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Transition: Counting from One by Imaging to Advanced Counting Achievement Mathematical Processes: Levels One and Two Problem Solving: Devise and use problem­solving  Objectives

strategies to explore situations mathematically. Use equipment appropriately when exploring  mathematical ideas. Logic and Reasoning: Classify objects. Communicating Mathematical Ideas: Devise and follow  a set of instructions to carry out a mathematical activity.   Record and talk about the results of mathematical  exploration.

Domain:Addition and Subtraction

Number and Algebra: Levels One and Two Read and write any two­digit whole number. Rote count to at least 50. Read any 3­digit whole number. Explain the meaning of the digits in 2- or 3-digit whole numbers. Order any set of three or more whole numbers (up to 99). Make sensible estimates and check the reasonableness of answers. Model and explain addition calculations with a sum of up to 20. Using up to 20 objects, model and explain subtraction calculations. Write and solve comparison problems. Recall the basic addition and subtraction facts. Mentally perform calculations involving addition and subtraction. Write and solve story problems which involve whole numbers using addition  and subtraction.

Strategies being developed

Problem progression

References

Knowledge being developed

Resources

Solve simple addition (joining, change, or comparing) problems to 100 by counting on in their heads in ones.

9 + 2 = , 8 + 4 = , 14 + 3 = , 25 + 4 = , 99 + 5 = , 77 + 4 = , 8 +  = 11, 15 +  = 19, 67 +  = 72, 89 +  = 96 14 is how many more than 8? 33 is how many more than 27? 74 is how many more than 69?

Teaching Addition,   Subtraction, and Place Value  Number Tiles (18) The Number Strip (19) The Bears’ Picnic (20) Frog Jumps(20) The Bigger Number First (21) Change Unknown (21)

Identify all of the numbers  in the range 0–100 at least.

Teaching Number Knowledge Number mat and lily pads (2) “Teen” and “Ty” numbers (3) Number hangman (5) BSM 8-1-45, 8-1-81, 9-1-4, 9-1-5, 9-1-6, 9-1-42, 9-1-82, 12-1-1

© 2006 Crown Copyright

BSM

Numeracy Development Projects

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E CA AC EA AA AM AP

7­1­53, 9­1­11, 9­1­49, 10­1­7,  10­1­49, 10­1­50, 10­1­51

© 2006 Crown Copyright

Numeracy Development Projects

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Transition: Counting from One by Imaging to Advanced Counting

Domain:Addition and Subtraction

Strategies being developed

Problem progression

References

Knowledge being developed

Resources

Solve simple subtraction (separating, change, or comparing) problems to 100 by counting back in their heads in ones.

12 - 3 = , 14 - 5 = , 23 - 4 = , 41 - 2 = , 67 - 5 = , 72 - 6 = , 12 -  = 9, 24 -  = 19, 67 -  = 58, 94 -  = 89 16 is how many less than 21? 39 is how many less than 43? 74 is how many less than 80?

Teaching Addition,   Subtraction, and Place   Value  Counting Back (22)

Say the forwards and  backwards number word  sequences in the range 0– 100, at least, connecting  that the result of adding  or taking one more/less  object to a set is given by  the next/previous  counting number. Order numbers in the  range 0–100, at least.

Teaching Number Knowledge Number fans (4) Counting (11) Lucky dip (13) Using calculators (14) Hundreds Boards and Thousands Boards (16) BSM 9-1-4, 9-1-42, 9-3-9

Solve addition and subtraction problems with groups of ten, using place value materials, e.g. 30 + 20 = 50, 63 – 30 = 33, 64 – 32 = 32

© 2006 Crown Copyright

40 + 20 = , 70 - 50 = , 60 + 30 = , 90 - 20 = , 42 + 30 = , 75 - 20 = , 54 -  = 24, 27 +  = 57, 36 +  = 76, 94 -  = 54

BSM 9­3­13, 9­3­14, 9­3­55, 9­3­56,  9­3­57,9­3­58, 9­3­59, 9­3­85,  10­1­8, 10­1­52, 10­1­53

Teaching Addition,   Subtraction, and Place   Value  Adding Tens (22) Subtracting Tens (23) The Missing Ones and  Tens (25) The Thousands Book (25)

Numeracy Development Projects

E CA

Teaching Number Knowledge (Book 4) Card ordering (12) Arrow cards (13) Rocket- where will it fit (15) Number line flips (15) Squeeze – Guess my number (15) Bead strings (17) Who is the richest? (18) Figure It Out N 2.1 (1) The mail gets through N 2-3 (1) Happy hundreds BSM 9-3-51, 9-3-52, 10-1-4, 11-1-4, 11-1-5, 11-1-43, 11-1-44, 11-1-45, 11-1-46, 11-3-6, 11-3-7, 11-3-46, 11-3-47, 11-3-48, 11-3-83

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AC EA AA AM AP

Transition: Counting from One by Imaging to Advanced Counting Knowledge being developed Conserve the number of objects in a collection irrespective of how they  are arranged, trust the count, and work from it.. Recall the facts to ten, and the teen facts, e.g. 3 + 7 = 10, 10 - 6 = 4, 10 + 8 = 18.

Domain:Addition and Subtraction

Resources

CA AC EA

Teaching Number Knowledge (Book 4) Up to ten (32) Tens frames again (34) Patterns to ten (34) Addition Flash Cards (37) BSM:

AA AM

9-1-9, 9-1-10, 9-1-47, 9-1-48, 9-3-11, 9-3-12, 9-3-54, 10-1-3, 10-3-46, 11-3-8, 11-3-9, 11-3-49, 11-3-50, 11-3-51

Recall the doubles to 20, e.g. 7 + 7 = 14..

Recall the number of tens within decades

Recall the decades that add to 100, e.g. 60 + 40 = 100.

© 2006 Crown Copyright

Numeracy Development Projects

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AP

Teaching Number Knowledge (Book 4) Double Trouble (32) Figure It Out N 2.2 Helping hands (3) BSM: 10-1-6, 10-1-47, 10-1-48, 10-1-83 Teaching Number Knowledge (Book 4) Zap (26) Number Boggle (33) Figure It Out N 2.2 Flexible fingers (8) BF 2-3 One liner (1) BF 2-3 Fizzing it up (5) BSM: 9-1-9, 9-1-10, 9-1-47, 9-1-48, 10-1-5, 10-1-45, 10-1-46, 11-1-12 BSM: 9-3-8, 9-3-49, 9-3-50

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