linking count me in too activities with the mathematics...
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Linking Count Me In Too Activities with the Mathematics K-6 Syllabus (Based On Developing Efficient Numeracy Strategies, Stage 1)
A 123 Count With Me resource
The Developing Efficient Numeracy Strategies Stage 1 resource is organised into four main sections:
1. Emergent counting2. Perceptual counting3. Figurative counting4. Counting on
Each section contains teaching ideas to support student learning and information which illustrates the links between the activitiesand the Mathematics K-6 Syllabus. The teaching activities are embedded within a teaching and learning cycle which addresses thefollowing questions:
ß What do my students currently know?ß What do I want them to know?ß How will I help them to learn this?
This document provides a summary of this information to highlight the link between Count Me In Too and the Syllabus andOutcomes.
Stage: Emergent countingWhere are they
now?Where to next? Learning
Framework inNumber
Reference
Key Ideas Outcomes Activities
ß When asked tocount from one,students producesome number words.
ß They may havesome knowledge ofnumber words, butnot in the correctsequence.
Students:ß count orally to ten in
the correct orderß name the number
word before or aftera given number
ß Emergent countingß Forward number
word sequenceß Numeral
identification
• Countforwardsto 30,from agivennumber
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:
See DENSStage 1,pp. 23-31.
some knowledge ofnumber words, butnot in the correctsequence.
a given numberß match each number
word to one, andonly one, objectwhen counting.
number• Continue
simplenumberpatternsthatincreaseordecrease
ELFM 4: demonstrates one-to-onecorrespondence
NES1.1Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
PAES1.1Recognises, describes, creates andcontinues repeating patterns and numberpatterns that increase or decrease
Students are unable toidentify and name allnumerals 1-10.
Students automaticallyrecognise numerals 1-10.
ß Numeralidentificationß Forward number
word sequence
• Compare,order,read andrepresentnumbersto at least20.
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:ELFM 4: demonstrates one-to-one
correspondenceNES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
See DENSStage 1,pp. 33-45.
Students are unable torecognise and state thenumber of dotsarranged in a standarddie pattern for numbersone to six withoutcounting the dots.
Students automaticallyidentify and name anumber when shownstandard dice patterns.
Subitising and spatialpatterns
• Compare,order,read andrepresentnumbersto at least20.
The suggested activities provide opportunities forstudents to demonstrate these outcomes.
A student:ELFM 2: demonstrates an awareness of patternWMES1.5
Links mathematical ideas and makesconnections with, and generalisationsabout, existing knowledge andunderstanding in relation to Early Stage1 content
NES1.1Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
See DENSStage 1,pp. 46-49.
Stage: Perceptual countingWhere are they
now?Where to next? Learning
Framework inNumber
Reference
Key Ideas Outcomes Activities
Students say theforward number wordsequence andbackward number wordsequence to tencorrectly.
Students say theforward number wordsequence andbackward numberword sequence totwenty or beyondcorrectly.
ß Backward numberword sequence:levels 2-4ß Forward number
word sequence:levels 2-4
ß Countforwards to30, from agivennumber
• Countbackwardsfrom agivennumber inthe rangeof 0-20
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
PAES1.1Recognises, describes, creates andcontinues repeating patterns andnumber patterns that increase ordecrease
See DENSStage 1, p.79.
Students:ß can say the forward
number wordsequence from oneto ten
ß cannot say thenumber word justafter a given numberword in the range ofone to ten. Studentsmay be able to countbeyond ten.
Students:ß are able to say the
number word justafter a given numberword in the rangeone to tenß are able to say the
forward numberword sequence totwenty or beyond.
ß Perceptualcountingß Forward number
word sequenceß Backward number
word sequence
ß Countforwards to30, from agivennumber
• Countbackwardsfrom agivennumber inthe rangeof 0-20
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
PAES1.1Recognises, describes, creates and continues
repeating patterns and number patternsthat increase or decrease
WMES1.2Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems
See DENSStage 1, p.81.
Students can identifynumerals to ten.
Students can identifynumerals totwenty.
Numeralidentification: level 2
• Compare,order, readandrepresentnumbers toat least 20.
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
See DENSStage 1, p.83 and 85.
Students are able to saythe forward numberword sequence andbackward number wordsequence to ten.
Students:ß are able to identify
numerals to twentyor beyondß can say the forward
number wordsequence andbackward numberword sequence totwenty or beyond.
ß Forward numberword sequence:levels 2, 3ß Backward number
word sequence:levels 2, 3
• Compare,order, readandrepresentnumbers toat least 20.
• Countforwards to30, from agivennumber
• Countbackwardsfrom agivennumber inthe rangeof 0-20
The suggested activities provide opportunities forstudents to demonstrate progresstowards the following outcomes.
A student:NES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
PAES1.1Recognises, describes, creates andcontinues repeating patterns andnumber patterns that increase ordecrease
See DENSStage 1, p.87 and 89.
Students:ß can identify numerals
one to tenß are able to say the
forward number wordsequence andbackward numberword sequence to ten.
Students:ß are able to identify
numerals to twentyor beyondß are able to say the
forward numberword sequence andbackward numberword sequence totwenty or beyond.
ß Numeralidentification: level2ß Forward number
word sequence:levels 2, 3ß Backward number
word sequence:level 4
• Compare,order, readandrepresentnumbers toat least 20.
• Countforwards to30, from agivennumber
The suggested activities provide opportunities forstudents to demonstrate progresstowards the following outcomes.
A student:NES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
PAES1.1Recognises, describes, creates andcontinues repeating patterns andnumber patterns that increase ordecrease
See DENSStage 1, p.91.
• Countbackwardsfrom agivennumber inthe rangeof 0-20
number patterns that increase ordecrease
Students:ß can identify numerals
one to tenß can say the forward
number wordsequence andbackward numberword sequence to ten.
Students:ß can identify
numerals to twentyor beyondß are able to say the
forward numberword sequence andbackward numberword sequence totwenty or beyond.
ß Numeralidentification: level2ß Forward number
word sequence:levels 2, 3ß Backward number
word sequence:levels 2, 3
• Compare,order, readandrepresentnumbers toat least 20.
• Countforwards to30, from agivennumber
• Countbackwardsfrom agivennumber inthe rangeof 0-20
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
PAES1.1Recognises, describes, creates andcontinues repeating patterns andnumber patterns that increase ordecrease
WMES1.2Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems
See DENSStage 1, p.93.
Students:ß can say the forward
number wordsequence from one toten.ß cannot say the
number word just aftera given number wordin the range one toten. Students may beable to count beyondten.
Students:ß are able to say the
number word justß after a given number
word in theß range one to ten.ß are able to say the
forward numberß word sequence to
twenty.
ß Perceptualcountingß Numeral
identification: level2ß Forward number
word sequenceß Backward number
word sequence
• Countforwards to30, from agivennumber
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
PAES1.1Recognises, describes, creates andcontinues repeating patterns andnumber patterns that increase ordecrease
See DENSStage 1, p.95 and 97.
decreaseWMES1.2
Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems
Students:ß can say the forward
number wordsequence from one totenß cannot say the
number word just aftera given number wordin the range one to tenß may be able to say the
forward number wordsequence beyond ten.
Students:ß say the number word
just after a givennumber word in therange one to ten,then one to twentyand beyondß are able to say the
forward numberword sequence andbackward numberword sequence totwenty.
ß Numeralidentificationß Perceptual
counting
• Countforwards to30, from agivennumber
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
PAES1.1Recognises, describes, creates andcontinues repeating patterns andnumber patterns that increase ordecrease
WMES1.2Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems
See DENSStage 1, p.99.
Students:ß can identify numerals
to tenß are able to say
correctly the forwardnumber wordsequence andbackward numberword sequence to ten.
Students:ß are able to identify
numerals to twentyß are able to say the
forward numberword sequence andbackward numberword sequence totwenty.
ß Numeralidentification: level2ß Forward number
word sequence:levels 2, 3ß Backward number
word sequence:levels 2, 3
ß Compare,order, readandrepresentnumbers toat least 20.
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
PAES1.1Recognises, describes, creates andcontinues repeating patterns andnumber patterns that increase ordecrease
See DENSStage 1, p.101 and103.
decrease
Students:ß can count visible
items but not thosein concealedcollections
ß raise their fingerssequentially whenasked to show anumber from one toten using theirfingers. That is, theyneed to count eachfinger as it is raised.
Students:ß are able to count
items without relyingon visualrepresentationsß automatically raise
the correct numberof fingers whenasked to show anumber from one toten.
