Late level 1 plan (term 1)

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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Level One
Integrated
Units of Work
This unit provides you with a range of opportunities to assess the entry level of achievement of your students.
  • Use groupings to efficiently count the number of objects in a set.
  • Create picture graphs about category data and discuss patterns in the data.
  • Create and follow instructions to make a model made with shapes.
  • Order a set of objects by mass (weight).
  • Create a sequential pattern and predict...
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Level One
Number and Algebra
Units of Work
The purpose of this unit of sequenced lessons is to develop knowledge and understanding of combinations to ten.
  • Explore the numerals to ten.
  • Instantly recognise patterns within and for ten.
  • Make and record groupings within and for ten.
  • Recall and apply groupings to ten using te reo Māori.
  • Recognise the usefulness of just knowing combinations to ten.
  • Use an ‘if I know ___, then I know___’ approach...
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Level One
Geometry and Measurement
Units of Work
In this unit we compare the lengths of the students’ favourite soft toys directly and then indirectly using multi-link cubes.
  • Compare a group of 3 or more objects by length.
  • Measure length with non-standard units.
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Level One
Geometry and Measurement
Units of Work
In these five activities the students compare the duration of events, learn the order of months and read the time to the hour and half-hour.
  • Directly compares the duration of two events.
  • Uses non-standard units to compare the duration of two or more events.
  • Tell time to the hour and half hour using analogue clocks.
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Level One
Geometry and Measurement
Units of Work
This unit introduces some of the key concepts of position and direction in the context of a series of activities around mazes.
  • Use the language of direction to describe the route through a maze.
  • Use the language of direction to guide a partner through a maze.
  • Rotate their body and other objects through 1/4 and 1/2 turns.
  • Follow a sequence of directions.
The files will download as a zip archive. Double-click on the archive file to extract the attachments on your computer.