Year 1 Scott Numeracy Program – Term 1, 2018

Where to next for individual student focuses?

Students (Instructional Stage)

Stages Additive strategies Multiplicative Numeral identification Forwards sequencing Backwards sequencing Fraction Knowledge Grouping and place Basic Facts Algebra Patterns Considerations
value Knowledge

Stage One: One to Ryan Ryan (0) Bonnie David (0) David (0) David (0) Bonnie (0) Cian Ryan (0) Owen David (0) Bonnie
One counting
Joannes David (0) Joannes Joannes Angus Joannes Ryan (0) Samuel Emily Ryan Ryan

Harry Harry Angus Owen (0) Liam Angus Owen Owen

David Angus Mason Harry (0) Ella David Joannes Angus

Ella Angus (0) Noah Emily

Leon David (0) Mason Angus

Leon (0) Nina Leon

Joannes (0) Kaylee

Georgia Nash

Emily Cooper

Stage Two: Counting Bonnie Nina Emily Angus Joannes Emily Bonnie Bonnie Emily
from one with
materials Emily Kaylee Noah Noah Nash Joannes Harry Harry

Angus Nash Mason Mason Moises Harry Ella David

Noah Moises Kaylee Cooper Ella

Mson Cooper Nash

Ekam Mason

Stage Three: Cian Samuel Emily Emily Nash Bonnie Noah Cian Georgia Joannes
Counting from One
by Imaging Samuel Ekam Ella Samuel Moises Cian Ekam Samuel Cian Cian

Ella Cooper Harry Cooper Samuel Nina Samuel Samuel

Ella Harry Kaylee Leon

Mason Ella

Stage Four: Advanced Georgia Georgia Bonnie Liam Bonnie Noah Georgia Ekam Georgia Liam Georgia
Counting (Counting
On) Owen Owen Ryan Ekam Ryan Nina Ryan Liam Liam

Liam Cian Owen Kaylee Owen Kaylee Owen Leon Ella

Liam Cian Nash Cian

Nina Samuel Moises

Moises Harry Cooper

E5 Leon (says 5 on data?) Georgia Liam Liam

Leon Georgia Leon

Nina Leon
Stage Five: Early Ekam
Additive Part-Whole
Stage Six: Advanced
Additive–Early
Multiplicative Part-
Whole

Missing: Noah Barlett, Rhian Choi (incorrect), Mason Cunningham, Ekam Dhillon, Nina Downes, Kaylee Fraser, Nash Musgrave, Mosies Pena, Cooper Skelton,

Achievement Standard:

By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time
durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.
Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving
numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of
simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences.

Assessment:
JAM assessment – Patterns, Additions &
Subtraction

Strand –
Fractions
Length
Duration
Chance

Proficiencies:
Understanding includes connecting names,
numerals and quantities, and partitioning
numbers in various ways.

Fluency includes counting number in sequences

readily forward and backwards, locating numbers
on a line, and naming the days of the week.

Problem Solving includes using materials to model

authentic problems, giving and receiving
directions to unfamiliar places, and using familiar
counting sequences to solve unfamiliar problems
and discussing the reasonableness of the answer.

Reasoning includes explaining direct and indirect

comparisons of length using uniform informal
units, justifying representations of data, and
explaining patterns that have been created.

Term Overview:
Week 1 2 3 4 5 6 7 8 9 10
 Forwards sequencing Backwards sequencing Before and after
Addition
We are learning to:
We are learning to: We are learning to:
 Count forwards to 10, 20, 50, 100  Count backwards to 10, 20, 50,  Say the number before a given We are learning to:
or 1,000 100 or 1,000 number  Add one digit numbers together accurately
Number  Add two and three digits together accurately
 Recognise numbers to 10, 20, 50,  Recognise numbers to 10, 20, 50,  Say the number after a given
number  Know facts to 5 and 10
100 or 1,000 100 or 1,000
 Write numbers between 1 - 100  Improve fluency of facts to 5 and 10
 Count forwards fluently  Count backwards fluently  Recognise the addition and equals symbols
 Know the difference between  Know the difference between
teen and ty teen and ty

