Math Games

2D Shapes
• 1.1 identifying, naming, describing and classifying 2D shapes
- rectangle
- square
- circle
- triangle
• 1.2 making/completing patterns with 2D shapes according to one or two of the following attributes
- size
- shape
- colour
- orientation
• 1.3 recognise, name and describe the 4 basic 2D shapes (rectangle, square, circle and triangle) from real objects and pictures (drawings and photographs).
• 1.4 trace the outline of 2D from 3D objects.
• 1.5 identify and describe 2D shapes in different sizes and orientations.
• 1.6 form a 2D shape from cut-out pieces of the shape.
• 1.7 guess a 2D shape from a description of the shape.
• 1.8 recognise and describe the differences/similarities between to 2D shapes according to attributes such as sides, corners, sizes and colours.
• 1.9 work in groups to sort 2D shapes in different ways and explain how the shapes are sorted.
• 1.10 use 2D shapes or applets to create patterns according to one or two attributes (size, shape, colour and orientation) and describe the patterns.
• 1.11 work in groups to create a pattern and invite others groups to guess the missing shape (s) in the pattern and explain the pattern.

Length
• 1.1 measuring and comparing the length of objects in non-standard units
• 1.2 work in groups to measure length using a variety of non-standard units such as body parts, paper clips and common objects in their environment and explain their choices of units and how the measurement is done.
• 1.3 estimate the length of an object before measuring it and use the word 'about' to describe the measurement

Time
• 2.1 telling time to the hour/half hour
• 2.2 tell time from a lock face and relate time to the events of a day using 'o'clock' and 'half past'.
• 2.3 sequence events according to time and explain the appropriateness of events at different times of the day, e.g. lunch at 3 o'clock in the afternoon.

Money
• 1.1 counting amount of money
- in cents up to $1
- in dollars up to $100
• 1.2 solving 1-step word problems involving addition and subtraction of money in dollars only (or in cents only)
• 1.3 communicate and share their shopping experiences.
• 1.4 recognise coins and notes of different denominations, count money from the highest to the lowest denomination and represent money using $ and ¢ symbols.
• 1.5 match a coin/note of one denomination to an equivalent set of coins/notes of another denomination using play money, and realise that a greater number of coins/notes is not necessarily a greater amount of money.
• 1.6 compare amounts of money using play money, and realise that when comparing two set of notes (or coins), it is their values that are being compared and not the number of notes (or coins).
• 1.7 work in groups using play money to add, subtract and make change during shopping activities.

Numbers up to 100
• 1.1 counting to tell the number of objects in a given set
• 1.2 number notation, representations and place values (tens, ones)
• 1.3 reading and writing numbers in numerals and in words
• 1.4 comparing the number of objects in two or more sets
• 1.5 comparing and ordering numbers
• 1.6 patterns in number sequences
• 1.7 ordinal numbers (first, second, up to tenth) and symbols (1st, 2nd, 3rd, etc)
• 1.8 number bonds for numbers up to 10
• 1.9 use number-bond posters and make number stories to build and consolidate number bonds for numbers up to 10.
• 1.10 work in groups using concrete objects to
- make a group of ten and count on from 10 to tell the number (less than 20).
- make groups of ten and count tens and ones to tell the number (more than 20).
- estimate the number of objects in a set before counting.
- make sense of the size of 100.
• 1.11 use concrete objects and the base-ten set to represent and compare numbers in terms of tens and ones, and use language such as 'more than', 'fewer than', 'the same as', and 'as many as' to describe the comparison.
• 1.12 play games using dot cards, picture cards, numeral cards and number-word cards, etc. for number recognition and comparison.
• 1.13 describe a given number pattern using language such as '1 more/less' or '10 more/less' before continuing the pattern or finding the missing number(s).

Addition and Subtraction
• 2.1 concepts of addition and subtraction
• 2.2 use of +, - and =
• 2.3 relationship between addition and subtraction
• 2.4 adding more than two 1 digit numbers
• 2.5 adding and subtracting within 100
• 2.6 adding and subtracting using algorithms
• 2.7 solving 1-step word problems involving addition and subtraction within 20
• 2.8 mental calculation involving addition and subtraction
- within 20
- of a 2-digit number and ones without renaming
- of a 2 digit number and tens
• 2.9 work in groups to make addition and subtraction stories using concrete objects/pictures and write an addition or subtraction equation for each story.
• 2.10 write two addition facts and two subtraction facts for a given number bond within 10.
• 2.11 use strategies such as 'count on', 'count back', 'make ten' and 'subtract from 10' for addition and subtraction within 20 (before committing the number facts to memory) and thereafter, within 100.
• 2.12 compare two numbers within 20 to tell how much one number is greater (or smaller) than the other by subtraction.
• 2.13 achieve mastery of basic addition and subtraction facts within 20 through playing a wide range of games.
• 2.14 use the base-ten set to illustrate the standard algorithms for addition and subtraction of 2-digit numbers.

Multiplication and Division
• 3.1 concepts of multiplication and division
• 3.2 use of x
• 3.3 multiplying within 40
• 3.4 dividing within 20
• 3.5 solving 1-step word problems involving multiplication and division with pictorial representation
• 3.6 make equal groups using concrete objects and count the total numbers of objects in the groups by repeated addition using language such as '2 groups of 5' and '2 fives'.
• 3.7 share a given number of concrete objects/picture cutouts and explain how the sharing is done and whether the objects can be shared equally.
• 3.8 divide a set of concrete objects into equal groups, and discus the grouping and sharing concepts of division.

Picture Graphs
• 1.1 reading and interpreting data from picture graphs
• 1.2 work in groups to collect data fro the class to answer questions suck as "What kind of fruits do we like?" and use the data to make a picture graph for display.
• 1.3 discuss and describe the data presented in a picture graph using language such as 'most', 'least', 'greatest', 'smallest', 'as much as' and 'as many as'.
• 1.4 represent picture graphs in both vertical and horizontal forms, and make a story using information from a graph.