YEAR 1 TEACHING PROGRAM – TERM 1
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Addition and Subtraction Levels 1 and 2
Count forwards by 1s is adding 1 each time, recording on a number line, Count backwards by 1s is subtracting 1 each time, recording on a number line
Addition and Subtraction Levels 3, 4 and 5, Patterns and Algebra Level 4A
Add single-digit numbers, including to make teen numbers using count-by-ones strategies
using counters, recording counters, counting in head by 1s from 1, recording numbers counted, counting on by 1s from one number, recording on a number line
Subtract a single-digit number from a single-digit number using count-by-ones strategies
using counters, recording counters, counting in head by 1s from 1, recording numbers counted, counting back by 1s from one number, recording on a number line
Add single-digit numbers explaining commutativity
Measurement and Geometry – Position Level 15G
Give and follow directions to place, to self and to objects from
perspective of self, of person facing opposite direction
Patterns and Algebra Level 3P
Identify the number of items in the part that repeats in patterns of objects, shapes and pictures and determine a missing element
Place Value, Friends of 10, Partitioning Level 6F
Make friends of 10, through addition and commutativity, and through subtraction
Place Value, Friends of 10, Partitioning Level 7PV
Explain place value of teen numbers as 10 and ..., recording on a place value chart
Place Value, Friends of 10, Partitioning Level 8P
Partition single-digit numbers and teen numbers in place value and non-place value
Measurement and Geometry Level 13G
Manipulate, describe, compare and draw two-dimensional shapes, identifying the 2 dimensions
Identify that all three-sided shapes are triangles and all four-sided shapes are quadrilaterals, all fivesided shapes are pentagons, all six-sided shapes are hexagons and all eight-sided shapes are octagons
Measurement and Geometry - Length Level 14M
Identify length as a line in 1 dimension because it only goes up and down, left to right, or front to back
Select and use multiple uniform informal units and a single informal unit to estimate and measure the
length (1 dimension) of shapes and objects, by forming a line of the units, without gaps or overlaps
Record the length as the number of informal units used, describing any part left over, relating the
number of units to size of units
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Scan the QR Code
Facebook: A Learning Place
1
YEAR 1 TEACHING PROGRAM – TERM 2
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Place Value, Friends of 10, Partitioning 11PVP
Read, order two-digit numbers using place value, explain standard, non-standard place value of two-digit numbers grouping in tens and ones, including a place value chart
Addition and Subtraction Levels 3, 4 and 5, Patterns and Algebra Level 4A Children will continue to add and subtract single-digit numbers using count by ones strategies until
they are ready to use non-count by ones strategies
Addition and Subtraction 6 and 7 Children will add and subtract using non-count by ones strategies as they understand place value, friends of 10 and partitioning
Add single-digit numbers, to make teen numbers using non-count by ones strategies
Subtract a single-digit number from a teen number to make a number less than 10, using non-count by ones strategies
Time 5 Describe the duration of months, seasons, days and hours
Statistics (Data) and Probability (Chance) 2
Identify and describe the outcomes of familiar events involving
chance using everyday language
Place Value, Friends of 10, Partitioning 9F and 10F
Make friends of 20, through addition and commutativity, and through subtraction
Identify friends of any decade, through addition and commutativity, through subtraction
Place Value, Friends of 10, Partitioning 11PVP
Partition two-digit numbers using standard place value and non-place value
Measurement and Geometry – Area 16M
Identify area as the amount of surface in 2 dimensions
Select, use multiple uniform informal units to estimate and measure area of shapes and surfaces of
three-dimensional objects, covering the shape or surface in rows without gaps or overlaps (tessellate)
Use computer software to create a shape and use a graphic as a unit to measure its area
Record the area as the number of informal units used, describing any parts left over
Explain relationship between the size of a unit and the number of units needed to measure an area
Explain that the area remains constant when units are rearranged (conservation)
