D1 Simpler counting tasks / Conservation (a, b, d, e) PoG 3. Can conserve number PoG 8. Recognise models of numbers from 0–10 Number and Algebra Students connect number names and numerals with sets of up to 20 elements, estimate the size of these sets, and use counting strategies to solve problems that involve comparing, combining and separating these sets. Students order the first 10 elements of a set. Number and place value Connect number numerals and quantities, including zero, initially up to 10 and then beyond. D1c More or Less PoG 9. Compare two small collections Number and place value Compare, order and make correspondences between collections, initially to 20, and explain reasoning D2a only Location (a) PoG 59. Understand some simple everyday location words Measurement and Geometry Students use simple statements and gestures to describe location. Location and transformation Describe position and movement D2 Pattern (b, c, d, e) PoG 5. Recognise simple patterns Patterns and algebra Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings D2f Ordinal Number (f) PoG 6. Can place objects in order 1 st to 5th
and without the use of digital technology. Students recall additional and multiplication facts for single-digit numbers. They classify numbers as either odd or even, continue number patterns involving addition or subtraction, and explore simple number sequences based on multiples. 14 15 Ten more One hundred less 3 Number and place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems 15 16 17 One hundred less Sorting the capital cities (a, b, c, d, e) Interpreting the number line (a, b, c, d) PoG 35. Can extend and apply knowledge of place value in solving problems GP 5. Extending and applying place value knowledge 3 Number and place value Recognise, model, represent and order numbers to at least 10,000 3.5 Number and place value Recognise, represent and order numbers to at least tens of thousands 17 a & c only Interpreting the number line (a & c only) 1 Number and Algebra Students to and from 100 and locate these numbers on a number line. They partition numbers using place value and carry out simple additions and subtractions, using counting strategies. Number and place value Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a
26 (a, b, c) Section D: STRATEGIES for MULTIPLICATION and DIVISION 27 Teddy cars (a, b, c) PoG 15. Find the total in a multiple group situation referring to individual items only GP 1. Counting group items as ones 27 Teddy cars (a, b) PoG 26. Model all objects to solve multiplicative and sharing situations GP 2. Modelling multiplication and division (all objects perceived) 2 Number and Algebra Students recognise the connection between addition and subtraction, and solve problems using efficient strategies for multiplication with and without the need for digital technology. Students recall addition and multiplication facts for single digit numbers. They classify numbers as either odd or even, continue number patterns involving addition or subtraction, and explore simple number sequences based on multiples. Number and place value Recognise and represent as repeated addition, groups and arrays 28 Sharing teddies on the mats (a, b) Number and value Represent practical situations to model addition and sharing
these sets, and use counting strategies to solve problems that involve comparing, combining and separating these sets. Students order the first 10 elements of a set. Recognise and represent division as grouping into equal sets and solve simple problems using these representations 29 Tennis balls task (a, b, c) PoG 27. Solve multiplication and division problems where objects are not all modelled or perceived GP 3. Abstracting multiplication and division 3 Number and Algebra Student count and order numbers to and from 10,000. They recognise the connection between addition and subtraction, and solve problems using efficient strategies for multiplication with and without the use of digital technology. Students recall additional and multiplication facts for numbers. They classify numbers as either odd or even, continue number patterns involving addition or subtraction, and explore simple number sequences based on multiples. Number and place value Represent and solve problems involving using efficient mental and written strategies and appropriate digital technologies 30 Dot array task (a, b, c) 31 Teddies at the movies 4 Number and Algebra Students recall multiplication facts to 10 x 10 and related division facts. They choose Number and place value Develop efficient mental and written strategies and use
appropriate strategies for calculations involving multiplication and division, with and without the use of digital technology, and estimate answers accurately enough for the context. Students solve simple purchasing problems with and without the use of digital technology. They locate familiar fractions on a number line, recognize common equivalent fractions in familiar contexts and make connections between fractions and decimals notations up to two decimal places. Students identify unknown quantities in number sentences. They use the properties of odd and even numbers and describe number patterns resulting from multiplication. Students continue number sequences involving multiples of single-digit numbers and unit fractions, and locate them on a number line. appropriate digital technologies for and for division where there is no 32 Multiplication problems (a, b, c, d, e, f) PoG 31. Can solve a range of multiplication problems using strategies such as commutativity, GP 4. Basic, derived and intuitive strategies for multiplication 3 Number and Algebra Student count and order numbers to and from 10,000. They recognise the connection Number and value Represent and problems involving using efficient mental and
37 Missing number (a, b, c) 5 Number and Algebra Students simple problems involving the four operations using a range of strategies including digital technology. They estimate to check the reasonableness of answers and approximate answers by rounding. Students identify and describe factors and multiples. They explain plans for simple budgets. Students order decimals and unit fractions and locate them on a number line. Students add and subtract fractions with the same denominator. They find unknown quantities in number sentences and continue patterns by adding or subtracting fractions and decimals. Section E: TIME 38 My clock PoG 40. Describe at least one feature and one purpose of clockfaces GP 1. Awareness of time, its descriptive language, and some features of clockfaces F Measurement and Geometry Students identify measurement attributes in practical situations and compare lengths, masses and capacities of familiar objects. They order events, explain their
with given information and create simple maps. 53 Using kitchen scales (a, b, c, d) PoG 54. a range of problems involving key concepts of mass GP 5. Applying knowledge, skills and concepts of mass 4 Measurement and Geometry Students compare of regular and irregular shapes, using informal units. They solve problems involving time duration. Students use scaled instruments to measure length, angle, area, mass, capacity and temperature of shapes and objects. They convert between units of time. Students create symmetrical simple and composite shapes and patterns, with and without the use of digital technology. They classify angles in relation to a right angle. Students interpret information contained in maps. units of measurement Use scaled instruments to measure and compare lengths, masses, capacities and temperatures Section H: PROPERTIES OF SHAPE
54 Sorting shapes (a) (b) PoG 56. Sort simple shapes PoG 57. Recognise resemblances and some simple shapes, using standard ‘prototypes’ GP 1. Holistic recognition of shape F Measurement and Geometry Students identify measurement attributes in practical situations and compare lengths, masses and capacities of familiar objects. They order events, explain their duration, and match days of the week to familiar events. Students identify simple shapes in their environment and sort shapes by their common and distinctive features. They use simple statements and gestures to describe location. Shape Sort, describe and name familiar two-dimensional shapes and objects in the environment 54 Sorting shapes (a ,b, c) PoG 58. Sort and compare circles, triangles and rectangles (including squares) using everyday language to describe their features GP 2. Classification of shapes, attending to visual features 1 Measurement and Geometry Students use informal units of measurement to order objects based on length and capacity. They tell time to the half-hour and explain time durations. Students describe shapes and objects. They use the language of distance and direction to move from place to place. Shape Recognise and classify familiar shapes and objects using obvious features