Year 1 NUMERACY Learning and Teaching Program 2022

Year 1 Learning and Teaching Program 2022

Learning LEARNING TO KNOW
Area
Strand Early Mathematics
Strand Use mathematical concepts and begin to use mathematical language
Outcome
Term Sub-strand/s Content Elaborations / Teaching Activity/Lesson Resources Assessment Remarks
Week Learning Achievement Strategies
Outcomes Indicators

T1 Number and LTK1.6.1.1 -Recognize numbers •Explicit Numbers 1, 2, Subatising KLW chart
Wk. 2 Numeration Recognize, using the vernacular to instruction 3 cards -Formative
model, count, count to 20 - Use of -count Numeracy Assessment
read and write -Represent numbers manipulatives -number Handbook -number
numbers to and using collections Collaborative Starter: 19- 23 recognition
across 20 of objects to 20 learning
- Use picture cards, -Real life
objects, and counters to DTR: Dot card
experience
match and describe match Pg. 60
•Talk for
number names in the learning
vernacular •Student and
- Talk about numbers to teacher
and across 20 with Questioning
partners and small
-feedback
groups of mixed gender
-Variety of
and ability, to explain
representations
thinking
 Year 1 NUMERACY Learning and Teaching Program 2022
LTK1.6.1.2 -Count and name Differentiated Starter: 19- 23 Subatising KLW chart
Investigate number sequences (in and inclusive cards -Formative
ways of the vernacular and learning DTR: Match the Numeracy Assessment
ordering, English) to 20 orally •Multiple dots Pg. 58- 59 Handbook -counting
comparing, Exposure
grouping, and •Setting Goals
partitioning •Worked
numbers to 20 Example

4.1 LTK1.6.4.1 Use hands on materials Starter: 19- 23 Manipulatives KLW chart
Patterns and Sort and classify to practice interpreting Numeracy -Formative
familiar items, patterns and making DTR: Own Handbook Assessment
Algebra patterns with shapes
objects or shapes Patterns
and explain and objects
reasoning
T1 Number and LTK1.6.1.1 -Recognize numbers •Explicit Revise 1, 2, 3 Subatising KLW chart
Wk. 3 Numeration Recognize, using the vernacular to instruction Numbers cards -Formative
model, count, count to 20 - Use of 4, 5 Numeracy Assessment
read and write -Represent numbers manipulatives Handbook -number
numbers to using collections Collaborative Starter: 19- 23 recognition
and across 20 of objects to 20 learning
- Use picture cards, -Real life
objects, and counters to DTR: Roll the
experience
match and describe dice Pg. 59
•Talk for
number names in the learning
vernacular •Student and
- Talk about numbers to teacher
and across 20 with Questioning
partners and small
-feedback
groups of mixed gender
-Variety of
and ability, to explain
representations
thinking
 Year 1 NUMERACY Learning and Teaching Program 2022
LTK1.6.1.3 -Revise subitizing Differentiated Starter: 19- 23 Subatising KLW chart
Subitise collections of objects, and inclusive cards -Formative
collections of dots, or pictures up to learning DTR: Match the Numeracy Assessment
objects up to ten •Multiple dots Pg. 58 Handbook -number
20 and count to Exposure recognition
and from 20 •Setting Goals
from any given •Worked
number Example
LTK1.6.1.2 -Sort and order objects Starter: 19- 23 Manipulatives -Formative
Investigate up to 20 according to Assessment
ways of patterns and describe DTR: Sort and Ordering
ordering, arrangements sort again Pg. numbers
comparing, 562
grouping, and
partitioning
numbers to 20
6.1 LTK1.6.6.5 Oral chanting of days of Starter: 19- 23 Days charts -Formative
Measuremen Recall and the week or cards Assessment
t: order the days DTR: Days of Numeracy Days of the
length, mass, of the week the week Pg. Handbook week
volume, time 99 KLW chart
-day
recognition
 Year 1 NUMERACY Learning and Teaching Program 2022
T1 Number and LTK1.6.1.1 -Recognize numbers ••Explicit Revise Number -Formative
Wk. 4 Numeration Recognize, using the vernacular to instruction numbers 1, 2, cards Assessment
model, count, count to 20 - Use of 3, 4, 5 Manipulatives
read and write -Represent numbers manipulatives Introduce 6, 7 Numeracy
numbers to using collections Collaborative Handbook
and across 20 of objects to 20 learning Starter: 19- 23
- Use picture cards, -Real life
objects, and counters to experience
match and describe DTR:
•Talk for
number names in the Undercover
learning
vernacular •Student and detectives Pg.
- Talk about numbers to teacher 58
and across 20 with Questioning
partners and small
-feedback
groups of mixed gender
-Variety of
and ability, to explain
representations
thinking
Differentiated
LTK1.6.1.3 Learn strategies for Starter: 19- 23 Days charts -Formative
and inclusive
Subitise subitizing quickly or cards Assessment
learning
collections of DTR: Dot card Numeracy
•Multiple
objects up to match Pg. 60 Handbook
Exposure
20 and count to •Setting Goals
and from 20 •Worked
from any given Example
number

7.1 LTK1.6.7.1 Recognize and name Starter: 19- 23 Shapes -Formative

Shapes and Sort, describe, triangle, square, circle, outline Assessment
Space name, and and rectangle in both DTR: Shape Numeracy
draw basic 2- vernacular and English mobile Pg. 103 Handbook
dimensional
shapes
 Year 1 NUMERACY Learning and Teaching Program 2022
T1 Number and LTK1.6.1.1 -Recognize numbers •Explicit Revise Numeracy KLW chart
Wk. 5 Numeration Recognize, using the vernacular to instruction numbers 1, 2, Handbook -Formative
model, count, count to 20 - Use of 3, 4, 5, 6, 7, 8, Assessment
read and write -Represent numbers manipulatives 9 -number
numbers to and using collections Collaborative Introduce 10 recognition
across 20 of objects to 20 learning Starter: 19- 23
- Use picture cards, -Real life
objects, and counters to experience
match and describe DTR: Look
•Talk for
number names in the around and say
learning
vernacular •Student and how many Pg.
- Talk about numbers to teacher 59
and across 20 with Questioning
partners and small
-feedback
groups of mixed gender
-Variety of
and ability, to explain
representations
thinking
Differentiated
LTK1.6.1.2 Identify number before Starter: 19- 23 Giant KLW chart
and inclusive
Investigate and number after any number line -Formative
number from 1-10
learning
ways of DTR: Own- can Numeracy Assessment
•Multiple
ordering, be played on Handbook -number
Exposure
comparing, •Setting Goals the giant before and
grouping, and •Worked number line number
partitioning Example after
numbers to 20 recognition
7.1 LTK1.6.7.1  Locate these Starter: 19- 23 Construction KLW chart
Shapes and Sort, describe, shapes in the paper -Formative
Space name, and school, at DTR: Construct Numeracy Assessment
draw basic 2- home, in the
garden
using basic Handbook -shape
dimensional shapes Pg. 103 recognition
shapes

