New Zealand

Number

• Number structure

  • subitise (recognise without counting) the number of objects in a collection of up to 10, including by combining two patterns of 1–5 objects

    • Represent numbers - up to 3 (1-A.5)
    • Represent numbers - up to 5 (1-B.5)
    • Represent numbers - up to 10 (1-C.8)

  • count forwards or backwards in 1s, 2s, and 10s from any whole number between 1 and 20, and then between 1 and 100

    • Learn to count to 5 (1-B.1)
    • Count to 5 (1-B.2)
    • Count using stickers - up to 5 (1-B.3)
    • Count on ten frames - up to 5 (1-B.4)
    • Represent numbers - up to 5 (1-B.5)
    • One more - up to 5 (1-B.6)
    • Count one more - up to 5 (1-B.7)
    • One less - up to 5 (1-B.8)
    • Count one less - up to 5 (1-B.9)
    • Learn to count to 10 (1-C.3)
    • Count to 10 (1-C.4)
    • Count using stickers - up to 10 (1-C.5)
    • Count on ten frames - up to 10 (1-C.6)
    • Tally marks - up to 10 (1-C.7)
    • Represent numbers - up to 10 (1-C.8)
    • One more - up to 10 (1-D.1)
    • Count one more - up to 10 (1-D.2)
    • One less - up to 10 (1-D.3)
    • Count one less - up to 10 (1-D.4)
    • One more and one less - up to 10 (1-D.5)
    • Count one more and one less - up to 10 (1-D.6)
    • Count up and down to find the next number - up to 10 (1-E.1)
    • Count to fill a ten frame (1-E.2)
    • Number lines - up to 10 (1-E.3)
    • Before, after and between - up to 10 (1-E.4)
    • Count forward - up to 10 (1-E.5)
    • Count forward and backward - up to 10 (1-E.6)
    • Complete a sequence - up to 10 (1-E.8)
    • Count to 20 (1-F.2)
    • Count on ten frames - up to 20 (1-F.3)
    • Show numbers on ten frames - up to 20 (1-F.4)
    • Represent numbers - up to 20 (1-F.5)
    • Count up and down to find the next number - up to 20 (1-F.6)
    • Tally marks - up to 20 (1-F.7)
    • Number lines - up to 20 (1-F.8)
    • Before, after and between - up to 20 (1-F.9)
    • Count forward - up to 20 (1-F.10)
    • Count forward and backward - up to 20 (1-F.11)
    • Complete a sequence - up to 20 (1-F.13)
    • Count on ten frames - up to 30 (1-H.1)
    • Count to 100 (1-H.2)
    • Count on the hundred chart (1-H.3)
    • Count groups of ten (1-H.4)
    • Number lines - up to 30 (1-H.5)
    • Learn to skip-count by twos (1-I.1)
    • Skip-count by twos (1-I.2)
    • Learn to skip-count by tens (1-I.5)
    • Skip-count by tens (1-I.6)

  • identify, read, and write whole numbers up to at least 20, and represent them using the ten-and-ones structure of teen (11-19) and -ty (multiples of 10) numbers (e.g., 17 = 10 + 7, 20 = 2 × 10)

    • Identify numbers - up to 10 (1-C.1)
    • Choose the number that you hear - up to 10 (1-C.2)
    • Names of numbers - up to 10 (1-E.7)
    • Identify numbers - up to 20 (1-F.1)
    • Names of numbers - up to 20 (1-F.12)
    • Write tens and ones - up to 20 (1-F.15)
    • Make teen numbers with models: words (1-G.1)
    • Make teen numbers: words (1-G.2)
    • Partition teen numbers with models: words (1-G.3)
    • Partition teen numbers: words (1-G.4)
    • Make and partition teen numbers with models: addition sentences (1-G.5)
    • Make and partition teen numbers: addition sentences (1-G.6)

  • compare and order whole numbers up to at least 20 and ordinal numbers (e.g., 1st, 2nd, 3rd), using words or numerals with suffixes

    • Ordinal numbers - up to third (1-A.6)
    • Ordinal numbers - up to fifth (1-B.10)
    • Ordinal numbers - up to tenth (1-E.9)
    • Are there enough? (1-J.1)
    • Fewer and more - compare by matching (1-J.2)
    • Fewer and more - compare by counting (1-J.3)
    • Fewer and more - compare in a mixed group (1-J.4)
    • Fewer, more and same (1-J.5)
    • Compare two numbers - up to 10 (1-J.6)
    • Compare three numbers - up to 10 (1-J.7)
    • Put numbers up to 10 in order (1-J.8)
    • Put numbers up to 20 in order (1-J.9)

