Yearly Overview – Term by Term Planner



Yearly Overview – Term by Term Planner

Level 2 content to be covered annually, revisited, enriched and extended in the second year. Year 1 2 1/2 |VELS Level 2

2009 | |

|Working mathematically - Learning in this dimension needs to be embedded in all other dimensions of | |

|mathematics. |Modelling & applying |

|Problem posing, solving & investigating |Model and describe daily activities, stories and familiar events using physical materials, diagrams and maps. |

|Recognise the mathematical equivalence of different sets of words, and use these to express verbal |Solve simple real-life problems mentally and become aware of the amount of mathematics they use daily. |

|statements in mathematical terms. |Carry out well-defined sequences of steps (e.g. complete a pattern in a design, follow a recipe, prepare for school). |

|Use a combination of everyday language and mathematical statements and symbols to describe their |Use calculators, drawing tools and geometry software to extend their investigations or problem solving. |

|activity. | |

|Use a variety of previous knowledge to help solve problems posed by themselves or others. |Mathematical reasoning |

|Modify numbers and contexts within the same mathematical problem structure, to create and solve new |Form and test the truth of simple testable ideas (conjectures) by generalising from pattern they observe in number and other |

|problems. |work. |

|Term |Number |Space |Measurement & Chance and Data |

|1 | | |Measuring with informal and formal units |

| |Extending understanding of number and notation to build foundation ideas of place value. The basic |Identify key features of shapes |Read a calendar and describe familiar time patterns and cycles (e.g. daily events,|

| |concept that when we have ten units it makes one group of ten and this pattern continues. Use bases such |and solids. |days of the week, months etc). |

| |as 4 or 5 that are less than ten to help understand the idea of regrouping. | |Describe temperature without units. |

| | |Name familiar two- and three |They judge relative capacity of familiar objects and containers by eye. |

| |Use materials such as connecting cubes, bundled pop sticks, beans and cups etc to make models of, |dimensional shapes. |Use both non-uniform (for example, hand-spans) and uniform (for example, pop |

| |identify, and order numbers beyond 10….20……100 and for able students over 100. | |sticks / length) informal units to estimate volume / capacity, length and mass |

| | |They draw simple two-dimensional|Understanding chance |

| |Use models and arrays to investigate skip counting patterns up to 100 (e.g. final digit patterns). |shapes. |Distinguish b/w future events that are certain / unpredictable. |

| | |--------------------------------|Collecting and displaying data |

| |Investigate patterns on 100 number board |----- |Pose questions, collect related data, and then use simple graphical displays such |

| | | |as bar graphs and pictographs to organise and present the data. |

| |Mentally compute and recall simple addition and subtraction calculations up to 20. |Topics |----------------------------------------------------------------------------------|

| | |Grade 1 |------------------- |

| |---------------------------------------------------------------------------------------------------------|2 D shapes |Topics |

| |----------------------------------------- |Squares rectangles |Grade 1 |

| | |circle triangle oval |Length |

| |Topics |square rectangle |Informal ruler, shorter, longer, equal length |

| |Grade 1 Numbers to 20 | |Chance and data |

| |Place Value |3 D shapes |Likelihood of different events. Sorting |

| |Counting |cylinders cubes cones |Time |

| |Ordering Numbers |rectangular prisms |Days of the week Months Seasons |

| |Odd and Even numbers | |Temperature |

| |Grade 2 Number s to 100 |Grade 2 |Incidentally |

| |Counting |3 D solids and shapes |Grade 2 |

| |Skip counting 5s 10s |cylinder cubes cone pyramid |1 metre |

| |Place Value |rectangular prism |Chance and Data |

| |Ordering Numbers |2 D shapes |More or less likely to happen |

| | |Squares rectangles |Pictographs |

| | |Circle triangle rhombus |Time |

| | |hexagon oval square rectangle |Calendars Days of the week Months of the year |

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|2 | |Continue with last terms work in| |

| |Continue work from first term in place value extending number range to 1000 for able students. Place |shape and space. |Measuring with informal and formal units |

| |value work needs be thorough and continue throughout the year. | |Investigate in measurement situations the difference between non uniform measures |

| | |Identify construct and follow |a[ footsteps [ and uniform measures such as pop sticks and realize the impact in |

| |Continue to investigate skip counting and pattern using the constant facility of calculators. |directions, informal maps, |measurement tasks. |

| | |diagrams and routes to locations|Informally measure and compare areas as surface covered. |

| |Developing concepts of multiplication as repeated addition and use equal groups of objects and |in the local environment. |Using clocks to the hour and for able students working with analogue and digital |

| |rectangular arrays to explore ideas. | |clocks. |

| | |--------------------------------| |

| |Use equal sharing to develop concepts of division. |----- |Understanding chance |

| | | |Use everyday language (e.g. unlikely and almost certain, and more likely or less |

| |Investigate the order of money in dollars and cents and use money in simple calculations. |Topics |likely) to describe the nature of chance events. |

| | |Grade 1 | |

| |Check estimations and computations with a calculator. |Location |Collecting and displaying data |

| | |Mazes |Pose questions, collect related data, and then use simple graphical displays such |

| |Continue to develop short cuts to mentally compute simple addition and subtraction calculations up to and|Language of Location |as bar graphs and pictographs to organise and present t. |

| |beyond 20. | |----------------------------------------------------------------------------------|

| | |Revise shapes |------------------ |

| |Begin to investigate fractions of a whole and of a collection using models, drawings and simple notation | | |

| |---------------------------------------------------------------------------------------------------------|Grade 2 |Topics |

| |----------------------- |Simple Maps |Grade 1 |

| |Topics |Left and right |Collecting Data |

| |Grade 1 |Birdseye view |Time |

| |Numbers to 99 | |O’clock |

| |Place Value Ordering Number Counting |Revise shapes |Area |

| | | |Compare and Order |

| |Addition | |Larger Smaller |

| |Use of + sign | |Chance Events |

| |Subtraction | | |

| |Relate addition facts to solving subtraction problems | |Grade 2 |

| |Mental Strategies | |Presenting data |

| |Doubles Bridging to 10 Counting on | |Tally charts pictographs bar graphs |

| |Basic Facts - Combinations to 10 | | |

| |Money | |Time – clocks |

| |Sequence according to value | |O’clock half paste |

| |Create money amounts using coins | |Area |

| |Fractions | |Compare and Order |

| |One half of an object and half of a collection | | |

| | | |Revise chance |

| |Grade 2 | | |

| |Numbers to 1000 | | |

| |Place Value Ordering Number Counting | | |

| |Addition | | |

| |Commutative law | | |

| |Subtraction | | |

| |Related facts | | |

| |Mental Strategies | | |

| |Doubles Nearest 10 | | |

| |Money | | |

| |Change from $10 Create money amounts using coins | | |

| |Fractions | | |

| |One half / one quarter of an object and half of a collection | | |

| | | | |

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|3 | |Visualise and describe the |Measuring with informal and formal units |

| |Use structured base-10 materials to identify, order and model numbers to 1000. This should apply only to |effect of transformations (for |Continue to use formal units to estimate and measure digital and analogue times. |

| |students who are ready to transfer their understanding of place value from regrouping and making their |example, slides, flips and |Use formal units to estimate and measure capacity, length and mass. |

| |base ten models to trading with structured base ten materials. |turns). | |

| | | |Understanding chance |

| |Extend skip counting patterns from different natural numbers. Ensure students can skip count from zero |Use mirrors and folding to |Continue to investigate chance activities that require students to make |

| |first. Use constant facility of a calculator to assist pattern investigations. |investigate symmetry of shapes. |predictions using qualitative terms such as likely, no hope etc. |

| | | | |

| |Continue to add and subtract one- and two-digit numbers by counting on and counting back. |Investigating nets of three |Collecting and displaying data |

| | |dimensional shapes such as |Pose questions, collect related data, and then use simple graphical displays such |

| |Mentally add or subtract involving numbers to 100 using number facts (e.g. complement to 10, doubles and |boxes. |as bar graphs and pictographs to organise and present the data. |

| |near doubles). | |------------------------------------------------------------------- |