T1 Number and LTK1.6.1.1 -Recognize numbers •Explicit Revise Number KLW chart
Wk. 6 Numeration Recognize, using the vernacular to instruction Numbers 1, 2, cards -Formative
 Year 1 NUMERACY Learning and Teaching Program 2022
model, count, count to 20 - Use of 3, 4, 5, 6, 7, 8, Dot cards Assessment
read and write -Represent numbers manipulatives 9, 10 Numeracy -number
numbers to and using collections Collaborative Introduce Handbook before and
across 20 of objects to 20 learning 11, 12 -Formative
- Use picture cards, -Real life Starter: 19- 23 Assessment
objects, and counters to experience number
match and describe •Talk for
number names in the DTR: Follow after
learning
vernacular on- Snap it Pg. recognition
•Student and
- Talk about numbers to 61
teacher
and across 20 with Questioning
partners and small -feedback
groups of mixed gender -Variety of
and ability, to explain
representations
thinking
Differentiated
LTK1.6.1.2 Recognize odd and even Starter: 19- 23 Giant KLW chart
and inclusive
Investigate numbers to 10 number line -Formative
learning
ways of •Multiple DTR: Own- can Numeracy Assessment
ordering, Exposure be played on Handbook -odd and
comparing, •Setting Goals the giant even
grouping, and •Worked number line number
partitioning Example recognition
numbers to 20

7.1 LTK1.6.7.1 Sort and match shapes Starter: 19- 23 Shapes -Formative
Shapes and Sort, describe, that are alike and Numeracy Assessment
Space name, and shapes that are different DTR: Compare Handbook KLW chart
draw basic 2- 2D and 3D -shape
dimensional shapes recognition
shapes
 Year 1 NUMERACY Learning and Teaching Program 2022
T1 Number and LTK1.6.1.1 -Recognize numbers Revise Number and -Formative
Wk. 7 Numeration Recognize, using the vernacular to Numbers 1, 2, dot cards Assessment
model, count, count to 20 3, 4, 5, 6, 7, 8, Numeracy KLW chart
read and write -Represent numbers 9, 10, 11, 12 Handbook -number
numbers to and using collections
Introduce recognition
across 20 of objects to 20
13, 14
- Use picture cards, •Explicit
objects, and counters to Starter: 19- 23
instruction
match and describe - Use of
number names in the DTR: Spot the
manipulatives
vernacular Collaborative odd one Pg. 61
- Talk about numbers to learning
and across 20 with -Real life
partners and small
experience
groups of mixed gender
•Talk for
and ability, to explain
learning
thinking
•Student and
LTK1.6.1.3 Count forwards to 20 in Starter: 19- 23 Picture of -Formative
teacher
Subitise vernacular and English trees Assessment
Questioning
collections of DTR: Counting Numeracy KLW chart
-feedback
objects up to forwards and Handbook -Counting
-Variety of
20 and count to representations backwards Pg. forwards
and from 20 Differentiated 65 and
from any given and inclusive backwards
number learning
•Multiple
6.1 LTK1.6.6.5 Identify the day it is Exposure Starter: 19- 23 Days cards -Formative
Measuremen Recall and today, the day it will be •Setting Goals Numeracy Assessment
t: order the days tomorrow, and the day it •Worked DTR:& days in Handbook KLW chart
of the week was yesterday Example a week Pg. 99 -Days,
length, mass,
volume, time [Addition is today,
today, tomorrow
tomorrow, and
yesterday] yesterday
recognition
 Year 1 NUMERACY Learning and Teaching Program 2022
T1 Number and LTK1.6.1.1 -Recognize numbers •Explicit Revise Number and -Formative
Wk. 8 Numeration Recognize, using the vernacular to instruction Numbers 1, 2, dot cards Assessment
model, count, count to 20 - Use of 3, 4, 5, 6, 7, 8, Numeracy KLW chart
read and write -Represent numbers manipulatives 9, 10, 11, 12, Handbook -number
numbers to using collections Collaborative 13, 14 recognition
and across 20 of objects to 20 learning Introduce
- Use picture cards, -Real life
objects, and counters to 15, 16
experience
match and describe Starter: 19- 23
•Talk for
number names in the learning
vernacular •Student and DTR: Show and
- Talk about numbers to teacher tell Pg. 60
and across 20 with Questioning
partners and small
-feedback
groups of mixed gender
-Variety of
and ability, to explain
representations
thinking
Differentiated
2.1 LTK1.6.2.3 Model practical Starter: 19- 23 Ten frames -Formative
and inclusive
Operations Model and solve examples of adding and counter Assessment
subtracting using
learning
simple addition DTR: Tens Numeracy Add
manipulatives. E.g. Tens •Multiple
and subtraction Frame Pg. 83 Handbook Subtract
problems using frames Exposure
single digit •Setting Goals
numbers •Worked
Example
 Year 1 NUMERACY Learning and Teaching Program 2022
T1 Number and LTK1.6.1.1 -Recognize numbers •Explicit Revise Number and -Formative
Wk. 9 Numeration Recognize, using the vernacular to instruction Numbers 1, 2, dot cards Assessment
model, count, count to 20 - Use of 3, 4, 5, 6, 7, 8, Numeracy
read and write -Represent numbers manipulatives 9, 10, 11, 12, Handbook -number
numbers to using collections Collaborative 13, 14 recognition
and across 20 of objects to 20 learning Introduce
- Use picture cards, -Real life
objects, and counters to 17, 18
experience
match and describe Starter: 19- 23
•Talk for
number names in the learning
vernacular •Student and DTR:
- Talk about numbers to teacher Combining
and across 20 with Questioning Groups Pg. 61
partners and small
-feedback
groups of mixed gender
-Variety of
and ability, to explain
representations
thinking
Differentiated
LTK1.6.1.2 Use the language less Starter: 19- 23 Number --Formative
and inclusive
Investigate and more, bigger than cards Assessment
smaller than, in the
learning
ways of DTR: Less than Buttons Bigger
vernacular and English, •Multiple
ordering, Pg. 70 Numeracy number
when talking about Exposure
comparing, •Setting Goals Handbook - smaller
grouping, and numbers
•Worked number
partitioning Example
numbers to 20

