Level:
1
Strand:
Number
Note:
New vocabulary to be introduced to students at this level is in red font. Further explanation can be found in the Mathematical Vocabulary section of
the curriculum.
Level 1
Strand: Number
Sub-strand: Number & Place Value
Content Descriptors are written in the shaded boxes. They describe the knowledge, concepts, skills and processes that MUST be taught and learnt by students.
Content Elaborations are detailed in the white box below each description. These unpack the description and identify what students should know, understand and be able to do. The
elaborations include examples of ways the descriptions COULD be taught. They are not intended to be used as a scheme of work.
Students at the end of Level 1 , should, for example:
1NN01 Through practical activities and discussion, begin to use vocabulary related to number recognition and counting
count forwards, count backwards, number before, number after, more than, less than,
zero, ones, tens, groups of ten, ten frames, teens number
is the same as, is equal to, the same number as... is equal to……
guess, how many, estimate, nearly, close, about the same as, just over, just under, too many, too few, enough, not enough
bigger, larger, smaller...biggest, largest, smallest...more, less, fewer...most, least, fewest...
order, first, last, before, after, next, between... first, second, third, fourth... last, last but one...
These are strategies to help students learn vocabulary:
 Explain the vocabulary by connecting its meaning to the students’ learning experiences (new vocabulary should always be taught after students have developed an
understanding of the mathematical ideas).
 Always point to a symbol when saying the words for the symbol.
 Ask students to pronounce the words; say a new word several times together as a class or group when it is first introduced.
 Record and display mathematical vocabulary in the classroom.
 Use mathematical vocabulary repeatedly throughout the lesson; encourage students to use vocabulary in discussions and when explaining ideas.
Page | 1
Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN02 Say the forward number word sequence (FNWS) to 30 from a given number
Students will have achieved this when they:
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Say the FNWS first to 10; progressing to 20 and beyond:
when the number sequence is begun from one by someone else;
when the sequence does not begin from one;
when given a specific number name to continue from.
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Say the number name that goes after a given number name.
e.g. What number comes after six when you count? After eight? After sixteen?
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Start counting from a given number name and stop at another, without having to drop back to 1.
For example:
Start with two. Hold it in your head. Count on to eight...
Start with seven. Count on to twelve...
Count around the circle of children. Start at number five. Who do you think will say ten?
These are examples of classroom activities to help students learn:
Respond to questions such as:
 What is one more than 6? Than 9? Than 19? Than 24?
 What number is one after 7?
 Count on from 7 to 10. How many did you count?
 Count on from 5 to 8. How many did you count?
IEA recommended benchmarks for SENA require students to achieve level 4 in Forward Number Word Sequences (FNWS) and Backward Number Word Sequences
(BNWS) at the end of IEA level 1
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Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN03 Say the backward number word sequence (BNWS) in the range 0-20, from a given number
Students will have achieved this when they:
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Say the number sequence back to zero:
Starting from five...from ten...from twenty...
From a number such as seven...or sixteen...or thirty-one...
Start from a given number and stop at another e.g start with nine. Hold it in your head. Count back to three...
Count back several numbers from a given number, using fingers to help e.g. count back three numbers from four...three, two, one.
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Say the number name that goes before a given number name .
e.g. What number comes one before six when you count? Before nine? Before fourteen?
These are examples of classroom activities to help students learn:
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What is 1 less than 8? Than 20? Than 25?
What number is one before 7?
Write the next two numbers: 11, 10, 9, 8...
Count back four from 12...
Count back from 10 to 6. How many did you count?
Join in rhymes or sing songs such as: Alice the camel has ten humps... Ten green bottles…Ten in the bed…
IEA recommended benchmarks for SENA require students to achieve level 4 in Forward Number Word Sequences (FNWS) and Backward Number Word Sequences
(BNWS) at the end of IEA level 1
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Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN04 Read numerals in the range 0 -20
Students will have achieved this when they:
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Recognise familiar numerals e.g. their age, house number, numbers on a computer keyboard or telephone, ...
Recognise numerals: first from 1 – 5, progressing to 10, then 20 and beyond.
Recognise 0 as the numeral assoicated with ‘none’ or the space before 1 on a number track/line e.g. stand on 6 on the floor number track. Hop back to 0.
Begin to read the first few number names, including zero e.g.zero, one, two, three, four, five...
These are examples of classroom activities to help students learn:
 Look at this number on the number track/line. Count along it with me. Say each number as I point to it. Who can point to 7 on the number track/line?
 This card says five.
What does this one say?
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Take some individual number cards. Hold up your card if you have five... or eighteen...or fifty... Read this card to me.
Find the card with 12 on it...with 0 on it...
Find page 10 in your picture book.
Match collections of real objects, then pictures of collections of things to numbers.
Match numbers to dot patterns using dominoes, pairs of dice etc
Point to each number on individual grids of numbers to 30, and say them together.
Point to numbers e.g. 8 on a clock face, in this pack of shuffled cards, on a calculator key-pad, on the telephone, on the computer keyboard...
 Point to the numbers on this card in order. Say them aloud.
Note:
Focus on reading the teen numbers as they do not make their base ten meanings evident. For example:eleven and twleve do not sound like ‘ten one’ and ‘ten two’. The
numbers 13-19 reverse the order of the ones and tens digits by saying the ones digit first.
IEA recommended benchmarks for SENA require students to achieve level 2 in numeral identification by the end of IEA level 1 (identify numerals 1 – 20)
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Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN05 Count a set of objects to 20 and beyond
Students will have achieved this when they:
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Beginto understand the relationship between numbers and quantities, connecting counting to cardinality in practical contexts.
Use 5 as a reference in counting group of objects from 6 to ten e.g. 6 is one more than 5.
Use 10 as a reference in forming groups of objects for the numbers from 11 – 19 e.g. thirteen is one group of ten and 3 over.
Count sets of objects beyond 20 by grouping the objects into tens.
These are examples of classroom activities to help students learn:
 Count a number of objects, first up to 5, progressing to up to 10, then beyond, using a variety of opportunities.
Give only one number name in one-to-one correspondence with each object. For example, count reliably the number of: pieces in a jigsaw, letters in your name, times
you can catch the ball, throw a bean bag in a bucket, hop to the music.
 Count the same number of different objects. Begin to realise when counting that the number of objects is not affected their size or position, or whether or not they are
of the same type.
For example:
Count six buttons, six pencils, six bricks, six tables, six children, six hoops, six mixed coins, six random objects
Count them again but in a different order
Count them again spread out, close together, in a line, stacked up...
 Count out a specified number of things from a collection of objects e.g. beans to plant in a pot from a packet, cups from the kitchen.
 Count systematically to keep a track of the count.
For example:
Count a collection of objects in different arrangements, organising the counting by using a strategy for keeping track of where the count begins and ends.
Count objects in a line: first by touching them one by one; then without touching them e.g. count these flags.
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Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
 Count objects arranged randomly:
by moving them into a straight line;
by moving them acorss one by one when counted;
by leaving them in position but touching them;
by counting systematically without touching them (from top to bottom or left to right)
 Use five frames to initially track counting and describe number relationships
 Use ten frames and variations on the ten frame to track counting and describe number relationships
Page | 6
Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN06 Subitise small collections of objects
Students will have achieved this when they:
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Recognise that:
there is no need to count when the number can be recognised without counting;
the purpose of counting is to tell how many there are;
no matter in which order a collection is counted the number remains the same.
Recognise small numbers of objects without counting, then check by counting one by one.
For example:
the numbers of fingers held up on one, then two hands;
the number of objects or dots in a patter of objects or dots
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dot patterns on a 1-6 dice, playing cards or dominoes
