Numeracy Overview

Numeracy Overview – Term 2
Achievement Standard Content Descriptors

By the end of Year 2, students recognise increasing and decreasing  Explore the connection between addition and subtraction
number sequences involving 2s, 3s and 5s. They represent multiplication  Solve simple addition and subtraction problems using a range of
and division by grouping into sets. They associate collections of Australian efficient mental and written strategies
coins with their value. Students identify the missing element in a number  Recognise and represent division as grouping into equal sets and solve
sequence. Students recognise the features of three-dimensional objects. simple problems using these representations
They interpret simple maps of familiar locations. They explain the effects of  Recognise and interpret common uses of halves, quarters and eighths
one-step transformations. Students make sense of collected information. of shapes and collections
 Tell time to the quarter-hour, using the language of 'past' and 'to
Students count to and from 1000. They perform simple addition and
subtraction calculations using a range of strategies. They divide
collections and shapes into halves, quarters and eighths. Students order
shapes and objects using informal units. They tell time to the quarter-hour
and use a calendar to identify the date and the months included in
seasons. They draw two-dimensional shapes. They describe outcomes for
everyday events. Students collect, organise and represent data to make
simple inferences.
Differentiation/Intervention – Support:
term overview - 1:1 SSO or teacher support as required
- Modelling
- Extra scaffolding
- Breakdown of task requirements
- Peer collaboration
- Modified tasks and activities
- Numeracy intervention with Ginny – students who have not passed trust the count
Extend:
- More in-depth questioning
- Students to act as mentors to consolidate their understanding by showing others
- Students prompted to justify their answers and give in-depth reasoning
- Prompted to broaden the range of strategies they might use
- Show their answer in multiple ways
- Prompted to find multiple solutions to a problem
Week Warm-up Number and Algebra Measurement and Geometry Statistics and Probability
1  Numbers to 1000  Months of the year 
 10 more, 10 less, 100 more, 100 less  Seasons
 Subitising
Daily 10 Bonds to make 10
Bonds to make 100
Concept Addition and Subtraction
- Facts of 10 (Rainbow facts)
- Make to 10
Proficiencies Understanding Fluency Reasoning Problem Solving
describing the relationship includes formulating includes formulating
between addition and problems from authentic problems from authentic
subtraction situations situations
using number sentences that using number sentences that

represent problem situations represent problem situations
Learning To understand the use of rainbow facts as an effective addition and subtraction strategy.
Intention and
Success To understand the use of make to 10 as an effective addition strategy.
Criteria
 I can identify when to use these addition strategies
 I can list my rainbow facts
 I can describe how rainbow facts can be used for addition and subtraction
 I can explain how these strategies are effective
 I can create sums that use these strategies
Pedagogy Explicit instruction, gradual release, empowering students to use their maths toolbox strategies, modelling, group and class
discussion, hands on activities using a variety of materials
Differentiation/ - 1:1 support for Jacob when required
Intervention – - Extra support through use of materials for Jacob, Jaquade and Jade
specific to - Jacob, Jaquade to only focus on facts to 10 – not go up to 100.
week
Examples of  Create a rainbow to show the connections between numbers that make 10
tasks  Bead strings – show me 10 (prompt to explain the 2 amounts of coloured beads they used to do this)
 10 flip tiles in a cup – shake and roll – how many different ways can you make 10
 Roll 10 sided dice – put that amount on a 10 frame – how many more to make 10?
 Ten frames in show me boards – call out a number – students draw the matching fact of 10 on their ten frame
 Explicit teaching of how we can use our facts of 10 in numbers to 100 and 1000 by adding the extra zero’s.
 Problem – Anne counted 10 kangaroos on the side of the road – 6 jumped away as the car drove past, how many were
left?
 Problem – Sarah was looking after 10 little joeys. 4 of them needed special bottle feeds. How many did not?
 Problem – There were 100 children at the pool on splash day. 40 of them left after lunch. How many were left?
 Problem – There were 100 children on the oval at Sports Day. How many went to the canteen at lunchtime? How many
were left? – using facts of 10
 Explicit teaching of the make to 10 strategy
 Use double ten-frames to practice splitting the second number and moving it across to fill the first ten frame
 Practice starting with 8 or 9 and rolling dice for second number – students use their 10 frames to use their make to 10
strategy to add the second number
 Problem – Abbey went out fishing on the weekend and caught 8 in the morning and 5 at night. How many altogether?
 Problem – Miss Kneebone read 9 pages of our class novel before lunch. She continued reading after lunch. How many
pages did she read after lunch? How many altogether?
Assessment Work samples
Questioning
Observation
Questioning - Can you prove that makes 10?
- Is there another way?
- How many more to make 10?
- How did you know?
2  Skip counting – 5’s and 10’s  Months of the year 
 Numbers to 1000  Seasons
 Facts of 10
 Make to 10
 Subitising
Daily 10 Adding ones
- Count on and back
Learning To understand how to use counting on and back as an addition and subtraction strategy.
Intention and
Success  I can identify when to use counting on and back
Criteria  I can describe how to count on/back
 I can explain how counting on/back supports addition and subtraction
 I can explain why we use counting on/back
 I can explain the connection between addition and subtraction facts
Differentiation/ - Jacob, Jaquade, Tyzailin and Jade – numbers up to 100.
Intervention – - Use of materials and counters to support counting on and back
specific to - 1:1 support as required for Jacob and Jaquade
week - Majority of class – numbers up to 1000.
- Extension of numbers passed 1000 for students who demonstrate competency.
Examples of  Counting on from hidden using flip tiles and dropping them into a cup while orally counting
tasks  Magic number (2 or 3) students roll a three-digit number and count on the magic amount
 Team relay – students collect a number card and their team must count on or back by the specified number before
collecting another number card
 Counting on/back board game
 “Miss Kneebone had a bag of 349 skittles. After she handed them out, she noticed there were 3 left in the bag. How many
did she hand out?”
Questioning
Observation
Photos/videos of students explaining their thinking
Questioning - Can you prove it?
- How did you know?
- Is there another way to work out that sum? Can we use any other strategies?
- Which strategy is most effective? Why?
3  Skip counting – 2’s and 3’s  Calendar dates 
 Facts of 10
 Make to 10
 Count on and back
 Subitising
Daily 10 Doubles up to 20
Halving
- Doubles and near doubles

Learning To understand how to use doubles as an addition strategy.
Intention and
Success To understand how to use halving as a subtraction strategy.
Criteria
To understand how to use near doubles as an addition strategy.
 I can identify doubles up to 20

 I can identify when to use doubles/halving facts
 I can explain how doubles/halving helps us add or subtract
 I can list near doubles up to 20
 I can explain the connection between addition and subtraction
 I can explain why we use these strategies
 I can justify which strategy I have used
Differentiation/ - Ten-frames and materials readily available for Jacob, Jaquade, Tyzailin and Jade.
Intervention – - 1:1 support as required for Jacob and Jaquade
specific to - Extension of numbers to 100 and beyond for competent students
week
Examples of  Students to make up a number problem for someone else to solve using the strategies we have learnt so far – students
tasks explain why that strategy fits with that problem.
 The answer is _________. What could the number sentence be?
 Ten frames – practice doubling numbers on a double ten frame up to 20 – repeat activity with halving
 Students roll the dice then double their number on a ten frame –
 Miss Kneebone had a bag of lollies. She gave out half on Monday and half on Friday. How many did she give out on
Monday? How many on Friday? How many altogether? Come up with different possibilities.
 The class got given 2 dojo points on Monday. They got double their amount of points every day until Friday. How many
points did they have at the end of the week? Show your working out.
 Make up some ways to add 5+4 in your head. How many ways can you do it? What strategies can we use?
 Make up some ways to add 20+21 in your head. How many ways can you do it?
 Near doubles relay
 If you are given the numbers _____, ______ and ________ - how many number sentences can you make?
Observation
Questioning
Photographs and videos of students explaining their thinking and justifying their answers
Questioning - How did you know?
- Can you prove it?
- What other strategies can we use to work this out?
- How is this strategy useful?
- What is the connection between doubles and halving?
4  Numbers to 1000  Calendar dates 
 10 more, 10 less, 100 more, 100 less
 Doubles and halving
 Subitising
Daily 10 Addition – 2 digit numbers
- Chunking
Describing the relationship includes formulating includes formulating

Learning To understand chunking as an addition and subtraction strategy
Intention and
Success  I can identify when is best to use chunking
Criteria  I can identify known chunks in number problems
 I can explain the connection between addition and subtraction
 I can explain which strategies I have used
 I can justify the strategies I have chosen
Differentiation/ - Numbers to 40 for Jacob and Jaquade
Intervention – - Material support
specific to - 1:1 support as required
week - Smaller numbers for Jade and Tyzailin – pre-assess
- Support for assessment task to reduce literacy barrier
Examples of  Give different sums – how many ways can you work this out? What chunks can you see?
tasks  Seesaw activity – sum – students record themselves using chunking strategy to work it out
 Make up some ways to add ______ and _______ - how many ways can you do it? How many different chunks can you see?
Observation
Questioning
Videos
Questioning - Can you prove it?
- How did you work it out?
- What is the most effective way to solve this problem?
5  Chunking  Months of the year 
 Doubles and halving  Seasons
 Subitising
Daily 10 Addition – 2 digit numbers
Concept Fractions – equal parts and halving
Includes formulating problems includes formulating problems
from authentic situations from authentic situations

Learning To understand what fractions are.
Intention and
Success  I can identify equal and non-equal parts
Criteria  I can describe what a fraction is
 I can halve a collection
 I can halve a shape
 I can halve a half
Differentiation/ - Lots of materials readily available
Intervention – - Support with fine motor for Jade in folding activities.
specific to - 1:1 support as required – particularly Jacob, Jaquade, Jade and Tyzailin
week
Examples of  Odd one out – equal and non-equal parts
tasks  Students design their own shape demonstrating equal/non-equal parts
 Order shapes from easiest to most challenging to halve – experiment - explain
 Students choose a shape – halve it – take one half out, put one half in etc. practice.
 Students choose a shape – how many ways can you halve it?
 We need this piece of frieze tape split in 2 for our wall display – how could we do it? – now we need 4 pieces – how can
we do this? (pre-assess for knowledge of quarters)
 Mrs McAuliffe is having a treasure hunt for All Stars. She hid half of the treasure for the primary years to find. How much is
left for the early years to find? What might this look like?
 Mrs Nayda has treasure in her office. She gave half the treasure to the Early Years All Stars, and ¼ to the Primary Years All
Stars. How much treasure is left?
 Would you rather – half of _______ or half of _______?
Assessment Observation
Questioning
Work samples
Videos and photographs
Questioning - How did you work it out?
- Can you prove it?
- How many ways can you find to make a half?
- How many halves in a whole?
6  Halving  Months of the year 
 Equal and non-equal parts  Seasons
 Make to 10
 Subitising
Daily 10 ½ amounts up to 24
Concept Fractions
- Quarters
includes formulating problems includes formulating problems
from authentic situations from authentic situations

Learning To understand how to represent quarters.
Intention and
Success  I can identify quarters
Criteria  I can describe the relationship between half and a quarter
 I can identify how many quarters make a whole
 I can represent quarters in collections
 I can represent quarters in shapes
week
Examples of  Students choose a shape – practice splitting into quarters – how many ways can we do this?
tasks  Miss Kneebone split the class into 4 groups and gave them this block of chocolate to share – how much would each
group get?
 Miss Kneebone wants to paint a feature wall in our classroom. She wants to paint a quarter blue, three quarters white and
the rest red. What might this look like?
 Miss Kneebone did a survey to find out what students wanted for the homework reward next term. Half the class wanted
frozen drinks, a quarter of the class wanted pancakes and a quarter wanted a pyjama day. How many students wanted
a pyjama day?
 Would you rather have half of this bag of mnm’s or a quarter of this bag?
 Would you rather have 3 quarters of a small pizza or half a large pizza?
Work samples
Questioning
Videos of student explanations and reasoning
Questioningey - How did you work it out?
- How does this fraction compare to __________?
- What is the difference between these 2 fractions?
7  Halving  Calendar dates 
 Quarters
 Count on and back
 Subitising
Daily 10 ¼ amounts
Concept Fractions
- Eighths
includes formulating includes formulating
problems from authentic problems from authentic
situations situations

Learning To understand how to represent eighths.
Intention and
Success  I can identify eighths
Criteria  I can describe the relationship between halves, quarters and eighths
 I can identify how many eighths are in a whole
 I can represent eighths in a collection
 I can represent eighths in a shape
week - Support for assessment task to reduce literacy barrier
Examples of  Laura ordered a pizza. 2/8 was Hawaiian, 1 quarter was just cheese, 3/8 was meat lovers and the rest was supreme. What
tasks might this look like? How much of the pizza was supreme? If Miss Kneebone ate all of the Hawaiian and cheese, how
much did she eat? How much is left for the rest of the class?
 Miss Kneebone brought a family bag of Allens Lollies to our class party. Jacob ate ½ of the bag, Deegan ate 1/8 of the
bag and Janiquea gave 2/8 to a friend. How much was left for the rest of the class?
 My friend and I ate all of a pizza which was cut into 8 equal pieces. What fraction of the pizza might each of us have
eaten?
 Students experiment with a bag of red and blue counters – students randomly pull eight out. What fraction are red? What
fraction are blue?
Work samples
Questioning
Videos
Questioning - How did you work it out?
- How many others ways can you find?
- How do these fractions relate?
- Can you prove it?
- What do you notice about these two fractions?
8  Fractions  Months of the year 
 Subitising  Seasons
Daily 10 Based on student need for consolidation practice
Concept Time
describing and comparing includes formulating problems includes formulating problems
time durations from authentic situations from authentic situations
Learning To understand telling time to the hour
Intention and
Success To understand telling time to the half hour
Criteria
 I can tell time to the hour
 I can tell time to the half hour
 I can tell time on both a digital and analogue clock
 I can identify the minutes in half an hour
 I can go forwards and backwards by half an hour
Differentiation/ - Focus on telling the time to the hour for Jacob and Jaquade
Intervention – - Mini clocks readily available
week
Examples of  Mini clocks – practice
tasks  Make the time ______________________. Practice on both digital and analogue.
 Draw/write some things that might take an hour/half an hour
 If mum said you could go to bed an hour later than your usual bedtime, what time would you go to bed?
 Students create a timetable of what they might be doing at every half hour interval on a Saturday. Students draw these
times on both a digital and analogue clock.
 Mrs Nayda said we will be having our assembly sometime between 9:00am and 12:30pm, what time could it be?
Questioning
Work samples
- Where does the minute hand need to be?
- Where does the hour hand need to be?
- What time is it? How do you know?
- What do you notice about the clock at this time?
9  Number recognition and skip  Calendar dates 
counting  Time to the hour and half hour
 Subitising
 Fractions
Concept Time
Learning To understand telling time to the quarter hour
Intention and
Success  I can identify times quarter past the hour
Criteria  I can explain the positioning of the hands at quarter past
 I can explain how many minutes in a quarter of an hour
Differentiation/ - Focus on telling the time to the hour for Jacob and Jaquade until achieved
week
Examples of  If I began reading a book on the hour and finished 15 minutes later, what time might I have finished? Show different
tasks possibilities.
 Mini clocks – practice making times – team relays
 If I left home at quarter past 8 and got to school at half past 8. How long did it take me to get there?
 If I needed to feed my baby goat at quarter past every hour from 8:00am to 5:00pm, how many feeds would it get in 1
day?
Work samples
Questioning
Photos
- What did you notice about the clock at this time?
- How can you prove it?
- Can you show me on both a digital and analogue clock?
- What do you notice when you compare these times?
10  Number recognition  Time to quarter past and to 
 Chunking
 Subitsing
 Fractions
Concept Time
Learning To understand telling time to the quarter hour.
Intention and
Success  I can identify quarter to times
Criteria  I can explain what quarter to looks like
 I can identify how many minutes in 3-quarters of an hour
Differentiation/ - Focus on telling the time to the hour for Jacob and Jaquade until achieved
week - Support for assessment task to reduce literacy barrier
Examples of  Mini clocks practice
tasks  If I started walking to school at 8 o’clock and it takes 45 minutes to get there, what time will I get there?
 Students to make a timetable of their school day demonstrating understanding of hour, half hour and quarter hour times
 Maths lessons go for 3 quarters of an hour. What time might our maths lesson finish?
Questioning
Work sample
Photos
- Can you prove it?
- What do you notice?
- Can you start from a different time?

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Numeracy Overview – Term 2

Achievement Standard Content Descriptors

using number sentences that using number sentences that

using number sentences that using number sentences that

 I can identify doubles up to 20

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