Assessment ideas Students: Take turns to wear a blindfold: one student wears the blindfold and the other gives instructions so that their peer can safely make their way through an obstacle course. Resources FUSE nRich NZ Maths Notes Topic 0.1.10 Adding and Sharing Groups Strand: Sub-strand: Recommended teaching time: Number and Algebra Number and Place Value 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Represent practical situations to model addition and subtraction Achievement standard (excerpt in bold) Foundation Level Level 1 Level 2 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
Assessment ideas Students: Take turns to wear a blindfold: one student wears the blindfold and the other gives instructions so that their peer can safely make their way through an obstacle course. Resources FUSE nRich NZ Maths Notes Topic 0.1.10 Adding and Sharing Groups Strand: Number and Algebra Sub-strand: Number and Place Value Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Represent practical situations to model addition and subtraction Achievement standard (excerpt in bold) Foundation Level Level 1 Level 2 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, 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 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