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Term 1 Numeracy | Early Stage 1 | Mathematics

Duration: 10 weeks 4 days

Term 1 Whole Number Addition and Subtraction
1 2 3 4 5 6 7 8 9 10

Progressions
Area of focus QuN2 Numeral recognition and identification
Term 1 produces the matching number word for most numerals up to 10

Created by: Rudd, Kasey 07/02/2021 AdS1 Additive strategies

QuN1 Producing number names

produces number words that relate to students’ lives, which could involve the use AdS1 Emergent strategies
of augmentative and alternative communication (AAC) combines two groups of objects and attempts to find the total

QuN1 Counting items AdS1 Emergent strategies

responds to a request for a different amount by increasing or decreasing a compares two quantities of up to 10 and states which group has more
quantity

QuN1 Number recognition and identification

matches one numeral with another (matches to a sample) AdS2 Additive strategies

QuN2 Producing number names AdS2 Perceptual strategies

produces a rote count to at least 12 counts items that can be perceived by ones to find the total of two groups
with one-to-one matching of number words and objects
QuN2 Producing number names
produces a rote count down from 10 AdS2 Perceptual strategies
builds and subtracts numbers by using objects or fingers
QuN2 Counting items
counts a small number of items (typically less than 4) AdS2 Perceptual strategies
makes combinations to form numbers up to 10
QuN2 Numeral recognition and identification Indicates the correct numeral from
a range of different symbols for most numerals up to 10 (‘which is 3?’)

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Outcomes Assessment overview
Mathematics K-10 Week 3 Best Start assessment

› MAe-1WM describes mathematical situations using everyday language, actions, materials and
informal recordings
› MAe-2WM uses objects, actions, technology and/or trial and error to explore mathematical
problems
› MAe-3WM uses concrete materials and/or pictorial representations to support conclusions
› MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0 to 20
› MAe-5NA combines, separates and compares collections of objects, describes using everyday
language, and records using informal methods

Early Stage 1 - Whole Numbers Early Stage 1 - Addition and Subtraction

Content Content
Students: Represent practical situations to model addition and sharing
Establish understanding of the language and processes of counting by naming numbers in (ACMNA004)
sequences, initially to and from 20, moving from any starting point (ACMNA001) • model subtraction by separating and taking away part of a group of
 count forwards to 30 from a given number objects
 count backwards from a given number in the range 0 to 20 • use concrete materials or fingers to model and solve simple addition
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond and subtraction problems
(ACMNA002)
 read numbers to at least 20, including zero, and represent these using objects (such as Background Information
fingers), pictures, words and numerals Addition and subtraction should move from counting and combining
Subitise small collections of objects (ACMNA003)
perceptual objects, to using numbers as replacements for
 recognise the number of objects or dots in a pattern of objects or dots instantly, eg
completed counts with mental strategies, to recordings that
support mental strategies (such as jump, split, partitioning and
- recognise dice and domino dot patterns, e.g. (Communicating)
instantly recognise (Subitise) different arrangements for the same number, eg different
compensation).
representations of five
Subtraction typically covers two different situations: 'taking
away' from a group, and 'comparing' two groups (i.e. finding 'how
identify the number before and after a given number
many more'). Students should be confident with taking away from
a group before being introduced to comparing two groups. They
describe the number before as 'one less than' and the number after as 'one
should be able to compare groups of objects by using one-to-one
more than'
a given number (Communicating) correspondence before being asked to find out how many more or
how many less there are in a group. In Early Stage 1, addition
and subtraction problems should be related to real-life
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 experiences that involve the manipulation of objects.
Modelling, drawing and writing mathematical problems should be
encouraged in Early Stage 1.
However, formal writing of number sentences, including the use of
the symbols +, − and =, is introduced in Stage 1.
Addition and subtraction should be taught in conjunction with each
other as the foundation for conceptual understanding of their
inverse relationship.

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Language Language
Students should be able to communicate using the following language: count Students should be able to communicate using the following language: count
forwards, count backwards, number before, number after, more than, less forwards, combines with, joins, count backwards, take away, how many
than, zero, ones, groups of ten, tens, is the same as, coins, notes, cents, more, all together, makes.
dollars.
Some students may need assistance when two tenses are used in the one
The teen numbers are often the most difficult for students. The oral problem, e.g. 'I had six beans and took away four. How many do I have?'
language pattern of teen numbers is the reverse of the usual pattern of
The word 'difference' has a specific meaning in this context, referring to the
'tens first and then ones'.
numeric value of the group. In everyday language, it can refer to any
Students may use incorrect terms since these are frequently heard in attribute.
everyday language,
e.g. 'How much did you get?' rather than 'How many did you get?' when
referring to a score in a game.
To represent the equality of groups, the terms 'is the same as' and 'is
equal to' should be used. In Early Stage 1, the term 'is the same as' is
emphasised as it is more appropriate for students’ level of conceptual
understanding.

Learning Intention Success criteria

Students learn  I can count and name numbers
 the process of counting and naming numbers  I can read numbers to at least 20 including zero
 read numbers to at least 20, including zero, and  I can represent number using objects, picture,words
represent these using objects (such as fingers), and numerals
pictures, words and numerals  I can say a number that is before or after a number.
 Combine two groups of objects and use concrete  I can model subtraction by taking away part of a
materials to model simple addition. group of objects.