2.1 LTK1.6.2.3 Model the count on Starter: 19- 23 Number -Formative

Operations Model and strategy cards Assessment
solve simple DTR: Keep Numeracy KLW chart
addition and adding Pg. 83 Handbook -Count on
subtraction
problems using
single digit
numbers
 Year 1 NUMERACY Learning and Teaching Program 2022
T1 Number and LTK1.6.1.1 -Recognize numbers •Explicit Revise Number and -Formative
Wk. 10 Numeration Recognize, using the vernacular to instruction Numbers 1, 2, dot cards Assessment
model, count, count to 20 - Use of 3, 4, 5, 6, 7, 8, Numeracy KLW chart
read and write -Represent numbers manipulatives 9, 10, 11, 12, Handbook -number
numbers to using collections Collaborative 13, 14, 15, 16, recognition
and across 20 of objects to 20 learning 17, 18
- Use picture cards, -Real life
objects, and counters to Introduce
experience
match and describe 19, 20
•Talk for
number names in the Starter: 19- 23
learning
vernacular •Student and
- Talk about numbers to teacher DTR:
and across 20 with Questioning Combining
partners and small Groups Pg. 61
-feedback
groups of mixed gender
-Variety of
and ability, to explain
representations
thinking
Differentiated
4.1 LTK1.6.4.1 Predict what will come Starter: 19- 23 Numeracy -Formative
and inclusive
Patterns and Sort and classify next in a pattern of Handbook Assessment
shapes or objects
learning
familiar items, DTR: Let’s sort KLW chart
Algebra •Multiple
objects or shapes us. Pg. 62 Patterns
and explain
Exposure
reasoning •Setting Goals
•Worked
Example

6.1 LTK1.6.6.5 Identify familiar events Starter: 19- 23 Days cards -Formative
Measuremen Recall and that happen on certain Numeracy Assessment
t: order the days days such as Church, DTR: Days in a Handbook KLW chart
of the week football practice etc week Pg. 99 - familiar
length, mass,
volume, time [Addition is events that
familiar events happen on
that happen on certain
certain days] days
recognition
 Year 1 NUMERACY Learning and Teaching Program 2022
T1
Wk. 11

T1
Wk. 12

T1
Wk. 13

T1
Wk. 14

 There is only one DTR given feel free to use other DTRs in the Handbook.
 We can use more DTRs during a lesson.
 Year 1 NUMERACY Learning and Teaching Program 2022
Year 1 Learning and Teaching Program 2022
Learning LEARNING TO KNOW
Area
Strand Early Mathematics
Strand Use mathematical concepts and begin to use mathematical language
Outcome
Term Sub-strand/s Content Learning Elaborations / Teaching Activity/ Resources Assessmen Remarks
Week Outcomes Achievement Strategies Lesson t
Indicators
T2 Number and LTK1.6.1.1 -Count to and from 20 in •Explicit Starter: Balls -Formative
Wk. 1 Numeration Recognize, model, the vernacular and instruction 19- 23 Numeracy Assessment
count, read and English - Use of Handbook KLW chart
write numbers to manipulatives DTR: -Counting
and across 20 Collaborative Bouncing English and
learning Ball Pg. 65 Vernacular
LTK1.6.4.1 -Use hands on materials -Real life
4.1 Starter: Numeracy -Formative
Sort and classify to practice interpreting experience
Patterns and 19- 23 Handbook Assessment
familiar items, patterns and making •Talk for
Algebra learning
objects or shapes patterns with shapes and DTR: Sort
and explain objects •Student and
teacher and sort
reasoning
Questioning again Pg.
-feedback 62
6.1 LTK1.6.6.6 -Sequence morning, noon, -Variety of Starter: Numeracy -Formative
Measurement: Recall and order night representations 19- 23 Handbook Assessment
length, mass, daily events -Sequence mealtimes Differentiated
volume, time and inclusive DTR: Time - morning,
learning of the day noon night
•Multiple Pg. 99 activities
Exposure and
•Setting Goals mealtime
•Worked
recognition
Example
 Year 1 NUMERACY Learning and Teaching Program 2022
T2 Number and LTK1.6.1.1  Read number •Explicit Starter: Numeracy -Formative
Wk. 2 Numeration Recognize, model, to 20 in the instruction 19- 23 Handbook Assessment
count, read and vernacular and - Use of
write numbers to English manipulatives DTR: Read
and across 20 Collaborative my card
learning Pg. 72
LTK1.6.2.3 -Real life
2.1  Model practical Starter: Ten frames -Formative
Model and solve examples of experience
Operations 19- 23 counter Assessment
simple addition and adding and •Talk for
learning Numeracy Add
subtraction problems subtracting
using •Student and DTR: Peg Handbook Subtract
using single digit
manipulatives teacher Positions
numbers
Questioning Pg. 81
-feedback
6.1 LTK1.6.6.5  Oral chanting of -Variety of Starter: Calendar -Formative
Measurement: Recall and order days of the representations 19- 23 Numeracy Assessment
length, mass, the days of the week Differentiated Handbook KLW chart
volume, time week  Identify days of and inclusive DTR: 7 Oral chant
the week on the learning days in a days
calendar •Multiple week Pg. - identify
Exposure 99 days on the
•Setting Goals calendar
•Worked
Example
 Year 1 NUMERACY Learning and Teaching Program 2022
T2 Number and LTK1.6.1.1  Identify and Starter: Numeracy -Formative
Wk. 3 Numeration Recognize, model, represent 19- 23 Handbook Assessment
count, read and numbers using Number
write numbers to objects and DTR: recognition
and across 20 pictorial Counting
representations with
to 20 pictures
Pg. 64
LTK1.6.1.2  Count and •Explicit Starter: Numeracy -Formative
Investigate ways name number instruction 19- 23 Handbook Assessment
of ordering, sequences (in - Use of Number
comparing, the vernacular manipulatives
and English) to
DTR: Sequence
grouping, and Collaborative Number recognition
20 in oral and
partitioning learning Sort Pg.
written form
numbers to 20 -Real life 63
LTK1.6.2.3
experience
2.1  Model writing Starter: Ten frames -Formative
simple number •Talk for
Operations Model and solve 19- 23 counter Assessment
sentences learning
simple addition and Numeracy Add
subtraction problems using the •Student and
symbols + - and teacher DTR: How Handbook Subtract
using single digit
= Questioning many in
numbers
-feedback the bag?
-Variety of Pg. 83
4.1 LTK1.6.4.1  Use numbers representations Starter: Ten frames -Formative
Patterns and Sort ad classify up to 10 to Differentiated 19- 23 counter Assessment
familiar items, create simple and inclusive Numeracy Number
Algebra patterns
objects or shapes learning DTR: Handbook Patterns
and explain •Multiple Number
reasoning Exposure Sort Pg.
•Setting Goals 63
•Worked
Example