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recognise different visual arrangements for the same number e.g.
IEA recommended benchmarks for SENA require students to achieve level 1 in subitising by the end of IEA level 1 (instantly recognise dice patterns).
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Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN07 Represent numbers in the range 0 – 20 using objects, pictures, words and numerals
Students will have achieved this when they:
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Begin to write numerals correctly, tracing from top to bottom in a continuous line where possible, first 1 0 to 5, progressing to at least 10.
Represent numbers with a variety of representaions including pictures, umberas, sentences, concrete materials e.g. using a Think Board.
Partition teens numbers into one ten and ones
These are examples of classroom activities to help students learn:
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Write numerals ‘in the air’ following a teacher’s directions e.g. across and down for seven.
Make numerals by finger painting, using dough, plasticine, clay...
Watch me while I trace a numeral in the air (or on the table). Can you gess what it is?
Guess what this number is when I trace it on your back.
Make number labels for the number of pairs of scissors kept in the jar, the number of paint brushes kept in the pot etc
Make price labels for things in the shop, items on the menu.
Write a numeral for each dot pattern:
Think Board
 Use objects, maths drawings and number sentences to descibe and explain how the teens numbers are one group of ten and some more ones
For example:
Modelling 17
Students can place small objects into ten frames to show the
ten and the extra ones within the next ten frame, or work with
strips that show tens ones in a column.
Students can use arrow cards to see the
10 hiding inside any teen number.
Arrow cards should only be used
following exploration of the teen
numbers using ten frames.
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Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN08 Compare numbers and collections using appropriate vocabulary
Students will have achieved this when they:
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Use vocabulary of comparing and ordering to compare two numbers e.g. more, less, greater, smaller
These are examples of classroom activities to help students learn:
 Use matching and counting strategies to identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another
group
e.g. count the girls and boys (4 girls and 3 boys) Are there fewer girls or fewer boys? Say: 3 is less than four.
 Make a staircase pattern with bricks, or on a pegboard.
Make each step one more, or two more...
Count how many on each step.
Predict what will come next.
 Use a number track to compare two numbers between 1 and 10 presented as written numerals.
Respond to questions such as:
Which is more: 3 or 6? Say: 6 is more than 3
Which is less: 4 or 7? Say: 4 is less than 7
Say the number that is one more or less than a given number. For example:
What number comes before 10?
What number comes after 3?
What numbers are next to 12?
What number is one more than 7? Than 14? Say: 8 is one more than 7...
What number is one less than 5? Than 12? Say: 4 is one less than 5...
 Set up a class shop. Say which items cost more or which items cost less e.g. An apple costs K2. An orange costs K1 more. What does the orange cost?
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Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN09 Order a given set of numbers to 20
Students will have achieved this when they:
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Arrange in order a complete set of numbers (first objects, then dot patterns, then numerals): from 1 to about 5...progressing to 10, and then beyond
Identify a number lying between two given numbers, or more than one number lying between two given small numbers.
These are examples of classroom activities to help students learn:
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Put in order this set of cards with buttons on, these boxes with bricks in...these sticks of cubes...these pots with pens in...
Put in order a set of shuffled cards. What number should go first? Next? What number should come after 7? Before 6? What numbers are next to 12?
Each of you take a number card from this pile. Arrange yourselves in order. You have number 7. Which side of Ann should you stand?
Which two numbers have been changed over on this track?
 Here is part of a number track. Can you say what the missing numbers are?
 Tell me all the numbers that lie between 4 and 9.
 Write a number on each blank card so that the numbers are in order:
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Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN10 Read and use ordinal numbers in different contexts to at least tenth
Students will have achieved this when they:
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Begin to understand and use in practical contexts ordinal numbers to denote position, up to at least tenth
e.g. first, second, third, fourth... last, last but one...
Begin to understand the relationship between cardinal and ordinal numbers up to tenth i.e. an object allocated six in a count is the sixth object counted.
Begin to understand that if you are fifth in a running race, then four runners beat you and that if you are ninth out of ten runners, then you were ‘next to last’ or ‘last
but one’.
These are examples of classroom activities to help students learn:
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Who is the first, second, last, last by one...in this line of children?
Make a string of beads. First thread a red one. Second thread a blue one... What colour is the first bead you threaded? And the sixth bead?
Who was first, second, third...in the race?
In this line of animals, which animal is third? Which animal is between the fourth and the sixth?
Find the fifth page of your story book.
What is the first, second, last ...letter of the alphabet?
th
What is the date after 7 June?
 Make a line of toy cars. Make the second car yellow. Make the fifth car red.
 Is the fifth car in the car park black or white?
Point to the second blue car.
 Make a line of seven children. Sam is third in the queue. How many are in front of him? How many are behind him?
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Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN11 Skip count (count in repeated groups of the same size) in 10s, up to 100
Students will have achieved this when they:
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Count on or back in 10s, starting from a given multiple of ten.
Say the tens number that goes before or after a given one.
e.g. when you count in tens: What number comes just after sixty? What number comes before ninety?
These are examples of classroom activities to help students learn:
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Count in tens from fifty.
Count back in tens from eighty.
Count along a large number track numbered only in tens.
Recite the sequence: ten, twenty, thirty...one hundred. Say it backwards.
Count from a given tens number and stop at another e.g. Count on in tens from twenty and stop at seventy...Count on in tens from thirty to ninety...Count back in tens
from eighty and stop at thiry... Count back in tens from seventy to ten...
 Count around the circle of children, starting at Paul with thirty. Who do you think will say sixty?
IEA recommended benchmarks for SENA require students to achieve level 1 in Counting by 10s and 100s by the end of IEA level 1 (count forwards and backwards by
10s and 100s)
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Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN12 Skip count (count repeated groups of the same size) in 2s
Students will have achieved this when they:
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Count on in 2s starting from zero or a given multiple of 2
Count back in 2s from a given multiple of 2
These are examples of classroom activities to help students learn:
 Count pairs e.g. pairs of children, pairs of socks, pairs of animals, eggs in an egg box.
 Count along a number track, saying aloud every other number, starting at zero
 Put objects in groups of two to count how many there are in a given set
Page | 13
Level 1
Strand: Number
Sub-strand: Number & Place Value
Students at the end of Level 1 , should, for example:
1NN13 Estimate a number of objects; check by counting
Students will have achieved this when they:
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Count to check the estimate (up to 20 objects)
These are examples of classroom activities to help students learn:
 Guess the number of books on the shelf, counters in a pile. Are there more than 3? Are there about 5 or about 10?
 Estimate how many marbles or counters there are in the jar
 Estimate the number of words on the page of a book
Page | 14
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
Content Descriptors are written in the shaded boxes. They describe the knowledge, concepts, skills and processes that MUST be taught and learnt by students.
Content Elaborations are detailed in the white box below each description. These unpack the description and identify what students should know, understand and be able to do. The
elaborations include examples of ways the descriptions COULD be taught. They are not intended to be used as a scheme of work.
By the end of level 1, students should for example:
1NA01 Through practical activities and discussion, begin to understand and use the vocabulary of addition and subtraction
more, and, add, make, sum, total, altogether, count forwards, combines with, joins,
take away, less, subtract, count backwards, how many are left?...how many are gone?
one more, two more…..one less, two less….
How many more to make….?
How many more is…..than…..?
How many less is…..than…..?
difference between
Begin to use signs for addition (+) and subtraction (-) when recording results of mental calculations
These are strategies to help students learn vocabulary:
