Download Transition Maths Year Level Plan

DEPARTMENT OF EDUCATION
Year Level Plan
C2C
Mathematics
Transition
Year level description
Curriculum intent
The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an
integral part of mathematics content across the three content strands: Number and Algebra,
Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce
the significance of working mathematically within the content and describe how the content is
explored or developed. They provide the language to build in the developmental aspects of
the learning of mathematics.
At this year level:
Understanding includes connecting names, numerals and quantities
Fluency includes readily counting numbers in sequences, continuing patterns, and
comparing the lengths of objects
Problem Solving includes using materials to model authentic problems, sorting objects,
using familiar counting sequences to solve unfamiliar problems, and discussing the
reasonableness of the answer
Reasoning includes explaining comparisons of quantities, creating patterns, and explaining
processes for indirect comparison of length.
Achievement standard
By the end of the Transition year, students make the connections between number names,
numerals and quantities up to 10. They compare objects using mass, length and capacity.
Students connect events and the days of the week. They explain the order and duration of
events. They use appropriate language to describe location.
Students count to and from 20 and order small collections. They group objects based on
common characteristics and sort shapes and objects. Students answer simple questions to
collect information.
C2C adapted with permission by NT DoE © The State of Queensland
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Sequencing the teaching and learning
Unit outline
Term 1
Term 2
Term 3
Term 4
Unit 1
Students apply a variety of
mathematical concepts in real-life, lifelike and purely mathematical
situations.
Transition students will engage in
activities across the five contexts of
learning — focused teaching and
learning, investigations, active
learning, real life situations, routines
and transitions. When opportunities
arise in the classroom, the appropriate
strand of mathematics — Number and
algebra, Measurement and geometry,
Statistics and probability — may be
addressed.
In this unit through the sub-strands —
Number and place value and using
units of measurement — students
have opportunities to develop
understandings of:
 Counting — sequence of numbers
to 20
 Subitising — small collections to 5
 Number names, numerals,
quantities to 10 — making
connections
 Ordinal numbers — ‘first’ and
‘second’ to show ordinal position
 Time — sequencing and
connecting familiar events.
Unit 2
Students apply a variety of
mathematical concepts in real-life, lifelike and purely mathematical
situations.
Through the sub-strands — Number
and place value, Patterns and algebra,
using units of measurement, Shape
and Location and transformation
students have opportunities to develop
understandings of:
 Number — counting forwards and
backwards from a given number to
10, subitising random and formal
arrangements to 5 and forming
numbers to ten using five as a
reference
 Patterning — copying, continuing,
creating and describing repeating
patterns, using materials, sounds,
movements or drawings
 Mass and length — directly
comparing to determine which is
heavier or longer
 Shape-matching and describing
familiar three dimensional shapes,
two dimensional shapes and lines
 Addition — identifying parts of the
whole.
Throughout this unit, it is expected that
students will have ready access to ICT
at a whole class, small group and
individual levels.
Unit 3
Students apply a variety of
mathematical concepts in real-life, lifelike and purely mathematical
situations.
Through the sub-strands — Number
and place value, Using units of
measurement, Shape and Data
representation and interpretation
students have opportunities to develop
understandings of:
 Data — answering questions to
collect data
 Volume — comparing the volume
and capacity of containers and
objects
 Number sense — connect number
names, numerals and quantities,
addition and sharing
 Time — comparing and ordering
the duration of events, connecting
days of the week to events
 Shape — sort, describe and name
familiar shapes and objects.
Throughout this unit, it is expected that
students will have ready access to ICT
at a whole class, small group and
individual levels.
Unit 4
Throughout this unit, continuous
elements of mathematics will be
repeated frequently to consolidate
foundation learning concepts and
make them automatic.
Students will be explicitly taught:
 Representing practical
situations to model addition
and sharing
 Using direct and indirect
comparisons to decide which
is longer, heavier or holds
more.
