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KS1.Y1.N.NPV – Number - number and place value
Pupils should be taught to:
KS1.Y1.N.NPV.4 – Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
Samples: Subitising - dots. How many altogether. Subitising - Matching pairs of quantities.
Number and place value
ACMNA002 – Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
Samples: Number line. Counting to 20 using counters. Ordering groups of objects to 10. Subitising - dots. Counting to twenty.
ACMNA003 – Subitise small collections of objects
Samples: Ordering groups of objects to 10. Subitising - dots. Rows of 5. How many altogether.
1.NA.1 – Apply counting-all strategies
Samples: Number recognition to 10. Identifying numbers in pictures. Counting sheep - to 10.
1.NA.2 – Continue sequential patterns and number patterns based on ones.
Samples: Number recognition to 10. Identifying numbers in pictures. Counting sheep - to 10.
2.NA.1 – Apply counting-on, counting-back, skip-counting, and simple grouping strategies to combine or partition whole numbers
Samples: Write numbers - to 30. Comparing numbers – to 30. Number line. Counting to 10 on the Number Line.
2.NA.4 – Continue number patterns based on ones, twos, fives, and tens.
Samples: Write numbers - to 30. Comparing numbers – to 30. Number line. Counting to 10 on the Number Line.
Mathematics
K.CC.1 – Count to 100 by ones and by tens.
Samples: Number recognition to 10. Identifying numbers in pictures. Counting sheep - to 10.
K.CC.3 – Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Samples: Number recognition to 10. Counting sheep - to 10. Counting to 20 using counters. Counting on the Number Line to 20.
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 to 20 using counters. Counting on the Number Line to 20. Ordering groups of objects to 10.
K.CC.4 – Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4.a – When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Samples: Counting sheep - to 10. Counting to 10 - How many altogether: Activity 1. Counting to 10 on the Number Line.
K.CC.4.b – Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Samples: Counting sheep - to 10. Counting to 10 - How many altogether: Activity 1. Ordering groups of objects to 10.
Mathematics
K.OA.3 – Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Samples: Subitising - Matching pairs of quantities. Subitising - dots. How many altogether. Matching equal amounts.
K.OA.4 – For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
Samples: Subitising - dots. How many altogether. Subitising - Matching pairs of quantities. Add on to 5.