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Level One > Number and Algebra

# AO1: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.

Children
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## Ten in the Bed

The unit uses the poem “Ten in the Bed” as a focus for the students to begin to explore patterns in number.

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## Counting on Counting

The purpose of this unit is to explore and develop understanding of cardinality and one-to-one matching, conservation, counting patterns and simple addition and subtraction of sets.

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## The Three Pigs

In this unit the students design and construct homes for the three pigs. Each of the homes is made and filled with patterns that we explore.

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## Beetle Wheels

In this unit of work we link the development of skip-counting patterns to bars on a relationship graph. We also plot our skip-counting patterns on a hundreds board.

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## Ten in the Bed

In this unit students will experience skip counting in twos and fives based on the common nursery rhyme “Ten in the Bed”.

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## Make a 100

In this unit the students form collections of a 100 objects.  In doing this they examine the relationship between 100 and smaller numbers, specifically 10.

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## More Lollies

Solve problems up to 20 using subtraction and addition.

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## Clap, Pat, Click

This activity is to encourage students to skip count to help them find the answer to problems involving equal groups.  It is designed to help students make the link between ‘whisper’ counting with body percussion and solving multiplication facts.v

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## Up we go

In this unit we work on word problems about climbing up steps and riding in a lift. We learn about different types of problems that can be modelled on number lines. We practice mental calculations with sums to 10 and to 20.

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## Money for starters

There are two key intended learning outcomes for this unit. Firstly that students will become familiar with NZ currency and secondly students will be able to identify and compare the values of different units of currency. So, not only will they recognise money, but they will have an understanding of how many 10c coins are equal in value to a 50c coin (for example).

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## The Number Partner

This unit uses one of the digital learning objects, the number partner, to support students as they investigate possible pairings for numbers from 10 to 30. It is suitable for students working with Advanced Counting and Early Additive strategies (Stage 4-5 of the Number Framework). It includes problems and questions that can be used by the teacher when working with a group of students on the learning object, and ideas for independent student work.

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## Skip it to multiply it

This unit explores early multiplication where students are encouraged to skip count to solve story problems, rather than counting all.  For example "John has 3 ponds and there are 2 fish in each pond.  How many fish are there altogether?"  Students will be encouraged to solve this problem by going 2, 4, 6.  "There are 6 fish altogether."

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## Gremlins

Model and explain addition facts to 10 and then 20.

Model and explain subtraction facts to 10 and then 20.

Devise and use problem solving strategies (act, draw)

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## Buttons and Bears

Count groups of three to 15

Use equipment to model and add sets of three

Devise and use problem solving strategies (act it out, draw a picture)

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## Fifty Toes

Count in 10's to 50

Devise and use problem solving strategies (act it out, draw a picture)

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## The Three Cold Kittens

Count groups of two to 6;

Use equipment to model and add sets of twos.

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## Pizzas And Things

Count groups of two to 6

Use equipment to model and add sets of twos.

Devise and use problem solving strategies (draw a picture, use equipment, guess and check, be systematic).

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## Mrs Parore's Laundry

Use simple problem solving strategies;

Solve a simple problem involving number.

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## Lollies!

Solve addition problems with numbers up to 20.

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## Points

Devise and use problem solving strategiesto explore situations mathematically. This problem uses guess and check, be systematic, draw a picture, and think.

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## You Be The Teacher

Use their mathematical knowledge to invent basic addition and subtraction problems;

Solve other students’s problems.

Devise and use problem solving strategies to explore situations mathematically.

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## Well,Well!

Skip count in twos

Investigate and find patterns in addition and subtraction

Devise and use problem solving strategies (act it out, draw a picture)

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## Counting Cubes

skip count in 2s, 3s, and 5s

devise and use problem solving strategies (make an organised list)

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In this unit we compare the weight of the students’ favourite soft toys directly and then indirectly using beads. Although the technically correct term to use is mass rather than weight we believe that at Level One it is confusing to be "particular" about the difference. As the students will be most familiar with the term weight we believe it is reasonable to use it to describe this week's activities.

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In this unit students explore different ways to communicate and explain adding numbers within ten. The representations included are number lines, set diagrams, animal strips and tens frames.

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## How Many Cubes?

Count a set of objects in the range 1–10.

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## Adding and Subtracting with Counters

Solve addition problems to 20 by joining sets and counting all the objects.

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## Turtles 5 and ...

Solve addition problems to 20 by joining sets and counting all the objects.

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## Counting Back

Solve subtraction problems to 100 by counting back in their heads.

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## More Ones and Tens

Count up to 50 objects by grouping the objects in tens.

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## Five Sweets Per Packet

Solve multiplication problems using skip counting in twos, fives, and tens.

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## The Missing Tens and Ones

Solve addition and subtraction problems using groups of ten.

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## The Thousands Book

Solve addition and subtraction problems using groups of ten.

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## Fly Flip

Solve addition problems to 20 by joining sets and counting all the objects.

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## Tens Frames

Form a set of objects in the range 1–10.

Identify all of the numbers in the range 0–10.

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## Tripods

model and explain addition of sets of three or model and explain subtraction of sets of three

count forward or back in threes

devise and use problem solving strategies (act it out, draw a picture, use equipment appropriately)

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## Sandwiches

Divide a region into two equal parts through folding or cutting

Demonstrate that the two parts are equal and describe these parts as halves

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## Minnie’s Diner: A Multiplying Menu

This is an activity based on the picture book Minnie’s Diner: A Multiplying Menu

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## Using five

The purpose of this unit is to build upon the knowledge students have of combining and separating groupings to five and to use this as a building block to knowing combinations within and up to ten.

These teaching and learning activities also support Student e-ako Place Value 1, pages 4-5 and to complement learning activities found in Book 5, Teaching Addition, Subtraction and Place Value.

This is the second in a series of units developing place value concepts. This unit builds on the previous unit of work:

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## Making ten

The purpose of this unit of sequenced lessons is to develop knowledge and understanding of combinations to ten. The purpose is also to develop a recognition of the importance of knowing facts to ten and being able to generalise by seeing and applying these patterns with numbers to 100.

These teaching and learning activities support Student e-ako Place Value 1, pages 4 and 5. This unit of work complements learning activities found in Book 5, Teaching Addition, Subtraction and Place Value.

This is the third of a series of units developing place value concepts. This unit builds on the previous units of work:

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## Teen numbers (building with ten)

The purpose of this unit of sequenced lessons is to develop knowledge and understanding of the place value structure of the numbers from ten to twenty.

These teaching and learning activities support Student e-ako Place Value 1, pages 6-15 and to complement the learning activities found in Book 5, Teaching Addition, Subtraction and Place Value.

This is the fourth of a series of units developing place value concepts. This unit builds on the previous units of work: