pictures to an app, and recording their findings visually, orally or via word processing. Resources DET (Victoria) FUSE Using Data about Favourite Foods NZ Math nRich Notes Topic 1.1.4 Number and Algebra – One of These is Ten of Those Strand: Number and Algebra Sub-strand: Number and Place Value Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Count collections to 100 by partitioning numbers using place value Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line Achievement standard (excerpt in bold) Foundation Level Level 1 Level 2 Students connect number names and numerals with sets of up to 20 elements, estimate the size of these sets, and use counting strategies to solve problems that involve comparing, combining and separating these sets. They match individual objects with counting sequences up to and back from 20. Students order the first 10 elements of a set. They represent, continue Students count to and from 100 and locate these numbers on a number line. They partition numbers using place value and carry out simple additions and subtractions, using counting strategies. Students recognise Australian coins according to their value. They identify representations of one half. Students describe number sequences resulting from Students count to and from, and order numbers up to 1000. They perform simple addition and subtraction calculations, using a range of strategies. They find the total value of simple collections of Australian notes and coins. Students represent multiplication and division by grouping into sets and divide collections and shapes into halves, quarters and eighths. They recognise increasing and decreasing
Topic 1.1.6 Time – Half Past and Duration (Days, Weeks) Strand: Measurement and Geometry Sub-strands: Using Units of Measurement Recommended teaching time: 1 week Mapping to F–10 curriculum in Victoria Content descriptions Tell time to the half-hour Describe duration using months, weeks, days and hours Achievement standard (excerpt in bold) Foundation Level Level 1 Level 2 Students identify measurement attributes in practical situations and compare lengths, masses and capacities of familiar objects. They order events, explain their duration, and match days of the week to familiar events. Students identify simple shapes in their environment and sort shapes by their common and distinctive features. They use simple statements and gestures to describe location. Students use informal units of measurement to order objects based on length, mass and capacity. They tell time to the half-hour and explain time durations. Students describe two-dimensional shapes and three-dimensional objects. They use the language of distance and direction to move from place to place. Students order shapes and objects, using informal units for a range of measures. They tell time to the quarter and use a calendar to identify the date, days, weeks and months included in seasons and other events. Students draw two-dimensional shapes, specify their features and explain the effects of one-step transformations. They recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. Activities Proficiencies Note that time may be covered incidentally in the classroom throughout the year. Use a calendar throughout the year, on a daily basis, to recognise the months of the year, days of the weeks and counting down days to birthdays and days since an event Match days of the week to daily events and learn days of the weeks in sequence Recognise that half past has the long hand pointing to the six and relate to significant time periods of the day, e.g. lunchtime begins and half past twelve Match activities to days of the weeks in a timetable, e.g. library day is on Friday Use everyday events to count down to a date Make a clock and create short fat hand, long tall hand, labelled with hour and minutes; discuss places to put numbers and include second ring for minutes Understanding: the vertical patterns that link particular days of the week Fluency in recognising the months of the year, and the days of the weeks Problem solving by matching clock faces to key daily activities at school Reasoning through distinguishing between the distinct actions and functions of each hand of a clock
Notes Topic 1.2.2 Measuring and Comparing Mass and Capacity Informally Strand: Measurement and Geometry Sub-strands: Using Units of Measurement Recommended teaching time: 1 week Mapping to F–10 curriculum in Victoria Content descriptions Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units Achievement standard (excerpt in bold) Foundation Level Level 1 Level 2 Students identify measurement attributes in practical situations and compare lengths, masses and capacities of familiar objects. They order events, explain their duration, and match days of the week to familiar events. Students identify simple shapes in their environment and sort shapes by their common and distinctive features. They use simple statements and gestures to describe location. Students use informal units of measurement to order objects based on length, mass and capacity. They tell time to the and explain time durations. Students describe two-dimensional shapes and three-dimensional objects. They use the language of distance and direction to move from place to place. Students order shapes and objects, using informal units for a range of measures. They tell time to the quarter hour and use a calendar to identify the date, days, weeks and months included in seasons and other events. Students draw two-dimensional shapes, specify their features and explain the effects of one-step transformations. They recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. hour
comparing, combining and separating these sets. They match individual objects with counting sequences up to and back from 20. Students order the first 10 elements of a set. They represent, continue and create simple patterns. counting strategies. Students recognise Australian coins according to their value. They identify representations of one half. Students describe number sequences resulting from skip counting by 2s, 5s and 10s. They continue simple patterns involving numbers and objects with and without the use of digital technology. simple collections of Australian notes and coins. Students represent multiplication and division by grouping into sets and divide collections and shapes into halves, quarters and eighths. They recognise increasing and decreasing number sequences involving 2s, 3s, 5s and 10s, identify the missing element in a number sequence, and use digital technology to produce sequences by constant addition. Activities Proficiencies See the patterns in the numbers that have factors of two, five and ten Skip count by 2s, 5s and 10s to solve simple multiplication problems Represent multiplication problems in context with diagrams Solve simple multiplication problems in various ways and talk about how they found the answer Fluency of skip counting 2s, 5s, and 10s. Understanding what multiplication is and how it can be represented Problem solving by skip count to solve story problems, rather than counting all, e.g. John has 3 ponds and there are 2 fish in each pond. How many fish are there altogether? Reasoning through representing multiplication problems with diagrams Considering different levels of student ability Level F Students who are working at this level could: Represent practical situations to model repeated addition. Level 2 Students who are working at this level could: Recognise and represent multiplication as repeated addition, groups and arrays. Assessment ideas Students: Apply knowledge and understandings of arrays and skip counting to solve problems using everyday contexts. Resources NZ Maths