Week 1 2 3 4 5 6 7 8 9 10

Patterns Chance Measurement – Length Fractions Duration – Days and hours

Lonely Pig – NZ maths website Taller, wider, longer– NZ maths website

Strand

Week 1 2 3 4 5 6 7 8 9 10

Counting length Fractions Counting / Duration

addition
Problem Patterns
Group 1: Gremlins Level 1: Mrs Level 1: Tripods Level 1: Visiting
Solving Colourful Jersey Group 2: Grandpa’s Parore's laundry Level 2: Pigs and Grandma
Chocolates Level 2: How many Ducks
strips?
Routine:
Whole Class Monday:
Whole class maths session is taught every Monday. In this lesson students introduced to a concept at their year level, students ‘peel off’ and continue individual or pair work that provides practice and extension to concept, whilst
teacher scaffolds for remaining students. These activities and concepts are from MM maths books 4 and 5.
Rotations Tuesday & Wednesday:
Number rotations are run on a Tuesday and Wednesday for an hour and a half. Students are split into groups by MM stages informed by the JAM assessments from last year and updated JAM results throughout the year. There
are 4 activities in rotations; Teacher, where numeracy strategy is taught. Practice, a tutor will either practice the strategy taught or focus on a specific proficiency a certain group needs. Fluency, this activity changes often and is an
independent activity where students are practicing their numeracy knowledge and various proficiencies. Computers, students use Mathseeds, Rainforest Maths or other ICT games specific to learning intention.
Strand Thursday:
Strand is taught every Thursday afternoon. It is taught as a whole class then students are either put into ability groups or extended and pulled back depending on knowledge. Most strand units of work and activities are found from
NZ maths website.
Problem Solving Friday:
Problem solving is taught every Friday. There are usually 2 different problems 1 level one problem and 1 level 2 problem. Students are then given one of the problems and left to work it out either independently or with a peer, but
with no teacher help. Once all students have stared and given the problem a go the teacher and/or tutor work with students who need extending or help.
Groupings:

Forwards sequence:

David (0) Moises Bonnie Liam

Angus Samuel Ryan Georgia
Emily Harry Cian Leon
Mia Ella Noah Ekam
Cooper Kaylee Nina
Mason Nash Owen
Joannes

4 7 6 7

Backwards sequence:

David (0) Emily Bonnie Georgia

Joannes Nash Cian Ryan
Angus Moises Harry Owen
Mason Cooper Ella Liam
Samuel Noah Leon
Nina Ekam
Kaylee
4 5 7 6

Addition and subtraction:

Stage One: One to One counting Stage Two: Counting from one with materials Stage Three: Counting from one by imaging Stage four: Advanced counting
Joannes Ryan Mason Ekam
Harry Bonnie Moises Georgia
David Emily Nina Owen
Mia Angus Nash Liam
Cooper Cian Leon
Kaylee Samuel
Noah Ella

4 7 7 5
Week 1
Problem solving Whole Class Number & Algebra Strand Rotations Strand

Learning Intention: Learning Intention:

I am learning to recognise numbers to 100
Activity:
Teacher – Computers –
Group 1: Number fans Mathseeds
Group 2:
Practice – Independent –
21 Matching activity

Activity: Teacher – Computers –

Sing counting to 100 Number fans Mathseeds

Pull back: Practice – Independent –

Extension: 21 Matching activity

Teacher – Computers –
Number fans Mathseeds

Reflection: Reflection: Practice – Independent –

21 Matching activity

Teacher – Computers –
Number fans Mathseeds

Practice – Independent –
21 Matching activity

Resources:
Number fans
Matching cards
Week 2
Problem solving Whole Class Number & Algebra Strand Rotations Strand

Learning Intention: Learning Intention:

Activity:

Group 1: Teacher – Computers –

Group 2: Number fans Mathseeds
- Book 4 pg.4
Practice – Independent –
Number Mat and Lilly Pads Tens Frames
- Book 4 pg. 2

