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Kindergarten Mathematics ProgramWhole NumbersTermOutcomesContent Teaching and Learning Activities1234Describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WMUses objects, actions, technology and/or trial and error to explore mathematical problems MAe-2WMUses concrete materials and/or pictorial representations to support conclusions Mae-3WMCounts to 30, & orders, reads and represents numbers in the range of 0 to 20 Mae-4NAEstablish understanding of the language and processes of counting by naming numbers in sequences- any starting pointCount Forwards to 30, from a given numberNumber rhymes and songsRhythmic countingcounting forwards and backwards in a variety of situations (e.g. students, objects, actions etc.) dot to dotsnumber strip (bigger/smaller)number cards (before and after) ordering number cards (individually/race)paddle pop sticksclothes line (ordering, missing number etc.)ice-creams (matching dots to numerals - subitising)numberline and peg activitynumber bingorecognising dot patterns on dice/ten framereading, writing and recording numbers with numerals, words, symbols and objects (fingers, computers, pencils, play dough)representing numbers with concrete materials (e.g. counters, unifix cubes etc.)identify numbers more or less than compare groups of objects (e.g. counters, unifix cubes, teddy bears etc.)counting forwards in a variety of situations using ordinals (e.g. students, objects, actions etc.)Targeting Maths – Launch PadIpads – coin recognition app, ordering number appCups – ordinal numbers (writing and ordering)Teddy Bear race – board game (extension – label each teddy bear with the ordinal number)count rhythmically stressing every second numberapply counting to solve simple everyday problemsjustify responses – reasoning/strategies usedestimate number of objects in a group and count to checkstudents develop problemsCounts backwards from a given number range 0 to 20Identify the number before and after a given number (one less/one more)Read and use ordinal names to at least tenthConnect names, numerals and quantities up to 10 then beyondRead numbers to at least 20, including 0, represent using objects, pictures, words & numerals (variety of contexts, communicating numbers –everyday language, actions, materials, recording)Estimate the number of objects in a group of up to 20 objects, and count to checkUse 5 as a reference in forming numbers from 6 to 10Use 10 as a reference in forming numbers from 11 to 20Subitise small collections of objectsRecognise number of objects or dots instantlyInstantly recognise different arrangements for the same numberCompare, order and make correspondence between collections and explain reasoningCount with one to one correspondenceMake correspondence between collectionsCompare and order numbers and groups of objectsUse the term ‘is the same as’ to express equality of groupsUse the language of moneyUse the language of money in everyday contextsRecognise there are different coin & notes in monetary systemAddition and SubtractionTermOutcomesContent Teaching and Learning Activities1234Describes mathematical situations using everyday language, actions, materials and informal recordings Mae-1WMUses objects, actions, technology and/or trial and error to explore mathematical problems MAe-2WMUse concrete materials and/or pictorial representations to support conclusions Mae-3WMCombines, separates & compares collections of objects,describes using everyday language & records using informal methods MAe-5NARepresent practical situations to model addition and subtractionCombine groups to model additionTen frames (friends of ten)Roll die and add (eg 3)Domino CountComparing Towers (roll die and create a tower fromTargeting Maths LaunchpadSolving addition & subtraction problems (real-life problems orally) using counters, teddies etc.Counters and whiteboards in pairs. Addition problems then show understanding in writing problem underneath.Visualisation – WM Hidden CountersTeen numbers PlusFish addition app on iPadsAddition & Subtraction posting boxModel subtraction- separate and take away part of a group Use concrete materials or fingers to model/ solve simple addition & subtraction problemsCompare groups to determine ‘how many more’Use visual representations to assist with addition & subtractionCreate & recognise combinations for numbers to at least 10Describe action of combining, separating & comparing using every day languageCount forwards by ones to add & backwards to subtractRecord addition & subtraction informally–drawings, words, numeralsMultiplication and DivisionTermOutcomesContentTeaching and Learning Activities1234Describes mathematical situations using every day lang, actions, materials and informal recordings MAe1WM Uses objects, actions, technology &/or trial & error to explore maths problems MAe-2WMGroups, shares & counts collections of objects, describes using everyday language & records using informal methods MAe-6NAInvestigate and model equal groupsUse the term ‘group’ form equal groups/rows using different objects (e.g. counters, plastic animals, pencils, etc.)share objects to form equal groupsuses concrete materials to solve multiplication and division problems uses drawing and numerals to record groupsjustifies responses to using the terms group, sharing equal, same, altogether, how many etc. students pose questions that can be solved using grouping and sharingUse the term ‘sharing’ to describe distribution of objectsModel equal groupsRecognise groups that are not equal in sizeGroup & share concrete materials to solve problemsRecord grouping and sharing using informal unitsLabel the number of objects in a groupRecord grouping & sharing informally using pictures, words and numeralsFractions and decimalsTermOutcomesContent Teaching and Learning Activities1234Describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WMUses concrete material &/or pictorial reps to support conclusions MAe-3WMDescribes two equal parts as halvesMAe-7NAEstablish the concept of one-halfShare an object by dividing it into 2 equal