T2 Number and LTK1.6.1.1  Model and •Explicit Starter: Numeracy -Formative

 Year 1 NUMERACY Learning and Teaching Program 2022
Wk. 4 Numeration Recognize, model, discuss teen instruction 19- 23 Handbook Assessment
count, read and numbers as - Use of Place Value
write numbers to tens and ones manipulatives DTR: for teen
and across 20 using Collaborative Bundle up numbers
manipulatives learning Pg. 73 recognition
e.g. ice cream -Real life
sticks, blocks experience
•Talk for
LTK1.6.1.2  learning
Identify number Starter: Giant -Formative
Investigate ways before and •Student and
19- 23 number line Assessment
of ordering, number after teacher
Questioning Numeracy KLW chart
comparing, any number
from 1-20 -feedback DTR: Handbook -number
grouping, and Own- can before and
-Variety of
partitioning be played number
representations
numbers to 20 on the after
Differentiated
and inclusive giant recognition
learning number
•Multiple line
2.1 LTK1.6.2.3  Model and Exposure Starter: Ten frames -Formative
Operations Model and solve discuss the •Setting Goals 19- 23 counter Assessment
simple addition and counting on •Worked Numeracy Add
subtraction problems strategy Example
[ Addition]
DTR: Find Handbook Count on
using single digit the sum
numbers
Pg. 82

