# NA1-3: Know groupings with five, within ten, and with ten.

This means students will learn visual and symbolic patterns for the numbers to ten so they can be recognised without counting, groupings within and with five (for example 2 + 3, 5 + 4), names for ten (for example 6 + 4 therefore 10 – 4), doubles to ten at least (for example 4 + 4), and groupings with ten (for example 10 + 6, 8 + 10 - teen numbers).

- Students will be able to identify the sets within sets, especially the groups within 100 and within 10.
- Students will be able to use skip counting to count large sets.

- 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.

- State when their birthday is and locate this on a calendar.
- Skip counting in 2s, 3s, 10s.
- Make groups of five using different combinations.
- Identify the diverse ways people celebrate birthdays in New Zealand.

develop recognition of 5 frame patterns and groups to 5.

Group and regroup to make teen numbers.

- 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

name the combinations to 10.

name the combinations to 10.

Recall groupings with 10, for example 10 and 2 make 12; 10 and 3 make 13.

count forwards and backwards in ones

use mathematical language such as before, after, later, earlier, and between.

Recall groupings within 5, for example 1 and 4 make 5; 3 and 2 make 5.

Recall groupings within 10, for example 3 and 7 make 10; 8 and 2 make 10.

Recall groupings within 5, for example 1 and 4 make 5; 3 and 2 make 5.

Use Five Frames to see number relationships.

recall groupings within 5. For example 1 and 4 make 5; 3 and 2 make 5.

recall groupings with 5. For example 5 and 1 make 6; 5 and 2 make 7.

- Give many names for the same number, using the strategies of drawing a picture, acting it out or using equipment.
- Use the mental image of a given number to work out a missing number in a number pair.
- Separate a set of up to 9 objects into two or more parts.

identify the addition facts for ten

recall groupings within 10. For example 3 and 7 make 10; 8 and 2 make 10.