Finger patterns ß Compare,order, readandrepresentnumbers toat least 20.
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
WMES1.2Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems
See DENSStage 1, p.105 and107.
Students can countvisible items but are notable to visualise the setwhen the concretematerials are removed.
Students:ß are able to picture
items mentally for agiven numberß are able to recognise
instantly the dotpatterns for thenumbers one to six.
ß Spatial patternsß Subitising
ß Compare,order, readandrepresentnumbers toat least 20.
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.1
Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
WMES1.2Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems
See DENSStage 1, p.109.
Students are able tocount perceiveditems but are not able tovisualise thegroup when theconcrete material isremoved.
Students instantlyrecall numbercombinations to ten.They have a visualimage of a set of itemsfor a givennumber.
ß Spatial patternsß Partitioning and
combining
• Combinegroups tomodeladdition
• Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.2
Combines, separates and comparescollections of objects, describes usingeveryday language and records usinginformal methods
See DENSStage 1, p.111.
informalrecordingmethodsfor additionandsubtraction
informal methodsNS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMES1.2Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems
Students are able tocount perceived itemsbut are not able tovisualise the set whenthe concrete material isremoved.
Students instantlyrecall numbercombinations to ten.They have a visualimage of a set of itemsfor a given number.
ß Perceptualcountingß Spatial patternsß Combining and
partitioningß Quinary based
strategies
ß Combinegroups tomodeladdition
• Modeladditionandsubtractionusingconcretematerials
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.2
Combines, separates and comparescollections of objects, describes usingeveryday language and records usinginformal methods
NS1.2Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMES1.2Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems
See DENSStage 1, p.113.
Students are able tocount perceived itemsbut are not able tovisualise the set whenthe concrete materialsare removed.
Students instantlyrecall numbercombinations to ten.They have a visualimage of a set of itemsfor a given number.
ß Perceptualcountingß Spatial patternsß Combining and
partitioningß Quinary based
strategies
• Compare,order, readandrepresentnumbers toat least 20
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.1
See DENSStage 1, p.115.
strategies Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20
Students are able tocount objects they cansee, hear or feel. Theyare not able to visualisethe set when theconcrete materials areremoved.
Students represent anumber in a variety ofways and support theirknowledge of numberpatterns throughpartitioning andcombining.
ß Perceptualcountingß Combining and
partitioning
• Takes partof a groupaway tomodelsubtraction
• Modeladditionandsubtractionusingconcretematerials
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.2
Combines, separates and comparescollections of objects, describes usingeveryday language and records usinginformal methods
NS1.2Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
See DENSStage 1, p.117.
Students:ß are able to count
visible items but arenot able to visualisethe set when theconcrete materials areremovedß demonstrate the
meaning ofsubtraction by takingan object or groups ofobjects from a groupof objects.
Students:ß are able to complete
tasks with hidden orscreened itemsß demonstrate the
difference betweentwo groups ofobjects by using thelanguage ofcomparison.
Perceptual counting • Modeladditionandsubtraction usingconcretematerials
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.2
Combines, separates and comparescollections of objects, describes usingeveryday language and records usinginformal methods
NS1.2Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMES1.2Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems
See DENSStage 1, p.119.
explore mathematical problems
Students:ß are able to count
visible items but arenot able to visualisethe set when theconcrete materials areremovedß demonstrate the
meaning ofsubtraction by takingan object or groups ofobjects from a groupof objects.
Students:ß are able to complete
tasks with hidden orscreened itemsß demonstrate the
difference betweentwo groups ofobjects by using thelanguage ofcomparison.
Perceptual counting • Comparegroups todetermine‘howmanymore’
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NES1.2
Combines, separates and comparescollections of objects, describes usingeveryday language and records usinginformal methods
WMES1.2Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems
See DENSStage 1, p.121.
Stage: Figurative countingWhere are they
now?Where to next? Learning
Framework inNumber
Reference
SyllabusReference
Outcomes Activities
Students do not see tenas a countable unit. Thestudents’ focus is on theindividual items thatform a unit of ten.
Students see ten as aunit composed of tenones and are able touse the unit of tenwhen counting, aidedby visualrepresentations of ten,such as ten strips.
