: Number Topic: Addition and subtraction Foundation Level: Level statement Students are developing a notion of counting and an awareness of number and money. Number names are becoming more meaningful. Example learning outcomes: Students show an awareness of and ‘more’, ‘less’ ‘same’ in life situations. Elaborations To support investigations that emphasise thinking, reasoning and working mathematically — Students know: Students may: adding participate in familiar songs and games that involve adding more to a collection and taking away one or some ‘more’ means some to a collection notice/request familiar situations (e.g. serving food or drinks, sharing toys or stickers) ‘more’ in collections ‘same’ means notice when one person is given something than another person ‘more’ of match indicate that one collection has when two collections have significantly different quantities ‘more’ everyday language that notice/request in familiar situations (e.g. serving food or drinks, sharing toys or stickers) ‘same’ relates (adding to ‘more’ indicate that two collections have the quantity by matching items one to one ‘same’ on) and ‘taking away’ (items covered or notice that when two collections are significantly different in quantity they are the ‘not same’ removed from a indicate covering or removing objects from a collection in familiar situations. ‘take away’ by collection).
: Number Topic: Addition and subtraction Foundation Level: Level statement Students are developing a notion of counting and an awareness of number and money. Number names are becoming more meaningful. Example learning outcomes: Students show an awareness of ‘more’, ‘less’ and ‘same’ in life situations. Elaborations — To support investigations that emphasise thinking, reasoning and working mathematically Students know: ‘more’ means adding some to a collection ‘same’ means collections match everyday language that relates to ‘more’ (adding on) and ‘taking away’ (items covered or removed from a collection). Students may: participate in familiar songs and games that involve adding more to a collection and taking away one or some notice/request ‘more’ in familiar situations (e.g. serving food or drinks, sharing toys or stickers) notice when one person is given ‘more’ of something than another person indicate that one collection has ‘more’ when two collections have significantly different quantities notice/request ‘same’ in familiar situations (e.g. serving food or drinks, sharing toys or stickers) indicate that two collections have the ‘same’ quantity by matching items one to one notice that when two collections are significantly different in quantity they are ‘not the same’ indicate ‘take away’ by covering or removing objects from a collection in familiar situations.