about collections and assigns With support, counts to identify having/needing “more”. numbers at random. the next number in a counting Identifies collections with sequence. exaggerated differences for or e.g. Makes collections of different “more” “less”, Recognises a need for “more” Plays randomly with materials N 1.2 compares collections of 50 to quantities and identifies the items without knowing exactly and resources available. (A6) Students identify and collections of two or three. () number of objects. () how many. () solve addition and Compares small collections to Experiments with combining subtraction problems identify which or objects and parts to make a has “more” involving small whole using one-to-one whole, e.g. a jigsaw, a Mobilo “less” numbers. correspondence. () truck. Represents the quantities of Identifies the quantity of a small collections in different collection and represents it in ways, e.g. makes five different ways, e.g. drawing, playdough snakes; finds five labelling using numerals or things to eat for lunch. words, making different N 1.3 collections of the same Students identify and quantity. describe equal groups and equal sharing within everyday situations. Recognises the required Uses knowledge of a whole number of items needed to and its parts to put together complete a planned task. and take apart objects, e.g. Recognises parts of a whole, construction, puzzles, e.g. a slice of cake, a bit of an patterns, sequences in apple, parts of a construction, routines. parts of the body. Investigating and communicating ideas about money Observes other children With prompts, gives money to Imitates exchange processes Identifies a random monetary pretending to exchange money people in play situations, for as part of play. cost for the exchange of goods in play. the exchange of goods and or services. (B 10) services. Recognises the difference between coins and notes. (B 10) Investigating and communicating ideas about attributes of objects and collections Mathematics: Measurement, space
about having/needing “more”. Plays randomly with materials and resources available. (A6) collections and assigns numbers at random. Recognises a need for “more” items without knowing exactly how many. () Experiments with combining objects and parts to make a whole, e.g. a jigsaw, a Mobilo truck. Identifies collections with exaggerated differences for “more” or “less”, e.g. compares collections of 50 to collections of two or three. () Represents the quantities of small collections in different ways, e.g. makes five playdough snakes; finds five things to eat for lunch. Recognises the required number of items needed to complete a planned task. Recognises parts of a whole, e.g. a slice of cake, a bit of an apple, parts of a construction, parts of the body. With support, counts to identify the next number in a counting sequence. Makes collections of different quantities and identifies the number of objects. () Compares small collections to identify which has “more” or “less” using one-to-one correspondence. () Identifies the quantity of a collection and represents it in different ways, e.g. drawing, labelling using numerals or words, making different collections of the same quantity. Uses knowledge of a whole and its parts to put together and take apart objects, e.g. construction, puzzles, patterns, sequences in routines. N 1.2 Students identify and solve addition and subtraction problems involving small whole numbers. N 1.3 Students identify and describe equal groups and equal sharing within everyday situations. Investigating and communicating ideas about money Observes other children pretending to exchange money in play. With prompts, gives money to people in play situations, for the exchange of goods and services. Imitates exchange processes as part of play. Identifies a random monetary cost for the exchange of goods or services. (B 10) Recognises the difference between coins and notes. (B 10) Investigating and communicating ideas about attributes of objects and collections Mathematics: Measurement, space
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