Activity: Teacher – Computers –

Number fans Mathseeds
Pull back: - Book 4 pg.4
Extension: Practice – Independent –
Number Mat and Lilly Pads Tens Frames
- Book 4 pg. 2

Teacher – Computers –
Number fans Mathseeds
- Book 4 pg.4
Reflection: Reflection: Practice – Independent –
Number Mat and Lilly Pads Tens Frames
- Book 4 pg. 2

Teacher – Computers –
Number fans Mathseeds
- Book 4 pg.4
Practice – Independent –
Number Mat and Lilly Pads Tens Frames
- Book 4 pg. 2
Resources:
Week 3
Problem solving Whole Class Number & Algebra Strand Rotations Strand
Learning Intention: Learning Intention: Activity:
Activity: I am learning to identify ty Lonely Pig
and teen numbers Teacher – Computers –
Group 1: We are learning to count to and from 10 Session One: Cats and Dogs
Group 2: We are learning to count to 20 Mathseeds Today we make our own set of cards
Clapping then Petals and flower centres using pictures of cats and dogs.
Book 5 pg. 12 & pg. 14
Practice – Independent – 1. Give each pair of students 20 cards.
I am learning to order whole numbers. Suberising number match You might like to use sheets of Animal
cards. Otherwise you will need to
Rocket – Where Will It Fit? direct the students to draw cats on 10
Book 4 pg. 15 of the cards and dogs on the other 10.

2. When the students have completed

Activity: Teacher – Computers – their pack of cards demonstrate a
Suberising number match - I am learning to count forwards and backwards by ones, tens, and hundreds. game of Cats and Dogs.
Bonnie Mathseeds
1 – 20 bingo – Chantelle Hundreds Boards and Thousands Book – Snake pieces activity 3. Rules
Book 4 pg. 16
Shuffle the cards.
Practice – Independent –
Put the cards face down in one pile.
I am learning to order whole numbers. 1 – 20 bingo
Players decide who will collect same
Rocket – Where Will It Fit? pairs and who will collect different
Book 4 pg. 15 pairs.
Take turns turning a card from the top
of the pile.
Teacher – Computers – Compare the two cards. If they are the
I am learning to count forwards and backwards by ones, tens, and hundreds. same, the player collecting same pairs
Mathseeds takes them. If they are different, the
Hundreds Boards and Thousands Book – Snake pieces activity other player takes them.
Book 4 pg. 16 The game continues until all cards are
Reflection: Reflection: Practice – Independent –
used.
I am learning to order whole numbers. 1 – 20 bingo
The winner is the player who collects
Rocket – Where Will It Fit? the most cards.
Book 4 pg. 15
4. After the students have played a
few games lead a discussion
Teacher – Computers – highlighting their observations about
I am learning to count forwards and backwards by ones, tens, and hundreds. the chances of winning.
Mathseeds Was one of the players luckier than
Hundreds Boards and Thousands Book – Snake pieces activity the other one? What made you think
Book 4 pg. 16 this?
Independent – How many times did you win?
Practice – 1 – 20 bingo
Rocket – Where Will It Fit? How many times did your partner win?
Book 4 pg. 15 Was it better to be a same or a
different? Why?
Resources:
Numeral cards 1 to 10 (Material Master 4-1); counters or ice-block sticks. 1 – 20 bingo
Snake pieces Suberising number match
Hundreds boards
Week 4
Problem solving and Whole Class Number & Algebra Strand Rotations Strand
Activity:
Lonely Pig
Session Two: Cats, Dogs and Mice
Teacher – Computers –
Today we add 4 mice to our pack of Cat and Dog cards and
I am learning to identify single-digit numbers, then two-digit numbers play the game again.

Pipe Cleaner Numbers Mathsseeds 1. Give the pairs 4 blank cards to draw the mice or use the
Book 4 Pg. 4 Animal cards. Add the mice to the pack of 20 cats and dogs
Practice – Independent – used in session one.

