# Year 1 Mathematics

What is the Sequence in Math?

Children tend to follow a developmental sequence in their learning as they grow and develop. Children follow developmental learning progressions in their mathematical thinking, constructing meaning in their own way with foundational concepts and applying and extending them to more complex ideas at their own pace. So, is there a sequence to helping students develop mathematical thinking skills?

Some math skills must obviously develop sequentially. A student cannot begin to add numbers until he knows that those numbers represent quantities. Mathematics encompasses a wide variety of skills and concepts. Although these skills and concepts are related and often build on one another, it is possible to meet with success with some and have difficulty with others. For instance, a student may struggle with basic computation but finds he excels in geometry or with logic concepts. We can help our students develop a deeper and more comprehensive understanding of mathematics if we think of the subject in in terms of clusters of concepts and skills, rather than a strict linear progression.

As early as Nursery children begin to develop beliefs about what mathematics is and what it means to understand and to “do” math. Keeping students actively engaged, demonstrating enthusiasm, and using activities that encourage curiosity will help set a positive tone for learning math. In their first two years in a primary school class, students should develop a solid understanding of the number system, including place value. Students should begin to count aloud; recognize the number of objects in a group; follow a sequence of two- and three- step commands; understand relative size and sort objects by size and shape; perform addition and subtraction computations efficiently; and respond accurately to mathematical signs. Instruction should also encourage exploration and understanding of patterns and measurement concepts and begin to learn the concepts of time, money, and basic graphing.

## Ma1/2.1    Number & Place Value

Ma1/2.1a    count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

Ma1/2.1b    count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s

Ma1/2.1c    given a number, identify 1 more and 1 less

Ma1/2.1d    identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

Ma1/2.1e    read and write numbers from 1 to 20 in numerals and words.

Ma1/2.2a    read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs

Ma1/2.2b    represent and use number bonds and related subtraction facts within 20

Ma1/2.2c    add and subtract one-digit and two-digit numbers to 20, including 0

Ma1/2.2d    solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? - 9.

## Ma1/2.3    Multiplication & Division

Ma1/2.3a    solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

## Ma1/2.4    Fractions

Ma1/2.4a    recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity

Ma1/2.4b    recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity.

## Ma1/3.1    Measurement

Ma1/3.1a    compare, describe and solve practical problems for:

1. lengths and heights [for example, long/short, longer/shorter, tall/short, double/hal]
2. mass / weight
3. capacity and volume
4. time

Ma1/3.1b    measure and begin to record the following:

1. lengths and heights
2. mass/weight
3. capacity and volume
4. time (hours, minutes, seconds)

Ma1/3.1c    recognise and know the value of different denominations of coins and notes

Ma1/3.1d    sequence events in chronological order using language

Ma1/3.1e    recognise and use language relating to dates, including days of the week, weeks, months and years

Ma1/3.1f    tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

## Ma1/3.2    Properties of Shapes

Ma1/3.2a    recognise and name common 2-D and 3-D shapes, including:

1. 2-D shapes
2. 3-D shapes

## Ma1/3.3    Position and Direction

Ma1/3.3a    describe position, directions and movements, including whole, half, quarter and three-quarter turns.

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