partsFolding, cutting and gluing back together brennex shapesFruitTargeting Maths - FractionsIpads PizzasCut photo of face in halfVery Hungry CaterpillarFolding different shapes in halfFolding shapes in different orientations Uses terms ‘half’, ‘whole’, ‘part, ‘equal’Recognise halves are two equal partsRecognise when two parts are not halves of one wholeUse the term ‘half’ accurately in everyday situationsRecord halves of objects using drawingsPatterns and AlgebraTermOutcomesContentTeaching and Learning Activities1234Describes mathematical situations using everyday language, actions, materials and informal recordings MAe-WMUses objects, actions, technology and/or trial and error to explore mathematical problems MAe-2WMUses concrete materials and/or pictorial representations to support concl;usions MAe-3WMRecognises, describes, creates & continues repeating patterns & number patterns that increase or decrease.Sort and classify familiar objects & explain the basis for these classificationsSort and classify a group of familiar objects into smaller groupsGroups like objects Use counters, unifix cubes, drawings, computer software to create patterns (‘two’ pattern, ‘three’ pattern)Use number board to demonstrate number patternsFill in the missing element in a pattern or continuation of a patternRhythmic counting of number patterns (e.g. counting in 2s, 10s)Use calendar as an example of a pattern (e.g. days of the week, months of the year)Sings songs that repeat patterns (e.g. Heads, Shoulders, Knees and Toes) – leave out parts/identify patternsSketch/take photos of pattern in everyday environment Recognise that a group of objects can be sorted and classified in different ways (explain classification)Copy and continue and create patterns with objects and drawingsRecognise, copy and continue repeating patterns using sounds and/or actionsRecognise, copy, continue and create repeating patterns using shapes, objects or pictures -Create or continue a repeating pattern using simple computer graphics (problem solving)- Recognise when an error occurs in a pattern and explain what is wrongDescribe a repeating pattern made from shapes by referring to its distinguishing featuresDataTermOutcomesContentTeaching and Learning Activities1234Describes mathematical situations using everyday language, actions, materials and informal recordingsMae-1WMAnswer yes/no questions to collect informationCollect data about students and their environment – pose and answer questions about situations using everyday languageUse counters/objects to represent data Collect data related to everyday lifeTally data Represent data in a pictogramComplete, create and interpret graphs e.g. breakfast food, hair colour, eye colour, fruit, beach items, environmental objects, petsUse the language of graphs e.g. information, collect, group, display, objects, most, least, popular, number of, axis, Draws comparisons using data Uses concrete materials and/or pictorial representations to support conclusionsMae-3WMOrganise objects into simple data displaysGroup objects according to their characteristics to form a simple data display Arrange objects in rows or columns according to characteristics to form a data displayRepresents & interprets data displays made from objects and pictures.MAe-17SPInterpret information presented in a display of objects to answer questionsInterpret information in a display to answer questions MeasurementTermOutcomesContentTeaching and Learning1234Describes length and distance using everyday language and compares areas using direct comparison.Uses concrete materials and/or pictorial representations to support conclusions Mae-9MGDescribes and compares lengths and distance using everyday languageUse direct and indirect comparisons to describe which is longer, and explain their reasoning using everyday languageIdentify the attribute of length as the measure of an object from end to endTie, cut and draw to represent different lengths e.g. string, paper, paint, pencilsSort and name objects in categories e.g. long, short, high, long,Guessing games e.g. “I am a tall animal with a long neck”Ordering studentsRead stories about tall/short Incidental activities in school environment about objects e.g. is this object tall or short, near or far pare the length of objects Use sticks, straws, ribbons, streamers, cardboard, unifix cubes etc. to explore and compare length Use language such as tall. Taller, short, shorter, long, longer thick, thicker, thin, thinner, fat, fatter etc. Make and sort long and short constructions from concrete materialsUse everyday language to describe lengthUse everyday language to describe distanceUse comparative language to describe lengthCompare lengths directly by placing objects side-by-side and aligning endsCompare lengths indirectly by copying a lengthRecord length comparison informally by drawing, tracing, or cutting and pasting, and by using words and numeralsAreaTermOutcomesContentTeaching and Learning1234Describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM Uses concrete materials and/or pictorial representations to support conclusionsDescribes and compares areas using everyday languageUse direct comparison to decide which shape has a larger area and explain their reasoning using everyday languageIdentify the attribute of area as the amount of surfaceThe Tub! – covering shapesTargeting Maths – area gameCover surfaces usnid informal measurements such as brennex squares, books, unifix cubes etc.Cover a frame with magazine facesDescribe the area of a shapeColour different parts of a shapeUse language such as bigger, smaller, same as etc.Estimate the larger of 2 areasRecord comparisons informallyPattern cards – matching shapesOrdering shapes – bigger to smallerCover surfaces completely with smaller shapesMake closed shapes and describe the area of each shapeUse everyday language to describe areaUse comparative language to describe areaCompare two areas directlyRecord comparisons informally by drawing, tracing or cutting and pasting, and by using numerals and wordsVolume and CapacityTermOutcomesContentTeaching and