  • partition and regroup up to 20 objects in different ways, using a systematic approach and noticing patterns

    • Put together numbers using cubes - sums up to 5 (1-N.1)
    • Build cube trains to add up to 5 - words (1-N.2)
    • Addition sentences up to 5 - which model matches? (1-N.3)
    • Partition numbers using cubes - sums up to 5 (1-P.1)
    • Put together numbers using cubes - sums up to 10 (1-Q.1)
    • Build cube trains to add up to 10 - words (1-Q.2)
    • Partition numbers using cubes - sums up to 10 (1-S.1)
    • Make a number different ways using cubes - sums up to 10 (1-S.2)

• Operations

  • use estimation to predict results and to check the reasonableness of calculations

  • join and separate groups of up to a total of 20 objects and find the difference between groups by grouping and counting (e.g., 9 + 6; 7 + _ = 11)

    • Put together numbers using cubes - sums up to 5 (1-N.1)
    • Build cube trains to add up to 5 - words (1-N.2)
    • Addition sentences up to 5 - which model matches? (1-N.3)
    • Addition sentences up to 5 - what does the model show? (1-N.4)
    • Write addition sentences for pictures - sums up to 5 (1-N.5)
    • Add with pictures - sums up to 5 (1-O.1)
    • Addition sentences - sums up to 5 (1-O.2)
    • Addition word problems - sums up to 5 (1-O.6)
    • Partition numbers using cubes - sums up to 5 (1-P.1)
    • Partition numbers up to 5 - addition sentences (1-P.3)
    • Put together numbers using cubes - sums up to 10 (1-Q.1)
    • Build cube trains to add up to 10 - words (1-Q.2)
    • Addition sentences up to 10 - which model matches? (1-Q.3)
    • Addition sentences up to 10 - what does the model show? (1-Q.4)
    • Write addition sentences for pictures - sums up to 10 (1-Q.5)
    • Add with cubes - sums up to 10 (1-R.1)
    • Build cube trains to add up to 10 - addition sentences (1-R.2)
    • Add with pictures - sums up to 10 (1-R.3)
    • Addition sentences - sums up to 10 (1-R.4)
    • Add doubles with models - sums up to 10 (1-R.5)
    • Addition word problems - sums up to 10 (1-R.13)
    • Partition numbers using cubes - sums up to 10 (1-S.1)
    • Partition numbers up to 10 - addition sentences (1-S.3)
    • Add with pictures - sums up to 20 (1-T.1)
    • Add doubles using models - sums up to 20 (1-T.2)
    • Use ten frames to add (1-T.3)

  • explore addition facts up to 10 and their corresponding subtraction facts (families of facts), including doubles and halves

    • Add doubles with models - sums up to 10 (1-R.5)
    • Add doubles - sums up to 10 (1-R.6)
    • Make a number using addition - sums up to 10 (1-R.7)
    • Add two numbers - sums up to 10 (1-R.8)
    • Complete the addition sentence - sums up to 10 (1-R.10)
    • Complete the addition sentence - make 10 (1-R.11)
    • Subtract doubles - numbers up to 10 (1-V.3)
    • Relate addition and subtraction sentences - numbers up to 10 (1-V.4)
    • Use addition to subtract - numbers up to 10 (1-V.5)
    • Make a number using subtraction - numbers up to 10 (1-V.6)
    • Subtract - numbers up to 10 (1-V.7)

  • multiply and divide using equal grouping or counting

    • Learn to skip-count by twos (1-I.1)
    • Skip-count by twos (1-I.2)
    • Learn to skip-count by tens (1-I.5)
    • Skip-count by tens (1-I.6)

• Rational numbers

  • identify and represent halves and quarters as fractions of sets and regions, using equal parts of the whole

    • Equal parts - halves and quarters (1-DD.1)
    • Identify halves and quarters (1-DD.2)
    • Make halves and quarters (1-DD.3)
    • Make halves and quarters in different ways (1-DD.4)

  • find a half or quarter of a set using equal sharing and grouping

Algebra

• Equations and relationships

  • solve true or false number sentences and open number sentences involving addition and subtraction of one-digit numbers, using an understanding of the equal sign (e.g., 2 + 5 = 3 + _, 7 – 5 = 6 – 4 (T or F?)

