Section 6. Basic facts and mental strategies Indicators Suggested implementation Evidence CE 1 vi Ask the children to look at the illustration of the Children: fruit cart. Work out basic facts and explain the mental work out the basic facts strategies and processes used to combine, add, explain counting on Say/ask: take away and find the difference required in explain counting back How many bananas would there be in two everyday situations by: bunches? explain partitioning including place value and counting on rearranging parts. If there are nine apples and the cart owner sold counting back three, how many would be left? partitioning, including place value, and Resources If the shop keeper sold five apples to (child’s rearranging parts name from the class) and then sold ten apples blank paper to (another child’s name from the class). What is Appendix D: cart the difference between the number of apples Appendix E: Fruit cut-outs (child’s name) bought and the number of apples (child’s name) bought? Suggested time Say/ask: How did you work that out? 5 minutes children working independently and within — groups Tell me how you check that you have the right answer. Ask the children to make up some adding and taking away stories for you to work out. Section 7. Creating, solving and sorting problems Indicators Suggested implementation Evidence CE 1 vii Children: create problems for addition and subtraction
Section 6. Basic facts and mental strategies Indicators Suggested implementation Evidence CE 1 vi Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference required in everyday situations by: counting on counting back partitioning, including place value, and rearranging parts Ask the children to look at the illustration of the fruit cart. Say/ask: How many bananas would there be in two bunches? If there are nine apples and the cart owner sold three, how many would be left? If the shop keeper sold five apples to (child’s name from the class) and then sold ten apples to (another child’s name from the class). What is the difference between the number of apples (child’s name) bought and the number of apples (child’s name) bought? Say/ask: How did you work that out? Tell me how you check that you have the right answer. Ask the children to make up some adding and taking away stories for you to work out. Children: work out the basic facts explain counting on explain counting back explain partitioning including place value and rearranging parts. Resources blank paper Appendix D: cart Appendix E: Fruit cut-outs Suggested time 5 minutes — children working independently and within groups Section 7. Creating, solving and sorting problems Indicators Suggested implementation Evidence CE 1 vii Children: create problems for addition and subtraction
yr1_oct_lit_num_checkpt_shop.docx