AO2: Know groupings with five, within ten, and with ten.

In this unit students help plan a party for Q-Bear and think about some of the different ways people celebrate their birthdays.

In this activity students learn that the code in English for numbers from 13 to 19 the "teen" part of the words means ten.

In this activity the students use their knowledge of tens frames to reinforce their knowledge of teen numbers.  The activity encourages the students to notice the different combinations they are able to make.

In this activity we look at the number relationships 1 through to 10.

In this activity students practise their forwards and backwards counting.

This activity explores how numbers relate to ten.  It also encourages the visualisation or imaging of numbers to ten.

This activity encourages students to learn the addition facts of ten.

In this activity students explore all the combinations to ten.  These are necessary facts to come to know as they are used as a base to derive other facts from.  For example 8 + 4 = .  I know 8 + 2 = 10 there’s 2 more so it’s 12

This activity is to allow students to explore all the combinations to ten.  These are necessary facts to come to know as they are used as a base to derive other facts from.  For example 8 + 4 = .  I know 8 + 2 = 10 there’s 2 more so it’s 12

The aim of this activity is to improve develop students' recall of the basic addition facts.

The purpose of this “unit” is to recognise the numbers 0 to 10 as represented using the quinary pattern on the tens frame.  This develops the students’ ability to visualise the quinary patterns and is fundamental to future work with tens frames and visualising number patterns.

The purpose of this “unit” is to introduce addition facts to five.  It is important for students to have concrete experiences using a variety of contexts to build their knowledge of the basic facts of five.  They need to become secure in this knowledge to enable them to build on these known facts in future learning.

The purpose of this unit is to develop instant recognition of the quinary pattern of the numbers 5-10.  This knowledge is important for building facts to ten.

The purpose of this unit is to build and consolidate the addition and subtraction facts to ten.  These addition and subtraction facts are building blocks for part-whole thinking.

The purpose of this unit is to recognise and understand teen numbers.  This is an essential piece of knowledge for the part-whole strategy of bridging to ten.

This activity provides students with a fun, game context in which to develop recognition of 5 frame patterns and groups to 5.

This activity provides students with a fun, game context in which to develop recognition of 5 frame patterns

The purpose of this activity is to help students learn groupings within 10. For example 3 and 7 make 10; 8 and 2 make 10.

The purpose of this activity is to help students learn groupings within 20. For example 12 and 8 make 20; 16 and 4 make 20.

The purpose of this activity is to help students learn groupings:

• within 10, for example 3+7=10
• with 5, for example 5+2=7

The purpose of this activity is to help students learn groupings with 5. For example 5 and 1 make 6; 5 and 2 make 7.

The purpose of this activity is to help students learn groupings with 10. For example 10 and 2 make 12; 10 and 3 make 13.

The purpose of this activity is to help students learn groupings within 5. For example 1 and 4 make 5; 3 and 2 make 5.

The purpose of this activity is to help students learn groupings within 10. For example 3 and 7 make 10; 8 and 2 make 10.

The purpose of this activity is to help students learn groupings within 5, for example 1 and 4 make 5; 3 and 2 make 5.

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.

The purpose of this activity is to help students learn groupings within 5. For example 1 and 4 make 5; 3 and 2 make 5.

Recall the facts up to 10, and the teen facts.

Recall the facts up to 10, and the teen facts.

In this unit students investigate the different number pairs that numbers can be broken into, using the context of frogs in ponds.   They list all possible combinations for a given number, working with numbers up to 9.

This is an activity based on the picture book 100 Things

The purpose of this unit of five lessons is to lay the foundation for an understanding of grouping and to make connections between the different grouping arrangements and the symbolic recording associated with these.

These teaching and learning activities around knowing five also support the Student e-ako Place Value 1, pages 2 and 3, and complement learning activities found in Book 5, Teaching Addition, Subtraction and Place Value.

This is the first in a series of units developing place value concepts. The units that follow are:

• Using five
• Making ten
• Teen numbers (building with tens)
• Building with tens
• Building with tens and hundreds
• Place value with whole numbers and decimals

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:

• Knowing five

The units that follow are:

• Making ten
• Teen numbers (building with tens)
• Building with tens
• Building with tens and hundreds
• Place value with whole numbers and decimals

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:

• Knowing five
• Using five

The units that follow are:

• Teen numbers (building with tens)
• Building with tens
• Building with tens and hundreds
• Place value with whole numbers and decimals

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:

• Knowing five
• Using five
• Making ten

The units that follow are:

• Building with tens
• Building with tens and hundreds
• Place value with whole numbers and decimals

The purpose of this unit of sequenced lessons is to develop knowledge and understanding of the place value of two-digit numbers. The purpose is also to be able to generalize from known single digit facts and apply patterns associated with these to two digit numbers to 100.

The teaching and learning activities support Student e-ako Place Value 1, p17-33 and Student e-ako Place Value 2. They also complement Book 5, Teaching Addition, Subtraction and Place Value.

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

• Knowing five
• Using five
• Making ten
• Teen numbers (building with tens)

The units that follow are:

• Building with tens and hundreds
• Place value with whole numbers and decimals

This is an activity based on the picture book Pete the Cat and His Four Groovy Buttons.