Number Program Addition & Subtraction - Early Stage 1 - Term

Number Program Addition & Subtraction - Early Stage 1 - Term 2 -

Week / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11
Outcomes / Whole Numbers NES1.1 / Addition & Subtraction
NES1.2
addition / Multiplication &
Division NES1.3 / Fractions & Decimals NES1.4 / Chance
NES1.5
Counts to 30, and orders, reads and represents numbers in the range 0 to 20 / Combines, separates & compares collections of objects, describes in everyday language and records informally / Groups, shares and counts collections of objects, describes in everyday language & records informally / Describes halves, encountered in everyday contexts, as two equal parts of an object / No Outcome
Working Mathematically
Processes / Questioning / Applying Strategies / Communicating / Reasoning / Reflecting
Additional
Outcomes / NES1.4 Describes halves, encountered in everyday contexts, as two equal parts of an object
Orientation. Focus: Counting patterns - oral counting to 20; forwards and backwards to and from 20; identifying numerals for 20 using flashcards; sequencing numbers to 20; identifying the number before/after a given number
Whole-class Modelling. Focus: Combines, separates and compares collections of objects; describes and records informally
All tasks below will be modeled before children attempt them
Learning Experiences: / Indicators: (Related syllabus content on p 46)
Children will work with a partner or in a small group

BOS Units p.30 Peg Cards
Dio Units – Bike Activity 1 Combinations to 20
BOS Units p.10 Race to 10
DENS p.30 Handful of Teddies
Dio Units – Bike Activity 2 Subtraction from 20
Dio Units – Bike Activity 3 Combinations to 20
Dio Units – Bike Activity 4 Combinations to 20
Dio Units – Bike Activity 5 Identifying halves
Dio Units – Bike Activity 6 Identifying halves
Dio Units – Bike Activity 7 Identifying halves
DENS p.26 Ten Pegs
BOS Units p.15 Teddy Bear Race

combines two or more groups of objects to model addition
separates and takes part of a group of objects away to model subtraction
compares two groups of objects and describes ‘how many more’
joins two groups of objects and states the number altogether
uses concrete materials to model different combinations to 10 eg using a ten-frame and counters
describes the action of combining using everyday language such as ‘makes’, ‘join’ and ‘together’
takes part of a group of objects away and states the number of objects remaining
describes the action of subtraction using everyday language such as ‘take away’
uses concrete materials, including fingers, to solve simple addition and subtraction problems
records addition and subtraction informally using drawings, numerals and words

Foundation Statements
Students manipulate objects to model addition and subtraction
Students ask questions and explore mathematical problems
Students use everyday language, materials and informal recordings to demonstrate understanding and link mathematical ideas
Planned Assessment:
Assessment task included in Diocesan Unit of Work / Differentiation/Adjustments
Language: add, plus, altogether, makes, equals, is equal to, same as, more, less, fewer, and, join, take away, move them away, take out, leaves, enough, not enough, too many, get how many more, together, took, left, not as many, how many?, cover them up / Evaluation