 Explain the vocabulary by connecting its meaning to the students’ learning experiences (new vocabulary should always be taught after students have developed an
understanding of the mathematical ideas).
 Always point to a symbol when saying the words for the symbol.
 Ask students to pronounce the words; say a new word several times together as a class or group when it is first introduced.
 Record and display mathematical vocabulary in the classroom.
 Use mathematical vocabulary repeatedly throughout the lesson; encourage students to use vocabulary in discussions and when explaining ideas.
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Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA02 Find one more or one less than a given number
Students will have achieved this when they:
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Know that finding one more is the same as adding one or counting forward by one
Know that finding one less is the same as taking away, subtracting or counting back by one
Recognise that saying the number before a given number is the same as saying one less than a given number
Recognise that saying the number after a given number is the same as saying one more than a given number
Use concrete materials e.g. number tracks, bead strings or fingers to add or subtract one to a given number.
Students should initially work with numbers to 10; progress to numbers up to 30
These are examples of classroom activities to help students learn:
 Flash a dot pattern for a number between 1-10. Can you make a pattern that shows one more than the flash card? Can you make a pattern than shows one less than
the dot card? Can you record the numeral for the number shown in your dot pattern?
 Play Bingo: One More or Bingo: One Less.
Students have to cover a number of their board if it is either one more or one less, depending on the version of the game being played, than the number pulled out of
the bag.
 There are 3 people on the bus. 1 more gets on. How many are on the bus now?
Students should be able to respond by saying: 4 is 1 more than 3; 3 add 1 is 4
 There are 4 children in the den. 1 more comes to join them. How many are there now?
Students should be able to respond by saying: 5 is 1 more than 4; 4 add 1 is 5
 There are 10 children. 1 goes out. How many are left?
Students should be able to respond by saying: 9 is 1 less than 10; 10 take away 1 is 9
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Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
IEA recommended benchmarks for SENA require students to achieve level 4 in Forward Number Word Sequences (FNWS) and Backward Number Word Sequences
(BNWS) at the end of IEA level 1
Page | 17
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA03 Model addition by combining two or more groups of objects; initially by counting all the objects by contact (perceptual counting), progressing to counting all the
objects by visualising (figurative counting)
Students will have achieved this when they:
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Find how many there are altogether by counting all the objects from one perceptually
Students should progress to counting all the objects in both groups from one by visualising the objects, groups of objects are screened after they have been shown to
the student (figurative stage of counting)
These are examples of classroom activities to help students learn:
 Show me 3 fingers on your right hand. Show me 5 fingers on your left hand. How many fingers showing altogether?
Count: 1, 2, 3… 1, 2, 3, 4, 5… 1, 2, 3, 4, 5, 6, 7, 8
Say: 3 and 5 is 8
 Put 3 red counters on the ten frame; add 4 blue counters. How many counters altogether?
Record informally using drawings, words and numerals.
 Flash ten frame cards with various combinations of red and green dots.
How many red dots? How many green dots? How many altogether?
How many more make 10?
 Count out 4 cakes. Count out 3 cakes. How many cakes altogether?
Students should respond by counting: 1, 2, 3, 4… 1, 2, 3…
Altogether there are: 1, 2, 3, 4, 5, 6, 7.
Say, initially with adult modelling: 4 add 3 is 7
 There are 2 cars in the garage. 3 more arrive. How many cars now?
Students should respond by counting: 1, 2… 1, 2, 3… 1, 2, 3, 4, 5.
Say: 2 add 3 is 5
IEA recommended benchmarks for SENA require students to achieve Early Arithmetic Strategies (EAS) Stage 2 – Figurative, at the end of IEA level 1. Most students will
progress through Perceptual (Stage 1), achieving Figurative (Stage 2) towards the end of level 1 of the IEA Mathematics curriculum.
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Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA04 Relate subtraction to taking away by counting how many are left
Students will have achieved this when they:
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Model subtraction by separating or taking away part of a group of objects (perceptual counting stage)
Find how many are left when some are taken away, by counting how many are left (perceptual counting stage)
These are examples of classroom activities to help students learn:
 We ate 2 of our 6 jellies. How many jellies are left?
Count: 1, 2, 3, 4, 5, 6. Take away: 1, 2… 1, 2, 3, 4 left
Say: 6 take away 2 is 4
 You have ten one kina coins. You spend K3. How much do you have left?
Count: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Take away 1, 2, 3… 1, 2, 3, 4, 5, 6, 7 left.
Say: 10 take away 3 is 7
Page | 19
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA05 Partition ten objects into two groups
Students will have achieved this when they:
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Investigate partitions of 10 by sharing objects into two groups e.g. 7 and  is 10; 10 less 6 is 
Practise partitioning ten initially using concrete objects.
Apply strategies of counting all, counting on, counting down to, counting up to find pairs of numbers that add to ten and
their related subtraction facts; progress to recalling pairs of numbers that add to 10 and their related subtraction facts.
Record informally using drawings, words and numerals
These are examples of classroom activities to help students learn:
 Investigate partitions of 10 using pegs on a hanger
 Flash number pattern cards. How many dots can be seen? How many dots are hidden if there are ten altogether?
 Flash ten frames with dots in two different colours or shaded light and dark. How many dots are dark? How many are light?
Students should be practising recall of the following facts:
9+1
8+2
7+3
6+4
5+5
1+9
2+8
3+7
4+6
 Bowl a ball at 10 skittles; talk about how many are standing up and how many have fallen down each time.
Talk about the outcomes e.g. there are 3 skittles standing and 7 down, so 10 take away 7 is 3 (or 10 less 7 is 3); 3 and 7 makes 10
 I’ll say a number between 1 and 10. You say how many more to make 10.
Page | 20
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA06 Find combinations for numbers in the range 1- 10
Students will have achieved this when they:
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Investigate different ways of making a given total with numbers up to 5 by combining two groups of objects; progress to combinations with numbers in the range 1-10
e.g. 7 + 2, 5 + 4, 6 + 3
Investigate different combinations with 5 e.g. 5 + 1, 5 + 2….5 + 5
Record informally using drawings, words and numerals
These are examples of classroom activities to help students learn:
 Polly the Parrot can only say ‘5’. Create problems for Polly so that she is able to answer correctly e.g 2 + 3 Extend to number 10; 20
 Use two different coloured counters on ten frames to find all the different combinations to make a given number. Record the patterns in ten frames with words and/or
numerals
 Use bunny fingers (fingers behind heads) to show a given number (without seeing or counting the fingers) e.g. 7 = 5 fingers and 2 fingers
 Find different ways of putting out 5 biscuits on two plates
 Throw a number of bean bags aiming to get them in a bucket or hoop; talk about how many went in the bucket/hoop and how many missed. Talk about outcomes e.g.
2 bean bags outside the bucket and 3 inside, so 2 and 3 make 5
 Find different ways of putting 6 eggs in a box, choosing from red eggs and yellow eggs
Talk about outcomes e.g. 4 red eggs and 2 yellow eggs, that’s 6 eggs altogether
 Make towers of 8 jumbo bricks in two different colours; record the combinations in numbers and words
 Make bracelets of 7 beads in two different colours; record the combinations in numbers and words
 Use two large dice to try to score a total of 6; record all the different combinations by drawing the dice patterns and/or describing the combinations using numerals
and words
Page | 21
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA07 Begin to relate addition to counting on
Students will have achieved this when they:
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Find how many there are altogether by counting on
These are examples of classroom activities to help students learn:
 Continue to count, when the count is started by another child e.g. ‘one, two, three, four…’ continue: ‘five, six, seven…’
 Roll two dice. Find the total by counting on from the larger number rolled e.g. ‘I rolled 3 and 5. Counting on: 5….6, 7, 8. The total is 8’ (use a variety of dice to extend
the range of numbers e.g. 9 sided, 12 sided)
 Count 5 objects into a cloth bag. How many objects in the bag? Count 2 more objects into the bag.
How many objects in the bag now? (6, 7)
 Show me 5 fingers on one hand. Show me 2 fingers on the other hand. How many fingers altogether?
Count on 2 from 5: 6, 7
Say: 5 add 2 is 7
 Make a hop of three spaces on the number track. Now hop two more. Where are you now?
Count on 2 from 3: 4, 5. Say: 3 add 2 is 5
Counting on is EAS Stage 3 on SENA, the next stage of progression for EAS following the figurative stage. IEA recommended benchmarks for SENA require students to
achieve EAS Stage 3 at mid-point through level 2 of the IEA curriculum (level 2a); the concept is introduced at the end of this level to support students in making
progress towards this benchmark.
Page | 22
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA08 Begin to relate the addition of doubles to counting on
Students will have achieved this when they:


