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NA1-4: Communicate and explain counting, grouping, and equal-sharing strategies, using words, numbers, and pictures.

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Elaboration on this Achievement Objective

This means students will explain to others the number strategies they use, by using a combination of words, numbers and pictures. This implies that students will learn to write equations to express their findings (for example 5 + 9 = 14), to express their ideas using their own language in conjunction with mathematical language (for example, add, subtract, times, fraction), and to develop diagrams to represent their strategies (for example, set diagrams or number lines).

 

Teaching resources for this Achievement Objective
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Bears in caves

Level One
Number and Algebra
Rich learning activities
The purpose of this activity is to engage students in problem solving to find an unknown addend.
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Cars, cars, cars

Level One
Level Two
Number and Algebra
This counting collections activity engages students in finding how many cars/wheels there are in a collection of toy cars.
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Count it (years 1-3)

Level One
Level Two
Number and Algebra
This counting collections activity engages students in counting a collection of objects.
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Equality and equations

Level One
Number and Algebra
Units of Work
The purpose of this unit of five sessions is to develop the algebraic understanding that the equals symbol, = , indicates a relationship of equivalence between two amounts.
  • Review number expressions involving the operations of addition and subtraction.
  • Make and recognise combined amounts that have the same value.
  • Write statements of equivalence in words.
  • Read and write addition and subtraction equations.
  • Solve addition and subtraction balance problems and explain the300
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Equal Shmequal

Level One
Level Two
Number and Algebra
Picture book activities
This is an activity based on the picture book Equal Shmequal
  • Students will be able to explain their understanding of fair and equal.
  • Students will be able to record the results of tug of war contests and see-saw balancing in diagrams and symbolic forms.
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Games on all fields

Level One
Number and Algebra
Rich learning activities
The purpose of this activity is to engage students in using counting strategies, images and/or materials to solve a problem.
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Inequality symbols and relationships

Level One
Number and Algebra
Units of Work
The purpose of this unit of three session is to develop understanding of how to recognise and record relationships of (equality and) inequality in mathematical situations.
  • Understand the equals symbol as an expression of a relationship of equivalence, and explain this.
  • Recognise situations of inequality and use the inequality (‘is not equal to’) symbol, ≠.
  • Understand that < and > symbols can make equivalent statements.
  • Use relationship symbols =, <, > in equations and300
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I wonder

Level One
Level Two
Number and Algebra
This counting collections activity engages students in predicting and then identifying the number of lollies dispensed by a vending machine.
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Knowing five

Level One
Number and Algebra
Units of Work
The purpose of this unit is to make connections between the different grouping arrangements for five and the symbolic recording associated with these.
  • Quickly recognise patterns within and for five.
  • Record an expression, using ‘and’, the symbol +, and 0.
  • Use the equals = symbol and understand that it means ‘is the same as’.
  • Record word stories and equations that describe a situation.
  • Record an unknown using ☐ in addition equations.
  • Record word stories300
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Making ten

Level One
Number and Algebra
Units of Work
The purpose of this unit of sequenced lessons is to develop knowledge and understanding of combinations to ten.
  • Explore the numerals to ten.
  • Instantly recognise patterns within and for ten.
  • Make and record groupings within and for ten.
  • Recall and apply groupings to ten using te reo Māori.
  • Recognise the usefulness of just knowing combinations to ten.
  • Use an ‘if I know ___, then I know___’ approach to solving number300
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Numerals and expressions

Level One
Number and Algebra
Units of Work
The purpose of this unit is to develop students’ understanding of numerals as representing a number of items, and their understanding of the symbols for addition and subtraction as representing joining and separating sets of items.
  • Understand that an amount or number of items can be represented with a single unique symbol.
  • To correctly write numerals.
  • Understand that written and oral words can also be represented with numeral symbols.
  • Recognise numbers within story contexts.
  • Understand and use the addition and subtraction symbols300
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Shared fruit

Level One
Number and Algebra
Rich learning activities
The purpose of this activity is to engage students in problem solving to find an unknown addend.
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Teen numbers (building with ten)

Level One
Number and Algebra
Units of Work
The purpose of this unit of sequenced lessons is to develop knowledge and understanding of the place value structure of numbers from ten to twenty.
  • Instantly recognise patterns for teen numbers.
  • Make groups of ten and represent teen numbers with materials.
  • Recognise and record words and symbols for teen numbers.
  • Understand that in a teen number the 1 represents one group of ten.
  • Expand teen number notation and understand simple place value.
  • Understa300
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Using five

Level One
Number and Algebra
Units of Work
The purpose of this unit is to build upon the knowledge students have of combining and separating groupings to five and to use this as a building block to knowing combinations within and up to ten.
  • Instantly recognise and describe a group of five in multiple representations of numbers within and to ten. 
  • Apply and record the operation of addition for groupings within ten.
  • Understand the language of subtraction and apply the operation of subtraction to groupings within ten.
  • Make connections300
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Ways to Add

Level One
Number and Algebra
Units of Work
In this unit students explore different ways to communicate and explain adding numbers within ten and beyond. The representations included are number lines, set diagrams, animal strips and tens frames.
  • Draw representations to show simple addition equations.
  • Write an equation/number sentence to match their representation.