Section 2. Bundling envelopes CE 1 iv Suggested implementation Source of evidence Identify and compare Provide the child with a quantity of envelopes (less than 100 but more Children: the quantity of than 20) and pegs, rubber bands or string to bundle the envelopes. identify the correct number of numbers to at least Ask the child to: envelopes by bundling envelopes into 100, partitioning groups of tens and ones 1. identify the quantity by counting out the envelopes to find out how many there using place value are, bundling groups of ten as they count compare the quantity of the bundles (groups of 10) 2. arrange the envelopes so they are easy to count. Resources Prompt: at least 40 envelopes (less than 100 might like to bundle them as you go to help you keep count/make them “You but more than 20) easier to count.” pegs, rubber bands or string Ask the child to make two bundles of envelopes and compare the quantities of envelopes. Suggested time Ask: 5–10 minutes working in small groups Is this bundle greater than this one? How do you know? Is another way you can describe that? Section 3. Postie Pam CE 1 vi Suggested implementation Source of evidence Work out basic facts and 1. Read Postie Pam’s week to the (Appendix C). Children: explain the mental strategies Say: identify strategies for and processes used to combining, adding taking are going to solve the addition and subtraction problems for Postie Pam” “You combine, add, take away away or finding the can work out the answers by drawing or using materials”. “You and find the difference in difference (i.e. can be 2. Provide the child with materials and a blank piece of paper, e.g. cut-out letter everyday situations by: understood by others) cards (Appendix D), cut-out parcel cards (Appendix E), blocks or pencil and counting on solve the problems by paper. selecting a suitable counting back 3. Use (Appendix C) asking them to explain, draw or demonstrate with the materials operation how they would solve each of Postie Pam’s problems. Resources
Section 2. Bundling envelopes CE 1 iv Suggested implementation Source of evidence Identify and compare the quantity of numbers to at least 100, partitioning using place value (groups of 10) Provide the child with a quantity of envelopes (less than 100 but more than 20) and pegs, rubber bands or string to bundle the envelopes. Ask the child to: 1. identify the quantity by counting out the envelopes to find out how many there are, bundling groups of ten as they count 2. arrange the envelopes so they are easy to count. Prompt: “You might like to bundle them as you go to help you keep count/make them easier to count.” Ask the child to make two bundles of envelopes and compare the quantities of envelopes. Ask: Is this bundle greater than this one? How do you know? Is another way you can describe that? Children: identify the correct number of envelopes by bundling envelopes into groups of tens and ones compare the quantity of the bundles Resources at least 40 envelopes (less than 100 but more than 20) pegs, rubber bands or string Suggested time 5–10 minutes working in small groups Section 3. Postie Pam CE 1 vi Suggested implementation Source of evidence Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday situations by: counting on counting back 1. Read Postie Pam’s week to the (Appendix C). Say: “You are going to solve the addition and subtraction problems for Postie Pam” “You can work out the answers by drawing or using materials”. 2. Provide the child with materials and a blank piece of paper, e.g. cut-out letter cards (Appendix D), cut-out parcel cards (Appendix E), blocks or pencil and paper. 3. Use (Appendix C) asking them to explain, draw or demonstrate with the materials how they would solve each of Postie Pam’s problems. Children: identify strategies for combining, adding taking away or finding the difference (i.e. can be understood by others) solve the problems by selecting a suitable operation Resources
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