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

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

• State when their birthday is and locate this on a calendar.
• Skip count 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.
• Partition (decompose300

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.

• Identify different names for the same number by drawing a picture, using equipment or acting it out.
• Use a mental image of 5 to work out the missing number in the number pair.

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.

• Identify the value of coins and notes to $5.
• Devise and use problem solving strategies to explore situations mathematically.

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.

• Model and explain addition facts to 10 and then 20.
• Model and explain subtraction facts to 10 and then 20.
• Devise and use problem solving strategies (act, draw).

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

• Visualise numbers up to ten using ten frames.

• 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