Learning1234Describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WMDescribes and compares capacities of containers & volumes of objects or substances using everyday language MAe-11MGUse direct and indirect comparisons to decide which holds more, and explain the reasoning for using everyday languageIdentify the attribute of capacity as amount of liquid a container can holdThe Tub! – matching card gamesTargeting Maths – volume and capacity gameFill and empty different sized containersStacking and packing objects into containersBuild walls, towers and discuss which takes up the most space Use language such as full, empty, half full, more than, less thanApp – Order containers – which holds the most to the leastUse drawings, numerals and words to record informal volume and capacityFill and empty containers using materials such as water and sandUse the term ‘full’, ‘empty’ and ‘about half-full’Compare the capacities of 2 containers directly by filling one and pouring into anotherCompare the capacities of 2 containers indirectly by pouring contents into other identical containers and observing level reachedEstablish containers of different shapes may have the same capacityIdentify the attribute of ‘volume’Stack and pack blocks into defined spacesCompare the volume of two objects made from blocks or connecting cubes directly by deconstructing one object and using its parts to construct a copy of the other oneCompare the volume of two piles of material directly by filling two identical containersCompare the volumes of two objects by choosing the amount of space each occupiesUse comparative ;language to describe volume and capacityRecord comparisons informally using drawings, numerals, wordsMassTermOutcomesContentTeaching and Learning1234Describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WMUse direct and indirect comparisons to decide which is heavier and explain their reasoning using everyday languageIdentify the attribute of mass as an amount of matter in an objectPush, pull and lift a variety of objects Free play with an equal arm balanceThrow ballsMystery box Targeting Maths – mass activityGuessing gameOrder masses of different objects by heftingSort objectsUse blindfolds to identify heavier and lighterEstimate and predict the weight and use equal arm balance to confirmEach child gets a bag with an object in it and they have to find the partner that has an object of the same weightUse everyday language to describe objects in terms of massUse comparative language to describe massUses concrete materials and/or pictorial representations to support conclusions MAe-3WMCompare and describe 2 masses such as by pushing, pulling and heftingDescribes and compares the masses of objects using everyday language MAe-12MGRecord comparisons informallyTimeTermOutcomesContentTeaching and Learning1234Describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WMCompare and order the duration of events using everyday languageUse terms such as daytime, night time, yesterday, tomorrow etc.Use language of time Describe eventsRecall the number of days in the weekOrder the days of the weekSong – Days of the Week (Addams Family)Relate days to timetabled eventsMake a clockPut the hands on a clockPlay with clocksCompare analog with digital clocksTargeting Maths AppSequences events, uses everyday language to describe the durations of events, and reads hour time on clocks MAe-13MGSequence events in timeCompare the duration of 2 eventsConnect days of the week to familiar events and actionsTell time on the hour on analog and digital clocks 3D ShapesTermOutcomeContentTeaching and Learning Activities1234Describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM Sort, describe and name familiar 3D objects in the environmentDescribe, sort features of familiar 3D objects using everyday languageSort a variety of 3D objects found in the environment and describe their attributesTargeting Maths AppRoll and stack objectsRecord findings informallyDescribe objects hidden in a mystery bagDescribe it gameMake/build a 3D shapePlaydoughBuild 3D objects with straws and playdoughUses concrete materials and/or pictorial representations to support conclusions MAe-3WMRecognise and use informal names for 3D objects Manipulates, sorts, amnd represents 3D objects and describes them using everyday language MAe-14MGPredict and describe the movement of objectsMake models using a variety of 3D objects and describe the models2D ShapesTermOutcomeContentTeaching and Learning Activities1234Describes mathematical outcomes using everyday language, actions, materials and informal recordings MAe-1WMSort, describe and name familiar 2D shapes in the environmentManipulate, sort, make, draw & describe 2D shapes – circles, triangles, squares and rectanglesSort a variety of 2D shapes found in the environment and describe their attributesTargeting Maths AppRecord findings informallyDescribe shapes hidden in a mystery bagDescribe it gamePlaydoughTrace and draw 2D shapesCompare size of 2D shapesPattern cardsMake pictures using 2D shapesUses actions, technology and/or trial and error to explore mathematical problems MAe-2WMIdentify, represent and name circles, squares, triangles and rectangles in pictures & the environment presented in different orientationsManipulates, sorts and describes representations of 2D shapes, including circles, triangles and rectangles using everyday language MAe-15MG Represent 2D shapes using a variety of materialsIdentify & draw straight and curved linesCompare, describe and draw closed shapes and open linesPositionTermOutcomesContentTeaching and Learning Activities1234Describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WMDescribe position and movementGive and follow simple directionsUse language such as between, next to, behind, inside, on my right, on my left etc.Bee-bots Follow instructionsPlacing objectsBarrier gamesDescribes position and gives and follows simple directions using everyday language MAe-16MGDescribe the position of an object in relation to themselves and another object ................
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