Maths Planning – Term Planner
Big Ideas/ Topic
focus
Strand/ Sub
Strand
Achievement
Standard
Name:
Content Descriptor/ Elaboration(s)
Term: 1/2
Student Prior
Knowledge
Lesson Ideas/ Problem solving task(s)/ Investigation(s)
Week 1 & 2 – Focus on Trusting the Count and numbers to 100 through dice games, subitising, gameboards, thinkboards, etc
Make, name,
record,
compare,
order, rename
& partition,
numbers to
tens of
thousands
Make
connections
between
representations
of numbers
Strand:
Number &
Place Value
Investigate and
explain the
properties of
odd and even
numbers
Make and test
conjectures
By the end of
Year 3 students
are count to
and from 10
000.
Sub-strand:
Place Value
By the end of
Year 4 students
make
connections
between
fractions and
decimal
notations up to
two decimal
places
Extend place
value
knowledge to
decimals
(Year 4)
Strand:
Number
Sub-strand:
Whole
Number
Year 3
Year 3
By the end of
Year 3 students
classify
numbers as
either odd or
even.
By the end of
Year 4 students
use the
properties of
odd and even
numbers.
 Recognise, model,
represent and order
numbers to at least 10 000
 Apply place value to
partition, rearrange and
regroup (rename) numbers
to at least 10 000 to assist
calculations & solve
problems
 Place value
to 1000
 Partitioning,
renaming to
1000
 Make, name,
record
Year 4
Year 4
 Recognise, represent and
order numbers to at least
tens of thousands
 Apply place value to
partition, rearrange and
regroup (rename) numbers
to at least tens of thousands
to assist calculations &
solve problems
 Place value
to 10 000
 Partitioning,
renaming to
10 000
 Make, name,
record

Year 3
 Investigate and use properties
of odd and even numbers
Year 4
 Investigate the conditions
required for a number to be
odd or even by identifying odd
and even numbers

Knowledge
of numbers
0-100
Properties
of odd and
even
numbers
(Year 4)
Assessment
Focus/ Tasks
Year Level:
Time Frame
3/4
Resources
Links to other
learning
areas
Number Warm Up’s – Focus on Trusting the Count 1-100 through weeks 2-6
Year 3 and 4
 Mystery box – fill a ‘mystery box’ of place value items.
 Sequencing activities - In small groups students record and
sequence numbers with a specified number of digits. Students then
form larger groups and repeat. Discuss highest, lowest numbers, etc
 Roll and Say – using an interactive die roll and record each number.
Students repeat the number recorded (e.g. 6, 26, 426, 7426, etc) The
emphasis is on the place of the number tells us its value and practising
reading and numbers. Extension – change the order of the number
(e.g. 6, 62, 462, etc)
 Open number lines – students place number cards on a number line,
after being given a beginning and end value. Could be whole class or
small groups
Extension- number lines on frieze tape
 Efficient counting – use chicken scramble/ coffee stirrers/ bundled
popsticks to reinforce efficient strategies for counting large collections.
 Circle games – students pass a ball around a circle, or throw/pass a
beanbag, while practising counting on 10 from a given starting place.
 Big Step, Little Step (big step add on 100, little step add on 10) –
extend tell students to take 10 or 100 instead of adding.
 0-9 Cards – compare, order, count on, count back in place value
parts, rename.
 Calculators – practice using calculators for place value, e.g. choose a
number and add 10, keep pressing the = sign, what happens?
 Interactive whiteboard place value activities, such as those found on
Scootle/Moodle (e.g. Wishball – tens/ hundreds/ decimals and more),
strategic maths, rainforest maths, interactive hundreds boards and
dice, etc
 Place Value games – see Big Ideas in Number folders; Michael
Ymer’s games ‘Make a Number/Break a Number, Jackpot $100; Ann
& Johnny Bakers Natural Maths games
 Problem solving/investigations – Ann & Johnny Baker, Paul Swan,
Doug Clarke, etc
 Big Ideas in Number – Di Siemon resources
Year 3
 Counting circle games to identify even numbers using skip
counting by twos
 Make groups of counters to make even/odd collections
 Card games – snap on odd total, even total
 Explain why all numbers that end in digits 0, 2, 4, 6 & 8 are
even and that numbers ending in 1, 3, 5, 7 & 9 are odd
Year 4
 Use the four operations with pairs of odd or even numbers or
one odd and one even number, then using the relationships
established to check the accuracy of calculations
(make and test conjectures- Odd and even numbers
investigation – what do you think would happen if…)
 Natural Maths
Place Value
investigation/
problem
solving tasks
(Ann & Johnny
Baker)
 Renaming
place value
 Place value
games
 Read, make,
record
numbers to
10 000 (yr 4)
Term 1
Approx. 5
weeks
Revisited
throughout
the year –
also linked
to fractions
 Maths for all
resources
 Michael Ymer
– make a
number, break
a number
tenths
 List odd and
even
numbers
 Number
Term 1
 Investigate
properties of
odd and even
numbers –
make and
test
conjectures
 Skip count by
odd or even
numbers
 MAB
 Popsticks,
popstick
bundles
 Thinkboards
 Number cards
0-9
 Dice – 0-9,
place value
 Place Value
Boards
 100’s charts
 Games – e.g.
nasty,
pulverising
place value,
place value
game, battle
ships
 IWB games –
e.g. traffic
lights
 Michael Ymer
– make a
number/ break
a number +
resources
1 Week
Revise
during year
cards – 0-9/
playing
cards/ Uno
cards
 Ball, bean
bag for
counting
games
 counters
 Literacy –
1 is a
Snail, 10
is a crab
 Literacy –
number
stories
 PE –
counting
games,
making
groups
Understanding
of
commutativity
Develop and
use efficient
strategies for
addition &
subtraction
Strand:
Number
Sub-strand:
Whole
Number
Patterns &
Algebra
(Year 4)
Automatic
recall of single
digit addition
and subtraction
By the end of
Year 3 recognise
the connection
between addition
& subtraction.
They recall
addition &
multiplication
facts for single
digit numbers.
By the end of
Year 4 students
choose
appropriate
strategies for
calculations. They
identify unknown
quantities in
number
sentences.
Year 3
 Recognise & explain the
connection between addition
and subtraction
 Recall addition facts for
single-digit numbers and
related subtraction facts to
develop increasingly efficient
mental strategies for
computation
Year 4
 Use equivalent number
sentences involving addition
& subtraction to find unknown
quantities
 Solve word problems by
using number sentences
Year 3
 Solve simple
addition and
subtraction
problems
 Explore the connection between addition and subtraction
 Practice recall of addition facts for single-digit numbers
and related subtraction facts
 Explore efficient mental strategies for computation
 Efficient
strategies for
addition &
subtraction
through partitioning of numbers, partial algorithms,
chunking for addition/subtraction
when adding
two 2 digit
numbers
whiteboards, etc

