Long Term Planner

Learning Area: Mathematics

Year Level: 1

Term: 2

Summary Outline of
Week Mathematics Concepts Proficiencies Assessment
Key Teaching Approach
Week 1 Topic: Understanding: Across this week students will undertake Informal assessment through
a number of inquiries such as: observations:
- Counting and Number - Identifying the number before and
sequences after a given number - Investigating ‘a handful’ using - Choose 5 focused students to
- Connecting number words and different materials observe and take notes each day,
numerals to the quantities they - Estimating and counting numbers of making sure that by the end of the
Concepts: represent different objects within the same week teacher has observed all
- Counting objects that are not container students
- Only 1 number name is
placed in order - Playing games such as number trains, - Observation notes will be used to
given to each object
- Giving the answer of the quantity snakes and ladders identify what concepts students
counted
as soon as they counted the last - Exploring a calculator have already achieved, peer
- Counting must follow a fixed
object of a group - Exploring a calendar interactions and confidence
order
- Which object in a group is
counted first doesn’t matter
Fluency: The guiding questions for this week are: Formal assessment:
- The last number name given
during counting is the total - Readily counting number in - Are the chosen approaches - Students, in small groups, will be
number of the group of sequences forwards and meaningful to children? required to arrange train carriages
objects backwards - Are the lessons inclusive of all in sequence according to numbers
- In meaningful contexts such as children? in a variety of representations
playing games - Are there differentiations to cater for (number words, numerals, dice
different students? dots, ten-frames) represented on
their sides
- Each pupil will be expected to share
their counting strategies, especially
for large numbers, with the class at
some stage across the week

Week 2 Topic: Understanding: Across this week students will undertake Informal assessment through
a number of inquiries such as: observations:
- Skip counting - Counting on by 2s, 5s and 10s from
0 - Skip counting on the hundred charts - Choose 5 focused students to

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 - Counting on by 2s, 5s and 10s from (what number is missing? What observe and take notes each day,
any number number comes before/after?) making sure that by the end of the
Concepts:
- Counting down by 2s, 5s and 10s - Use a calculator and a hundred chart week teacher has observed all
- Skip counting can start from from 0 to count (e.g. Count by 2s) students
any number - Counting down by 2s, 5s and 10s - Play buzz game (sam-yuk-gu) - Observation notes will be used to
- Skip counting can be applied from any number - Counting change with money identify what concepts students
in counting on and counting (practising counting on and counting have already achieved, peer
down down) interactions and confidence
- Every 2nd, 5th and 10th object Problem-solving: - Counting different sporting scores:
is named instead of every basketball, football, etc.
- Using skip counting to solve real-
single object - Real-life problem solving: shopping Formal assessment:
life problems
- Discussing the reasonableness of - Students will be working in pairs to
the answer count the body parts of insects and
The guiding questions for this week are:
keep a record of the counting
- Are the activities interesting enough process (one bird, two eyes, two
to motivate students to explore? birds, four eyes...)
- Are the difficulty level of the tasks - Each pair will be sharing their
appropriate for children, challenging counting process and result within
but still in their ZP the whole group during this week

Week 3 Topic: Understanding: Across this week students will undertake Informal assessment through
a number of inquiries such as: observations:
- Recognising coins - Recognising Australian and some
Asian coins - Students will be provided with - Choose 5 focused students to
- Identifying the money values of different countries’ coins to observe and take notes each day,
Concepts: different countries’ coins investigate and compare. making sure that by the end of the
- They will develop their own method week teacher has observed all
- Different countries have
of distinguishing coins from different students
different coins
Reasoning: countries. - Observation notes will be used to
- The value of Australian coins
- By investigating Australian coins, identify what concepts students
has no relation to the size - Explain how they distinguish
students will also be able to develop have already achieved, peer
- Coins have features that different countries’ coins
their own way of recognising money interactions and confidence
differentiate them from - Explain how they distinguish the
values. Activities include:
each other different values of coins
o Applying digital technology
- Explain the need for coins that
in the introduction and Formal assessment:
have a value of less than one dollar
interactive games
- Each student will be expected to
o Matching the pictures of
share their strategy of identifying
coins with their values which
different countries’ coins and their
are presented in the form of
values
written symbolic numbers
o Sorting coins (Australian and
Asian coins) according to