Points Number sequencing 2. Play the same pairs and different pair’s game from
yesterday.
NZ website
3. After the students have played a few games lead a
discussion highlighting their observations about the
chances of winning.
Teacher – Computers - Was one of the players luckier than the other one? What
I am learning to order whole numbers made you think this?
Mathsseeds How many times did you win?
Card Ordering How many times did your partner win?
Book 4 pg. 12 Was it better to be a same or a different? Why?
As Friday is a public holiday Practice – Independent – Was it easier to win today? Why/Why not?
Problem solving will be Session Three: The little lost pig
Points Guess my Number
taught in rotations. NZ website Today we add one pig to our pack of cats, dogs and mice
and play a new game.
1. Give each pair one pig card to add to their set.
Monday whole class will
also not be done as Teacher – Computers - 2 .Explain that today we are using the cards to play animal
I am learning to say the number that is 1, 10, and 100 before and after a memory.
students need to finish given number. Mathsseeds Rules
Spread the cards out face down.
previous activity. Players take turns to turn over two cards.
Lucky dip
If the cards are the same the player keeps the pair of cards
Book 4 pg. 13
but does not have another turn.
Practice – Independent – If the cards are different the cards are turned back face
down.
Points Guess my Number Continue taking turns until all the cards (e except the pig)
NZ website are collected.

3.As the students play the game ask questions that focus on
the likelihood of finding pairs.
Teacher – Computers - What card do you think you will turn up next? Why do you
I am learning to say the number that is 1, 10, and 100 before and after a think that?
given number. Which cards do you think will be last?
Which are the hardest pairs to find? Why?
Which are the easiest pairs to find?
Lucky dip
What can you tell me about the pig?
Book 4 pg. 13 Why do you think the game is called The little lost pig?
Practice – Independent – Can you think of another name for our game?