ß Backward numberword sequenceß Forward number
word sequenceß Numeral
identificationß Base ten
strategies:intermediateconcept of ten
• Read,order andrepresenttwo-digitnumbers
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.1
Counts, orders, reads and representstwo- and three-digit numbers
WMS1.2Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
See DENSStage 1, p.155.
Students: Students: ß Forward numberword sequence
• Develop arange ofstrategiesandinformalrecordingmethodsfor additionandsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
See DENSStage 1, p.157.
ß are able toautomaticallyrepresent a numberon their fingers. Theycan usually producethe number word aftera given number wordin the range of one totwenty.ß are able to find the
total of two groups ofobjects withouttouching the objectsbut need to start from“one”.
ß are able to count onfrom a given numberto find the total oftwo groupsß automatically
produce the numberword after a givennumber within therange of one to thirtyß are able to count
forwards to thirty andbackwards fromthirty or beyond.
word sequenceß Backward number
word sequenceß Counting on
range ofstrategiesandinformalrecordingmethodsfor additionandsubtraction
students to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
Stage 1, p.157.
Students:ß can produce the
number word thatfollows a givennumber word, in therange of one to twentyß can say the backward
number wordsequence from“twenty” to “one”ß can say the number
word just before agiven number word,but may drop back tocounting from “one”when doing so.
Students:ß are able to count on
from a given numberß automatically recall
number facts for tenß automatically say the
number word beforeor after a givennumber.
ß Figurative countingß Quinary strategiesß Base ten strategies
• Develop arange ofstrategiesand informalrecordingmethods foraddition andsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMS1.2Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
See DENSStage 1, p.159.
Students :ß are able to identify
numerals in the rangeof one to twentyß are competent in
saying the forwardnumber wordsequence to twenty.
Students:ß are able to identify
one- and two-digitnumeralsß are able to say the
forward numberword sequence to100.
Numeralidentification
• Createrepresentandcontinue avariety ofnumberpatternsand supplymissingelements
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:PAS1.1
Creates, represents and continues avariety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships
See DENSStage 1, p.161.
missingelements
• Makegeneralizations aboutnumberrelations
variety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships
WMS1.5Links mathematical ideas and makesconnections with, and generalisationsabout, existing knowledge andunderstanding in relation to Stage 1content
Students are able tocomplete additiontasks, but count from“one” to find thetotal, rather thancounting on from thelarger group.
Students use countingon as a strategy tosolve additionproblems.
Counting on • Modeladditionandsubtractionusingconcretematerials
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:WMS1.2
Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
NS1.2Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
See DENSStage 1, p.163 and165.
Students are able tosolve additionproblems up to ten orbeyond, but theycount from one to do so.
Students automaticallyrecall addition numberfacts to ten.
ß Figurative countingß Finger patterns
• Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:WMS1.2
Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
NS1.2Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
See DENSStage 1, p.167.
Students:ß instantly recognise die
patterns to “six”ß are able to add two
screened groups afterbeing told the amountin each group, butcount the total startingfrom “one”.
Students:ß use the strategy of
counting on from thelarger group whenadding two groups tocomplete additiontasksß recall number facts
to “ten”.
ß Counting onß Subitising
• Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction
• Modeladditionandsubtractionusingconcretematerials
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:WMS1.2
Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
NS1.2Uses a range of mental strategies and informal
recording methods for addition andsubtraction involving one- and two-digitnumbers
See DENSStage 1, p.169.
When adding twogroups, the studentscount from “one” to findthe total.
Students use thestrategy of counting onfrom the larger groupwhen adding twogroups.
Counting on • Modeladditionandsubtractionusingconcretematerials
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:WMS1.2
Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
NS1.2Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
See DENSStage 1, p.171.
Students add twogroups by counting from“one” rather thancounting on from thelarger group.
Students use thestrategy of counting onfrom the larger of twogroups to solveaddition tasks.
ß Counting onß Combining
procedures
• Buildnumberrelationshipsby relatingaddition andsubtractionfacts to 20
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
See DENSStage 1, p.173.
facts to 20 Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
PAS1.1
Creates, represents and continues avariety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships
WMS1.5Links mathematical ideas and makesconnections with, and generalisationsabout, existing knowledge andunderstanding in relation to Stage 1content
Students demonstratetheir understanding ofthe process of additionby joining two groups.They are able to find thetotal of the two groupsby counting all of theitems, starting from“one”.
Students automaticallyrecall number facts to10.
ß Counting onß Partitioning and
combiningstrategies
ß Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction
• Use theequal signto buildnumberrelations
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
PAS1.1
Creates, represents and continues avariety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships
WMS1.5Links mathematical ideas and makesconnections with, and generalisationsabout, existing knowledge andunderstanding in relation to Stage 1content
See DENSStage 1, p.175 and177
Students:ß can identify numerals
from one to twentyß are able to say the
forward number wordsequence to twentyß confidently repeat the
backward numberword sequence fromtwenty.
Students:ß can identify
numerals to 100 orbeyondß are able to say the
forward numberword sequence to100 or beyond,confidently crossinginto the next groupof ten numbers.
Numeralidentification: Level 3
• Read,order andrepresenttwo-digitnumbers
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.1
Counts, orders, reads and representstwo- and three-digit numbers
WMS1.2Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
See DENSStage 1, p.179.
Students can solveaddition tasks but countfrom one to find the totalof two groups. Studentsare able to solvesubtraction tasks whenconcrete material isavailable.
Students are able tocomplete addition andsubtraction tasks usingthe strategies of“counting on” and“counting down from”.
Combining andpartitioning
• Modeladdition andsubtractionusingconcretematerials
• Develop arange ofmentalstrategiesandinformedrecordingmethods foraddition andsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
See DENSStage 1, p.181.
Students are able tofind the total of twogroups by counting from“one”.
Students:ß use a counting on
strategy to solveaddition tasksß count in a forward
and backwardsequence to 100 andbeyondß have automatic
recall of addition andsubtraction facts toten.
ß Figurative countingß Subtraction 1, 2
Combiningß Spatial patternsß Forward number
word sequenceß Backward number
word sequence
• Develop arange ofmentalstrategiesandinformedrecordingmethods foraddition andsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
See DENSStage 1, p.183.
subtraction facts toten.
digit numbers
WMS1.2
Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
Students are able tosolve addition tasks, butcount from one to findthe total ofthe two groups.
Students completeaddition or missingaddend tasks usingthe strategies ofcounting on orcounting back.
Figurative counting • Develop arange ofmentalstrategiesandinformedrecordingmethodsfor additionandsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMS1.2
Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
See DENSStage 1, p.185.
Students:ß understand and
demonstrate themeaning ofsubtraction by takingan object, or a groupof objects, from agroup of objects.ß are able to count in a
backward numberword sequence fromtwenty.
Students are able touse addition or tocount down from anumber to find theanswer to asubtraction problem.
Figurative counting • Modeladditionandsubtractionusingconcretematerials
• Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMS1.2
Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
See DENSStage 1, p.187.
andsubtraction
Stage: Counting onWhere are they
now?Where to next? Learning
Framework inNumber
Reference
SyllabusReference
Outcomes Activities
Students:ß know the forward
number wordsequence andbackward numberword sequence to 30or beyondß understand the use of
both cardinal (howmany) and ordinal(what comes before orafter) numbers.
Students are able to:ß identify numerals to
100 and beyondß sequence multiples,
for example, knowthat 60 comes after50ß recognise ten as a
unit composed of tenones.
ß Numeralidentificationß Forward number
word sequenceß Backward number
word sequence
• Read,order andrepresenttwo-digitnumbers
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.1
Counts, orders, reads and representstwo- and three-digit numbers
WMS1.1Asks questions that could be exploredusing mathematics in relation to Stage 1content
See DENSStage 1, p.221 and223.
Students are able toidentify numerals to100.
Students are able toidentify andsequence numeralsbeyond 100.
ß Strategies otherthan counting byoneß Numeral
identification
• Read,order andrepresenttwo-digitnumbers
• Sort, orderand countmoneyusing facevalue
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.1
Counts, orders, reads and representstwo- and three-digit numbers
WMS1.3Describes mathematical situations andmethods using everyday and somemathematical language, actions,materials, diagrams and symbols
See DENSStage 1, p.225.
Students:ß are able to count on
from the larger of twogroups to solveaddition tasks
Students:ß are able to use ten
as a countable unitto solve tasks
ß Forward numberword sequenceß Multiplication 1, 2
Backward numberword sequence
• Create,representandcontinue avariety ofnumberpatternsand supplymissing
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
See DENSStage 1, p.227.
groups to solveaddition tasksß are able to say
correctly the forwardnumber wordsequence up to 100ß have an
understanding ofcomposite units, forexample, that one fiveis composed of fiveones.
to solve tasksß have automatic
recall of numbercombinations for usewith addition,subtraction and earlymultiplication tasks.