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 their values (play individually
first then in pairs)

The guiding questions for this week are:

Week 4 Topic: Understanding: Across this week students will undertake Informal assessment through
a number of inquiries such as: observations:
- Values of coins - Recognising the value of coins
- Sorting out simple equivalences - During this week, students will be - Choose 5 focused students to
- Explaining the need for a variety of provided with different countries’ observe and take notes each day,
Concepts: coins coins to investigate and play with. making sure that by the end of the
Activities include: week teacher has observed all
- The value of Australian coins
o Games which let students students
has no relation to the size
Fluency: spend their coins from their - Observation notes will be used to
- The same value can be made
money bank according to the identify what concepts students
up by coins in different ways - Demonstrating fluency during
number they get by throwing have already achieved, peer
playing games
dice interactions and confidence
- Making equivalent amounts of
o Games that let students use
money in different ways
different coins to represent
the same value Formal assessment:
- Each student will be expected to
share the strategies they’ve applied
The guiding question for this week is:
in the games
- Are the chosen activities effective?
- Is this week’s content building on the
previous week’s knowledge?

Week 5 Topic: Problem-solving: Across this week students will undertake Informal assessment through
a number of inquiries such as: observations:
- Skip counting of money - applying simple equivalences to
solve money problems - Students will be provided with - Choose 5 focused students to
- using skip counting to figure out different countries’ coins to observe and take notes each day,
Concepts: changes investigate and play with. Activities making sure that by the end of the
include: week teacher has observed all
- The same value can be made
o Counting changes students
up by coins in different ways
o Counting coins to identify - Observation notes will be used to
- Counting by twos, fives and
the value of an item identify what concepts students
tens can help us handle
have already achieved, peer
money - Shopping for goods and services in
interactions and confidence

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 'real-life' contexts
Formal assessment:
The guiding question for this week is: - Each student will be expected to
share how they’ve approached the
- Are the chosen activities effective?
problems
- Are children able to incorporate
counting and money mathematics in
problem solving?

Week 6 Topic: Understanding: Across this week students will undertake a Informal assessment through
number of inquiries such as: observations:
- Recognize patterns in number - Identify repeating patterns in real-
sequences and use language life events such as hours of a day, - Skip counting forwards or backwards by - Each day there will be 5 students
and actions to describe the days of a week, months of a year and ones, twos, fives and tens from any being observed closely. At the end of
patterns. etc. starting point and identify the key the week, there will be observation
- Recognise and continue given elements that make the sequence notes taken for every student and
number patterns that increase or continue kept in their students’ portfolios.
Concepts:
decrease, eg.1, 3, 5, 7, … or 18, 15, - Make comparison between patterns - these informal assessments will be
- Skip counting is a type of 12, 9… and non-patterns in both real-life used to identify their prior
number pattern (counting - Be able to identify the key elements experience situations and number knowledge, interaction with peer
pattern) of the pattern and describe a pattern sequences interactions and self-confidence.
- Number patterns can continue of concrete materials or symbols - Use concrete materials to represent
both forwards and backwards using a letter code, e.g. counting patterns, e.g. unfix cubes or
(increase and decrease) colour counters Formal assessment:
o ^, &, *, ^, &, *, ... is an ABC
- Patterns in numbers include - Place numbers on number lines or
pattern with three elements - Students are expected to assigned
growing patterns and hundred charts
o √, ×, √, ×, … is an AB pattern into small groups and work
repeating patterns - Investigate patterns in different systems
with two elements collaboratively to investigate patterns
such as charts, models, calculators or
through different activities.
calendars
- At the end of the week, students will
Reasoning:
be expected to present their
- Be able to describe the difference The guiding questions for this week are: explanation individually in the group
between patterns and non-patterns and in front of the class as a group.
- Is it consistent with the learning of
and explain why
counting in sequences?
- Recognise the error or missing parts
- Have students connected their prior
in a pattern and be able to explain
knowledge of skip counting with the
what is wrong or why to
concepts of pattern?
demonstrate their understanding
- What kind of activities are more
using both everyday language and
engaging with the students and how
some mathematical language
can I draw on these activities to develop
learning experience in more depths

