Math K-6 WS - K-6 Educational Resources

MathematicsK-6 Early Stage1
3.2 Addition and Subtraction
Strand – Number Syllabus Content p 46
NES1.2
Combines, separates and compares collections of objects,
describes using everyday language and records using informal
methods
WM
Questioning
Asks questions that
could be explored
using mathematics in
relation to Early Stage
1 content
Students learn about
Sample Units of Work
Working Mathematically Outcomes
Applying Strategies
Uses objects, actions,
imagery, technology
and/or trial and error
to explore
mathematical problems
❚ combining two or more groups of objects to model addition
❚ separating and taking part of a group of objects away to
model subtraction
❚ comparing two groups of objects to determine ‘how many
more’
❚ creating combinations for numbers to at least 10
eg ‘How many more make ten?’
❚ describing the action of combining, separating or
comparing using everyday language eg makes, join, and,
get, take away, how many more, altogether
❚ counting forwards by ones to add and backwards by ones
to subtract
❚ recording addition and subtraction informally using
drawings, numerals and words
Communicating
Key Ideas
Describes mathematical
situations using
everyday language,
actions, materials and
informal recordings
Combine groups to model addition
Take part of a group away to model subtraction
Compare groups to determine ‘how many more’
Record addition and subtraction informally
Reasoning
Students learn to
Uses concrete materials
and/or pictorial
representations to
support conclusions
Knowledge and Skills Working Mathematically
16
Reflecting
Links mathematical
ideas and makes
connections with, and
generalisations about,
existing knowledge
and understanding in
relation to Early Stage
1 content
❚ pose ‘how many’ questions that can be solved using
addition and subtraction (Questioning)
❚ use concrete materials, including fingers, to model and
solve simple addition and subtraction problems
(Applying Strategies)
❚ solve simple everyday problems using problem-solving
strategies that include ‘acting it out’ (Applying Strategies)
❚ use visualisation of numbers to assist with addition and
subtraction (Applying Strategies)
❚ apply strategies that have been demonstrated by other
students (Applying Strategies, Reflecting)
❚ use simple computer graphics to represent numbers and
their combinations to at least 10 (Applying Strategies)
❚ explain or demonstrate how an answer was obtained
(Applying Strategies, Communicating, Reasoning)
❚ describe what happened to a group when it was added to
or subtracted from (Communicating, Reflecting)