Points Guess my Number

NZ website
Resources:
Week 5
Problem solving Whole Class Number & Algebra Strand Rotations Strand
Using to gauge students addition and Learning Intention: Activity:
subtraction knowledge. We are learning to identify our facts of 5 Stars – Stage One: One to One counting Taller, Wider, Longer
and 10
Activity: Session 1 –
Teacher – Computers – In this session we introduce the language of
I am learning to add numbers that equal 5 comparison that will be used throughout the
Group 1: Gremlins Mathseeds unit.
This problem reinforces the use of addition and Facts to 5 – five frames
subtraction equations. Students become so
Practice – Independent – 1. Ask students to put their hand up if they
accustomed to seeing addition equations in the think they are tall.
Facts to 5 flash cards
form 1 + 5 = ___ and 5 – 2 = ___, that they
automatically think that the "answer" is always Skittles
2. Choose two of the taller students. Get
the sum or the difference. If the students are them to stand up. Ask the rest of the class:
only exposed to the traditional format they miss Squares – Stage Two: Counting from one with materials Are they tall?
the opportunity to form understandings about Who is taller?
all parts of the equation and how each part
Hot Spot: Teacher – Computers - Compare the heights of the two students to
relates to the other. see who is taller.
https://www.miniclip.com/games/kingpin- I am learning facts that equal 10
bowling/en/ Mathseeds Ensure that all students understand that
Group 2: Grandpa’s Chocolates taller means more tall than.
This problem involves doubling. Knowing their
Facts to 10 – Tens Frames
doubles (and halves) to at least 20 enables Practice – Independent –
3. Repeat with short and shorter.
students to solve some patterning, number and G1: Teacher – facts to 5/10 flash cards
simple fraction problems. Students need to see G2: Game – addition to 10 Skittles Facts to 10 flash cards 4. Give each student a piece of string (ensure
clearly that the sum of a double is equivalent to G3: Rainbow numbers worksheet that the pieces are of a variety of lengths).
product of that number multiplied by 2. G4: Mathseeds – Lesson 34 – counting to Triangles – Stage Three: Counting from one by imaging
10 5. Allow students to compare in pairs:
Is my string longer?
Teacher – Computers -
Is my string shorter?
I am learning facts that equal 10
Mathseeds 6. If you have a variety of toy cars or similar,
Facts to 10 – Tens Frames you could use them to practice width
Group 1: Group 2: Reflection: Independent – comparison language in a similar way.
Practice –
Joannes Mason
Harry Moises Facts to 10 flash cards The following three sessions provide games
Skittles in which students will practice the language
David Nina
Mia Nash of comparison. The games could be
introduced in three separate sessions or all
Bonnie Cian Circles – Stage four: Advanced counting be introduced in one session and then played
Emily Samuel in groups rotating over several sessions.
Angus Ella Teacher – Computers - These games are also suitable to go into a
Cooper Ekam I am learning facts that equal 10 general box for early finishers to use during
Kaylee Georgia Mathseeds other maths lessons.
Noah Owen Facts to 10 – Tens Frames
Ryan Liam Independent –
Leon Practice –
Facts to 10 flash cards
Skittles
Resources:
 Week 6
Problem solving Whole Class Number & Algebra Strand Rotations Strand
Learning Intention: Session 2: Wiggly Worms
Wiggly Worms is about the language of length. Students will be
encouraged to use the words long, short, longer, shorter, longest, shortest.
Teacher – Computers –
I am learning to Identify patterns to 5 1. Wiggly Worms is a game to play in pairs. Each pair needs a dice with
the sides labelled +1, +2, +3, +4, -1, -2, and a set of Wiggly Worm
Mathseeds
pieces (Copymaster 1). Students can cut out and colour in their own
Key idea 5: Patterns to five, then ten worm pieces to make them more appealing.
Book 5 pg. 15 2. Students start by each building a 5 piece worm as shown below.
Practice – Independent – 3. Students take it in turns to roll the dice and follow the instructions on
it. If the dice says +2, they add two pieces to their worm, if it says -1,
Number match to 30 Write facts to 5 on Seesaw they remove one piece.
4. Each time a student has a turn they have to say whether their worm is
longer or shorter than their partner’s or than their own before they
rolled the dice. They should check which is longer by counting the
number of pieces in each worm.
5. As the worms get longer, students should be encouraged to keep
Activity: Teacher – Computers - track of how long their worm is and count on or back to find its new
I am learning to add 1 digit numbers together length. For example My worm was 7 long and I’m adding 3 so it’s 8, 9,
Pull back: Mathseeds 10 long now, it’s longer than it was.
6. The game finishes when one student’s worm reaches 20 pieces long
Extension: Key idea 3: Murtles 5 and …
(or whatever other number you assign). If a student rolls a minus
Book 5 pg. 21 which is greater than the number of pieces left in their worm they
Practice – Independent – should ignore it.
7. The game can be easily modified to suit your students’ ability by
Rainbow fact addition game Write facts to 5 on Seesaw changing the numbers on the dice (or simply using a counter with 1 on
one side and 2 on the other and excluding subtraction altogether).

Extra strand lesson Session 3: Tremendous Trees

Tremendous Trees is about the language of height, students will be
encouraged to use the words tall, short, taller, shorter, tallest, shortest.
Teacher – Computers -
I am learning to count on from the largest number 1. Tremendous Trees is a game to play in pairs. Each pair needs a dice
Mathseeds with the sides labelled +1, +2, +3, +4, -1, -2, and a set of Tremendous
Key idea 1: Number tiles Trees pieces (Copymaster 2). Students can cut out and colour in their
Book 5 pg. 29 own tree pieces to make them more appealing.
Reflection: Independent – 2. Students start by each building a 5 piece tree on their trunk as shown
Practice –
below
3. Students take it in turns to roll the dice and follow the instructions on
Rainbow fact addition game Write facts to 10 on Seesaw
it. If the dice says +2, they add two pieces to their tree, if it says -1,
they remove one piece.
4. Each time a student has a turn they have to say whether their tree is
taller or shorter than their partner’s or than their own before they
rolled the dice. They should check which is taller by counting the
number of pieces in each tree.
Teacher – Computers - 5. As the trees get taller, students should be encouraged to keep track of
I am learning to add ones and tens how tall their tree is and count on or back to find its new height. For
Mathseeds example My tree was 7 tall and I’m adding 3 so it’s 8, 9, 10 tall now,
Key idea 2: Adding ones and tens it’s taller than it was.
Book 5 pg. 38 6. The game finishes when one student’s tree reaches 20 pieces tall (or
Independent – whatever other number you assign). If a student rolls a minus which is
greater than the number of pieces left in their tree they should ignore
Practice –
Write facts to 10 on Seesaw it.
7. The game can be easily modified to suit your students’ ability by
Match the number – Level 2 changing the numbers on the dice (or simply using a counter with 1 on
one side and 2 on the other and excluding subtraction altogether).

