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

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

• 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

• Count groups of three to 15.
• Use equipment to model and add sets of three.
• Devise and use problem solving strategies (act it out, draw a picture).

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.

• Skip count in 2s, 3s, and 5s.
• Devise and use problem solving strategies (make an organised list).

• Understand that the number of objects in a set stays the same as changes are made to the following attributes of each object:
  • 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
• U300

• Count in 10's to 50.
• Devise and use problem solving strategies (act it out, draw a picture).

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.

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

• 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).

Count a set of objects in the range 1–10.

• Equally partition a length into two, four, or eight parts using symmetry.
• Equally partition a length into three or five parts using estimation and iteration (copying of a unit).
• Name the result of equally sharing a number of objects among two, or four parties, extended to three, five and eight parties300

• Understand that the number of objects in a set stays the same as changes are made to spatial layout, size, or colour.
• Understand that the count of a collection of objects can be trusted and worked from as objects are added or taken away, or the set is rearranged into parts.

• Use counting to find the number when two different collections are compared (difference).
• Use counting to find the number when two or more collections are joined (addition).
• Use counting to find the number when objects are removed from a collection (subtraction).

• Identify five-based groupings.
• Represent five-based groupings in a variety of ways.