5.1 LTK1.6.5.1  Recognize all Starter: All coins and -Formative

Money and Identify notes and notes and 19- 23 notes up to Assessment
coins to $20 discuss $20 Money up
Financial features that
Education differ between
DTR: Numeracy to $20
denominations Money Handbook
(Fin.Ed)
Money
Money Pg.
89
T2 Number and LTK1.6.1.2 Compare numbers using •Explicit Starter: Number -Formative
the language less and
 Year 1 NUMERACY Learning and Teaching Program 2022
Wk. 5 Numeration Investigate ways of more, bigger than, instruction 19- 23 cards Assessment
ordering, comparing, smaller than, in the - Use of Buttons More
grouping, and vernacular and English manipulatives DTR: Less Numeracy Less
partitioning numbers Collaborative than Pg. Handbook Bigger than
to 20 learning 70 Smaller
-Real life than
LTK1.6.2.1 Count on/count back experience
Starter: Bag of -Formative
Mentally calculate •Talk for
19- 23 counters Assessment
learning
some simple DTR: How Numeracy Count
•Student and
addition and many in Handbook on/count
teacher back
subtraction the bag?
Questioning
problems using Pg. 83
-feedback
single digit -Variety of How many
numbers representations in the
Differentiated bag? Pg.
and inclusive 86
4.1 LTK1.6.4.1 Predict what will come learning Starter: Numeracy -Formative
Patterns and Sort ad classify next in a pattern of •Multiple 19- 23 Handbook Assessment
Algebra familiar items, shapes, objects, or Exposure Number
objects or shapes numbers to 10 •Setting Goals DTR: Patterns
and explain Practice explaining •Worked Number
reasoning patterns in Vernacular Example
and English Sort Pg.
62
7.1 LTK1.6.7.1 -Recognise, describe, and Starter: Shapes -Formative
Shapes and Sort, describe, draw triangle, circle, 19- 23 Numeracy Assessment
Space name, and draw square, rectangle, oval, Handbook KLW chart
basic 2- star and diamond both in DTR: -shape
dimensional vernacular and English
Guess my recognition
shapes -Locate examples of these
in the environment shape Pg.
103
 Year 1 NUMERACY Learning and Teaching Program 2022
T2 Number and LTK1.6.1.3 Learn and discuss ••Explicit Starter: Number
Wk. 6 Numeration Subitise different strategies for instruction 19- 23 cards -Formative
collections of subitizing quickly using - Use of Numeracy Assessment
objects up to 20 objects, pictures, and dots manipulatives DTR: Handbook Subatising
and count to and Collaborative Show and
from 20 from any learning Tell Pg. 60
given number -Real life
2.1 LTK1.6.2.1 -Number bonds to 10 e.g. experience Starter: All coins and -Formative
Mentally calculate friends of ten or number •Talk for
Operations 19- 23 notes up to Assessment
some simple addition pairs learning
DTR: $20 Money up
and subtraction •Student and
teacher Addition Numeracy to $20
problems using
Questioning facts Pg. Handbook
single digit numbers
-feedback 79
6.1 LTK1.6.6.1  Use string as a -Variety of Starter: Strips of -Formative
Measurement: Compare lengths, comparative representations 19- 23 paper Assessment
volumes and measure for Numeracy KLW chart
length, mass, Differentiated
weights using length – heights
volume, time of students, and inclusive DTR: Handbook Loner than
comparative learning Longer Shorter
length of desk
language and non-  Compare •Multiple than than
standard units lengths using Exposure shorter
language such •Setting Goals than Pg.
as shorter than, •Worked 94
longer than Example
•
7.1 LTK1.6.7.4  Recognise, Starter: Numeracy -Formative
Shapes and Express movement respond, and 19- 23 Handbook Assessment
Space and the different demonstrate KLW chart
directions forwards and
backwards
DTR: -direction
through Following recognition
physical directions
movement of Pg. 104
self, then
objects
 Year 1 NUMERACY Learning and Teaching Program 2022
T2 Number and LTK1.6.1.2  Sort and order •Explicit Starter: Number
Wk. 7 Numeration Investigate ways objects up to 20 instruction 19- 23 cards -Formative
of ordering, according to - Use of Buttons Assessment
comparing, patterns and manipulatives
describe
DTR: Numeracy Sorting
grouping, and Collaborative Making Handbook
arrangements
partitioning learning more than
numbers to 20 -Real life two
experience
groups Pg.
•Talk for
63
learning
2.1 LTK1.6.2.1  Partitioning Starter: Numeracy -Formative
•Student and
Operations Mentally calculate teacher 19- 23 Handbook Assessment
some simple addition partitioning
Questioning
and subtraction DTR:
-feedback
problems using
-Variety of Addition
single digit numbers
representations Facts Pg.
Differentiated 79
2.1 LTK1.6.2.3  Model and and inclusive Starter: 100 number -Formative
Operations Model and solve discuss the learning 19- 23 chart Assessment
simple addition and counting back •Multiple Numeracy
subtraction problems strategy Exposure
[ Subtraction]
DTR: Ant Handbook
using single digit •Setting Goals Tracks Pg.
numbers •Worked
85
Example
5.1 LTK1.6.5.1 Compare value of notes Starter: All coins and -Formative
Money and Identify notes and using concrete materials 19- 23 notes up to Assessment
coins to $20 to demonstrate that $20 $20 Value of
Financial is bigger/more than $10
Education DTR: Numeracy Money up
or $ 5
Ordering Handbook to $20
(Fin.Ed)
coins Pg.
89
 Year 1 NUMERACY Learning and Teaching Program 2022
T2 Number and LTK1.6.1.2 -Count forwards and •Explicit Starter: Numeracy
Wk. 8 Numeration Investigate ways backwards from any instruction 19- 23 Handbook -Formative
