YEAR 1 · NSW STAGE 1

Mathematics

A little practice. A world of possibilities.

YOUR STUDY YEAR

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

FoundationDepthEnrichment8 sections · Your supplied curriculum

About Year 1 Maths and the teaching plan

The national Year 1 reference includes numbers to at least 120, flexible partitioning, addition/ subtraction within 20, equal grouping, repeating patterns, informal measurement, familiar shapes, directions and categorical data. Formal fraction notation and a separate Probability content strand are not Year 1 requirements in this reference. Illustrative anchors: AC9M1N01, AC9M1N04, AC9M1A02, AC9M1M02, AC9M1SP02 and AC9M1ST02. Entry check: Can the child count a collection once, connect the count with its numeral, compare small quantities and describe a shape? Begin with objects where these ideas are insecure. Programme destination: explain number relationships and solve small unfamiliar problems without needing formal written algorithms.

F = Foundation; D = Depth; E = Enrichment. These are this programme’s teaching labels, not official NSW outcome classifications. NSW stages span two years; an E label does not remove school-required content. Use explanations and transfer as well as test scores to judge readiness.

Term / weeks	Teaching focus	Evidence to look for
T1 / 1–2	1: quantity and numerals. 2: count, order and locate.	Match three representations of a number.
T1 / 3–4	3: make ten. 4: teens as ten and extra ones.	Explain two partitions.
T1 / 5–6	5: addition stories. 6: subtraction and difference.	Act out a missing-part problem.
T1 / 7–8	7: repeating units. 8: skip counting collections.	Describe a rule, not just the next item.
T1 / 9–10	9: informal length. 10: review and first checkpoint.	Measure with equal units and explain.
T2 / 1–2	1: numbers towards 120. 2: exchange tens and ones.	Build the same number in two ways.
T2 / 3–4	3: make-ten addition. 4: missing-start subtraction.	Solve using a drawing and number sentence.
T2 / 5–6	5: equal sharing. 6: grouping and leftovers.	Distinguish groups from group size.
T2 / 7–8	7: shape features. 8: orientation and composition.	Classify unfamiliar-looking shapes.
T2 / 9–10	9: survey and one-to-one display. 10: mixed review.	Check a display against raw responses.
T3 / 1–2	1: fact families. 2: doubles and near doubles.	Explain a mental strategy.
T3 / 3–4	3: compare number-line distances. 4: two-part stories.	Identify the actual question.
T3 / 5–6	5: mass comparison. 6: capacity comparison.	Keep units or comparison method consistent.
T3 / 7–8	7: time sequence. 8: simple money stories.	Explain value versus count.
T3 / 9–10	9: directions and routes. 10: review investigation.	Give usable instructions to another person.
T4 / 1–2	1: error spotting. 2: equality and missing boxes.	Correct a false number sentence.
T4 / 3–4	3: deeper pattern tasks. 4: optional folding halves.	Explain a repeating unit or equal share.
T4 / 5–6	5: compare data. 6: optional chance language.	Distinguish known, possible and impossible.
T4 / 7–8	7: queue and arrangement puzzles. 8: child-designed problem.	Solve and check a small constraint.
T4 / 9–10	9: cumulative checkpoint. 10: consolidation and games.	Select two successes and one next goal.

Mathematics

Suggested 40-week sequence

Whole numbers and operations

Equal sharing and early fraction ideas

Patterns, equality and early algebra

Measurement, time and money

Geometry and space

Data and statistics

Chance language — optional early enrichment

Mathematical reasoning and problem solving