Find how many altogether in a double by counting on
Use ten frames and two different coloured counters to investigate doubling; find the total up counting up when the different coloured counters are added to the frame
These are examples of classroom activities to help students learn:
 Use two hands, held just behind the head, to demonstrate double numbers 1 – 5 e.g. Show me double 4. How many altogether? Check answer by looking at hands.
 Roll two large dice; roll double 2. What’s your total score?
Count on 2: 3, 4
Say: 2 add 2 is 4
 There are 4 wheels on the car. How many wheels on two cars?
Count on 4: 5, 6, 7, 8
Say: 4 add 4 is 8
 How many toes on two feet?
Count on 5: 6, 7, 8, 9, 10
Say: 5 add 5 is 10
 How many eggs in each row of the box? How many eggs altogether?
Count on 6: 7, 8, 9, 10, 11, 12
Say: 6 add 6 is 12
 Make two hops, each the same, on a number track. Where do you land?
Page | 23
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA09 Begin to find a total by counting on when one group of objects is hidden
Students will have achieved this when they:

Find how many there are altogether by counting on when one of the groups of objects cannot be seen
These are examples of classroom activities to help students learn:
 Count 4 beans into a tin with a lid on. Emphasise that there are 4 beans in the tin. Label the lid with 4.
Put 3 more beans on the table. How many beans altogether?
Count on 3 from the hidden 4: 5, 6, 7
Say: 4 add 3 is 7
 Show 2 fingers on one hand, then put it behind your back. Show 3 more fingers on the other hand.
How many fingers altogether?
Count on 3 from the hidden 2: 3, 4, 5
Say: 2 add 3 is 5
Page | 24
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA10 Remove a smaller number from a larger number; find out how many are left by counting back from the larger number
Students will have achieved this when they:

Find how many are left when some are taken away, by counting back or counting down from the number
These are examples of classroom activities to help students learn:
 We made 6 cakes. We ate 2 of them. How many cakes are left?
Count back 2 from 6 / Count down 2 from 6: 5, 4
Say: 6 take away 2 is 4
 You have 8 books. You take 3 back to the library. How many books do you have left?
Count back/down 3 from 8: 7, 6, 5
Say: 8 take away 3 is 5
Page | 25
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA11 Find out how many were removed from a larger group of objects by counting down to the number left
Students will have achieved this when they:

Find out how many were taken away by counting down to the number left (counting down to find the missing subtrahend)
e.g. 8 -  = 5
These are examples of classroom activities to help students learn:
 Here is a block of 8 multilink cubes. Screen the cubes and remove 3.
How many are left? 5
How many did I take away?
There are 5 left. 8….7, 6, 5….3 were taken away.
Page | 26
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA12 Find out how many have been removed from a larger group of objects by counting up from a number
Students will have achieved this when they:

Begin to find out how many have been removed by counting up to the larger number
These are examples of classroom activities to help students learn:
 There were 8 books on this shelf. There are only 5 books now. How many have gone?
Count up from 5 to 8: 6, 7, 8… and say 3
Say: 5 add 3 is 8 and 8 take away 3 is 5
 Count out 6 coins. Secretly put some in one hand and some in the other.
Show the coins in one hand (4). How many coins are in the other hand?
Count up from 4 to 6: 5, 6… and say 2
Say: 4 add 2 is 6 and 6 take away 4 is 2
Page | 27
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA13 Count up to find out how many more are needed to make a larger number
Students will have achieved this when they:

Begin to find out, by counting up, how many more will make a given number
These are examples of classroom activities to help students learn:
 Work with a partner. Roll a die, make a tower with a corresponding number of multilink cubes. Partner rolls the die and repeats the activity. Compare and find the
difference between the two towers by counting up from the smaller to larger number.
 How many more is 5 than 3? 5 is 2 more than 3
 How many more is 10 than 7? 10 is 3 more than 7
 There are 5 children who want to sit around the table. There are only 2 chairs at the table. How many more chairs are needed?
Count up from 2: 3, 4, 5… and say 3 more
Say: 2 add 3 is 5
 There are 9 boys and 6 girls using the play equipment. How many more boys than girls are there?
Count up from 6: 7, 8, 9… and say 3 more
Say together: 6 add 3 is 9
Page | 28
Level 1
Strand: Number
Sub-strand: Addition & Subtraction
By the end of level 1, students should for example:
1NA14 Recall basic facts to develop base ten knowledge
Students will have achieved this when they:
Students need to develop number knowledge by building on initial experiences with concrete materials:
 Recall of addition and subtraction facts initially to five e.g. 2 + 1, 3 + 2, 4 – 2 etc.
 Recall of partitions of 10 (also called number bonds to 10) e.g. 6 + 4, 7 + 3, 8 + 2
 Recall of number combinations in the range 1- 10 e.g. 7 + 2, 1 + 3
 Recall addition doubles of numbers to at least 5; begin to recall addition doubles of numbers to 10 e.g. 3 + 3, 4 + 4…etc.
 Say one more than a given number (to at least 20)
 Say one less than a given number (to at least 20)
The teaching and learning of basic facts should be integrated into the daily maths lesson and should be continually reviewed and taught throughout level 1 for students to
become facile with the recall of facts.
Refer to Teaching Mental Calculation: Guidance for Primary Teachers document, for elaborations on recall of basic facts.
Page | 29
Level 1
Strand: Number
Sub-strand: Multiplication & Division
Content Descriptors are written in the shaded boxes. They describe the knowledge, concepts, skills and processes that MUST be taught and learnt by students.
Content Elaborations are detailed in the white box below each description. These unpack the description and identify what students should know, understand and be able to do. The
elaborations include examples of ways the descriptions COULD be taught. They are not intended to be used as a scheme of work.
By the end of level 1, students should for example:
1NM01 Through practical activities and discussion, begin to understand and use the vocabulary of multiplication and division
group, share, equal, is the same as, left over, double
Use the term group to describe a collection of objects
Use the term sharing to describe the distribution of a collection of objects
These are strategies to help students learn vocabulary:
 Explain the vocabulary by connecting its meaning to the students’ learning experiences (new vocabulary should always be taught after students have developed an
understanding of the mathematical ideas).
 Always point to a symbol when saying the words for the symbol.
 Ask students to pronounce the words; say a new word several times together as a class or group when it is first introduced.
 Record and display mathematical vocabulary in the classroom.
 Use mathematical vocabulary repeatedly throughout the lesson; encourage students to use vocabulary in discussions and when explaining ideas.
Refer to knowledge section of Teaching Mental Calculation: Guidance for Primary Teachers for suggestions on using the vocabulary of multiplication and division to ask
questions.
Page | 30
Level 1
Strand: Number
Sub-strand: Multiplication & Division
By the end of level 1, students should for example:
1NM02 Recognise a group as a countable unit; begin to count in multiples to find the total number of items
Students will have achieved this when they:

Use skip counting or rhythmic counting as a preliminary use of multiples; use the structure of groups to find the total number of items.
These are examples of classroom activities to help students learn:
Some suggested activities to move students from counting by ones to recognising a group as a countable unit (SENA Perceptual level):
 Demonstrate making equal groups of objects from classroom items. Lead the students in counting the total of the groups. Emphasise the multiple count. For example,
when counting groups of three, count 1, 2, 3, 4, 5, 6, 7, 8, 9, stressing each multiple of three (stressed counting or rhythmic counting). Ask the students the following
questions: How many objects in each group? How many objects are there altogether?
 In small groups, construct train carriages or PMVs from milk cartons or similar materials. Instruct the students to place equal numbers of Lego® people, or similar
items, into each of the carriages or buses. Ask students: How many people in each bus? How many people altogether? Encourage use of rhythmic or skip counting to
find the total.
 Pin a row of four envelopes to a board. Ensure the board allows students easy access as they will need to be able to reach the envelopes to complete this activity.
Write a numeral, for example three, on the outside of each envelope in the row. Instruct students to cut out pictures from magazines which they will use to “post” into
the envelopes. Students “post” the correct number of items into the envelopes according to the numeral written on the outside. Discuss with the students the number
of groups and the total number of items posted. Model methods of counting multiples, such as rhythmic or skip counting.
 Using body actions, accentuate the multiple count when finding the total number of specified groups. For example, to stress the count for multiples of three, direct the
students to tap their heads for the first count, tap their shoulders for the second count and click their fingers for the third. Then repeat the pattern while counting.
Page | 31
Level 1
Strand: Number
Sub-strand: Multiplication & Division
By the end of level 1, students should for example:
 Prepare ten, ten-frame cards, each displaying the number of dots for the multiple to be practised. For example, each ten-frame has three dots. Distribute the tenframe cards to the students. Ask a student to call out a number in the range 1–10. Select a corresponding number of students to bring their ten-frame cards to the
front of the class. Have the class find the total number of dots by firstly using rhythmic counting and then repeat using skip counting. Record the number pattern on
the board when all ten, ten-frames are used.
 Provide the students with a group of objects such as feathers, counters or popsticks. Ask the students to estimate how many items they would put into each
container/box to make the groups equal. Allow students to check their estimations by using the concrete material to solve the problem.
 Birds of Paradise: Provide a collection of feathers. Instruct the students to place equal groups of feathers onto cardboard outlines of birds. Ask the students to
determine the total number of feathers, using rhythmic counting.
 Echidnas: Make three or four echidnas from clay or plasticine. Provide the students with a collection of toothpicks. Have the students
place equal groups of toothpicks into each echidna. Ask the students to determine the total number of toothpicks, using rhythmic
counting.
 Ladybirds: Provide students with outlines of ladybirds and a supply of dot strips. Ensure there are enough dot strips to provide two for
each ladybird. Each dot strip should display the same number of dots. Students place two dot strips onto each ladybird. They then
determine the total number of dots.
 Model the process of counting by twos. Present a pile of counters to the students. Have the students drag down two counters at a time from the pile. Encourage
students to use skip counting by twos to determine the total number of counters.
Students who are able to use perceptual counting in multiples are achieving SENA level 2 for multiplication and division; this is the IEA recommended benchmark for
students at the end of the level 1.
Page | 32
Level 1
Strand: Number
Sub-strand: Multiplication & Division
By the end of level 1, students should for example:
1NM03 Recall doubles of all numbers to 5; begin to recall doubles of all numbers to 10
Students will have achieved this when they:


Recognise doubling as adding the same size group twice
Instantly recall doubles
Refer to knowledge section of Teaching Mental Calculation: Guidance for Primary Teachers for examples of facts and suggested learning activities.
Page | 33
Level 1
Strand: Number
Sub-strand: Multiplication & Division
By the end of level 1, students should for example:
1NM04 Begin to understand division as grouping or sharing
Students will have achieved this when they:




Share objects into equal groups and count how many are in each group
Use concrete materials to model equal groups; recognise groups that are not equal in size
Group and share concrete materials to solve problems; use concrete materials to explain orally how a problem was solved
Record grouping and sharing using informal methods: label the number of objects in a group, use pictures, words or numerals
There are two forms of division:
Sharing (partitive) i.e. How many in each group?
Sharing relates to distributing items one at a time into a set number of groups.
Students could be asked to solve a problem such as: If 12 pop sticks are shared between three students, how many does each get?
To solve the problem the student would need some pop sticks and three cups; they would share out the pop sticks into the cups one at a time.
12 shared between 3. Each student gets 4 pop sticks.
Grouping (quotitive) i.e. How many groups are there?
Grouping relates to distributing the same number of items into an unknown number of groups.
Students could be asked to solve a problem such as: If I have 12 pop sticks and each student is to get four, how many students will get pop sticks?
To solve the problem the student would need 12 pop sticks to make groups of four. They would place four pop sticks down, then another four and so on.
Page | 34
Level 1
Strand: Number
Sub-strand: Multiplication & Division
By the end of level 1, students should for example:
These are examples of classroom activities to help students learn:
Solve practical problems such as:
 How many wheels do we need for these three Lego cars?
 How should we plant the tomato seedlings in these three pots? Is there a way of doing it so they all have the same number? Are any left over?
 It is Steven’s party and Mark’s party. There are 10 children. Is it possible for the same number of children to go to the two parties at the same time?
 Can we share these cakes out fairly? How shall we do it?
 Count these stickers round the circle of children. How many times will they go round so everyone has the same number of stickers? Are any left over?
Note:
At this stage all activities should involve students manipulating concrete materials. The emphasis is on modelling groups of the same size and describing them. Students
need to understand the concept of fair sharing as all shares being equal. After students have shared objects equally, the process can be reversed to begin to develop the link
between multiplication and division. This can be done by students first sharing a group of objects and then putting back together all of the shared objects to form one
collection.
Multiplication and division should be taught in conjunction with each other as the foundation for conceptual understanding of their inverse relationship.
IEA recommended benchmarks for SENA require students to achieve level 2 (Perceptual counting in multiples) in Multiplication and Division by the end of IEA level 1.
Page | 35
Level 1
Strand: Number
Sub-strand: Money & Financial Mathematics
Content Descriptors are written in the shaded boxes. They describe the knowledge, concepts, skills and processes that MUST be taught and learnt by students.
Content Elaborations are detailed in the white box below each description. These unpack the description and identify what students should know, understand and be able to do. The
elaborations include examples of ways the descriptions COULD be taught. They are not intended to be used as a scheme of work.
By the end of level 1, students should for example:
1NMF01 Through practical activities and discussion, use vocabulary related to money
buy, sell, change, pay,
cheap, cheaper, cheapest, cost, costs less, costs more, costs the same as, price, spend, spent,
money, notes, coin(s), toea, kina, dollars, dollar, cents
How many……? How much……? total
These are strategies to help students learn vocabulary:
 Explain the vocabulary by connecting its meaning to the students’ learning experiences (new vocabulary should always be taught after students have developed an
understanding of the mathematical ideas).
 Always point to a symbol when saying the words for the symbol.
 Ask students to pronounce the words; say a new word several times together as a class or group when it is first introduced.
 Record and display mathematical vocabulary in the classroom.
 Use mathematical vocabulary repeatedly throughout the lesson; encourage students to use vocabulary in discussions and when explaining ideas.
Page | 36
Level 1
Strand: Number
Sub-strand: Money & Financial Mathematics
By the end of level 1, students should for example:
1NMF02 Recognise, sort and order money according to value
Students will have achieved this when they:


Recognise that there are different coins and notes in our monetary system and that they have different values
Sort, order and begin to count the value of small collections of coins and notes to K10/$10
These are examples of classroom activities to help students learn:
 Match coins and/or notes to the price of items in the class shop
 Sort money coins and notes into spaces in a shop till or sorting tray
 Play money games e.g. roll dice to collect K1 coins to the value of K10
Page | 37
Level 1
Strand: Number
Sub-strand: Money & Financial Mathematics
By the end of level 1, students should for example:
1NMF03 Exchange money for goods in a role play situation
Students will have achieved this when they:

Through role play, discuss and compare prices of items in the class shop:
e.g.
Which items cost less than K2?
Are there any items which are the same price?
What is the cheapest item?

