Learning intentions

Success criteria

Students are learning that:

• mathematicians communicate their thinking with words, symbols, or pictures
• mathematicians solve problems using concrete materials
• addition problems can be solved using advanced count-by-one strategies.

Students can:

• discuss the superpowers of mathematicians
• identify how to work with other students during maths activities
• record their ideas on a poster using words, symbols, or pictures
• work with others to solve Attribute Anna's animals using concrete materials
• count on and back to solve addition
• count by twos.

Learning intentions

Success criteria

Students are learning that:

• mathematicians work with others to solve problems
• combinations of 2 numbers (between 0 and 10) when added together, form 10
• the commutative property helps to recall addition facts
• the symbol + means ‘add’ and the symbol = means ‘is equal to’
• addition problems can be solved using advanced count-by-one strategies.

Students can:

• give reasons about how many vegetables they counted
• make groups of two numbers that add up to 10
• recognise and use the + and = sign
• recognise that 6 + 4 is the same as 4 + 6
• convince other students of their thinking about how many
• ask questions of others to understand their thinking.

Learning intentions

Success criteria

.All students are learning that:

• shapes can be described by their attributes
• shapes can be combined to make new shapes
• mathematicians work within rules to solve problems.

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All students can:

• describe shapes by their attributes using appropriate language
• manipulate and turn shapes to find solutions
• solve problems within a set of rules.

In addition, students working towards Early Stage 1 outcomes can:

• identify triangles, circles, squares, and rectangles
• describe the attributes of a shape no matter what the orientation.

In addition, students working towards Stage 1 outcomes can:

• identify shapes according to number of sides and vertices
• accurately label shapes with correct vocabulary
• combine 4 triangles to create new shapes.

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Learning intentions

Success criteria

Students are learning that:

• shapes can be different but share attributes
• some attributes are mathematical and some are not
• the same shapes can be sorted in different ways
• information (data) can be presented in different ways.

Students can:

• name and describe shapes
• identify attributes across shapes
• sort shapes based on more than one attribute
• re-sort shapes based on a different attribute
• create a table showing how they sorted shapes.

Learning intentions

Success criteria

Students are learning that:

• some attributes are mathematical, and some are not
• numbers have attributes which can be used to describe and sort them
• numbers can be different but share attributes
• the same numbers can be sorted or categorised in different ways.

Students can:

• recognise that numbers have mathematical attributes
• describe numbers by their parts and their relationship with other numbers. For example, 10 is used in the numbers 10 to 19
• organise numeral cards in a way that shows their shared attributes
• explain why numbers can be sorted (or categorised) into more than one category.

Learning intentions

Success criteria

Students are learning that:

• a large collection of objects can be organised into groups to support the count
• organising objects into groups of 10 is an efficient way to count larger quantities
• groups of objects can be used to form a visual representation of an amount.

Students can:

• organise objects into smaller groups to see how many objects there are
• use groups of 10 to organise and count large amounts
• groups of objects can display an amount.

Learning intention

Success criteria

Students are learning that combinations of numbers (number bonds) help quantify collections.

Students can:

• recognise combinations of numbers to 10
• group the dice collections to make groups of 10
• describe why counting in tens and ones is efficient.

Learning intentions

Success criteria

Students are learning that:

• the same collection of objects can be represented in different ways
• mathematicians communicate their thinking using words, symbols, pictures, and numbers.

Students can:

• use the structure of a box of 10 pencils to organise a large collection of objects
• describe why counting in tens and ones is a good strategy
• communicate their thinking about counting strategies.

A class needs...

How many full boxes can you make?

How many loose pencils are left over?

26 pencils

46 pencils

55 pencils

60 pencils

73 pencils

81 pencils

93 pencils

63 pencils

67 pencils

18 pencils