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Year Two

WEEKLY ROUTINE

Monday Tuesday Wednesday Thursday Friday

Whole Number 1

Terms 1-4

Number & Algebra

Terms 1 & 3: Addition and Subtraction 1 / Patterns and Algebra 1

Terms 2 & 4 : Multiplication & Division 1 / Fractions and Decimals 1

Statistics & Probability

Terms 1 & 3: Data 1

Terms 2 & 4 : Chance 1

Measurement & Geometry

Term 1: Length 1 / Time 1 / 2D 1

Term 2: Mass 1 / 3D 1 / Position 1

Term 3: Volume and Capacity 1 / Time 1 / 2D 1

Term 4: Area 1 / 3D1 / Position 1

Sharon Tooney

K-6 MATHEMATICS SCOPE AND SEQUENCE

NUMBER AND ALGEBRA MEASUREMENT AND GEOMETRY STATISTICS &

PROBABILITY

TERM

Whole

Number

Addition &

Subtraction

Multiplication

& Division

Fractions &

Decimals

Patterns

& Algebra

Length Area Volume &

Capacity

Mass Time 3D 2D Angles Position Data Chance

K 1

2

3

4

Yr 1 1

2

3

4

Yr 2 1

2

3

4

Yr 3 1

2

3

4

Yr 4 1

2

3

4

Yr 5 1

2

3

4

Yr 6 1

2

3

4

NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE: Yr 2

ES1 S1 S2 S3

STRAND:

NUMBER AND ALGEBRA

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Whole Numbers 2 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

describes mathematical situations and methods using

everyday and some mathematical language, actions,

materials, diagrams and symbols MA1-1WM

uses objects, diagrams and technology to explore

mathematical problems MA1-2WM

supports conclusions by explaining or demonstrating how

answers were obtained MA1-3WM

applies place value, informally, to count, order, read and

represent two- and three-digit numbers MA1-4NA

Background Information

The learning needs of students are to be considered when

determining the appropriate range of two- and three-digit

numbers.

Students should be encouraged to develop different

counting strategies, eg if they are counting a large number of

items, they can count out groups of ten and then count the

groups.

They need to learn correct rounding of numbers based on

the convention of rounding up if the last digit is 5 or more

and rounding down if the last digit is 4 or less.

Language

Students should be able to communicate using the following

language: count forwards, count backwards, number before,

number after, more than, less than, number line, number

chart, digit, zero, ones, groups of ten, tens, groups of one

hundred, hundreds, round to.

The word 'and' is used when reading a number or writing it

in words, eg five hundred and sixty three.

Develop confidence with number sequences from 100 by ones from any

starting point

count forwards or backwards by 1s, from a given 3-digit number

identify the numbers before & after a given 3-digit number

- describe the number before as 1 less than & the number after as 1 more

than a given number

Recognise, model, represent and order numbers to at least 1000

represent 3-digit numbers using objects, pictures, words & numerals

use the terms more than & less than to compare numbers

arrange numbers of up to 3 digits in ascending order

- use number lines & number charts beyond 100 to assist with counting &

ordering

- give reasons for placing a set of numbers in a particular order

Investigate number sequences, initially those increasing and decreasing by

twos, threes, fives and tens from any starting point, then moving to other

sequences

count forwards & backwards by 2s, 3s & 5s from any starting point

count forwards & backwards by 10s, on & off the decade, with 2 & 3 digit

numbers

identify number sequences on number charts

Group, partition and rearrange collections of up to 1000 in hundreds, tens

and ones to facilitate more efficient counting

apply an understanding of place value & the role of zero to read, write &

order 3 digit numbers

- form the largest & smallest number from 3 given digits

count & represent large sets of objects by systematically grouping in 10s &

100s

- use models such as base 10 material, interlocking cubes & bundles of sticks

to explain grouping

use & explain mental grouping to count & assist with estimating the

number of items in large groups

use place value to partition 3 digit

state the place value of digits in numbers of up to 3 digits

partition three-digit numbers in non-standard forms

round numbers to the nearest 100

estimate, to the nearest 100, the number of objects in a collection & check

by counting

Count and order small collections of Australian coins and notes according

to their value

use the face value of coins and notes to sort, order and count money

- compare Australian coins and notes with those from other countries

- determine whether there is enough money to buy a particular item

recognise that there are 100 cents in $1, 200 cents in $2,

identify equivalent values in collections of coins and in collections of notes

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES

Develop

confidence with

number sequences

from 100 by ones

from any starting

point

Recognise, model,

represent and

order numbers to

at least 1000

Investigate

number

sequences,

initially those

increasing and

decreasing by

twos, threes, fives

and tens from any

starting point,

then moving to

other sequences

Group, partition

and rearrange

collections of up

to 1000 in

hundreds, tens

and ones to

facilitate more

efficient counting

Count and order

small collections

of Australian coins

and notes

according to their

2

Celebrity head

Display a number line showing numbers from 1 to 100 so that all the students in the class can see

it. Place movable marker tabs at either end of the strip. One student wears a headpiece to which a

numeral card is attached. Ensure that the student does not see the number on the numeral card.

Ask the student to have the class help to identify the secret number. The class, however, can

respond only with a yes or no reply to each question. In response to the answers, the selected

student then moves the tabs along the number line to indicate the range within which the secret

number lies. Continue the process until the student is able to identify the number.

Variations

The price is right

Display a vertical numeral strip to the students. Ask one student to think of a number on the

numeral strip. The remainder of the class take turns to guess the number. After each guess, allow

the student to point to the nominated number on the number line. The student then states if the

guess is higher or lower than the number being thought of. Encourage the students to use the

responses from previous guesses when making the next guess.

Guess my number

Provide a calculator for each pair of students. Ask one student to enter a number into the

calculator and hide the screen. Instruct the partner to ask questions which will enable him or her

to guess the hidden number on the calculator.

This activity could be

modified by decreasing or

increasing the range of

numbers.

Number lines on tables to

refer to could also be

necessary for some students.

number line in the

range 1 to 100,

headband, numeral

cards, calculators

3

Grocery grab

Display a collection of grocery packages of varying weight up to 1 kilogram. Allow the students to

compare the weight of each item according to the number of grams indicated on each package.

Have the students record the weight of each item in grams. Instruct the students to then sequence

the items from lightest to heaviest.

Variation

Collect from catalogues pictures of items costing less than $1000 . Ensure the price of each item is

clearly indicated. Present the catalogue items to the students and ask them to sequence the items

in terms of cost.

Wipe out

Provide each student with a calculator. Ask the students to enter a specific three-digit number into

their calculators. Choose one of the digits from the number entered and ask the students to use an

arithmetical method to change the nominated digit to zero. For example, have the students enter

the numeral 268 in their calculator. Follow this by asking, How can you change the 6 to 0?

It may be necessary to

highlight and/or enlarge

weights on packages.

Number charts in the range 1

to 1000 maybe needed by

some students as a

reference.

Large button calculators may

be needed

grocery packages,

shop catalogues,

calculators, paper and

pencil

4

Skip counting

Lead the students in oral counting in unison by tens, up to 100, and then backwards from 100.

Support the oral counting by pointing to the location of these numbers on the one hundred chart.

Cover the multiples of ten on the hundred chart and have a student point to the position of each

number as the class counts forwards or backwards by ten. Vary the activity by using other counting

Individual charts as a

reference maybe needed.

Extend activity by counting

beyond 100

hundreds chart

Sharon Tooney

value

patterns, such as counting by twos or counting by fives.

5

Straw javelin

Place masking tape on the floor to indicate a starting point. Organise the students into a line

behind the starting point. Have the students take turns to throw a straw as far as they can. Provide

the students with Unifix blocks which have been assembled into towers of ten, as well as single

blocks. The students then measure the distance the straw travelled by placing the Unifix blocks

along the floor from the starting point to the straw.

Variations

Change the activity from throwing a straw to other actions, such as taking a giant step from the

starting point and then measuring the distance of the steps using the Unifix blocks.

Organise the students into pairs. Provide each pair of students with lengths of string and ask

them to use the string to measure their arm span and their height. After the students have

completed measuring with the string, they place the string on the floor. Have the students use the

towers of ten Unifix blocks to record the length of the string.

Some students may require

one-on-one support to

complete this activity.

Measure using standard units

as an extension activity.

masking tape, straws,

unifix blocks, string,

paper and pencil

6

Three-dice game

Prepare a set of numeral cards for the numbers three to eighteen. Lay the cards face up in a line on

the desk or floor. Have the students take turns to roll three dice and add together the numbers

rolled, then take a corresponding numeral card. The game continues until all cards have been

taken. If the numeral card has already been taken, the players turn is forfeited.

Variations

Use a variety of dice, such as dot and numeral dice.

Provide each student with a set of numeral cards for the numbers three to eighteen. Have the

students take turns to roll three dice and find the total. Each time a student states the total of the

three dice, all students place a counter on the corresponding numeral card in their set. The game

continues until all numerals have been covered.

Adjust activity according to

student placement on the

numeracy continuum

dice, numeral cards

7

The beanstalk

This activity is best completed with a maximum of five students. Prepare Beanstalk base board

using the BLM and a pack of instruction cards. The instruction cards should state the direction in

which the student moves along the beanstalk, either up or down, and the number of spaces to

move, for example, go up three spaces. Commence the activity by instructing each student to

place a marker at position 10 on the beanstalk. In turns students take an instruction card, follow

the directions and move their marker accordingly along the beanstalk. The winner is the first

person to reach the castle at the top of the beanstalk. An option is to have the students record the

number sentences.

Adjust activity according to

student placement on the

numeracy continuum

beanstalk baseboard,

instruction cards,

counters

8

Coin Values

Students identify the face value of Australian coins and the combinations of smaller coins needed

to add up to larger coin values.

Eg. How much is this coin worth?

How many ways can I represent this amount using smaller coin denominations?

Adjust according to ability to

recognise and count money

coins

Sharon Tooney

9

Count Money Up to $1

Students investigate adding coins to find a total, to purchase an item, etc

Eg. How much money is there?

Adjust according to ability to

recognise and count money

coins

10

Revision

Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE: Yr 2

ES1 S1 S2 S3

STRAND:

NUMBER AND ALGEBRA

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Addition and Subtraction 2 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

describes mathematical situations and methods using

everyday and some mathematical language, actions,

materials, diagrams and symbols MA1-1WM

uses objects, diagrams and technology to explore

mathematical problems MA1-2WM

supports conclusions by explaining or demonstrating how

answers were obtained MA1-3WM

uses a range of strategies and informal recording methods

for addition and subtraction involving one- and two-digit

numbers MA1-5NA

Background Information

It is appropriate for students in Stage 1 to use concrete

materials to model and solve problems, for exploration and

for concept building. Concrete materials may also help in

explanations of how solutions were obtained.

Addition and subtraction should move from counting and

combining perceptual objects, to using numbers as

replacements for completed counts with mental strategies,

to recordings that support mental strategies (such as jump,

split, partitioning and compensation).

Subtraction typically covers two different situations: 'taking

away' from a group, and 'comparison' (ie determining how

many more or less when comparing two groups). In

performing a subtraction, students could use 'counting on or

back' from one number to find the difference. The 'counting

on or back' type of subtraction is more difficult for students

to grasp than the 'taking away' type. Nevertheless, it is

important to encourage students to use 'counting on or back'

as a method of solving comparison problems once they are

confident with the 'taking away' type.

In Stage 1, students develop a range of strategies to aid quick

recall of number facts and to solve addition and subtraction

problems. They should be encouraged to explain their

strategies and to invent ways of recording their actions. It is

also important to discuss the merits of various strategies in

terms of practicality and efficiency.

Jump strategy on a number line an addition or subtraction

strategy in which the student places the first number on an

empty number line and then counts forward or backwards,

first by tens and then by ones, to perform a calculation. (The

number of jumps will reduce with increased understanding.)

Jump strategy method: eg 46 + 33

Jump strategy method: eg 79 33

Explore the connection between addition and subtraction

use concrete materials to model how addition and

subtraction are inverse operations

use related addition and subtraction number facts to at

least 20, eg 15 + 3 = 18, so 18 3 = 15 and 18 15 = 3

Solve simple addition and subtraction problems using a

range of efficient mental and written strategies

use and record a range of mental strategies to solve

addition and subtraction problems involving two-digit

numbers, including:

the jump strategy on an empty number line

the split strategy, eg record how the answer to 37 + 45 was

obtained using the split strategy

an inverse strategy to change a subtraction into an

addition, eg 54 38: start at 38, adding 2 makes 40, then

adding 10 makes 50, then adding 4 makes 54, and so the

answer is 2 + 10 + 4 = 16

select and use a variety of strategies to solve addition and

subtraction problems involving one- and two-digit numbers

- perform simple calculations with money, eg buying items

from a class shop and giving change (Problem Solving)

- check solutions using a different strategy (Problem Solving)

- recognise which strategies are more efficient and explain

why (Communicating, Reasoning)

- explain or demonstrate how an answer was obtained for

addition and subtraction problems, eg show how the answer

to 15 + 8 was obtained using a jump strategy on an empty

number line

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

Split strategy an addition or subtraction strategy in which

the student separates the tens from the units and adds or

subtracts each separately before combining to obtain the

final answer.

Split strategy method: eg 46 + 33

Inverse strategy a subtraction strategy in which the student

adds forward from the smaller number to obtain the larger

number, and so obtains the answer to the subtraction

calculation.

Inverse strategy method: eg 65 37

start at 37

add 3 to make 40

then add 20 to make 60

then add 5 to make 65

and so the answer is 3 + 20 + 5 = 28

An inverse operation is an operation that reverses the effect

of the original operation. Addition and subtraction are

inverse operations; multiplication and division are inverse

operations.

Language

Students should be able to communicate using the following

language: plus, add, take away, minus, the difference

between, equals, is equal to, empty number line, strategy.

Some students may need assistance when two tenses are

used within the one problem, eg 'I had six beans and took

away four. So, how many do I have now?'

The word 'left' can be confusing for students, eg 'There were

five children in the room. Three went to lunch. How many

are left?' Is the question asking how many children are

remaining in the room, or how many children went to lunch?

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES

Explore the

connection

between addition

and subtraction

Solve simple

addition and

subtraction

problems using a

range of efficient

mental and

written strategies

2

Related Addition Facts

Students identify and write related addition facts for given algorithms.

Eg. 13 + 1 = 14, students need to recognise that 1 + 13 = 14 is the related addition fact

Adjust according to student

placement on the numeracy

continuum

3

Related Subtraction Facts

Students identify and write related subtraction facts for given algorithms.

Eg. 20 - 5 = 15, students need to recognise that 20 - 15 = 5 is the related subtraction fact

Adjust according to student

placement on the numeracy

continuum

4

Fact Families

Students are encouraged to see the relationship between addition and subtraction by identifying

the fact families that apply to given set of algorithms, by identifying the missing fact, for example:

What fact is missing from this fact family?

Adjust according to student

placement on the numeracy

continuum

5

Review - Add One-Digit Numbers - Sums to 10

Revise addition facts to ten, using friends of 10 where appropriate. Provide algorithms with and

without pictorial representations (concrete materials)

Eg.

Adjust according to student

placement on the numeracy

continuum

6

Review - Ways to Make a Number - Sums to 10

Students use their knowledge of numbers to 10, to identify what they know about friends of ten

and how to identify correct and incorrect addition problems.

Eg.

Adjust according to student

placement on the numeracy

continuum

7

Adding Doubles

Students investigate doubles and near doubles to complete addition problems.

Eg.

5 + 5 = , 2+ 2 = , 9 + 9 = etc

Adjust according to student

placement on the numeracy

continuum

8

Add One Digit Numbers

Students investigate addition problems using one digit numbers. Problems include both one and

two digit answers. Algorithms should be presented by vertically and horizontally to demonstrate

that the orientation doesnt affect the outcome.

Eg. Add:

Adjust according to student

placement on the numeracy

continuum

Sharon Tooney

4 + 8 = , 5

+ 7

9 Revision

10 Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE: Yr 2

ES1 S1 S2 S3

STRAND:

NUMBER AND ALGEBRA

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Patterns and Algebra 2 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

describes mathematical situations and methods using

everyday and some mathematical language, actions,

materials, diagrams and symbols MA1-1WM

uses objects, diagrams and technology to explore

mathematical problems MA1-2WM

supports conclusions by explaining or demonstrating how

answers were obtained MA1-3WM

creates, represents and continues a variety of patterns with

numbers and objects MA1-8NA

Background Information

In Stage 1, describing number relationships and making

generalisations should be encouraged when appropriate.

Language

Students should be able to communicate using the following

language: pattern, missing number, number sentence.

Describe patterns with numbers and identify missing

elements

describe a number pattern in words, eg 'It goes up by

threes'

determine a missing number in a number pattern, eg 3, 7,

11, __, 19, 23, 27

- describe how the missing number in a number pattern was

determined (Communicating, Reasoning)

- check solutions when determining missing numbers in

number patterns by repeating the process (Reasoning)

Solve problems by using number sentences for addition or

subtraction

complete number sentences involving one operation of

addition or subtraction by calculating the missing number, eg

find so that or

- make connections between addition and related

subtraction facts to at least 20 (Reasoning)

- describe how a missing number in a number sentence was

calculated (Communicating, Reasoning)

solve problems involving addition or subtraction by using

number sentences

- represent a word problem as a number sentence

(Communicating, Problem Solving)

- pose a word problem to represent a number sentence

(Communicating, Problem Solving)

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES

Describe patterns

with numbers and

identify missing

elements

Solve problems by

using number

sentences for

addition or

subtraction

2

Skip Counting

Show different groups of items and ask students how many; telling them to count by 2s, 5s, 10s

etc.

Eg. How many combs are there? Count by tens.

Adjust the number of items

according to ability

groups of items or

pictorial

representations of

groups

3

Skip Counting Sequences

Provide students with a variety of number sequences with missing elements. Have them

determine and record the missing number by skip counting.

Eg. Write the missing number in this sequence:

45, 50, 55, 60, , 70

Provide 100s chart as a

reference.

number sequences

4

Counting Patterns Up to 100

Provide students with skip counting sequences to 100. Given the first number in a counting

sequence, students are to complete the number sequence, using the skip counting strategy

suggested.

Eg. Count forward by tens from 20.

20, , , , ,

Count forward by twos from 36

36, , , , ,

Provide 100s chart as a

reference.

counting sequences

5

Counting Patterns Up to 1000

Provide students with skip counting sequences to 1000. Given the first number in a counting

sequence, students are to complete the number sequence, using the skip counting strategy

suggested.

Eg. Count forward by twos from 62.

62, , , ,

Count forward by twos from 8.

8, , , ,

Provide 1000s chart as a

reference.

counting sequences

6

Number Lines Up to 100

Identify where numbers come in the number sequence by locating given numbers on a number

line.

Eg. Which number comes just after 81?

Provide 100s chart as a

reference.

number lines

Sharon Tooney

Identifying the missing number in a number sequence to 100, using a number line.

Eg. What is the missing number?

7

Hundreds Chart

Students use skip counting strategies to locate and identify a number from the information

presented by the teacher using a 100s chart.

Eg. What number is 10 less than 96?

100s charts

8

Number Lines Up to 1000

Identify where numbers come in the number sequence by locating given numbers on a number

line.

Eg. Which number comes between 979 and 981?

Order given numbers to 1000, using a number line to assist

Provide 1000s chart as a

reference.

number lines

9

Revision

10

Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE: Yr 2

ES1 S1 S2 S3

STRAND:

MEASUREMENT AND GEOMETRY

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Length 2 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

describes mathematical situations and methods using

everyday and some mathematical language, actions,

materials, diagrams and symbols MA1-1WM

supports conclusions by explaining or demonstrating how

answers were obtained MA1-3WM

measures, records, compares and estimates lengths and

distances using uniform informal units, metres and

centimetres MA1-9MG

Background Information

Students should be given opportunities to apply their

understanding of measurement, gained through experiences

with the use of uniform informal units, to experiences with

the use of the centimetre and metre. They could make a

measuring device using uniform informal units before using a

ruler, eg using a length of 10 connecting cubes. This would

assist students in understanding that the distances between

marks on a ruler represent unit lengths and that the marks

indicate the endpoints of each unit.

When recording measurements, a space should be left

between the number and the abbreviated unit, eg 3 cm, not

3cm.

Refer also to background information in Length 1.

Language

Students should be able to communicate using the following

language: length, distance, straight line, curved line, metre,

centimetre, measure, estimate.

Compare and order several shapes and objects based on

length, using appropriate uniform informal units

relate the term 'length' to the longest dimension when

referring to an object

make and use a tape measure calibrated in uniform informal

units, eg calibrate a paper strip using footprints as a repeated

unit

- use computer software to draw a line and use a simple graphic

as a uniform informal unit to measure its length

compare and order two or more shapes or objects according

to their lengths using an appropriate uniform informal unit

- compare the lengths of two or more objects that cannot be

moved or aligned

record length comparisons informally using drawings,

numerals and words, 7 by referring to the uniform informal

unit used

Recognise and use formal units to measure the lengths of

objects

recognise the need for formal units to measure lengths and

distances

use the metre as a unit to measure lengths and distances to

the nearest metre or half-metre

- explain and model, using concrete materials, that a metre-

length can be a straight line or a curved line

record lengths and distances using the abbreviation for metres

(m)

estimate lengths and distances to the nearest metre and check

by measuring

recognise the need for a formal unit smaller than the metre

recognise that there are 100 centimetres in one metre, ie 100

centimetres = 1 metre

use the centimetre as a unit to measure lengths to the nearest

centimetre, using a device with 1 cm markings, eg use a paper

strip of length 10 cm

record lengths and distances using the abbreviation for

centimetres (cm)

estimate lengths and distances to the nearest centimetre and

check by measuring

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES

Compare and order

several shapes and

objects based on

length, using

appropriate

uniform informal

units

Recognise and use

formal units to

measure the

lengths of objects

2 Measure With One Unit

Students are given one specific unit (eg. One popstick, streamer or 1m ruler). Measure and

compare objects in the classroom or playground, such as the circumference of the tree.

Student support where

necessary

units: rods, straws,

posticks, streamers,

etc

3

Who Wins?

One beetle walks around two sides of a desk or book, and her friend walks diagonally across the

book. Which beetle will walk the furthest? Vary this activity by choosing different routes.

Student support where

necessary

units: paper clips,

match sticks, etc,

paper and pencil

4

Make a Ruler

Students make their own rulers based on an informal unit (teddy bear, paperclip) or a body part

(foot, hand span). Students should align units, especially teddy bears or paperclips, end to end.

Mark the scale on the ruler and use it to measure objects. (This may need 2 lessons; one to make

the ruler and another to measure)

Student support where

necessary

units: paperclips,

teddy bears, match

sticks, cardboard,

strips, pencil and

paper

5

Make a Decimetre

Students work in pairs and make a ruler using 1cm grid on light card. Cut out a 10cm strip and

colour one long edge as the measuring edge. Label the centimetre end points from 1 to 10.

Find and record objects which measure longer than 10cm, less than 10cm or longer than 100cm

Student support where

necessary

1cm grid on light card,

scissors, coloured

pencils, pencils, paper

6

Straw Toss

Who can throw a straw the furthest; how much further is it than the next best throw? Measure

and record the distance thrown, using a 10cm strip. Find the difference between the longest and

shortest throw.

Student support where

necessary

straws, 10cm strips,

pencils, paper

7

Whats the Difference

Students use different units to measure the same object and are asked to explain why the

measurements are different (eg. Athena measured the book as 5 rods but Alex measured it as 15

paperclips). Alternatively a 1m ruler or a 10cm strip could be used.

Student support where

necessary

paper, pencils, items

for use as units of

measure (10cm strips,

20cm strips, blocks,

Cuisenaire rods,

paperclips, popsticks,

etc)

8

Body Parts

Students work in groups of three or four use a body length (or hand span or the length of an arm

or leg) as the unit of measure to find the width of the classroom. Students record their results and

then explain why the measurements from several groups may be different. During a class

discussion, students predict how many more or fewer units will be needed when the measurement

is expressed in a different unit.

Student support where

necessary

paper strips or

streamers for a

measuring unit,

pencils and paper for

recording

9 Towering Metres

Build a tower that is one metre high. Check height with a metre ruler. Record how the estimate

was made, and measure the result.

Ready, Set, Go!

Students work in small groups to estimate, then measure and record the process.

- How long does it take to write and measure a legible sentence 1 metre long?

Student support where

necessary

building objects for tower,

metre ruler, paper and

pencils, watch sticks,

modelling dough

Sharon Tooney

- How long does it take to make and measure a line of pens (posticks, matchsticks) one metre

long?

- How long does it take to make and measure a modelling dough snake one metre long?

10

Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE: Yr 2

ES1 S1 S2 S3

STRAND:

MEASUREMENT AND GEOMETRY

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Time 2 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

describes mathematical situations and methods using

everyday and some mathematical language, actions,

materials, diagrams and symbols MA1-1WM

uses objects, diagrams and technology to explore

mathematical problems MA1-2WM

supports conclusions by explaining or demonstrating how

answers were obtained MA1-3WM

describes, compares and orders durations of events, and

reads half- and quarter-hour time MA1-13MG

Background Information

Refer to background information in Time 1.

Language

Students should be able to communicate using the following

language: calendar, week, days, date, month, time, clock,

analog, digital, hour hand, minute hand, clockwise, numeral,

hour, minute, second, o'clock, half past, quarter past,

quarter to.

Refer also to language in Time 1.

Describe duration using months, weeks, days and hours

use a calendar to calculate the number of months, weeks

or days until an upcoming event

estimate & measure the duration of an event using a

repeated informal unit, eg the number of times you can clap

your hands while the teacher writes your name

- solve simple everyday problems about time & duration

- recognise that some cultures use informal units of time, eg

the use of tidal change in Aboriginal communities

compare & order the duration of events measured using a

repeated informal unit, eg It takes me 10 claps to write my

name but only 2 claps to say my name

use the terms hour, minute & second

experience & recognise activities that have a duration of 1

hour, half an hour or a quarter of an hour, 1 minute, & a few

seconds

- indicate when it is thought that an activity has continued

for 1 hour, 1 minute or 1 second

- compare & discuss the relationship between time units, eg

an hour is a longer time than a minute

- make predictions about the duration of time remaining

until a particular school activity starts or finishes

Tell time to the quarter-hour using the language of past &

to

read analog & digital clocks to the quarter-hour using the

terms past & to, eg It is a quarter past 3, It is a quarter to 4

describe the position of the hands on a clock for quarter

past & quarter to

- describe the hands on a clock as turning in a 'clockwise'

direction

- associate the numerals 3, 6 & 9 with 15, 30 & 45 minutes &

with terms quarter past, half past & quarter to, respectively

identify which hour has just passed when the hour hand is

not pointing to a numeral

record quarter-past & quarter-to time on analog & digital

clocks

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES

Describe duration

using months,

weeks, days and

hours

Tell time to the

quarter-hour

using the

language of past

& to

7

Reading Clocks

Students revise telling time on an analog clock, writing time as numbers separated by a colon eg.

Student support where

necessary

clocks, paper and

pencil

8

Seasons

Students examine and revise seasons. Identifying the months that each season covers and the

order in which the seasons occur (months should be accurately ordered). Eg.

Students describe seasons using appropriate words and images to accurately depict the

differences between seasons. Eg. Seasons posters, books, pamphlets

Student support where

necessary

season charts,

calendars, magazines,

scissors, glue, paper

and pencil

9

Read a Calendar

Students use a calendar to identify and mark familiar dates, eg.

- Their birthday

- Special days (ie. Christmas, Easter, etc)

- Significant school dates (ie. School photo day, sports carnival, Anzac day assembly, etc)

- Beginning and end of the school term

Students use calendars to identify given dates and to determine dates before and after a given

date on a calendar. Eg.

Student support where

necessary

calendar templates,

paper and pencils

10

Revision

Assessment

Sharon Tooney

ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE: Yr 2

ES1 S1 S2 S3

STRAND:

MEASUREMENT AND GEOMETRY

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: 2D 2 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

describes mathematical situations and methods using

everyday and some mathematical language, actions,

materials, diagrams and symbols MA1-1WM

manipulates, sorts, represents, describes and explores two-

dimensional shapes, including quadrilaterals, pentagons,

hexagons and octagons MA1-15MG

Background Information

In Stage 1, students need to have experiences involving

directions and turning. Discussions about what represents a

'full-turn', a 'half-turn' and a 'quarter-turn' will be necessary.

Relating this information to students physically may be

helpful, eg by playing games such as 'Simon Says' with Simon

saying to make turns.

Digital technologies such as computer drawing tools may use

the terms 'move', 'rotate' and 'flip horizontal', or various

other terms, to describe transformations. The icons for these

functions may assist students in locating the required

transformations.

Language

Students should be able to communicate using the following

language: shape, twodimensional shape (2D shape), circle,

triangle, quadrilateral, square, rectangle, pentagon, hexagon,

octagon, orientation, features, symmetry, slide, flip, turn,

full-turn, half-turn, quarter-turn, clockwise, anti-clockwise.

In Stage 1, students refer to the transformations of shapes

using the terms 'slide', 'flip' and 'turn'. While in Stage 2,

students are expected to use the terms 'translate', 'reflect'

and 'rotate', respectively.

Linking the vocabulary of half-turns and quarter-turns to

students' experiences with clocks may be of benefit.

A shape is said to have line symmetry if matching parts are

produced when it is folded along a line of symmetry. Each

part represents the 'mirror image' of the other.

Describe and draw two-dimensional shapes, with and without the

use of digital technologies

use term 'two-dimensional' to describe plane (flat) shapes

make representations of 2D shapes in different orientations using

concrete materials

- combine & split single shapes & arrangements of shapes to form

new shapes, eg create a hexagon from six triangles

draw & name 2D shapes in different orientations, with & without

the use of digital technologies

- recognise that the name of a shape does not change if its size or

orientation in space is changed

Investigate the effect of one-step slides and flips, with and without

the use of digital technologies

identify a 1-step slide or flip of a single shape & use the terms

slide & flip to describe the movement of the shape

perform a 1-step slide or flip with a single shape

- recognise that sliding or flipping a shape does not change its size

or features

- describe the result of a 1-step slide or flip of a shape

record the result of performing 1-step slides & flips, with &

without the use of digital technologies

- copy & manipulate a shape using the computer functions for slide

& flip

make designs with line symmetry using paper-folding, pattern

blocks, drawings & paintings

- recognise connection between line symmetry & performing a flip

Identify and describe half-turns and quarter-turns

identify full, & -turns of a single shape & use the terms turn,

full-turn, turn & turn to describe the movement of the shape

identify & describe amounts of turn using terms anti/clockwise

perform full, & -turns with a single shape

- recognise that turning a shape does not change its size or features

- describe the result of a turn of a shape

record the result of performing full, & -turns of a shape, with

& without the use of digital technologies

- copy & manipulate a shape using the computer function for turn

determine the number of -turns required for a full-turn & the

number of -turns required for a full-turn

- connect the use of & -turns to the turn of the minute hand on

a clock for the passing of & -hours

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES

Describe and draw

two-dimensional

shapes, with and

without the use of

digital technologies

Investigate the effect

of one-step slides and

flips, with and without

the use of digital

technologies

Identify and describe

half-turns and quarter-

turns

2

Naming Shapes

Identify and name 2D shapes, including quadrilaterals, pentagons, hexagons and octagons.

Ensure that students understand that these shapes are grouped under the term two-

dimensional

Students should be encouraged to draw shapes on dot paper; identifying the number of sides and

corners of each shape.

Create a shape house; draw a large square and triangle, so you have the basis for a house shape.

Students then, trace pattern blocks, filling in the square section with smaller squares, the triangle

roof with triangles (facing upwards and downwards in order that the roof is filled) rectangle for

the door, hexagons/pentagons/circles/squares etc for the windows, a circle for a sunshine and a

rectangle chimney. Students then name the shapes that they used to complete their house.

Shape charts as a reference

for naming and spelling

2D shapes, dot paper,

pencils, paper

3

Classifying Shapes

Students work in small groups. Provide each group with a range of 2D shapes. Each group must

name each of the shapes that they have and decide upon a way of classifying them into groups.

Each group needs to report back to the class; explaining how they classified their shapes and

which shapes they placed in each group.

Shape charts as a reference

for naming and spelling

2D shapes, paper and

pencil

4

Sliding and Flipping

Define the term slide:

Define the term flip:

Collect a variety of transparent coloured plastic 2D shapes, such as rectangles, squares,

rhombuses, parallelograms, hexagons and trapeziums. The teacher demonstrates and describes

what happens to a shape when it is flipped across a line (flip needs to be demonstrated with a

solid shape or a picture on an overhead). The teacher repeats to demonstrate what happens to a

shape it is slid.

In pairs, students choose a shape and practise flipping and sliding the shape. Students identify

Slide and flip reference

charts on desks as needed

paper and pencil,

shapes

Sharon Tooney

how the shape was moved and draw what happens after the shapes crossed the dotted line.

Students hypothesise about what given shapes would look like if they were flipped across a line,

then draw what they believe the shape will look like.

5

Sliding and Flipping Again

Teacher provides students with a series of 2D pictures; each one in its original orientation and

then either flipped or slid. Students must identify the way in which the shape has been moved

from its original orientation.

Play concentration with shape and word cards demonstrating flips and slides. Students must

match a picture and word card correctly to keep the cards. The player with the most correct

matches wins.

Slide and flip reference

charts on desks as needed

concentration cards

6

Turning

Define the term turn:

Teacher demonstrates what happens to a shape when it is turned (half turn, quarter turn, full

turn):

Students use pattern blocks to trace and demonstrate a half turn, quarter turn, full turn; labelling

each appropriately.

Turn reference charts on

desks as needed.

pattern blocks, paper

and pencil

7

Turning Again

Teacher defines and demonstrates the terms clockwise and anticlockwise, in relation to turning

a shape. Have students stand in a circle and walk clockwise and anticlockwise on command.

Have students trace, turn and trace shapes again, in both a clockwise and anticlockwise direction.