Resources:
 Small set of cards/tiles IPads
 Counters; wooden cubes labelled 0, 1, 2, 3, 4, 5; turtle game board (Material Master 5-9); and number strip 1–10 or 1–20. Board Games:
 Tens frames (Material Master 4-6); playing boards (Material Master 5-10); counters; dominoes and dice. Match the number, Rainbow facts & Number to 30 match – Teachthis
Week 7
Problem solving Whole Class Number & Algebra Strand Rotations Strand

Activity: Learning Intention:

I am learning to count on from the largest
Group 1: Bears in a cave number
In readiness for this problem, the students Teacher – Computers –
should have familiarity with each of the Activity: I am learning to Identify patterns to 5
following components of mathematics. The Word Problem: Mathseeds
problem may be solved with different Key idea 1: Animals on the Farm
combinations of these components. Angus had 12 lollies. Bonnie gave him 6 Book 5 pg. 18
◾Counting one to one more for his birthday. Practice – Independent –
◾Counting on How many lollies does angus have all
◾Equal sharing together? Measure the teacher
◾Partitioning
Pull Back:
Emily had 7 lollies. David gave her 3 more.
This activity may be carried out with
guidance, or by allowing the student to How many does she have all together?
Teacher – Computers -
follow their own method of solution. The I am learning to add 1 digit numbers together
approach should be chosen in sympathy Extension:
Leon has 57 ooshies. Liam gives him 8 Mathseeds
with students’ skills and depth of Key idea 3: Fly Flips
more.
understanding. Book 5 pg. 21
How many does he have all together?
Practice – Independent –
Group 2: How many strips
This measuring task involves students in Measure the teacher
demonstrating their estimate of 1 metre,
creating their own metre ruler from
carefully joining A4 length strips of paper
end to end, and using this 'ruler' to
measure objects about them. Teacher – Computers -

Key idea 1: The bears’ picnic Mathseeds

Book 5 pg. 31
Group 1: Group 2: Reflection: Practice – Independent –

Paddle pop sticks with reflection starters. Measure the teacher

Use name paddle pop sticks to choose
which student reflects.

Teacher – Computers -

Kay idea 3: Making ten Mathseeds

Book 5 pg. 40
Practice – Independent –

Measure the teacher Place Value Match

Resources:
Week 8
Problem solving Whole Class Number & Algebra Strand Rotations Strand

Learning Intention: Learning Intention:

Teacher – Computers -

Practice – Independent –

Activity: Activity: Teacher – Computers -

Group 1: Pull back:

Group 2: Extension: Practice – Independent –
Group 3:

Teacher – Computers -

Reflection: Reflection: Independent –

Practice –

Teacher – Computers -

Independent –
Practice –

Resources:
Week 9
Problem solving Whole Class Number & Algebra Strand Rotations Strand

Learning Intention: Learning Intention:

Teacher – Computers -

Practice – Independent –

Activity: Activity: Teacher – Computers -

Group 1: Pull back:

Group 2: Extension: Practice – Independent –
Group 3:

Teacher – Computers -

Reflection: Reflection: Independent –

Practice –

Teacher – Computers -

Independent –
Practice –

Resources: