MATHS OVERVIEW-YEAR 2 TERM 1, 2013
YEAR LEVEL / CONTENT DESCRIPTORSYear 2 / Number & Algebra
DURATION / ACMNA026 Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences.
ACMNA027 Recognise, model, represent and order numbers to at least 1000
ACMNA028 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting
ACMNA029 Explore the connection between addition and subtraction
ACMNA030 Solve simple addition and subtraction problems using a range of efficient mental and written strategies
ACMNA031 Recognise and represent multiplication as repeated addition, groups and arrays
ACMNA032 Recognise and represent division as grouping into equal sets and solve simple problems using these representations
ACMNA033 Recognise and interpret common uses of halves, quarters and eighths of shapes and collections
ACMNA034 Count and order small collections of Australian coins and notes according to their value
ACMNA035 Describe patterns with numbers and identify missing elements
ACMNA036 Solve problems by using number sentences for addition or subtraction
Term 1
LINKS TO OTHER LA’s
Measurement & Geometry
ACMMG037 Compare and order several shapes and objects based on appropriate uniform informal units length, area, volume and capacity using
ACMMG038 Compare masses of objects using balance scales
ACMMG039 Tell time to the quarter-hour, using the language of 'past' and 'to'
ACMMG040 Name and order months and seasons
ACMMG041 Use a calendar to identify the date and determine the number of days in each month
ACMMG042 Describe and draw two-dimensional shapes, with and without digital technologies
ACMMG043 Describe the features of three-dimensional
ACMMG044 Interpret simple maps of familiar locations and identify the relative positions of key features
ACMMG045 Investigate the effect of one-step slides and flips with and without digital technologies
ACMMG046 Identify and describe half and quarter turns
Statistics & Probability
ACMSP047 Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’
ACMSP048 Identify a question of interest based on one categorical variable. Gather data relevant to the question
ACMSP049 Collect, check and classify data
ACMSP050 Create displays of data using lists, table and picture graphs and interpret them
DEVELOPING INQUIRING & REFLECTIVE LEARNERS
☐COMMUNITY CONTRIBUROR ☐LEADER AND COLLABORATOR ☐EFFECTIVE COMMUNICATOR
☐ACTIVE INVESTIGATOR ☐DESIGNER AND CREATOR ☐QUALITY PRODUCER
MAG Planning Term 1 Year 2
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Review/Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES2.1.1
Number Sequence / ACMNA026Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences. / Recognising number patterns is an important problem-solving skill. Working with number patterns leads directly to the concept of functions in mathematics: a formal description of the relationships among different quantities. / Count block models and decide who has largest quantity and the least. / 1. Language in Action (S&L)
•use the terms ‘more than’ and ‘less then’ to compare numbers
•count forward and backs by skip counting
•count forwards and backwards by patterning
2. Use a 100 board
•identify numbers by sequence and loaction / •Build the tallest tower
•Draw a picture to solve a problem / •Picture of the tallest and the smallest tower
•Problem solving picture / •Building Blocks
•100’s Board
•Transparent counters
•Mini Whiteboards
•Whiteboard markers
•Early Years FISH Kit
•Count back clock-optional
•FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
2.1.2
Numbers to 1000 - 1 / ACMNA027 Recognise, model, represent and order numbers to at least 1000
ACMNA028 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting / Students will recognise, model, represent and order three-digit numbers / Represent and model numbers between 50 and 200 / •Represent three-digit numbers using numerals, words and objects
•Give reasons for placing numbers in a particular order (R)
•Write and solve simple everyday problems with three digit numbers choosing an appropriate strategy
•FS Diagnostic Task – Up to and over 100 page 16
•FS Diagnostic Task – Up to and through the 100s page 16
•FS Diagnostic Task – Read, write and say whole numbers page 42 / I am thinking of a number between 100 and 350 with a single 9 in it. What number might my number be? / Pictures of numbers in the environment-what is the quantity in words, and in sequence-number before and after. /
- Number Board
- Sticky notes
- Show me frame
- Tiny 100, 10 , 1
- Flip chart
- Digits
- Place value arrows
- Calculator
- Early FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
2.1.3
Place Value / ACMNA028 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting. / We organise or group collections in various ways to make it easier to see how many there are. Groupings based on tens is the standard way to do this because we have chosen to build grouping of ten into the way we write numbers. / 3 digit numbers on a numeral expander / •Apply an understanding of palace value and the role of zero to read, write and order three digit numbers
•Write and solve simple everyday problems with three digit numbers choosing an appropriate strategy / Newspaper numbers – Provide the students with a range of magazine and catalogues. Ask them to cut out all the numbers they can find and paste them in order from smallest to largest on a piece of paper. Observe if students have correct ordering of one to three digit numbers including bridging hundreds. / •Make the smallest and largest number from three digits (U) (F) / •Tiny ones, tens and hundreds set
•Numeral expander
•Place Value arrows
•Early Years FISH Kit
•
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
2.1.4
Function Machine / ACMNA029 Explore the connection between addition and subtraction.
ACMNA030 Solve simple addition and subtraction problems using a range of efficient mental and written strategies.
ACMNA036 Solve problems by using number sentences for addition and subtraction. / Building rules for representing functions including recognising patterns and making generalisations, doing and undoing-inverse relationships. / Trusting the count activities / Students can consistently follow a given rule (addition and subtraction of numbers to 10); and reverse the rule to change a number back to its original value. Students represent the inverse operations. / Number Fun: Give students 2 single digit numbers. Ask students to work out as many addition and subtraction number stories that they can using those 2 numbers. / Describe what has been learnt from creating patterns, making connections with addition and related subtraction facts (U) / •Function Machine
•Recording Table
•Numbers 1 - 100
•Function Machine – arrows,
•rules +1; +2; -1; -2; and blank
•rules and digit cards.
•Mini Whiteboards
•Whiteboard markers
•Partitioning Part Part Whole Cards
•Early Years FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
2.1.5
Addition & Subtraction / ACMNA030Solve simple addition and subtraction problems using a range of efficient mental and written strategies / Students need to become fluent in a range of addition and subtraction strategies, so that they can choose the strategy that is most helpful for them. / Review year 1 strategies / •Observe the students as they play the Name the Strategy game. Note whether the student can use and describe the most efficient strategy for the problem. Note which students need more practice using concrete materials.
•First Steps Diagnostic Task: Number Tiles. / Choose a number between 5 and 20. Children are to write all the subtractions they can using that number. For example, if the number was 11 they could write 11-6=5; 15-11=4; 13-2=11. / Collect images of doubles and near doubles / •Addition and Subtraction strategy practice cards
•Subitisation dot cards and numerals 1-100
•Counters
•Felt pieces
•Mini- whiteboard and washable pens
•Cuisenaire rods
•Hundreds board
•Dominoes
•Early Years FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
2.1.6
Number Patterns / ACMNA035 Describe patterns with numbers and identify missing elements.
Proficiency Strand:
Understanding – connecting number calculations with counting sequences / Functions that come from growth patterns can be described as rules / Recognising a pattern of objects/numbers / Write a number pattern based on a visual pattern, for example: Indicating that the rule is adding 2 each time, and that the there will be 9 in the next box. / Lucky 13: Ask students to find as many counting patterns as they can, that contain the number 13. Repeat with other numbers. / Draw a copy of the pattern bracelet / •Felt pieces
•Counters
•Tiles
•Whiteboard
•Whiteboard markers
•FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
2.1.7
Fractions- Area & Linear / ACMNA033Recognise and interpret common users of halves, quarters and eighths of shapes and collections / Fractions are a part of a whole. A whole can be partitioned into parts. / Recognising part, part whole / •Identify shapes that have been divided into halves.
• Identify shapes that have not been divided into halves. / Representing fraction equivalences / Record of assessment / •Large paper circles
•pens and scissors
•Awesone foursome fraction race
•colour a fraction game
•fraction equivalence cards
•FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
2.1.8 / ACMMG040 Name and order months and seasons
ACMMG041 Use a calendar to identify the date and determine the number of days in each month / Calendars are a way of recording units of time / Review days of the week / •Give a date for the third Tuesday in a given month.
•Can recall and order the months in sequence / Ask students to work out what day of the week their birthday falls on for the next 10 years / Personal calendar / •Calendar
•Calendar Kit
•FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
2.1.9 / ACMMG037 Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units. / The mass of a unit is a quantity. We cam compare size by using the same units of measure / Bigger Foot
In pairs make a cut-out shape of their foot. Encourage Exploratory Talk (S&L) while comparing length, width and perimeter. Which is bigger? / Small Group Inquiry-(S&L)
Note understanding, thinking and communicating in mathematical specific ways-use of vocab
• uniform units of measure
• nogaps and overlaps
• using the same units of measure to make comparisons / Mystery measure / There are special words and phrases that help us to describe and compare quantity / •Assorted standard and non-standard materials for measuring
•butchers paper and pens
•FISH Kit
TOPIC / CONTENT DESCRIPTOR / KEY IDEA / Pre-ASSESS / ASSESSMENT / INVESTIGATION / STUDENT JOURNAL / RESOURCES
2.1.10
Data / ACMSPO048 Identify a question of interest based on one categorical variable.
ACMSPO049 Collect, check and classify data
ACMSPO050 Create displays of data using using lists, table and picture graphs and interpret them / We can answer some questions by using data. We can produce data by asking groups of people. / Read and discuss ‘In the Middle of the Night’ / Ask students to represent the data by making a pictograph on a 10X10 grid. Develop a shared understanding through planned Language in Action (S&L)
Ask questions about the data represented in the graph. / On a graph about pets owned by children in our class, I counted two more dogs than cats. What might the graph look like? / Collect samples of pictograms / •A Scary Story
10 X 10 floor grid
•Post it notes or pictures to fit floor grid
•paper for display
•unifx blocks
•FISH Kit
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