of ordering, number to 20 - Use of Assessment
comparing, manipulatives DTR: Counting
grouping, and Collaborative Counting forward
partitioning learning forwards and
numbers to 20 -Real life and backwards
LTK1.6.1.3 -Count forwards and experience
backwards
Subitise backwards from 10 and •Talk for
Pg. 65
collections of 20 in vernacular and learning
objects up to 20 English •Student and
teacher
and count to and
Questioning
from 20 from any
-feedback
given number
-Variety of
LTK1.6.1.2  Skip count by representations Starter: Numeracy -Formative
Investigate ways 2’s to 20 19- 23 Handbook Assessment
Differentiated
of ordering, and inclusive Skip count
comparing, learning DTR: Skip
grouping, and •Multiple count 2s,
partitioning Exposure 3s, 5s Pg.
numbers to 20 •Setting Goals 69
6.1 LTK1.6.6.5 -Order days of the week •Worked Starter: Numeracy -Formative
Measurement: Recall and order from Monday Example 19- 23 Handbook Assessment
length, mass, the days of the -Sequence daily events DTR: Time KLW chart
week according to the days of of the day
volume, time
the week
Pg. 99
7.1 LTK1.6.7.1  Sort and match Starter: Shapes -Formative
Shapes and Sort, describe, shapes that are 19- 23 Numeracy Assessment
Space name, and draw alike and Handbook KLW chart
basic 2- shapes that are
different
DTR: -shape
dimensional Compare recognition
shapes 2D and 3D
shape Pg.
103
 Year 1 NUMERACY Learning and Teaching Program 2022
T2 Number and LTK1.6.1.1 Model and discuss that 10 •Explicit Starter: Straws
Wk. 9 Numeration Recognize, model, ones can be regrouped to instruction 19- 23 Rubber -Formative
count, read and 1 ten (in the vernacular - Use of bands Assessment
write numbers to and English) manipulatives DTR: Numeracy Place Value
and across 20 Collaborative Bundle up Handbook
learning Pg. 73
LTK1.6.1.2 -Real life
 Skip count by Starter: Numeracy -Formative
Investigate ways 5’s to 20 experience
19- 23 Handbook Assessment
•Talk for
of ordering, Skip count
learning
comparing, DTR: Skip
•Student and
grouping, and count Pg.
teacher
partitioning 66
Questioning
numbers to 20 -feedback
-Variety of
representations
2.1 LTK1.6.2.1 Doubles strategy Differentiated Starter: Numeracy -Formative
Operations Mentally calculate and inclusive 19- 23 Handbook Assessment
some simple addition learning Doubles
and subtraction •Multiple DTR:
problems using Exposure Doubles
single digit numbers •Setting Goals Pg. 81
7.1 LTK1.6.7.1 Describe the number of •Worked Starter: Construction -Formative
Shapes and Sort, describe, name, sides, points and whether Example 19- 23 paper Assessment
Space and draw basic 2- they have straight or Numeracy KLW chart
dimensional shapes curved lines DTR: 2D Handbook -shape
in the environment shapes Pg. recognition
102
8.1 LTK1.6.8.1 -Understand the Starter: Numeracy -Formative
Chance and Express the likelihood of simple events 19- 23 Handbook Assessment
likelihood as “will e.g.: night/day, days of Likelihood
Data
happen’, ‘won’t the week DTR: chances
happen’ in familiar Possible
events
Impossible
Pg. 106
 Year 1 NUMERACY Learning and Teaching Program 2022
T2 Number and LTK1.6.1.2 Recognize and discuss •Explicit Starter: Ten Frames -Formative
Wk. 10 Numeration Investigate ways number bonds to 10 instruction 19- 23 Numeracy Assessment
of ordering, - Use of Handbook Number
comparing, manipulatives DTR: bonds to 10
grouping, and Collaborative Combining
partitioning learning Groups
numbers to 20 -Real life Pg. 61
experience
2.1 LTK1.6.2.1 Talk about strategies •Talk for Starter: Numeracy -Formative
Operations Mentally calculate used learning 19- 23 Handbook Assessment
some simple addition [Number bonds to 10 e.g. •Student and Mental
and subtraction friends of ten or number teacher DTR: Look calculations
problems using pairs /Count on/count
Questioning Cover Say strategies
single digit numbers back/Partitioning/Doubles
-feedback Write
strategy]
-Variety of Check Pg.
representations 80
7.1 LTK1.6.7.4 Recognize left and right, Differentiated Starter: Construction -Formative
Express movement up, and down, around, and inclusive
Shapes and 19- 23 paper Assessment
and the different above below, over, under learning
Space DTR: Numeracy KLW chart
directions •Multiple
Following Handbook -shape
Exposure
•Setting Goals directions recognition
•Worked Pg. 104
8.1 LTK1.6.8.1 Ask simple will/won’t Example Starter: Numeracy -Formative
Chance and Express the questions and record 19- 23 Handbook Assessment
Data likelihood as “will answers on a T chart
happen’, ‘won’t using a mark DTR:
happen’ in familiar Chances
events Pg. 106
T2
Wk. 11
T2
Wk. 12
T2
Wk. 13
 There is only one DTR given feel free to use other DTRs in the Handbook. -We can use more DTRs during a les
 Year 1 NUMERACY Learning and Teaching Program 2022
Year 1 Learning and Teaching Program 2022
Learning LEARNING TO KNOW
Area
Strand Early Mathematics
Strand Use mathematical concepts and begin to use mathematical language
Outcome
Term Sub-strand/s Content Elaborations / Teaching Activity/Lesson Resources Assessment Remarks
Week Learning Achievement Strategies
Outcomes Indicators
T3 Number and LTK1.6.1.1 LTK1.6.1.1 •Explicit Starter: 19- 23 Ten -Formative
Wk. 1 Numeration Recognize, -Identify and instruction Frames Assessment
model, count, represent - Use of DTR: Read and Numeracy Number bonds
read and write numbers using manipulatives Get Pg. 64 Handbook to 10
