Combining and Separating Quantities

Use advanced count-by-one strategies to solve addition and subtraction problems

Apply the terms ‘add’, ‘plus’, ‘equals’, ‘is equal to’, ‘is the same as’, ‘take away’, ‘minus’ and ‘the difference between’ to describe combining and separating quantities

Recognise and use the symbols for plus (+), minus (–) and equals (=)

Record number sentences in a variety of ways using drawings, words, numerals and symbols

Fluently use advanced count-by-one strategies including counting on and counting back to solve addition and subtraction problems involving one- and two-digit numbers

Recognise and recall number bonds up to ten

Recognise, recall and record combinations of two numbers that add up or bond to form 10

Model and record patterns for individual numbers up to ten by making all possible whole-number combinations

Create, recall and recognise combinations of two numbers that add up to numbers less than 10

Describe combinations for numbers using words such as more than, less than and double

Use flexible strategies to solve addition and subtraction problems

Use non-count-by-one strategies such as using doubles for near doubles and combining numbers that add to ten

Represent addition and subtraction using structured materials such as a bead string or similar model

Select and apply strategies using number bonds to solve addition and subtraction problems with one- and two-digit numbers by partitioning numbers using quantity value and bridging to 10

Represent equality

Use the equals sign to record equivalent number sentences involving addition, and to mean 'is the same as', rather than as an indication to perform an operation

Model the commutative property for addition and apply it to aid the recall of addition facts

Recall related addition and subtraction facts for numbers to at least 10

Forming Groups

Count in multiples using rhythmic and skip counting

Count by twos, threes, fives and tens using rhythmic counting and skip counting

Use skip counting patterns

Identify and describe patterns when skip counting forwards or backwards by twos, fives and tens

Determine a missing number in a number pattern with a constant difference

Describe how the missing number in a number pattern was determined

Model and use equal groups of objects to represent multiplication

Model and describe collections of objects as groups of

Determine and distinguish between the number of groups and the number in each group when describing collections of objects

Find the total number of objects using skip counting of equal groups of a known size

Recognise and represent division

Use concrete materials to model a half of a collection and show the relation between the half and the whole

Model sharing division by distributing a collection of objects equally into a given number of groups to determine how many in each group

Model grouping division by determining the number of groups of a given size that can be formed

Describe the part left over when a collection cannot be distributed equally using the given group size

Geometric Measure

Position: Follow directions to familiar locations

Give and follow directions, including directions involving turns to the left and right, to move between familiar locations

Give and follow instructions to position objects in models and drawings

Describe the path from one location to another on drawings and diagrams

Length: Measure the lengths of objects using uniform informal units

Use uniform informal units to measure lengths and distances by placing the units end to end without gaps or overlaps

Select appropriate uniform informal units to measure lengths and distances

Recognise and explain the relationship between the size of a unit and the number of units needed

Count informal units to measure lengths or distances and describe the part left over

Record lengths and distances by referring to the number and type of unit used

Use a single informal unit repeatedly (iteratively) to measure length

Length: Compare lengths using uniform informal units

Compare the lengths of two or more objects using appropriate uniform informal units and check by placing the objects side by side and aligning the ends

Explain why the length of an object remains constant when rearranged

Estimate lengths, indicating the number and type of unit used and check by measuring

Length: Subdivide lengths to find halves and quarters

Use concrete materials to model both half and quarters of a whole length, highlighting the length

Identify two equal parts and the relationship of the parts to the whole length, linking words and images

Recognise when lengths have or have not been divided into halves and quarters

Two-dimensional spatial structure

2D shapes: Recognise and classify shapes using obvious features

Explore, manipulate and describe features of polygons

Use the terms ‘side’, ‘vertex’ and ‘two-dimensional’ to describe plane (flat) shapes

Create repeating linear patterns with shapes, including two-shape and three-shape patterns

Compare, sort and classify polygons according to the number of sides or vertices

Select and name a shape from a description of its features, identifying triangles, quadrilaterals, pentagons, hexagons and octagons

Recognise that shapes with the same name may have sides of equal or different lengths

Identify shapes presented in different orientations

2D shapes: Transform shapes with slides and reflections

Recognise that sliding or reflecting a shape does not change its size or features

Identify and create a slide (translation) or reflection of a single shape and use the terms ‘slide’ (translation) and ‘reflection’ to describe the movement of the shape