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 Warm-up Teaching, learning and assessment Differentiation Resources Rego
Monday
 Number of the 1. Have a display of numbers on a desk. 5 is chosen to Counting to 30
day 5 Students can use pegs, counters or support a student https://www.youtube.com/
 Count to 30 teddies to match the amount to the that is only able to watch?v=srPktd4k_O8
using cards number. count to 3
 Count to 30 2. Teacher group- Ask real life questions. If consistently.
Counting back from 20
using the we have 5 girls in our class and 1 is away, https://www.youtube.com/
hundreds chart how many girls will be left in the class? Teacher could add watch?v=srPktd4k_O8
 Ask students Always question, how do you know? How 10 to this number
the number did you work that out? for students
before a number working beyond to
and a number Using a five frame and/or a 10 frame for discuss what
after a number? students working at or beyond 5, have number would this
 Count back from students fill there frame and ask them to make now? Use the
20 take away an amount. Ask for their answer 100s chart
 Count back from and repeat the above questions.
20 song I have 5, I take-away 2, now I have 3 left.
I had 10 counter, I took away 3. How many
counters are left?

3. Number memory game

Tuesday
 Number of the On the bus 5 frame for  5 and 10 frame
day 5 Initially demonstrate with 5 frame and 10 students working  Counters
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 Warm-up Teaching, learning and assessment Differentiation Resources Rego
 Count to 30 using frame buses. towards.  Poster with a
cards Tell the stories like “James is a school bus handprints
 Count to 30 using driver. At the first stop 5 children got on the 10 frame for  Dice with numbers
the hundreds bus. At the next stop 3 children got on the students working 1,1,2,2,3,3
chart bus.” beyond.  Worksheets, tongs
 Ask students the Ask “How many children got on the bus at the and pom poms.
number before a next stop. There are now 10 children on the
number and a bus.”
number after a How many children got on at the third bus
number? stop? How did you work that out?
 Count back from Tell subtraction stories about the bus going
20 home in the afternoon and children getting off
 Buzz off hairy the bus.
legs back from
10. Handprints
Make baseboard with two handprints (fingers
spread out) or use blank ten frames. In small
groups, students are given a die (numbered
1,1,2,2,3,3,) a collection of counters and a
baseboard.
The object of the game is to collect exactly 10
counters. In turn, students roll the die, collect
that number of counters and place them on the
base board. If a student cannot fit their
number of counters on the baseboard, they
must remove that number from the board
instead. E.g. Fred needs to roll a 1 to finish the
game, but rolls a 3 instead. He then has to
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 Warm-up Teaching, learning and assessment Differentiation Resources Rego
take 3 counters from his baseboard leaving 6.

Find the Number

Students are given worksheets and ask to
identify the numeral and use tongs to match 5 for student
that amount of poms poms to the numeral. working to counting
to 5.
Students working at
or beyond 10-20

Wednesday
 Number of  Counting back from 20 Number of the day
the day 6 https://www.youtube.com/watch?v=sr
and 18 Pktd4k_O8 Students working Teddies
 Students fill  Using the mat ask students to walk on above can draw this Five frame and dice and
in their the number before or after number. in their numeracy counters
number of  Using a 5 frame, discuss all the books. E.g. 10
the day possibilities to make 5 using two circles takeaway 3
booklet. different groups. circles. I now have
 Count to 30  How many more teddies do I need if I 7 circles.
using cards have 2 teddies to have 5 teddies?
 Count to 30  Using a 5 frame, what subtraction facts
using the can we make?
hundreds  Work booklet- Mathletics 1-20.
chart
Students completed the numeral 8.
 Ask students
All students could make addition and
the number
subtraction number facts of 5, beside
before a
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 Warm-up Teaching, learning and assessment Differentiation Resources Rego
number and Logan.
a number
after a
number?
Thursday
 Number of the Handprints 5 frame for  5 and 10 frame
day 6 and 17 Make baseboard with two handprints (fingers students working  Counters
Andrew can work spread out) or use blank ten frames. In small towards.  Poster with a
with students and groups, students are given a die (numbered 1, handprints
do the number 6, I 1, 2, 2, 3, 3,) a collection of counters and a 10 frame for  Dice with numbers
will work with baseboard. students working 1,1,2,2,3,3
students to do the The object of the game is to collect exactly 10 beyond.  Worksheets, tongs
number of 17. counters. In turn, students roll the die, collect and pom poms.
that number of counters and place them on the
base board. If a student cannot fit their
number of counters on the baseboard, they
must remove that number from the board
instead. E.g. Fred needs to roll a 1 to finish the
game, but rolls a 3 instead. He then has to
take 3 counters from his baseboard leaving 6.

Study ladder
Addition to 10 using a 10 frame. IPADS

Friday
Mathsonline Add more difficult  Computers
 Whole number 1 questions for  Student logins
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 Warm-up Teaching, learning and assessment Differentiation Resources Rego
 Addition students of higher
ability.

Reflection Evaluation
Mathsonline was brilliant and supported students with ICT skills. Charlotte and Willow excelled on mathsonline, all other students were
Students learnt to log onto a desktop, navigate the desktop and use a completely engaged.
mouse. I have uploaded data to ALAN2 and have formed the above numeracy
Number of the day, worked well and students enjoyed filling in their groups.
number of the day. Groups
Pair or groups of three work when doing small numeracy games. Figurative Perceptual Emergent
Worksheets with concrete materials make worksheet more Charlotte Joey Alex
understandable. Willow Jaxon H Elijah
Best Start assessment was implemented and the data directly Kaitlyn Oliver Logan
uploaded to ALAN2. I was able to use this data to support me in
Grace
planning and developing this numeracy program.
Layla Marty
Quentan
Jaxon L
Ned

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NSW Education Standards Authority – Program Builder – programbuilder.edu.au
Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 11