Students classify and sort objects Students recognise, represent and Students recognise, model and order into sets and form simple order numbers to at least 100 using numbers to at least 1000 and use a correspondences between them. materials, diagrams, words, numerals variety of strategies to count They decide when two sets are of and a number line, and apply this efficiently, including skip counting equal size, or one is smaller or with respect to the value of Australian forwards and backwards by twos bigger than another. They develop coins. They group and skip count by threes, fives and tens, with and an understanding of the concepts twos, fives and tens, and count to without the use of technology. They of number and numeral, count, 100 by partitioning and using place explore the relationship between order, add and share using small value. Students solve simple addition addition and subtraction, and use a sets of objects. They create and problems, and share into two equal variety of strategies to solve continue simple patterns. groups or parts to model one-half. problems, including missing number problems. Students use groups and arrays to represent multiplication and division and solve simple problems, including finding halves, quarters and eighths of sets and shapes. They count and order by value, small collections of Australian coins and notes. Activities Proficiencies Review numbers practiced so far Understanding through being able to order numbers by size Develop counting backward to and from 20, and extend from 20 for able students Fluency through counting to and from a number by 1s Use familiar nursery rhymes and stories to develop fluency for counting backwards and forwards Problem solving requiring understanding of the patterns in a number system Use tens frames, number beads and arrow cards to support understanding of place value when counting Reasoning through using understanding of place backwards and forwards value, teen and ty numbers to decide which is larger smaller Review teen and ty numbers to re-enforce ties to place value Use games that involve moving forwards and backwards to develop idea of numbers getting bigger and smaller Compare numbers: which is bigger, which is smaller? Develop awareness of patterns, e.g. 40’s begin with 4 in the tens column Considering different levels Level 1 Students who are working at this level could: Create calendars that help them count forwards and backwards up to and including 31, and up to and including 2020. Assessment ideas Students: Write numbers from smallest to largest to as high as they can.
Students classify and sort objects into sets and form simple correspondences between them. They decide when two sets are of equal size, or one is smaller or bigger than another. They develop an understanding of the concepts of number and numeral, count, order, add and share using small sets of objects. They create and continue simple patterns. Students recognise, represent and order numbers to at least 100 using materials, diagrams, words, numerals and a number line, and apply this with respect to the value of Australian coins. They group and skip count by twos, fives and tens, and count to 100 by partitioning and using place value. Students solve simple addition problems, and share into two equal groups or parts to model one-half. Students recognise, model and order numbers to at least 1000 and use a variety of strategies to count efficiently, including skip counting forwards and backwards by twos threes, fives and tens, with and without the use of technology. They explore the relationship between addition and subtraction, and use a variety of strategies to solve problems, including missing number problems. Students use groups and arrays to represent multiplication and division and solve simple problems, including finding halves, quarters and eighths of sets and shapes. They count and order by value, small collections of Australian coins and notes. Activities Proficiencies Review numbers practiced so far Develop counting backward to and from 20, and extend from 20 for able students Use familiar nursery rhymes and stories to develop fluency for counting backwards and forwards Use tens frames, number beads and arrow cards to support understanding of place value when counting backwards and forwards Review teen and ty numbers to re-enforce ties to place value Use games that involve moving forwards and backwards to develop idea of numbers getting bigger and smaller Compare numbers: which is bigger, which is smaller? Develop awareness of patterns, e.g. 40’s begin with 4 in the tens column Understanding through being able to order numbers by size Fluency through counting to and from a number by 1s Problem solving requiring understanding of the patterns in a number system Reasoning through using understanding of place value, teen and ty numbers to decide which is larger smaller Considering different levels Level 1 Students who are working at this level could: Create calendars that help them count forwards and backwards up to and including 31, and up to and including 2020. Assessment ideas Students: Write numbers from smallest to largest to as high as they can.