numbers to and objects and Collaborative
across 20 pictorial learning
representations -Real life
4.1 LTK1.6.4.1 -Use hands on experience Starter: 19- 23 Numeracy -Formative
Patterns and Sort and materials to •Talk for Handbook Assessment
classify familiar practice learning DTR: Healthy Patterns
Algebra interpreting
items, objects •Student and or not healthy
or shapes and patterns and teacher Pg. 63
explain making patterns Questioning
reasoning with shapes and -feedback
objects
-Variety of
representations
2.1 LTK1.6.2.3 -Number bonds Differentiated Starter: 19- 23 Bag of -Formative
Operations Model and to 20 [ number counters Assessment
and inclusive
solve simple facts to 20] DTR: How Numeracy Number bonds
learning
addition and •Multiple many in the Handbook or number
subtraction
Exposure bag? Pg. 83 facts
problems using
•Setting Goals
single digit
•Worked
numbers
Example
 Year 1 NUMERACY Learning and Teaching Program 2022
8.1 LTK1.6.7.3 -Practice asking •Explicit Starter: 19- 23 Numeracy -Formative
Chance and Ask and answer questions and instruction DTR: Chances Handbook Assessment
Data simple recording tally - Use of and Data Pg.
questions to marks to show manipulatives 93- 94
collect data numbers -Model Collaborative
how to ask a learning
question relating -Real life
to simple data experience
e.g.: how many, •Talk for
how much, how learning
often
•Student and
-Practice asking
teacher
questions and
Questioning
recording tally
-feedback
marks to show
numbers
-Variety of
representations
Differentiated
and inclusive
learning
•Multiple
Exposure
•Setting Goals
•Worked
Example
 Year 1 NUMERACY Learning and Teaching Program 2022
T3 Number and LTK1.6.1.1 -Count, read and •Explicit Starter: 19- 23 Ten -Formative
Wk. 2 Numeration Recognize, write numbers to instruction Frames Assessment
model, count, 20 in the - Use of DTR: Pass the Numeracy Numbers
read and vernacular and manipulatives ball Pg. 58 Handbook [count, read,
write English Collaborative write,
numbers to learning sequence]
and across 20 -Real life
experience
•Talk for
LTK1.6.1.2 -Count and name Starter: 19- 23 Piece of -Formative
learning
Investigate number paper Assessment
sequences (in the
•Student and
ways of DTR: Read and Handbook Numbers
vernacular and teacher
ordering, Tick Pg. 72 [count, read,
English) to 20 in Questioning
comparing,
-feedback write,
grouping, and oral and written
form -Variety of sequence]
partitioning
numbers to 20 representations
Elaborations: Differentiated
and inclusive
learning
LTK1.6.1.3 -Count forwards •Multiple Starter: 19- 23 Number -Formative
Subitise to 20 in Exposure cards Assessment
collections of vernacular and •Setting Goals DTR: Count Numeracy Count forward
objects up to English •Worked forward by 1 Handbook
20 and count Example Pg. 69
to and from
 Year 1 NUMERACY Learning and Teaching Program 2022
20 from any -Learn and Starter: 19- 23 Ten -Formative
given number discuss different Frames Assessment
strategies for DTR: Pass the Numeracy Numbers
subitizing quickly ball Pg. 58 Handbook [count, read,
using objects,
write,
pictures, and
dots sequence]
-Match numbers
when subitising
e.g. holding up
number cards to
answer
5.1 LTK1.6.5.1 -Recognize all Starter: 19- 23 All coins -Formative
Money and Identify notes coins and discuss and notes Assessment
and coins to features that DTR: Money up to $20 Features of
Financial differ between
$20 Money Money Numeracy different notes
Education denominations
Pg. 89 Handbook and coins up
(Fin.Ed)
to $20
 Year 1 NUMERACY Learning and Teaching Program 2022
T3 Number and LTK1.6.1.1 -Model and •Explicit Starter: 19- 23 Elastic -Formative
Wk. 3 Numeration Recognize, discuss teen instruction Straws Assessment
model, count, numbers as tens - Use of DTR: Tens and Numeracy Place Value
read and and ones using manipulatives Ones Pg. 58 Handbook
write manipulatives Collaborative
numbers to e.g. ice cream learning
sticks, blocks, -Real life
and across 20
-Model that 10 experience
ones can be •Talk for
regrouped to 1 learning
ten (in the
•Student and
vernacular and
teacher
English)
Questioning
LTK1.6.1.2 -Skip count by 2’s Starter: 19- 23 Numeracy -Formative
-feedback
Investigate and 5’s to 20 Handbook Assessment
-Variety of
ways of -Skip count by 2’s DTR: Skip Skip counting
to 20
representations
ordering, counting Pg. 69
-. Skip count by Differentiated
comparing,
5’s to 20 and inclusive
grouping, and
partitioning learning
numbers to 20 •Multiple
LTK1.6.1.3 -Count forwards Exposure
Starter: 19- 23 Numeracy -Formative
Subitise and backwards •Setting Goals
Handbook Assessment
collections of from any number •Worked
Example DTR: Count forward
objects up to 20 to 20 Backwards and and
and count to Count forwards
forwards Pg. 69 backwards
and from 20 and backwards
from any given from any number
number up to 20 in
vernacular and
English from any
number
6.1 LTK1.6.6.1 -Use string as a Starter: 19- 23 Strips of -Formative
Measurement: Compare comparative paper Assessment
length, mass, lengths, measure for DTR: Long, Numeracy KLW chart
volumes and length – heights longer, longest. Handbook Comparative
volume, time
weights using of students,
Pg. 93 language
length of desk
 Year 1 NUMERACY Learning and Teaching Program 2022
comparative -Compare
language and lengths using
non-standard language such as
units shorter than,
longer than

