## CONCEPTUAL UNDERSTANDING

• The base 10 place value system is used to represent numbers and number relationships.
• Numbers are a naming system
• Numbers can be used in many ways for different purposes in the real world.

## Knowledge

• Use the language of mathematics to count numbers in sequences up to 1000.
• Use the language of mathematics to investigate odd and even numbers.
• Can round numbers to the nearest 10 or 100 for numbers up to 1000.
• Recognise, model, read, write and order numbers to represent quantities in real-life situations up to 1000.
• Estimate quantities to 100.
• Model numbers to 1000 using the base ten place value system.
• Use the language of mathematics to skip count by threes starting from zero.

## CONCEPTUAL UNDERSTANDING

• The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems.

Select and use the appropriate mental, written and inventive strategies for addition and subtraction involving double digit numbers within 100.

## Knowledge

• Double facts that equal up 20 e.g. 9+9, 10+10
• Teen facts e.g. 10+3, 10+6
• Basic facts to 20 e.g. 14 -3,
• Making tens e.g. 4+6

Strategies:

• Estimation
• Using manipulatives
• Drawing
• Making tens (rounding) e.g. 9+8 (9+1+7)
• Near doubles e.g. 8+9 (8+8+1)
• Place value e.g. 122 + 15 as (120 + 10) + (2 + 5) = 37
• Subtracting in parts e.g. 20-15 as (20 – 10) (10 – 5) = 5

## Multiplication & Division

Knowledge:

• Efficiently recalls 2,3,5, and 10 times tables.

Strategies

• Uses multiplication knowledge of 2,3,5 and 10 times tables to solve problems e.g. 5 × 5 = 25; 25 + 5 = 30
• Use Area models to show understanding.

## CONCEPTUAL UNDERSTANDING

• Fractions are ways of representing whole- part relationships.

## Knowledge

• Read, use and model fractions ½, ¼ and ⅓ in real-life situations
• Use number knowledge to find fractions of whole numbers (½ or 10 is 5)

Strategies

• Equally share a collection of objects into 2 or more equal groups

## CONCEPTUAL UNDERSTANDING

Van Hiele Level 1.

• Classify shapes
• Know the properties of shapes
• Identify shapes by describing their parts
• Think about all shapes with a class of shape e.g. all rectangles not just the common ones.
• Understand what makes a rectangle a rectangle or a square a square.

## Knowledge

Shape:

• Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
• Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
• Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.
• Recognize that equal shares of identical wholes need not have the same shape.

Shapes: triangles, quadrilaterals, pentagons, hexagons, and cubes.

Space:

• Interpret simple maps of familiar locations and identify the relative positions of key features.
• Investigate the effect of one-step slides and flips with and without digital technologies
• Identify and describe half and quarter turns

## CONCEPTUAL UNDERSTANDING

• Estimate, measure, order and compare objects using familiar metric units of length, mass and capacity, including grams, kilograms and liters

## Knowledge

Measure and estimate lengths in standard units.

• Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
• Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
• Estimate lengths using units of centimeters, and meters.
• Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Time and money.

• Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

## CONCEPTUAL UNDERSTANDING

• Whole numbers exhibit patterns and relationships that can be observed and described.
• Patterns can be represented using numbers and other symbols.

## Knowledge

• Describe patterns with numbers and identify missing elements.
• Solve problems by using number sentences for addition or subtraction.

## CONCEPTUAL UNDERSTANDING

• Organizing objects and events helps us to solve problems.
• Events in daily life involve chance
• Information can be expressed as organized and structured data.

## Knowledge

Data Handling

• Select appropriate graph form(s) to display data
• Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
• Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Chance

• Identify practical activities and everyday events that involve chance.
• Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’