Level 1: Level statement Students are developing a sense of number by knowing number names and counting in sequence. They recognise, compare, order and represent small whole numbers and use concrete materials to explore the concept of parts of a whole. They are developing an awareness of the cost of goods and recognise and represent notes and coins. Students identify and distinguish between situations that require them to add or subtract, to share equally or to create equal groups. Core learning outcome: N 1.2 Students identify and solve addition and subtraction problems involving small whole numbers. Elaborations To support investigations that emphasise thinking, reasoning and working mathematically Core content — Students know: Students may: Addition addition involves joining two or identify ways to solve problems totals to 10 more numbers to find a total explain the reasons for choosing an operation to solve a problem joining model subtraction involves taking one calculate solutions mentally language of joining quantity away from another calculate solutions using written methods two or more addends how to distinguish between identify the number that results when numbers are joined together or identify what is left after items are Subtraction situations that require addition covered up or subtraction of whole whole numbers to 10 explain the addition or subtraction strategy used to solve a problem numbers take away model describe what is happening to the numbers when adding or subtracting addition and subtraction are language of take away the inverse of each other explain that subtraction undoes addition and vice versa Connections mental computation strategies check the reasonableness of answers using different computation strategies inverse and computation methods for check answers using alternative computation methods or using the inverse operation solving addition and addition undoes subtraction use and explain different combinations of numbers that make the same total subtraction problems subtraction undoes addition pose problems involving addition and subtraction using everyday language how to solve addition and Mental computation strategies identify the number patterns or the skip counting sequence (e.g. counting in 2s, 3s) subtraction problems involving count on (in 1s, 2s) small whole numbers. relate patterns to the counting sequence to 100 count back (in 1s, 2s) explore the use of known strategies and computation methods for extensions to larger numbers. Computation methods mental computations written recordings words for addition (add) words for subtraction (cover up, take away, left) calculators, computers symbols addition (+) subtraction (–)
Level 1: Level statement Students are developing a sense of number by knowing number names and counting in sequence. They recognise, compare, order and represent small whole numbers and use concrete materials to explore the concept of parts of a whole. They are developing an awareness of the cost of goods and recognise and represent notes and coins. Students identify and distinguish between situations that require them to add or subtract, to share equally or to create equal groups. Core learning outcome: N 1.2 Students identify and solve addition and subtraction problems involving small whole numbers. Elaborations — To support investigations that emphasise thinking, reasoning and working mathematically Core content Students know: addition involves joining two or more numbers to find a total subtraction involves taking one quantity away from another how to distinguish between situations that require addition or subtraction of whole numbers addition and subtraction are the inverse of each other mental computation strategies and computation methods for solving addition and subtraction problems how to solve addition and subtraction problems involving small whole numbers. Students may: identify ways to solve problems explain the reasons for choosing an operation to solve a problem calculate solutions mentally calculate solutions using written methods identify the number that results when numbers are joined together or identify what is left after items are covered up explain the addition or subtraction strategy used to solve a problem describe what is happening to the numbers when adding or subtracting explain that subtraction undoes addition and vice versa check the reasonableness of answers using different computation strategies check answers using alternative computation methods or using the inverse operation use and explain different combinations of numbers that make the same total pose problems involving addition and subtraction using everyday language identify the number patterns or the skip counting sequence (e.g. counting in 2s, 3s) relate patterns to the counting sequence to 100 explore the use of known strategies and computation methods for extensions to larger numbers. Addition totals to 10 joining model language of joining two or more addends Subtraction whole numbers to 10 take away model language of take away Connections inverse addition undoes subtraction subtraction undoes addition Mental computation strategies count on (in 1s, 2s) count back (in 1s, 2s) Computation methods mental computations written recordings words for addition (add) words for subtraction (cover up, take away, left) calculators, computers symbols addition (+) subtraction (–)