T3 2.1 LTK1.6.2.1 -Count on/count •Explicit Starter: 19- 23 Numeracy -Formative

Wk. 4 Operations Mentally back instruction Handbook Assessment
calculate some - Use of DTR: Maths Count on
simple addition manipulatives Facts Bingo Pg. Count back
and subtraction
 Year 1 NUMERACY Learning and Teaching Program 2022
problems using Collaborative 79
single digit learning
numbers -Real life
LTK1.6.2.3 -Read and write experience Starter: 19- 23 Numeracy -Formative
Model and simple one step •Talk for Handbook Assessment
solve simple addition and learning DTR: Story addition
addition and subtraction •Student and Problems Pg. -subtraction
subtraction problems, using teacher 84 -pictorial
problems concrete objects Questioning
and pictorial representation
using single -feedback -number
representations, -Variety of
digit numbers sentence
and writing a representations
simple number -count on
Differentiated
sentence - count back
and inclusive
-Use and explain
learning
count on and
count back
•Multiple
strategy Exposure
•Setting Goals
-Use number •Worked Starter: 19- 23 Numeracy -Formative
bonds and Example DTR: Find the Handbook Assessment
related sum Pg. 82
subtraction facts Peg Subtraction
within 20 Pg. 85
5.1 LTK1.6.5.2 -Recognize and Starter: 19- 23 All coins -Formative
Compare the discuss where and notes Assessment
Money and
value of all coins are used in
Financial DTR: Price tag up to $20 Compare
coins to $2 and practical
Education order coins in
Pg. 89 Shopping prices
situations and
ascending and catalogue
(Fin.Ed) what can be
descending bought with Numeracy
order them Handbook
T3 Number and LTK1.6.1.1 ,-Recognize and •Explicit Starter: 19- 23 Number -Formative
Wk. 5 Numeration Recognize, discuss how we instruction cards Assessment
model, count, count on from 20 - Use of DTR: Counting Numeracy Counting on
read and write manipulatives Forward Pg. 69 Handbook from 20
numbers to and Collaborative
across 20
 Year 1 NUMERACY Learning and Teaching Program 2022
LTK1.6.1.2 -Identify number learning Starter: 19- 23 Giant -Formative
Investigate before and -Real life number Assessment
ways of number after any experience DTR: Own- can line KLW chart
ordering, number from 1- •Talk for be played on Numeracy -number
comparing, 20 learning the giant Handbook before and
grouping, and •Student and number line number after
partitioning teacher
numbers to 20 recognition
Questioning
LTK1.6.1.4 -Relate ordinal -feedback Starter: 19- 23 Numeracy -Formative
Use ordinal numbers to real -Variety of Handbook Assessment
numbers in life situations representations DTR: Ordinal First, second,
everyday where ordinal Differentiated numbers Pg. 78 third
situations numbers can be and inclusive
used such as first, learning
second, third in a
•Multiple
race
Exposure
6.1 LTK1.6.6.5 -Oral chanting of •Setting Goals Starter: 19- 23 Days cards , -Formative
Measurement: Recall and days of the week •Worked Numeracy Assessment
order the -Identify days of Example DTR:& days in Handbook Sunday,
length, mass,
days of the the week on the a week Pg. 99 Monday,
volume, time
week calendar
[Addition is Tuesday,
-Sequence events
 familiar events Wednesday,
according to the
days of the week. that happen on Thursday,
-Know how many certain days] Friday,
days are in a Saturday,
week and which weekdays,
days are weekends, ,
weekdays and
which days are
the weekend
 Year 1 NUMERACY Learning and Teaching Program 2022
T3 Number and -Compare ••Explicit Starter: 19- 23 Number -Formative
Wk. 6 Numeration LTK1.6.1.2 numbers using instruction cards Assessment
Investigate the language less - Use of DTR: Splitting Buttons
ways of and more, bigger manipulatives Numbers Pg. Numeracy More
ordering, than, smaller Collaborative 75 Handbook Less
comparing, than, in the learning
vernacular and Bigger than
grouping, and -Real life
partitioning English Smaller than
experience
numbers to 20 •Talk for
2.1 LTK1.6.2.1 -Number bonds learning Starter: 19- 23 Numeracy Number bonds
Operations Mentally to 20(number •Student and Handbook to 20-
calculate some facts to 20) teacher DTR: How Formative
simple addition Questioning many in the Assessment
and subtraction -feedback bag? Pg. 86
problems using -Variety of
single digit representations
numbers
Differentiated
LTK1.6.2.5 -Discuss sharing and inclusive Starter: 19- 23 Numeracy fair, unfair,
Model and the idea of a learning Handbook share equally
sharing even fair share •Multiple DTR: Butterfly -Formative
numbers into -Use even Exposure Spots Pg. 76 Assessment
equal groups numbers of •Setting Goals
in practical objects and share •Worked
situations them into two Example
equal groups,
using concrete
materials
 Year 1 NUMERACY Learning and Teaching Program 2022
5.1 LTK1.6.5.2 -Model Starter: 19- 23 All coins Coin
Money and Compare the combinations of and notes combinations
value of all coins that make DTR: Coin up to $20 -Formative
Financial $1
coins to $2 combinations Numeracy Assessment
Education -Model
and order Pg. 89 Handbook
(Fin.Ed) coins in combinations of
coins that make
ascending
$2
and
descending
order
 Year 1 NUMERACY Learning and Teaching Program 2022
T3 Number and LTK1.6.1.2 -Sort and order •Explicit Starter: 19- 23 Leaves
Wk. 7 Numeration Investigate objects up to 20 instruction Buttons Sort and
ways of according to - Use of DTR: Let’s sort Numeracy describe
ordering, patterns and manipulatives leaves Pg. 63 Handbook arrangement
comparing, describe Collaborative -Formative
grouping, and arrangements. learning Assessment
partitioning -Real life
numbers to 20 experience
2.1 LTK1.6.2.1 -Partitioning •Talk for Starter: 19- 23 Numeracy Partitioning
Operations Mentally -Doubles learning Handbook -Doubles
calculate some Strategy •Student and DTR: Split in Strategy
simple addition -Doubles +1 teacher 3sPg 76 -Doubles +1
and subtraction Questioning Doubles Pg. 81 -Formative
problems using -feedback
single digit Assessment
-Variety of
numbers representations
LTK1.6.2.3 -Use opposite Differentiated Starter: 19- 23 Numeracy addition
Model and operation to and inclusive Handbook -subtraction
solve simple check answers learning DTR: Story -pictorial
addition and •Multiple Problems Pg. representation
subtraction Exposure 84 -number
problems using •Setting Goals sentence
single digit •Worked
numbers -count on
Example
- count back
-Formative
Assessment
 Year 1 NUMERACY Learning and Teaching Program 2022
6.1 LTK1.6.6.6 -Use language Starter: 19- 23 Numeracy KLW chart
Measurement: Recall and such as first, Handbook Order of
length, mass, order daily then, next; or DTR: Order events
events first second third, events [ a -Formative
volume, time
to describe the
school day, the Assessment
order of events
-Sequence the assembly, the
events in a morning class]
shared
experience e.g.:
school
celebration
6.1 LTK1.6.6.1 -Use objects and Starter: 19- 23 Numeracy KLW chart
Measurement: Compare describe them as Handbook Heavy weight
length, mass, lengths, heavier or lighter DTR: Heavy -Formative
volume, time volumes and Light Pg. 97 Assessment
weights using
comparative
language and
non-standard
units
 Year 1 NUMERACY Learning and Teaching Program 2022
T3 Number and LTK1.6.1.2 -Recognise •Explicit Starter: 19- 23 Ten frames
Wk. 8 Numeration Investigate number bonds to instruction Counters Number bonds
ways of 10 fluently. - Use of DTR: Ten Numeracy to 10
ordering, manipulatives frames Pg. 83 Handbook -Formative
comparing, Collaborative Assessment
grouping, and learning
partitioning -Real life
numbers to 20 experience
2.1 LTK1.6.2.1 Reorder numbers •Talk for Starter: 19- 23 Dice
Operations Mentally when adding learning Numeracy Number bonds
calculate some (bigger number •Student and DTR: Roll and Handbook to 10
simple addition first) teacher Draw Pg. 81 -Formative
and subtraction Questioning Assessment
problems using -feedback
single digit -Variety of
numbers representations
6.1 LTK1.6.6.1 -Use liquids to Differentiated Starter: 19- 23 Strips of KLW chart
Measurement: Compare calculate more or and inclusive paper Less full or
lengths, less, full, or learning DTR: Less, full Numeracy empty
length, mass,
volumes and empty •Multiple
volume, time or empty Handbook -Formative
weights using Exposure
Assessment
comparative
•Setting Goals
•Worked
language and
Example
non-standard
units
 Year 1 NUMERACY Learning and Teaching Program 2022
5.1 LTK1.6.5.2 -Compare value Starter: 19- 23 All coins Compare the
Money and Compare the of coins using and notes value of coins
value of all concrete DTR: Coin up to $20 -Formative
Financial materials for
coins to $2 combination Numeracy Assessment
Education example that 20
and order Pg. 89 Handbook
(Fin.Ed) coins in is bigger/more
than 5 (20cents
ascending
and 5 cents)
and
descending
order
 Year 1 NUMERACY Learning and Teaching Program 2022
T3 4.1 LTK1.6.4.1 -Use numbers up •Explicit Starter: 19- 23 Numeracy Patterns
Wk. 9 Patterns and Sort and to 10 to create instruction Handbook Explain choice
classify familiar and explain - Use of DTR: Making -Formative
Algebra simple patterns
items, objects manipulatives more than 2 Assessment
or shapes and -Predict what will Collaborative groups Pg. 63
explain come next in a learning
reasoning pattern of -Real life
shapes, objects, experience
or numbers to 10 •Talk for
-Practice learning
explaining
•Student and
patterns in
teacher
English
Questioning
8.1 LTK1.6.8.3 Use practical Starter: 19- 23 Numeracy -Formative
-feedback
Chance and Answer examples to DTR: Chances Handbook Assessment
-Variety of
Data simple model picture and Data Pg.
graphs like
representations
questions 93- 94
favorite fruits or Differentiated
about picture
foods and and inclusive
graphs learning
animals asking
questions using •Multiple
the language Exposure
least, most, less, •Setting Goals
and more when •Worked
explaining the Example
data
6.1 LTK1.6.6.6 Sequence school Starter: 19- 23 Strips of KLW chart
Measurement: Recall and timetable paper School
length, mass, order daily DTR: Time of Numeracy timetable
volume, time events day pg. 99 Handbook
8.1 LTK1.6.7.3 Practice asking Starter: 19- 23 Numeracy -Formative
Chance and Ask and questions and DTR: Chances Handbook Assessment
Data answer recording tally and Data Pg.
simple marks to show 93- 94
questions to numbers
collect data
 Year 1 NUMERACY Learning and Teaching Program 2022
T3 Wk. 10
T3 Wk. 11
T3 Wk. 12
T3 Wk. 13

 There is only one DTR given feel free to use other DTRs in the Handbook.
 We can use more DTRs during a lesson.