Knowledge, skills and understanding
Calculations
KS1.Ma2.3 – Pupils should be taught to:
Number operations and the relationships between them
KS1.Ma2.3.b – Understand multiplication as repeated addition; understand that halving is the inverse of doubling and find one half and one quarter of shapes and small numbers of objects; begin to understand division as grouping (repeated subtraction); use vocabulary associated with multiplication and division
Samples: Groups of 2. Identifying the amounts in a group. Rows of ten. Share 12 equally. Identifying fractions tutorial.
Mental methods
KS1.Ma2.3.c – Develop rapid recall of number facts: know addition and subtraction facts to 10 and use these to derive facts with totals to 20, know multiplication facts for the x2 and x10 multiplication tables and derive corresponding division facts, know doubles of numbers to 10 and halves of even numbers to 20
Samples: Add on to 5. Add on to 10. Addition to 20. Make 10. Counting forwards and backwards by 10.
Number and place value
ACMNA003 – Subitise small collections of objects
Samples: Ordering groups of objects to 10. Subitising - dots. Counting in Two's. Identifying the amounts in a group.
Number and place value
ACMNA012 – Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
Samples: Counting to 100 on a number line: Activity 1. Counting in Two's. Identifying the amounts in a group. Rows of ten.
Patterns and algebra
ACMNA018 – Investigate and describe number patterns formed by skip counting and patterns with objects
Samples: Counting in Two's. Counting by Fives. Counting by Tens. Groups of 2. Identifying the amounts in a group. Rows of ten.
Number and place value
ACMNA031 – Recognise and represent multiplication as repeated addition, groups and arrays
Samples: Counting by Tens. Counting in Two's. Counting by Fives. Groups of 2. Identifying the amounts in a group. Rows of ten.
4.NA.1 – Apply basic addition and subtraction facts, simple multiplication facts, and knowledge of place value and symmetry to:
4.NA.1.a – Combine or partition whole numbers
Samples: Counting to 100 on a number line: Activity 1. Make 10. Addition to 20. Add three numbers - each under 6.
Mathematics
K.CC.5 – Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Samples: Counting sheep - to 10. Ordering groups of objects to 10. Place Value Teens - Can you see a Pattern?.
Mathematics
K.CC.6 – Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects).
Samples: Ordering groups of objects to 10. Subitising - objects: Activity 1. Share 12 equally.
Mathematics
2.OA.4 – Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Samples: Groups of 2. Identifying the amounts in a group. Rows of ten. Groups of 2. Multiply by adding lots of 5. Rows of 10.
Mathematics
2.NBT.2 – Count within 1000; skip-count by 5s, 10s, and 100s.
Samples: Counting by Tens. Counting in Two's. Counting by Fives. Groups of 2. Identifying the amounts in a group.
Mathematics
3.OA.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Samples: Groups of 2. Counting by Threes. Counting by Fours. Identifying the amounts in a group. Rows of ten. Groups of 2.