Backward numberword sequenceß Numeral
identification: level 3
continue avariety ofnumberpatternsand supplymissing
A student:PAS1.1
Creates, represents and continues avariety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships
Students rely on thestrategy of counting byones to solve additiontasks.
Students are able touse a range ofstrategies other thancounting by one tosolve addition tasks.
Facile counting • Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMS1.2
Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
See DENSStage 1, p.233.
Students automaticallyrecall numbercombinations to ten.
Students automaticallyrecall numbercombinations totwenty.
ß Counting onß Facile countingß Forward number
word sequenceß Backward number
word sequence
• Modeladditionandsubtractionusingconcretematerials
• Recordnumbersentencesusingdrawings,numerals,symbolsand words
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
See DENSStage 1, p.235 and237.
usingdrawings,numerals,symbolsand words
Students automaticallyrecall numbercombinations to ten.
Students automaticallyrecall numbercombinations totwenty.
ß Counting onß Facile counting
ß Modeladditionandsubtraction usingconcretematerials
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
See DENSStage 1, p.239.
Students automaticallyrecall numbercombinations to ten.
Students automaticallyrecall numbercombinations totwenty.
Facile counting • Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMS1.2
Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
See DENSStage 1, p.241.
Students automaticallyrecall numbercombinations to ten.
Students automaticallyrecall numbercombinations totwenty.
Facile counting • Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
See DENSStage 1, p.243, 245,247.
andinformalrecordingmethodsfor additionandsubtraction
• Recordnumbersentencesusingdrawings,numerals,symbolsand words
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMS1.2
Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
Students automaticallyrecall numbercombinations to ten.
Students automaticallyrecall numbercombinations totwenty.
Facile counting • Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMS1.3Describes mathematical situations andmethods using everyday and somemathematical language, actions,materials, diagrams and symbols
See DENSStage 1, p.249.
Students automaticallyrecall numbercombinations to ten.
Students are able touse strategies otherthan counting by onesto solve numberproblems. They areable to automaticallyrecall addition facts totwenty.
Facile counting • Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
See DENSStage 1, p.251, 253,255.
for additionandsubtraction
informal recording methods for additionand subtraction involving one- and two-digit numbers
PAS1.1
Creates, represents and continues avariety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships
Students:ß use advanced count-
by-one strategiesß to solve addition tasksß automatically recall
number facts to ten.
Students:ß use a range of
strategies other thancounting by oneß automatically recall
number facts totwenty.
ß Strategies otherthan counting byoneß Quinary strategies
ß Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtractionß Record
numbersentencesusingdrawings,numerals,symbolsand words
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMS1.2
Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems
See DENSStage 1, p.257.
Students use thestrategy of counting onto solve addition tasks.
Students use a rangeof strategies other thancounting by ones tosolve additiontasks.
Facile counting • Buildnumberrelationshipsby relatingaddition andsubtractionfacts to atleast 20
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:PAS1.1
Creates, represents and continues avariety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships
See DENSStage 1, p.263.
• Makegeneralisations aboutnumberrelations
• Modeladdition andsubtractionfacts usingconcretematerials
variety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships
NS1.2
Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers
WMS1.5Links mathematical ideas and makesconnections with, and generalisationsabout, existing knowledge andunderstanding in relation to Stage 1content
Students confidentlyuse advanced count-by-one strategies.
Students are able tosolve addition andsubtraction tasksinvolving tens andones.
ß Base tenß Combining and
partitioningß Quinary strategies
• Create,representandcontinue avariety ofnumberpatternsand supplymissingelelments
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:PAS1.1
Creates, represents and continues avariety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships
See DENSStage 1, p.265.
Students confidentlyuse advanced count-by-one strategies.
Students are able tosolve addition andsubtraction tasksinvolving tens andones.
Partitioning • Buildnumberrelationships byrelatingadditionandsubtractionfacts to atleast 20
• Makegeneralisations aboutnumberrelations
The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.
A student:PAS1.1
Creates, represents and continues avariety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships
NS1.2
See DENSStage 1, p.267.