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Week 7 Topic: Fluency: Across this week students will undertake a Informal assessment through
number of inquiries such as: observations:
- Make different patterns with - Copy and continue a repeating
numbers or concrete materials pattern using a different mode (e.g. - Practice counting or skip counting - Each day there will be 5 students
and use patterns to solve actions to sound, colour to shape, through different forms such as oral being observed closely. At the end of
simple problems. XYZ XYZ to red black yellow red black counting and written records or using the week, there will be observation
yellow). physical objects or an expanded range notes taken for every student and
of numbers to count on a daily basis. kept in their students’ portfolios.
Concepts: - Show their gradually developing
- Skip count from any starting point (e.g. - these informal assessments will be
understanding of the concept of
- Number patterns exist in a skip counting by five starts from 0 or used to identify their prior
equal groups, e.g. three packs of
wide variety of forms 15…) knowledge, interaction with peer
apples, four apples in each pack
- Even and odd numbers - Use different forms of hundred charts interactions and self-confidence.
- Link repeated addition and - Be capable of mental calculation to practice place value and to find out
skip counting with the concept through visualize the patterns in the the relationship between a particular
of Equal groups hundred chats and gradually be able number and its neighbours Formal assessment:
to use the visualized pattern in their - Use concrete materials or drawing to
- During the lessons, the teacher will
mind to solve problems without model and explain how they answer
join the discussion of different groups
reference to the chart. questions posed from everyday
and assess students understanding by
- Name and list 'odd' and 'even' situations, such as “four people require
questioning.
numbers in sequence and identify two eggs each…how many eggs will that
- Students’ ideas of how the problems
the patterns be?” and “three packs of tennis balls,
are solved are encouraged to share
four balls in each pack…how many
either in the group or in class to
altogether?”
Problem-solving deepen their thinking and develop
their language.
- Use the concept of counting
The guiding questions for this week are:
forwards and backwards to solve
simple questions (Problem-solving - Does the learning develop the students’
task for assignment 1 applies here) understanding of place value?
- Be able to choose the proper one - Has their fluency in skip counting been
from a variety of strategies including developed?
model making, act it out, draw a - Have students use a wide range of
picture, look for a pattern, use an strategies to solve the same problem?
open number line to solve a
particular problem

Week 8 Topic: Understanding: Across this week students will undertake Informal assessment through
a number of inquiries such as: observations:
- Recognize the basic parts - Identify the properties of a shape
that form a shape including lines and corners - Use manipulatives, drawing, objects to - Each day there will be 5 students
- Know the numbers of sides or visualize the shapes and generalize their being observed closely. At the end of
points of a triangle, rectangle, properties collaboratively the week, there will be observation
Concepts: square, circle - Give everyday examples of shapes and notes taken for every student and
- Visualize and name common 2D identify the shapes in the pictures or kept in their students’ portfolios.
- Names of different shapes
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 - Properties of the shape shapes such as rectangles, squares, find shapes around the classroom - these informal assessments will be
include sides, points (angles) circles, triangles and rhombus - Create patterns using 2D-shaped used to identify their prior
manipulatives or drawing knowledge, interaction with peer
- Use geoboards to explore the shapes interactions and self-confidence.
Reasoning:
- Sort shapes or concrete materials The guiding questions for this week are:
based on their properties. For Formal assessment:
- What connections can be made
example, find out and describe the
between the idea of patterns and the - An exit ticket will be prepared for the
difference between shape and
concepts of shapes? last lesson of the week with simple
non-shape
- How learning can be closely linked to questions to examine students’
- Orally and visually explain the
students’ everyday lives? understanding of the major concepts
properties of different 2D shapes
- How can students’ thinking be further delivered during the week.
developed and challenged? - The result of the exit tickets will help
to adjust the following teaching
content and strategies.