Identify and explain that a square is the best shape to measure area
Addition and Subtraction 8 and 9 as understanding develops
Add single-digit number to teen number to make a twenty-something number, using
non-count by ones strategies
Subtract single-digit number from twenty-something number to make teen number,
using non-count by ones strategies
Add a single-digit number to a two-digit number, using non-count by ones strategies
Subtract a single-digit number from a two-digit number, using non-count by ones
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Scan the QR Code
Facebook: A Learning Place
2
YEAR 1 TEACHING PROGRAM – TERM 3
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Addition and Subtraction Levels 3, 4, 5, 6, 7, 8, 9 children continue to add and subtact numbers of a size that they are ready to regularly
Addition and Subtraction 10, 11 Patterns Algebra 5A, 6A
Add and subtract zero, Add 3 or more numbers using associativity
Money Financial Mathematics 2 and 3
Explain values of Australian coins, compare coins other countries
Multiplication and Division 1 Divide by making 'groups of' and 'equal groups'
Measurement and Geometry – 3D 17G
Identify flat and curved surfaces, straight, curved, vertical, horizontal and parallel
lines on three-dimensional objects
Measurement and Geometry – Volume and Capacity 18M
Identify volume as the amount of space an object takes up in 3 dimensions
Select and use multiple uniform informal units to estimate and measure the
volume and capacity of objects and containers with flat surfaces and straight
lines, by packing in rows and layers with no gaps or overlaps, tessellation
Record the volume and capacity as the number of informal units used, describing
any parts left over, explaining why cubes are the best shape
Measurement and Geometry – Volume and Capacity 18M
Identify capacity as the amount a container can hold when it is filled to capacity
Attempt to pack containers with curved surfaces and curved lines with no gaps or
overlaps, to identify that their volume and capacity may be measured with liquid
units of measurement
Estimate, measure and compare the capacity of containers with curved surfaces and
curved lines by filling with liquid from a smaller container, identifying the unit of
measurement
Relate the number of units to the size of the container
Identify that objects and containers of different shapes may have the same volume
Statistics (Data) and Probability (Chance) 3
Ask questions to collect data
Represent and describe data with objects, pictures
with one-to-one correspondence
Identify categories with the greatest or least
number of objects or pictures
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Scan the QR Code
Facebook: A Learning Place
3
YEAR 1 TEACHING PROGRAM – TERM 4
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Addition and Subtraction Levels 3, 4, 5, 6, 7, 8, 9 children continue to add and subtact numbers of a size that they are ready to regularly
Addition and Subtraction 12, Patterns and
Algebra 7A
Investigate equivalent sentences involving
addition and subtraction, describing the equals
sign as equality
Measurement and Geometry – Mass 19M
Identify mass as a measure of how heavy or light an object is
Compare mass using and explaining an equal arm balance,
describing as light and heavy
Sorting objects and groups of objects by their mass
Multiplication and Division 3 and 4, Patterns and Algebra 8P
Rhythmic / skip count forwards and backwards by 2s, 5s and 10s naming multiples on a number line and on a hundred chart
Make groups of 2, 5 and 10, and find total using skip and rhythmic counting
Multiplication and Division 2
Divide by 2 by grouping into 2 equal groups, determine how many in each group, describe part left over, halves
Divide by 2 by sharing into groups of 2, determine the number of groups, and describe part left over
Fractions, Decimals and Percentages 2F
Halve shapes, lengths and groups
Time 6
Explain the movement of hands around analog clock
Tell the time to the half hour on digital and analog clocks, linked to the fraction 'half'
Patterns and Algebra 9A and 10P
Explain even numbers by halving to get a whole number
Identify odd and even number patterns, recognising when an error occurs
Statistics (Data) and Probability (Chance) 4
Identify familiar activities that involve chance
Describe likelihood using chance language
Interpret picture graphs using the language of chance
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Scan the QR Code
Facebook: A Learning Place
4