Mathematics

Students ask questions and use objects, diagrams and technology to explore mathematical problems. They link mathematical ideas and use everyday language, some mathematical language and diagrams to explain how answers were obtained. Students count, order, read and write numbers up to 999 and use a range of mental strategies, informal recording methods and materials to add, subtract, multiply and divide. They model and describe objects and collections divided into halves and quarters. Students sort, order and count money and recognise and describe the element of chance in familiar activities. Students describe, create and continue a variety of number patterns and relate addition and subtraction facts to at least 20. Students estimate, measure, compare and record using informal units for length, area, volume, capacity and mass. They recognise the need for formal units of length and use the metre and centimetre to measure length and distance. Students use a calendar to identify the date and name and order the months and the seasons of the year. They use informal units to compare and order the duration of events and tell the time on the half-hour. Students gather, organise, display and interpret data using column and picture graphs. Students identify, describe, sort and model particular 3D objects and 2D shapes. They represent and describe the position of objects.
 * Stage 1 Foundation Statement **
 * ** Working Mathematically **
 * ** Number **
 * ** Patterns and Algebra **
 * ** Measurement and Data **
 * ** Space and Geometry **

**Term 3**

//Groups are fluid and are changed according to student needs.// Lara Daliya Elissa Zachariah K || Jaseena Jibreel Adam Noah A ||= Abdurahman Malak H (o/s) Ismail
 * CMIT Groups **
 * **Penguins** ||  **Frogs**  ||  **Chipmunks**  ||  **Coyotes**  ||
 * Perceptual || Figurative || Counting On 1 || Counting On 2 ||
 * = Nour

Theano Alaa Zakariyah E ||= Nemaat Ruqayya Adnan Gebriel Noah M Nicholas Emily

Malak A || For detailed lesson activities, see strand pages. Number Patterns & Algebra Space & Geometry Measurement Data


 * Scope and Sequence Term 3**

media type="custom" key="20834072" **Term 2**

//Groups are fluid and are changed according to student needs.// Lara Daliya Elissa Noah A Zakariyah E || Jaseena Jibreel Ismail Adam Zachariah K || Emily Abdurahman Malak A Malak H  Theano Alaa || Nemaat Ruqayya Adnan Gebriel Noah M Nicholas || For detailed lesson activities, see strand pages. Number Patterns & Algebra Space & Geometry Measurement Data
 * CMIT Groups **
 * **Penguins** ||  **Frogs**  ||  **Chipmunks**  ||  **Coyotes**  ||
 * Perceptual || Figurative || Counting On 1 || Counting On 2 ||
 * Nour

media type="custom" key="15563720" height="21"
 * Scope and Sequence - Term 2**


 * Term 1 **

//Groups are fluid and are changed according to student needs.// Lara Daliya Elissa Noah A Zakariyah E  || Jaseena Jibreel Ismail Adam Zachariah K || Emily Abdurahman Malak A Malak H  Theano Alaa || Nemaat Ruqayya Adnan Gebriel Noah M Nicholas ||
 * CMIT Groups **
 * **Penguins** ||  **Frogs**  ||  **Chipmunks**  ||  **Coyotes**  ||
 * Perceptual || Figurative || Counting On 1 || Counting On 2 ||
 * Nour


 * Scope and Sequence **

For detailed lesson activities, see strand pages: Number Patterns & Algebra Space & Geometry Measurement Data Assessment Opportunities are noted in BLUE
 * **Week** || **Unit/** **Outcomes** || **Pages** || **Number** || **Patterns & Algebra** || **Space & Geometry** || **Measurement** || **Data** || **Evaluation** ||
 * 4 || 1

NS1.2 NS1.4 SGS1.2 MS1.1 || 2-5 || * Complete addition sentences
 * Open-ended addition
 * Find half of a shape
 * Show different ways of halving a square ||  || * Make shapes on geoboards then sketch them || * Use a chosen unit to estimate and measure lengths ||   || All achieved ||
 * 5 || 2

NS1.2 NS1.1 SGS1.1 MS1.2 || 6-9 || * Take away a number from a group
 * Create own number sentence
 * Interpret ten strip and complete numeral expanders ||  || * Sort 3D objects according to properties (square, faces, circular faces, rectangular faces) || * Estimate and measure areas using Pattern Blocks as a unit ||   || All achieved ||
 * 6 || 3

NS1.3 PAS1.1 SGS1.2 MS1.5 || 10-13 || * Model multiplication using equal rows of objects in arrays
 * Draw equal rows to match number sentences || * Use models to help extend number patterns
 * Find missing numbers in a sequence || * Trace and name 2D shapes
 * Identify shapes from a group || * Compare jobs that take a long time to those that take a short time ||  || All achieved ||
 * achieved 7 || 4

NS1.2 NS1.4 NS1.5 MS1.3 || 14-17 || * Create number sentences from ten frames
 * Find missing numbers in number sentences
 * Half of a collection ||  ||   || * Estimate, measure and compare the capacity of containers by pouring water from container to container || * Clarify events as possible or impossible. Draw ‘impossible’ and ‘possible’ events || Number achieved, data achieved.

Measurement (capacity) moved to next week. ||
 * 8 || 5

NS1.2 NS1.1 SGS1.3 MS1.4 || 18-21 || * Count on or back to find the difference
 * Solve a problem using a number sentence
 * Count and label paddle-pop sticks in bundles of 10 ||  || * Sketch the position of objects on a diagram of a room || * Lift everyday objects to find the heavier item ||   || All achieved. ||
 * 9 || 6

NS1.3 PAS1.1 SGS1.2 DS1.1 || 22-25 || * Share objects into groups of two and three || * Model odd and even numbers on dot paper
 * Identify odd and even numbers in a series || * Identify different types of lines
 * Identify and draw parallel lines ||  || * Interpret data on a picture graph of some favourite fruits ||   ||
 * 10 || 7

NS1.2 NS1.1 SGS1.1 MS1.5 || 26-29 || * Add numbers on a number line
 * Supply missing numbers on a hundreds chart
 * Count forwards and backwards by 1 ||  || * Match 3D objects to their correct names || * Measure time taken to perform simple tasks using ‘hand claps’ as the informal time unit ||   ||   ||
 * 11 || 8

NS1.2 NS1.4 NS1.5 MS1.1 || 30-33 || * Count on to find the total number of items Week 10 SENA Update Week 11 Diagnostic Assessment 1
 * Identify half, more than half and less than half of single objects and collections of objects ||  ||   || * Estimate and measure length using a shoe as the measuring unit || * Rate chances as certain, likely, unlikely or impossible ||   ||

//Next term: group sections of similar content together. Children are becoming confused with "jumping" throughout content. Consider using new enVision maths resources. Adapt 'unit-based' approach, rather than 'lesson-based'. Numeracy will be embedded throughout ALL mathematics lessons and in impromptu questions (e.g. morning routine).//