Math Games

2..1.1

Using units of measurement • Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units - comparing lengths using finger length, hand span or a piece of string - comparing areas using the palm of the hand or a stone - comparing capacities using a range of containers • Compare masses of objects using balance scales - using balance scales to determine whether the mass of different objects is more, less or about the same, or to find out how many marbles are needed to balance a tub of margarine or a carton of milk • Tell time to the quarter-hour, using the language of 'past' and 'to' - describing the characteristics of quarter-past times on an analogue clock, and identifying that the small hand is pointing just past the number and the big hand is pointing to the three • Name and order months and seasons - investigating the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns. • Use a calendar to identify the date and determine the number of days in each month - using calendars to locate specific information, such as finding a given date on a calendar and saying what day it is, and identifying personally or culturally specific days

2..1.2

Shape • Describe and draw two-dimensional shapes, with and without digital technologies - identifying key features of squares, rectangles, triangles, kites, rhombuses and circles, such as straight lines or curved lines, and counting the edges and corners • Describe the features of three-dimensional objects - identifying geometric features such as the number of faces, corners or edges

2..1.3

Location and transformation • Interpret simple maps of familiar locations and identify the relative positions of key features - understanding that we use representations of objects and their positions, such as on maps, to allow us to receive and give directions and to describe place - constructing arrangements of objects from a set of directions • Investigate the effect of one-step slides and flips with and without digital technologies - understanding that objects can be moved but changing position does not alter an object's size or features • Identify and describe half and quarter turns - predicting and reproducing a pattern based around half and quarter turns of a shape and sketching the next element in the pattern

2..1.1

Chance • Identify practical activities and everyday events that involve chance. Describe outcomes as 'likely' or 'unlikely' and identify some events as 'certain' or 'impossible' - classifying a list of everyday events according to how likely they are to happen, using the language of chance, and explaining reasoning

2..1.2

Data representation and interpretation • Identify a question of interest based on one categorical variable. Gather data relevant to the question - determining the variety of birdlife in the playground and using a prepared table to record observations • Collect, check and classify data - recognising the usefulness of tally marks - identifying categories of data and using them to sort data • Create displays of data using lists, table and picture graphs and interpret them - creating picture graphs to represent data using one-to-one correspondence - comparing the usefulness of different data displays

2..1.1

Number and place value • Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences - developing fluency and confidence with numbers and calculations by saying number sequences - recognising patterns in number sequences, such as adding 10 always results in the same final digit • Recognise, model, represent and order numbers to at least 1000 - recognising there are different ways of representing numbers and identifying patterns going beyond 100 - developing fluency with writing numbers in meaningful contexts • Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting - using an abacus to model and represent numbers - understanding three-digit numbers as comprised of hundreds, tens and ones/units - demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning • Explore the connection between addition and subtraction - becoming fluent with partitioning numbers to understand the connection between addition and subtraction - using counting on to identify the missing element in an additive problem • Solve simple addition and subtraction problems using a range of efficient mental and written strategies - becoming fluent with a range of mental strategies for addition and subtraction problems, such as commutativity for addition, building to 10, doubles, 10 facts and adding 10 - modelling and representing simple additive situations using materials such as 10 frames, 20 frames and empty number lines • Recognise and represent multiplication as repeated addition, groups and arrays - representing array problems with available materials and explaining reasoning - visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups • Recognise and represent division as grouping into equal sets and solve simple problems using these representations - dividing the class or a collection of objects into equal-sized groups - identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three

2..1.2

Fractions and decimals • Recognise and interpret common uses of halves, quarters and eighths of shapes and collections - recognising that sets of objects can be partitioned in different ways to demonstrate fractions - relating the number of parts to the size of a fraction

2..1.3

Money and financial mathematics • Count and order small collections of Australian coins and notes according to their value - identifying equivalent values in collections of coins or notes, such as two five-cent coins having the same value as one 10-cent coin - counting collections of coins or notes to make up a particular value, such as that shown on a price tag

2..1.4

Patterns and algebra • Describe patterns with numbers and identify missing elements - describing a pattern created by skip counting and representing the pattern on a number line - investigating features of number patterns resulting from adding twos, fives or 10s • Solve problems by using number sentences for addition or subtraction - representing a word problem as a number sentence - writing a word problem to represent a number sentence