    • Addition sentences with sums up to 10: true or false? (1-R.9)
    • Complete the addition sentence - sums up to 10 (1-R.10)
    • Partition numbers up to 10 - addition sentences (1-S.3)
    • Subtraction sentences with numbers up to 10: true or false? (1-V.8)
    • Complete the subtraction sentence - numbers up to 10 (1-V.9)

  • copy, continue, create, and describe a repeating pattern with three elements, and identify missing elements in a pattern

    • Colour patterns (1-K.1)
    • Size patterns (1-K.2)
    • Shape patterns (1-K.3)
    • Find the next shape in a pattern (1-K.4)
    • Complete a pattern (1-K.5)

• Algorithmic thinking

  • follow step-by-step instructions to complete a simple task

    • Classify and sort by colour or shape (1-CC.7)

Measurement

• Measuring

  • compare the length, mass (weight), volume, or capacity of objects directly or indirectly (e.g., by comparing each of them with another object, used repeatedly)

    • Long and short (1-M.1)
    • Tall and short (1-M.2)
    • Wide and narrow (1-M.3)
    • Light and heavy (1-M.4)
    • Holds more or less (1-M.5)
    • Compare size, weight and capacity (1-M.6)
    • Measure using objects (1-M.7)

  • identify how the passing of time is measured in years, months, weeks, days, hours

    • Months of the year (1-W.9)
    • Read a calendar (1-W.10)

  • name and order the days of the week, and sequence events in a day using everyday language of time

    • A.M. or P.M. (1-W.5)
    • Times of everyday events (1-W.6)
    • Days of the week (1-W.8)

  • tell the time to the hour using the language of 'o'clock'

    • Match analogue clocks and times (1-W.1)
    • Match digital clocks and times (1-W.2)
    • Match analogue and digital clocks (1-W.3)
    • Read clocks and write times (1-W.4)

Geometry

• Shapes

  • identify, describe, and sort familiar 2D and 3D shapes presented in different orientations, including triangles, circles, rectangles (including squares), cubes, cylinders, and spheres

    • Name the two-dimensional shape (1-AA.1)
    • Circles (1-AA.2)
    • Triangles (1-AA.3)
    • Squares and rectangles (1-AA.4)
    • Select two-dimensional shapes (1-AA.6)
    • Count sides and corners (1-AA.7)
    • Compare sides and corners (1-AA.8)
    • Sort two-dimensional shapes (1-AA.9)
    • Two-dimensional and three-dimensional shapes (1-BB.1)
    • Spheres (1-BB.3)
    • Cubes (1-BB.4)
    • Cylinders (1-BB.6)
    • Select three-dimensional shapes (1-BB.7)
    • Classify and sort by shape (1-CC.6)
    • Compare shapes using attributes (1-CC.8)

• Spatial Reasoning

  • anticipate which smaller shapes might be used to compose a target shape, and then check by making the shape

    • Compose simple two-dimensional shapes (1-AA.10)

  • slide, flip, and turn 2D shapes to make a pattern

    • Flip, turn and slide (1-AA.13)

• Pathways

  • follow and give instructions to move to a familiar location or locate an object

  • use pictures, diagrams, or stories to describe the positions of objects and places

    • Inside and outside (1-L.1)
    • Above and below (1-L.2)
    • Beside and next to (1-L.4)
    • Left, middle and right (1-L.6)
    • Top, middle and bottom (1-L.7)
    • Location in a grid (1-L.8)

Statistics

• Problem

  • pose a summary investigative question about a group for which the data will have categorical variables (e.g., colour, brand), and anticipate what the data might show

    • Classify by colour (1-CC.5)
    • Classify and sort by colour or shape (1-CC.7)
    • Sort shapes into a Venn diagram (1-CC.9)

• Plan

  • plan to collect data by making observations or questioning others, and discuss how the data-gathering process might affect people

• Data

  • collect categorical data for one variable

• Analysis

  • create and make statements about data visualisations (e.g., pictures, graphs, dot plots) for the categorical data, giving the frequency for each category

    • Which pictograph is correct? (1-X.1)

• Conclusion

  • choose from given options the statements that best answer the investigative question

    • Interpret pictographs (1-X.2)

• Statistical literacy

  • agree or disagree with others' statements about simple data visualisations (e.g., pictures, graphs, dot plots)

Probability

• Probability investigations

  • engage in stories or games that involve chance-based situations and:

    • decide if something will happen, won't happen, or might happen

      • More or less likely (1-Y.1)

    • identify possible and impossible outcomes (e.g., what might happen next)