horizontal lines rotating
• Identify shapes that have • Classify angles and
and curved lines • Identify corners as angles • Find all lines of symmetry rotational symmetry determine angle relationships
• Compare angles by
for a two-dimensional shape
• Classify angles as right, • Construct parallel and
placing one angle on top of • Recognise openings, acute, obtuse, reflex, straight perpendicular lines and
another slopes and turns as angles or a revolution determine associated angle
• Describe angles using • Measure in degrees and
properties
everyday language and the construct angles using a
term ‘right’ protractor
• Compare angles using
informal means

Syllabus Page : 124 Syllabus Page : 125 Syllabus Page : 126-127 Syllabus Page : 128-129 Syllabus Page : 130-131

Teaching Space & Geometry Teaching Space & Geometry Teaching Space & Geometry Teaching Space & Geometry
CD CD CD CD

Shapes all Around Unit Shape Maker Unit Transforming Shapes Unit The Protractor Unit

Part-whole Unit

Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of


Work Work Work
36 - 40 76 - 79 147 – 150 151 - 153

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 45
Learning Object Learning Object Learning Object Learning Object

Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE

Shape Overlays: Find & Cut Shape Maker Shape maker Viewfinder
Shape Overlays: Picture Viewfinder: backwards glance
Studio Viewfinder: up front
Viewfinder: flip side
Compound shapes
Tessellations
Golden Rectangle
Turtle Geometry

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 46
Week 9 Fractions and NES1.4 NS1.4 NS2.4 NS3.4 NS4.3
Decimals ● Divide an object into two ● Model and describe a half ● Model, compare and ● Model, compare and ● Perform operations with
Students develop equal parts or a quarter of a whole object represent fractions with represent commonly used fractions, decimals and mixed
an understanding ● Recognise and describe ● Model and describe a half denominators 2, 4 and 8, fractions (those with numerals
of the parts of a halves or a quarter of a collection of followed by fractions with denominators 2, 3, 4, 5, 6, 8, ● Use ratios and rates to
whole, and the objects denominators 5, 10 and 100 10, 12 and 100) solve problems
relationships ● Use fraction notation ½ ● Find equivalence between ● Find equivalence between
between the and ¼ halves, quarters and eighths, thirds, sixths and twelfths
different fifths and tenths, tenths and ● Express a mixed numeral
representations of hundredths as an improper fraction, and
a fractions ● Model compare and vice versa
represent decimals to 2 ● Add and subtract simple
decimal places fractions where one
● Add and subtract denominator is a multiple of
decimals with the same the other
number of decimal places (to ● Multiply simple fractions
2 decimal places) by whole numbers. Calculate
● Recognise percentages in unit fractions of a number
everyday situations. Relate a ● Multiply and divide
common percentage to a decimals by whole numbers in
fraction or decimal everyday contexts. Add and
● Perform calculations with subtract decimals to three
money decimal places
● Calculate simple
percentages of quantities
● Apply the four operations
to money in real-life situations

Syllabus Page : 60 Syllabus Page : 61 Syllabus Page : 62-63 Syllabus Page : 64-65 Syllabus Page : 66-67

NAPLAN Strategies Doc 2008

Click here ☺
Yr 5 BST/NAPLAN Questions Yr 7 SNAP/NAPLAN Question Yr 9 SNAP/NAPLAN Question
Fractions Decimals Fractions Decimals Fractions Decimals

⊗ Click here ⊗ ⊗ Click here ⊗ ⊗ Click here ⊗


Fractions: Pikelets & Fractions: Pikelets & Fractions: Pikelets & Fractions: Pikelets &
Lamingtons Lamingtons Lamingtons Lamingtons

11, 12 11 - 31 11 - 42 25 - 62

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 47
Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of
Work Work Work

52 - 56 98 - 101 126 - 129

Learning Object Learning Object Learning Object Learning Object

Fractions Pikelets Lamingtons Fractions Pikelets Lamingtons Fractions Pikelets Lamingtons Fractions Pikelets Lamingtons
CD CD CD CD

Sharing Pikelets Sharing Pikelets Sharing Pikelets Fraction Wall


Geoboard Geoboard Geoboard Download

Learning Federation - TALE Learning Federation - TALE Learning Federation – TALE Learning Federation - TALE

Fractions Fiddle Fractions Fiddle: tool Fractions Fiddle: tool


Fractions fiddle: shoot the Fractions fiddle: shoot the
hoop hoop
Fractions Fiddle: hit the apple Fractions Fiddle: reach the
Fractions Fiddle: comparing target
non-unit fractions Fractions Equivalent
Fractions Fiddle: matching Fractions: visualising
cake fractions Fractions: parts of a whole
Cassowary Fractions Fractions: rectangle
Shape Fractions multiplication
Dynamic Fractions Fractions: Comparing
Park Fractions Fractions: naming
Neighbourhood fractions
Shape Fractions
Dynamic Fractions
Park Fractions
Wishball: hundredths
Wishball: thousandths
Fractions pieces

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 48
Week 9 Length MES1.1 MS1.1 MS2.1 MS3. 1 Perimeter and Area
Students • Identify and describe the • Use informal units to • Estimate, measure, • Select and use the MS4.1
distinguish the attribute of length estimate and measure length compare and record lengths appropriate device to measure ● Describe the limits of
attribute of length accuracy of measuring
and use informal • Compare lengths directly and distance by placing and distances using metres, lengths, distances and
instruments
by placing objects side by side informal units end to end centimetres and/or millimetres perimeters
and metric units ● Convert between metric
for measurement and aligning ends without gaps or overlap • Convert between metres • Convert between metres
• Record comparisons • Recognise the need for and centimetres and vice and kilometres, millimetres,
units of length

informally metres and centimetres, and versa centimetre and metres


use them to estimate and • Estimate and measure • Calculate and compare
measure length and distance the perimeter of 2D shapes perimeters of squares,
• Record measurements by • Record lengths and rectangles and equilateral and
referring to the number and distances using decimal isosceles triangles
type of informal or formal units notation to two places • Record lengths and
used distances using decimal
notation to three places

Syllabus Page : 92 Syllabus Page : 93 Syllabus Page : 94 Syllabus Page : 95 Syllabus Page : 100-101

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ Click here ☺ Click here ☺


Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗


Teaching Measurement Teaching Measurement Teaching Measurement Teaching Measurement S
ES1–S1 ES1–S1 S2 – S3 2 – S3
Make comparisons of length Use informal units of length Measure length in metres Select measuring devices
Order lengths by comparison Compare informal units Measure length in cm Convert between m, cm, mm

Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of


Work Work Work
66 - 68 105 - 108 137 - 139

Learning Object Learning Object Learning Object Learning Object


CMIT Website CMIT Website CMIT Website CMIT Website
Plasticine Snakes Plasticine Snakes
Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE
Scale Matters: Ones Direct a Robot: How Far Scale Matters :tenths
Scale Matters: simple Units Direct a robot: How far
Direct a Robot: Collector

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 49
Week 10 Volume and MES1.3 MS1.3 MS2.3 MS3.3 Surface Area and Volume
Capacity ● Identify and describe the ● Use appropriate informal ● Recognise the need for a ● Select the appropriate MS4.2
Students attributes of volume and units to estimate and measure formal unit to measure volume unit to measure volume and ● Find the surface area of
recognise the capacity volume and capacity and capacity capacity rectangular and triangular
attribute of ● Compare the capacities of ● Compare and order the ● Estimate, measure, ● Recognise the need for prisms
volume and use 2 containers using direct capacities of two or more compare and record volumes cubic metres ● Find the volume of right
informal and comparison containers and the volumes of and capacities using litres and ● Estimate and measure prisms and cylinders
metric units for ● Compare the volume of 2 two or more models or objects millilitres the volume of rectangular ● Convert between metric
measuring volume objects using direct ● Record measurements by ● Measure the volume of prisms units of volume
and capacity comparison referring to the number and models in cubic centimetres ● Determine the
● Record comparisons type of informal units used ● Convert between litres relationship between cubic
informally and millilitres centimetres and millilitres
● Record volume and
capacity using decimal
notation to three decimal
places

Syllabus Page : 102 Syllabus Page : 103 Syllabus Page : 104-105 Syllabus Page : 106 Syllabus Page : 107

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ Click here ☺ Click here ☺ ☺ Click here ☺ ☺ Click here ☺
Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗


Teaching Measurement Teaching Measurement Teaching Measurement Teaching Measurement
ES1 – S1 ES1 – S1 S2 – S3 S2 – S3
Make comparisons Use informal units of volume Relationship between unit size Measure in cubic cm
and number

Syllabus Sample Units of Syllabus Sample Units of


Work Work
30 - 32 73 - 75

Learning Object Learning Object Learning Object Learning Object


Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE
Squirt 2 Containers: Level 1 Cubirocks: go Filling glasses: find the right
Squirt 2 Containers: Level 2 Cubirocks: Galore glass
Cubirocks Galore Cubirocks: are measured How high
Cubirocks are Measured Squirt 2 Containers: Level 1 What’s in a cube: Level 1
Cubirocks Go Squirt 2 Containers: Level 2 Inside a cubic metre
How big is a cubic metre

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 50
Week 10 Position SGES1.3 SGS1.3 SGS2.3 SGS3.3
Students develop ● Give and follow simple ● Represent the position of ● Use simple maps and ● Interpret scales on maps
their directions objects using models and grids to represent position and and plans
representation of ● Use everyday language to drawings follow routes ● Make simple calculations
position through describe position ● Describe the position of ● Determine the directions using scale
precise language objects using everyday N,S,E,W and NE, NW, SE,
and the use of language, including ‘left’ and SW, given one of the
grids and ‘right’ directions
compass ● Determine the location of
directions an object on a simple map
using coordinates or directions

Syllabus Page : 134 Syllabus Page : 135 Syllabus Page : 136 Syllabus Page :137

NAPLAN Strategies Doc 2008 NAPLAN Strategies Doc 2008

Click here ☺ ☺ Click here ☺


Yr3 BST/NAPLAN Questions Yr5 BST/NAPLAN Questions Yr7 SNAP/NAPLAN Question Yr9 SNAP/NAPLAN Question

Click here ⊗ Click here ⊗ Click here ⊗ Click here ⊗


Syllabus Sample Units of Syllabus Sample Units of Syllabus Sample Units of
Work Work Work
80 - 82 116 - 120 154 - 156

Learning Object Learning Object Learning Object Learning Object


Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE Learning Federation - TALE
Direct a Robot: Which Way Direct a Robot: Which Way Direct a Robot: Which Way
Design a park Journey Planner: quickest
Design your own park route 1-4
Design a neighbourhood
Design your own school
Design a school
Design a farm
Design a city
Ladybird Mazes
Contours

Developed by Sue O’Regan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 51