Week 9 Topic: Fluency: Across this week students will undertake Informal assessment through
a number of inquiries such as: observations:
- Manipulate, identify, - Recognize the name of the shape
compare and name the 2D remains the same no matter how - Use manipulatives to compare - Each day there will be 5 students
shapes does different 2D shapes including being observed closely. At the end of
- Describe the features of 2D shapes triangles, rectangle, square, circle and the week, there will be observation
without visual support etc. notes taken for every student and
Concepts: - Verbally explain the properties (the kept in their students’ portfolios.
number of sides and pints) when - these informal assessments will be
- The shapes with the same
Problem Solving: sorting 2D shapes used to identify their prior
name may have sides in
- Pick out the shape matches the knowledge, interaction with peer
lengths of sides or corners of - Use shapes to make meaningful
description of its features interactions and self-confidence.
different angles. pictures
- use ICT (computers or iPads) to
- Rectangles, squares,
outline the shapes embedded in a
rhombuses and trapezoids Formal assessment:
digital picture or design
are all quadrilaterals
- Create shape collage using given - Student’s work sample of collages
shape pieces or make their own will be collected by the end of the
shapes that fit in the settings week.
- Positive and constructive feedback
The guiding questions for this week are: will be provided.
- How could I encourage students to
discuss and express their ideas in
small groups?
- What kind of problem-solving tasks
may students come up with by
themselves with appropriate
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 support/hint?

Week Topic: Understanding: Across this week students will undertake a Informal assessment through
10 number of inquiries such as: observations:
- Getting to know the 3D - Name common 3D shapes and
shapes and make identify the numbers of their sides, - Identify the 3D shapes in a wide range - Each day there will be 5 students
connections between 2D faces and points of everyday objects being observed closely. At the end of
and 3D shapes - Visualize and name the common - Hunt for the objects that match the the week, there will be observation
3D shapes and describe the description of its features notes taken for every student and
features of these shapes - Estimate the number of sides and faces kept in their students’ portfolios.
Concepts:
- Identify the difference between in their head and then clarify it using - these informal assessments will be
- Names of common 3D common 2D shapes and 3D shapes concrete material used to identify their prior
objects including cubes, - Sort familiar 3D objects and explain the knowledge, interaction with peer
spheres, cones, prism and reason interactions and self-confidence.
Fluency:
cylinders - select and name a familiar three-
- Faces, lines and points are - identify the 3D objects such as dimensional object from a description
Formal assessment:
the properties of 3D shapes cubes or cylinders when looked of its features, e.g. find an object with
- 3D objects look different from different angles six square faces - By the end of the week, students
from a different angle - Use a simple Venn diagram to sort - Compare 2D and 3D shapes and explain will be asked to complete a poster
3D shapes according to their their similarities and difference independently as homework to give
properties a whole picture of the 2D and 3D
shapes learned during the week.
The guiding questions for this week are: The properties of the shapes need
to be shown in a clear and creative
- How can I differentiate the teaching to
way. Examples will be given.
make sure that all students are
- For students who would be
learning?
struggled with the task, they are
- What resources can I find to ensure the
allowed to work in pairs or small
adequate examples will be provided to
groups.
help students learn?
- What kind of questions can I ask to
assess students’ level of understanding
or to develop their thinking?