# NA1-1: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.

This means students will use counting strategies including counting on and back, double counting, and skip counting. This corresponds to the counting stages of the number framework so achieving level one means that a student is at the Advanced Counting Stage. Examples of their strategies might be: to calculate 6 + 5 count 7, 8, 9, 10, 11, to calculate 12 – 3 count 11, 10, 9, or to calculate three groups of three double counting 1, 2, 3,...4, 5, 6,...7, 8, 9. Grouping and equal sharing strategies are simple ways to solve addition, subtraction, multiplication and division, and fractions of sets problems without counting every object. Examples of these strategies might be: knowing 4 + 4 equals 8, skip counting 5, 10, 15, 20 to count four groups of five, or sharing objects in ones, twos or threes to find one quarter of a set of 12 items.

Solve addition problems to 20 by joining sets and counting all the objects.

- Use groupings to efficiently count the number of objects in a set.
- Create picture graphs about category data and discuss patterns in the data.
- Create and follow instructions to make a model made with shapes.
- Order a set of objects by mass (weight).
- Create a sequential pattern and predict300

- Use mental strategies to solve addition and subtraction problems with sums up to 20.
- Use the number line to model solutions to addition and subtraction problems with sums up to 20.
- Explain their mathematical thinking in solving addition and subtraction problems with sums up to 20.

- Adding and subtracting numbers to 5.
- Recording addition and subtraction sums.
- Understanding the relationship between addition and subtraction.

- Adding and subtracting numbers to 10.
- Recording addition and subtraction sums.
- Understanding the relationship between addition and subtraction.

- Adding and subtracting numbers to 20.
- Recording addition and subtraction sums.

- Using number pairs to add and subtract numbers to 20.
- Recording addition and subtraction sums.

- Continue a skip-counting pattern.
- Describe skip-counting patterns.
- Use graphs to illustrate skip-counting patterns.

- Describe representations of numbers to 100.
- Understand the meaning of ‘two-digit’ number.
- Make and record any two-digit number using equipment, symbols and words.
- Use knowledge of basic facts to ten to add and subtract decades to 100.
- Recall and apply groupings with numbers to 100.
- Pa300

Solve addition problems to 100 by counting on in their heads.

skip count to solve problems involving equal groups

Solve subtraction problems to 100 by counting back in their heads.

- Understand that the number of objects in a set stays the same as changes are made to:
- spatial layout
- size
- colour

- Understand that the count of a collection of objects can be trusted and worked from as:
- objects are added or taken away
- the set is rearranged into parts

- Use300

Solve multiplication problems using skip counting in twos, fives, and tens.

Solve addition problems to 20 by joining sets and counting all the objects.

Students will be able to identify pairs of features for counting by 2s.

Students will be able to create equal sized groups and count the total set either by counting all or by skip counting.

Students will be able to create models of equal sized groups using materials to represent features in a book300

Solve addition problems to 100 by counting on in their heads.