C2C adapted with permission by NT DoE © The State of Queensland
2 of 6
www.det.nt.gov.au
General capabilities and Cross-curriculum priorities
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Opportunities to engage with:
Key to General capabilities and Cross-curriculum priorities
Literacy
Numeracy
ICT competence
Personal and social
Intercultural understanding
Aboriginal and Torres Strait
Asia and Australia’s
Islanders histories and cultures
engagement with Asia
competence
C2C adapted with permission by NT DoE © The State of Queensland
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Critical and creative thinking
Ethical behaviour
Sustainability
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Assessment
Early Learning Record (ELR) – Teachers and children organise evidence of learning in individual folios. The individual folio is constructed jointly by a teacher, a child,
parents/carers and other partners. It becomes a dynamic record of examples of a child’s learning and development in the Transition Year. The individual folio may
contain:
 annotated samples
 artefacts that children develop or make
 interviews— notes of conversations with children
 observation records
 images or recordings, e.g. photographs, video or audio recordings
 notes of discussions with other partners
 oral questioning.
Term 1
Term 2
Term 3
Term 4
Unit 2: Working with number and
algebra
Monitoring
Unit 3: Working with measurement and Unit 4: Working with number and
geometry (Time)
algebra
Monitoring
Observation
Students demonstrate making
connection between number names,
numerals and quantities to 10 during
learning and monitoring as identified
within the lesson overviews.
Students demonstrate making
connections between events and the
days of the week.
Students demonstrate connecting
number names, numerals and amounts.
Unit 2: Working with measurement and
geometry
Monitoring
Students demonstrate comparing and
sorting of two dimensional shapes and
three dimensional objects during
learning and monitoring as identified
within the lesson overviews.
Making consistent judgments / Feedback
Teachers discuss evidence gathered about the term focus recorded on the ELR. These discussions focus on children’s progress towards the Transition level
Achievement Standard.
Teachers determine future teaching and learning strategies for individuals and the cohort. (Early Years Action Plan and future directions.)
C2C adapted with permission by NT DoE © The State of Queensland
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Balance and Coverage of content descriptions
Transition
Number and Algebra
Term
1
Measurement and Geometry
Number and place value
1
2
3
4
Units of measurement
Establish understanding of the
language and processes of
counting by naming numbers in
sequences, initially to and from
20, moving from any starting
point.
1
2
3
4
Use direct and indirect
comparisons to decide which is
longer, heavier or holds more,
and explain reasoning in
everyday language.
Connect number names,
numerals and quantities,
including zero, initially up to 10
and then beyond.
1
2
3
4
Compare and order the duration
of events using the everyday
language of time.
Subitise small collections of
objects.
1
2
3
4
Connect days of the week to
familiar events and actions.
Compare, order and make
correspondences between
collections, initially to 20, and
explain reasoning.
1
2
3
4
3
4
Represent practical situations to
model addition and sharing.
Patterns and algebra
Sort and classify familiar objects
and explain the basis for these
classifications. Copy, continue
and create patterns with objects
and drawings.
1
Term
1
Statistics and Probability
2
3
4
2
3
4
1
3
4
1
3
4
3
4
Data representation and
interpretation
Answer yes/no questions to collect
information .
Term
1
2
3
4
3
4
Shape
1
2
3
4
Sort, describe and name familiar
two-dimensional shapes and
three-dimensional objects in the
environment .
2
Transition is sequenced into four term length units.
C2C adapted with permission by NT DoE © The State of Queensland
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www.det.nt.gov.au
Balance and Coverage of content descriptions
Transition
Number and Algebra
Term
1
Measurement and Geometry
Location and transformation
Describe position and movement
Term
1
2
2
3
Statistics and Probability
Term
4
4
References
http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012
Copyright © The State of Queensland (represented by the Department of Education and Training)
Copyright in this work is owned by or licensed to the State of Queensland (acting through the Department of Education and Training), PO Box 15033 City East QLD
4002 Australia and is reproduced with its permission. No part may be further reproduced in hardcopy form by anyone outside the Northern Territory Department of
Education without the express permission of the Queensland Department of Education and Training.
C2C adapted with permission by NT DoE © The State of Queensland
6 of 6
www.det.nt.gov.au