boxes, investigations (Natural Maths, Doug Clarke)
 Practice addition/subtraction through games such as
Michael Ymer’s ‘make a number, break a number’
Year 4
 Write number sentences to represent & answer questions
such as: “When a number is added to 23 the answer is
the same as 57 minus 19. What is the number?”
 Use partitioning to find unknown quantities in number
sentences
 Make connections between representations of numbers,
partitioning and combining numbers flexibly
 Represent a word problem as a number sentence
 Write a word problem using a given number sentence
Karly Hefferan, 2011

 Make, name, record, rename using thinkboards, mini
 Explore problem solving situations – problem solving
 Partitioning


Explain the
connection
between
addition &
subtraction
Recall
single digit
addition &
subtraction
Use efficient
strategies
for addition
and
subtraction
Apply
efficient
strategies
when
problem
solving
 Counters
Term 1 &
2
 Literacy
Number
stories
 50, 100
frames
 Place value
 P.E –
counting
games,
making
groups
boards
Approx.
6-8 Weeks
 Number
cards
 0-6, 0-9
Revise
throughout
the year
dice
 Flashcards
 1-100, 0-99
number
charts
 Mixed
counting
games


Maths Planning – Term Planner
Big Ideas/ Topic
focus
Strand/ Sub
Strand
Achievement
Standard
Name:
Content Descriptor/ Elaboration(s)
Term: 2
Lesson Ideas/ Problem solving task(s)/ Investigation(s)
Student Prior
Knowledge
Week 1 – Focus on revising place value, addition, subtraction through dice games, games, thinkboards, etc
Year 3
Tell the time
to the
nearest
minute
Problem
solve using
time duration
and Am & PM
Read and
write
accurate
times
Strand:
Measurement
Sub-strand:
Time
By the end of
Year 3 students
tell time to the
nearest minute.
By the end of
Year 4 students
solve problems
involving time
duration.
Convert
between units
of time.
 Tell the time to the minute
and investigate the
relationship between units of
time
Year 4
 Convert between units of time
 Use am and pm notation and
solve simple time problems
Year 3
 Tell the time to
the quarter
hour
 Use a calendar
 Describe
events in time
order
Year 4
 Tell time to the
nearest minute
 Recognise 60
minutes in an
hour, 60
seconds in a
minute



Year 4
Identify and use the correct operation for converting units
of time
Calculate the time spent at school during a normal school
day
Calculate the time required to travel between two
locations
Determine arrival time given departure time
 Natural Maths
investigation/
problem
solving tasks
Book 2, task 16
(late to bed)
Book 3 task 2
(park ranger)
and 16 (speech
time) (Ann &
Johnny Baker)
 Read and
convert
between units
of time
 Use am and
pm in problem
solving

Fractions?
Partitioning

Multiplication?
Fair share
Time Frame
3/4
Resources
Links to other
learning
areas
Number Warm Up’s – Focus on mental addition, subtraction, multiplication (groups of)
Year 3
 Recognise that there are 60 minutes in an hour and 60
seconds in a minute

Assessment
Focus/ Tasks
Year Level:
Term 2
Approx. 2
weeks
Revised
throughout
the year –
informally,
also linked
to fractions
 Clock faces,
laminated
 Clock stamps
 Time dice
(hour and 5
minute
intervals)
 Sand timers
 I have, who
has cards
 Thinkboards

 Literacy –
time
stories,
creative
writing
 Scienceday/
night,
seasons