Make designs with symmetry from reflection using paper-folding, mirrors, drawings or paintings

Area: Indirectly compare area

Indirectly compare the areas of two surfaces that cannot be moved or superimposed

Predict which of two similar shapes has the larger area and check by covering

Area: Measure areas using uniform informal units

Explore area using uniform informal units to cover the surface in rows or columns without gaps or overlaps

Measure area by selecting and using appropriate uniform informal units

Explain the relationship between the size of a unit and the number of units needed to measure an area

Explain why the area remains constant when units are rearranged

Record areas by referring to the number and type of uniform informal unit used

Identify any parts of units left over when counting uniform informal units to measure area

Estimate areas by referring to the number and type of uniform informal unit used and check by measuring

Three-dimensional spatial structure

3D objects: Recognise familiar three-dimensional objects

Use the term ‘three-dimensional’ to describe a range of objects

Distinguish between objects, which are three-dimensional (3D) and shapes which are two-dimensional (2D)

Identify and name familiar three-dimensional objects, including cubes, cylinders, spheres and rectangular prisms

3D objects: Sort and describe three-dimensional objects

Manipulate and describe familiar three-dimensional objects

Use the term ‘surface' in describing familiar three-dimensional objects

Sort familiar three-dimensional objects according to obvious features

Use the term ‘face’ to describe the flat surfaces of three-dimensional objects with straight edges

Select and name a familiar three-dimensional object from a description of its features

Volume: Measure and compare the internal volumes (capacities) of containers by filling

Use uniform informal units to measure how much a container will hold by counting the number of times a smaller container can be filled and emptied into the container being measured

Select appropriate informal units to measure the capacities of containers

Recognise and explain the relationship between the size of a unit and the number of units needed

Compare the internal volumes of two or more containers using appropriate uniform informal units

Recognise and explain why containers of different shapes may have the same internal volume

Estimate how much a container holds by referring to the number and type of uniform informal unit used and check by measuring

Volume: Measure the internal volume (capacity) of containers by packing

Pack cubic units (eg blocks) into rectangular containers so that there are no gaps

Recognise that cubes pack better than other objects in rectangular containers

Estimate and measure the internal volume of a container by filling the container with uniform informal units and counting the number of units used

Explain that if there are gaps when packing and stacking, this will affect the accuracy of measuring the internal volume

Volume: Construct volumes using cubes

Explore different rectangular prisms that can be made from a given number of cubes

Devise and explain strategies for stacking and counting units to form a rectangular prism

Record volumes, referring to the number and type of uniform informal unit used

Non-spatial Measure

Mass: Investigate mass using an equal-arm balance

Place objects on either side of an equal-arm balance to obtain a level balance

Use an equal-arm balance to compare the masses of two objects and record, which is heavier or lighter

Predict the action of an equal-arm balance before placing particular objects in each pan

Use a balance to find two collections of objects that have the same mass

Compare and order the masses of two or more objects by hefting, and check using an equal-arm balance

Time: Name and order the cycle of months

Name and order the months of the year

Recall the number of days in each month

Identify a day and date using a Gregorian calendar

Recognise monthly and annual cycles

Time: Tell time to the half-hour

Read analog clocks to the half-hour using the terms ‘o'clock’ and ‘half past’

Describe the position of the hands on a clock for the half-hour

Connect the use of half turns to the turn of the minute hand for the passing of the half-hour

Explain why the hour hand on a clock is halfway between successive hour-markers when the minute hand shows the half-hour (Reasons about relations)

Describe everyday events with particular hour and half-hour times

Record hour and half-hour time, making connections between analog and digital clocks

Data

Ask questions and gather data

Investigate a topic of interest by choosing suitable questions to obtain appropriate data

Gather data and track what has been counted by using concrete materials, tally marks, lists or symbols

Represent data with objects and drawings and describe the displays

Use concrete materials or pictures of objects as symbols to create data displays where one object or picture represents one data value

Describe information presented in one-to-one data displays

Use comparative language to describe information presented in a display, such as ‘more than' and ‘less than’

Interpret a data display and identify the biggest or smallest values

Chance

Identify and describe possible outcomes

Identify possible outcomes of familiar activities and events

Describe the chance of possible outcomes for familiar activities and events