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Early level 1 plan (term 4)

Planning notes

This plan is a starting point for planning a mathematics and statistics teaching programme for a term. The resources listed cover about 50% of your teaching time. Further resources need to be added to meet the specific learning needs of your class, to support your local curriculum and to provide sufficient teaching for a full term.

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No way Jose

Level One
Statistics
Units of Work
In this unit we develop the language of probability by considering events which are likely or unlikely. We do this using the context of children's stories.
  • Use everyday language to talk about chance.
  • Classify events as certain, possible, or impossible.
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Numerals and expressions

Level One
Number and Algebra
Units of Work
The purpose of this unit is to develop students’ understanding of numerals as representing a number of items, and their understanding of the symbols for addition and subtraction as representing joining and separating sets of items.
  • Understand that an amount or number of items can be represented with a single unique symbol.
  • To correctly write numerals.
  • Understand that written and oral words can also be represented with numeral symbols.
  • Recognise numbers within story contexts.
  • Understand and use the addition and subtraction symbols...
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Worms and more

Level One
Geometry and Measurement
Units of Work
This unit comprises 5 stations, which involve the students in developing an awareness of the attributes of length and area. The focus is on the development of appropriate measuring language for length and area.
  • Compare lengths from the same starting point.
  • Use materials to make a long or short construction.
  • Use materials to compare large and small areas.
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Turns

Level One
Geometry and Measurement
Units of Work
In this unit we look at the beginning of the concept of angle. As ākonga come to understand quarter, half and full turns, they also begin to see that ‘angle’ is something involving ‘an amount of turn’.
  • Demonstrate a quarter turn, half turn and a full turn in a number of situations.
  • Understand that two quarter turns equal one half turn.
  • Recognise the ‘corner’ of a shape that is equivalent to a quarter turn.
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Learning to count: Counting one-to-one

Level One
Number and Algebra
Units of Work
This unit develops students’ understanding of, and proficiency in, counting one-to-one.
  • Understand that the number of objects in a set stays the same as changes are made to spatial layout, size, or colour.
  • Understand that the count of a collection of objects can be trusted and worked from as objects are added or taken away, or the set is rearranged into parts.
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