Have students label their drawings using arrows to indicate the direction in which the turn was

made.

A clock as a reference point

may be helpful for this

activity

Turn reference charts on

desks as needed.

clock, pattern blocks,

paper and pencil

10

Revision

Assessment

Sharon Tooney

ASSESSMENT OVERVIEW

Sharon Tooney

MATHEMATICS PROGRAM PROFORMA

STAGE: Yr 2

ES1 S1 S2 S3

STRAND:

STATISTICS AND PROBABILITY

TERM:

1 2 3 3

WEEK:

1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Data 2 KEY CONSIDERATIONS OVERVIEW

OUTCOMES

A student:

describes mathematical situations and methods using

everyday and some mathematical language, actions,

materials, diagrams and symbols MA1-1WM

uses objects, diagrams and technology to explore

mathematical problems MA1-2WM

supports conclusions by explaining or demonstrating how

answers were obtained MA1-3WM

gathers and organises data, displays data in lists, tables and

picture graphs, and interprets the results MA1-17SP

Background Information

Categorical variables can be separated into distinct groups or

categories, eg the different colours of smarties in a box, the

types of favourite fruit of class members.

A key indicating one-to-one correspondence in a picture

graph uses one symbol to represent one response/item,

eg = 1 flower.

Language

Students should be able to communicate using the following

language: information, data, collect, gather, category,

display, symbol, tally mark, picture graph, list, table, equal

spacing, key, baseline

Identify a question of interest based on one categorical

variable and gather data relevant to the question

pose suitable questions that will elicit categorical answers

& gather the data, eg 'Which school sport is the most

popular with our class members?', 'How did each student in

our class get to school today?'

- predict the likely responses within data to be collected

- determine what data to gather in order to investigate a

question of interest, eg colour, gender, type of animal, sport

Collect, check and classify data

collect data on familiar topics through questioning, eg 'How

many students are in our class each day this week?'

- use tally marks to assist with data collection

identify categories of data & use them to sort data, eg sort

data collected on attendance by day of the week & into boys

& girls present

Create displays of data using lists, tables and picture graphs

and interpret them

represent data in a picture graph using a baseline, equal

spacing, same-sized symbols & a key indicating 1-to-1

correspondence

- identify misleading representations of data in a picture

graph, eg where the symbol used to represent 1 item is

shown in different sizes or where symbols are not equally

spaced

- use digital technologies to create picture graphs

display data using lists & tables

-use displays to communicate information gathered in other

learning areas, eg data gathered in a unit on families or local

places

interpret information presented in lists, tables & picture

graphs

- describe data displayed in simple tables & picture graphs

found in books & created by other students

record observations based on tables & picture graphs

developed from collected data

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures

Asia & Australias engagement with Asia

Sustainability

General capabilities

Critical & creative thinking

Ethical understanding

Information & communication technology capability

Intercultural understanding

Literacy

Numeracy

Personal & social capability

Other learning across the curriculum areas

Civics & citizenship

Difference & diversity

Work & enterprise

Sharon Tooney

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES

Identify a question

of interest based

on one categorical

variable and

gather data

relevant to the

question

Collect, check and

classify data

Create displays of

data using lists,

tables and picture

graphs and

interpret them

2

Posing the Question

Discuss with the students possible topics that would be suitable and interesting to collecting data

for to graph, for example, student names. Ask the students what sort of data could be collected

about the names of students in the class and have them pose suitable questions, for example, How

many letters does each persons name have?

Brainstorm as many interest topics as possible that the students would like to collect information

about. Discuss the appropriateness of topics with regard to ability to collect data and create a

shortlist of the most popular topics.

In groups have students pose a question for each chosen topic area. Groups share these with the

class, the teacher recording each suggested question. After all groups have shared, as a class

decide on which question is the best/most suitable for each topic.

Student support where

necessary

paper and pencil

3

Collecting Data

Using the topics and questions decided upon in the previous lesson, divide students into groups,

giving each an equal number of questions to collect data on.

Revise the use of tally marks.

Have students collect the data for the questions that their group has been given, using tally marks.

Student support where

necessary

paper and pencil,

questions from

previous lesson

4

Picture Graphs

Define picture graphs:

Using the above example, provide representations of the same graph where the pictures are not

the same size or equally spaced. Discuss with the students the implications of misleading data

presentation. Devise a set of rules for creating a picture graph.

Using the results from the previous lesson, have the students create their own picture graph for

one of the topic areas that they collected data for. Symbols used by students should represent

one-to-one correspondence of data collected.

Student support where

necessary

paper and pencil,

picture graphs, data

from previous lesson

5

Picture Graphs Online

Use online picture graph maker sites to collect data and create a picture graph online. The teacher

should demonstrate how to use the online format first. Suitable online sites include:

http://mathsclass.net/comments/online-picture-graphs

Student support where

necessary

computers

Sharon Tooney

http://www.softschools.com/math/data_analysis/pictograph/make_your_own_pictograph/

http://primaryschoolict.com/pictograph/

10

Revision

Assessment

ASSESSMENT OVERVIEW

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