| | |--------------------------------|Topics |

| |Use calculators to devise and record ways of calculating in addition, subtraction and multiplication. |--- |Grade 1 |

| | | |Capacity |

| |Extend work in fractions of a whole and of a collection using models, drawings and simple notation. |Topics |Compare and Order |

| | |Grade 1 |Mass |

| |Beginning to use structure when operating |Revise 3D shapes |Hefting Lighter Heavier |

| |Use the rules that additions or multiplications can be done in any order to assist with mental |Symmetry |Time |

| |computations. Develop and consolidate their understanding of the commutative and associative properties |Create find Complete symmetrical|O’clock ’half past digital clocks |

| |for addition and multiplication. (e.g. 4 + 7 + 6 can be done as 4 + 6 + 7 = 10 + 7 = 17 ) |shapes | |

| |---------------------------------------------------------------------------------------------------------|Revise location (P/1) |Grade 2 |

| |----------------------- | |Capacity |

| | |Grade 2 |1 litre |

| |Topics |Flip Slide Turn |Mass |

| |Grade 1 |Revise 3D shapes |1 kilogram |

| |Revisit Numbers to 99 | |Time |

| |Skip counting 2’s 5’s 10’s | |O’clock ’half past digital clocks |

| |Mental Strategies | |Chance and data done to fit in with the theme |

| |Addition and Subtraction facts | | |

| |Multiplication | | |

| |Concrete materials | | |

| |Division | | |

| |Repeated Subtraction | | |

| |Concrete materials | | |

| |Revise Fractions | | |

| |Topics | | |

| |Grade 2 | | |

| |Revisit Numbers to 999 | | |

| |Skip counting 2s 5s 10s Include 4s | | |

| |Mental Strategies | | |

| |Addition and Subtraction facts | | |

| |Rounding | | |

| |Multiplication | | |

| |Arrays | | |

| |Division | | |

| |Even share | | |

| |Link to fractions | | |

| |Revise Fractions | | |

| |Introduce one third | | |

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|4 | |

| |Teachers will need to create the content for the final term based on how the year has developed. It is impractical to list content for this term as each school’s calendar of events will differ. School concerts, sporting |

| |carnivals, religious sacraments, camps etc will take up significant teaching time throughout the year. Teachers should not feel rushed. Term four can be used to revisit, finish off, catch up and link relationships between|

| |units of work covered in the first three terms. The above overview covers the content listed in the VELS but is only a suggested outline that teachers can use to assist in providing a balanced mathematics program. |

| |Teachers will need to read the notes below before using the above overview. |

|Notes | |

| |The overview has been developed using the VELS learning focus statements as an outline. Teachers will therefore need to develop appropriate quality learning experiences, and use the outcomes from these activities to |

| |determine progress in relation to standards and progression points. Teaching to individual progression points will create surface learning without the foundation and depth necessary for this stage of development. |

| |While the term by term topics have been divided up throughout the year for planning purposes, the content will often be interwoven with topics featured in different terms. The selection of topics in different dimensions |

| |will often compliment each other [for e.g. length, addition and subtraction. Fractions will relate well with clocks, area etc] Schools may need to alter the overviews based on their needs. Local events, integrated |

| |curriculum topics, school camp and other circumstances will need to be considered. |

| |While the structure is adjustable to suit the needs of the school, the basic out line works on the premise that five hours per week is given to maths. Using this structure teachers need to take into consideration that |

| |there is two years to cover this level. To help cover the content listed teachers should endeavor to cover several outcomes in the one lesson by integrating across the dimensions. Integrating across domains is also an |

| |advantage where there are natural connections. |

| |A suggested weekly break up of dimensions could be three hours of Number, an hour Space and an hour of Measurement, Chance and Data. Activities involving data can often be integrated in contexts related to other |

| |dimensions and domains. Working Mathematically should be embedded in the other dimensions of mathematics. |

| |--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |

| |Topics |

| |Grade 1 |

| |Revise Number |

| |Revise Money |

| |Revise addition subtraction multiplication division |

| |Grade 2 |

| |Revise Number |

| |Revise Money |

| |Introduce Formal Addition and Subtraction – only those who are ready |

| |Revise addition subtraction multiplication division |

| | |

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