Through role play and use of concrete materials begin to solve money problems such as:
How much altogether is K5 and K1 and K1?
Here are five K1 coins. If you buy this item in the shop for K2, how many coins will you have left? How much money do you have left?

Begin to count the value of small collections of some notes (K5/$5 and K2) up to K10 and some coins up to 20 toea.
e.g.
K5 note + K1 + K1 + K1 gives a total of K8
5 toea + 5 toea = 10 toea
10 toea + 10 toea = 20 toea

Begin to make total amounts using different denominations of coins and some notes, when paying for items in a role play situation.
e.g.
Which notes and coins can be used to make K5? (K2 + K2 + K1)
This item costs K5. What notes and/or coins could you use to pay for it?
These are examples of classroom activities to help students learn:
 Set up a classroom shop to allow students to role pay exchanging goods for money, comparing prices of items in the shop, working out the price of a small number of
items and counting money to pay for items.
Page | 38
Level 1
Strand: Number
Sub-strand: Pattern & Algebra
Content Descriptors are written in the shaded boxes. They describe the knowledge, concepts, skills and processes that MUST be taught and learnt by students.
Content Elaborations are detailed in the white box below each description. These unpack the description and identify what students should know, understand and be able to do. The
elaborations include examples of ways the descriptions COULD be taught. They are not intended to be used as a scheme of work.
By the end of level 1, students should for example:
1NP01 Through practical activities and discussion, begin to understand and use the vocabulary related to number sequences and pattern:
count, sort, sorting rule, group, set, match, same, different
pattern, repeating pattern, copy, next
These are strategies to help students learn vocabulary:
 Explain the vocabulary by connecting its meaning to the students’ learning experiences (new vocabulary should always be taught after students have developed an
understanding of the mathematical ideas).
 Always point to a symbol when saying the words for the symbol.
 Ask students to pronounce the words; say a new word several times together as a class or group when it is first introduced.
 Record and display mathematical vocabulary in the classroom.
 Use mathematical vocabulary repeatedly throughout the lesson; encourage students to use vocabulary in discussions and when explaining ideas.
Page | 39
Level 1
Strand: Number
Sub-strand: Pattern & Algebra
By the end of level 1, students should for example:
1NP02 Sort and classify familiar objects and explain the basis for classifications
Students will have achieved this when they:



Sort and classify a group of objects into smaller groups. Begin by sorting using a single criterion; extend to sorting by more than one criterion
Recognise that a group of objects can be sorted and classified in different ways
Explain the basis of their classification of objects (sorting rule)
These are examples of classroom activities to help students learn:




Sort and display objects according to their characteristics e.g. in science activities sort objects that are shiny or dull, hard or soft rough or smooth…
Sort and count students in the class according to a single criterion e.g. those who are six years old, have long hair…
Sort, match or order flat or solid shapes and explain how they have been sorted matched or ordered (sort into more than two groups).
Sort or match pieces of fabric or buttons into different groups (more than two groups).
Identify:
Which pieces of fabric have the same pattern? Which have stripes? Which have dots? Which have square checks? Which buttons are the same shape?
Which buttons are the same shape and size?
Respond to questions such as:
 What do you see? What do you notice about these shapes?
 Which shapes are the same / different?
 Can you explain how this shape (object, item) is the same as this one? How is it different?
 What are the different ways you can sort the shapes?
 How can we describe these shapes/objects/items?
 How can we describe these groups?
Page | 40
Level 1
Strand: Number
Sub-strand: Pattern & Algebra
By the end of level 1, students should for example:
1NP03 Copy, continue and create patterns with objects and drawings
Students will have achieved this when they:





Copy and continue patterns uisng sounds, actions, objects, drawings
Describe a repeating pattern
Compare patterns i.e. How are these patterns the same? How are the patterns different?
Create a repeating pattern
Recognise when an error occurs in a pattern and explain what is wrong
These are examples of classroom activities to help students learn:
 Recognise, copy and continue repeating patterns using sounds and/or actions e.g. tap, tap, pause, tap…on the tambourine; hop, hop, jump…
 Thread beads on a string to create a repeating colour pattern
 Create a shape and/or colour pattern using sponge painting
 Create patterns from objects by rolling out playdough or clay into a long flat strip and use objects such as shells or paperclips to make imprints; describe the pattern
 Recognise, copy, continue and create repeating patterns using shapes, objects or pictures
For example:
    
 Use shapes to create a pattern such as: two cubes, one cone, two cubes, one cone…
 Continue or create a repeating pattern using computer graphics
 Describe a repeating pattern made from shapes by referring to its distinguishing features
e.g. I have made my pattern from squares. The colours repeat. They go red, blue, red, blue…
Page | 41
Level 1
Strand: Number
Sub-strand: Pattern & Algebra
By the end of level 1, students should for example:
 Describe and compare simple patterns from different cultures: in necklaces and bracelets, bilums, woven mats etc
 Describe a repeating pattern of objects or symbols in terms of a number pattern (repeated patterns of objects or symbols are described using numbers that indicate
the number of elements that are repeated. e.g. A, B, C, A, B, C….has three elements that are repeated so it is referred to as a three pattern).
Respond to questions such as: How many objects/symbols are in each group that repeats? How many groups are in your pattern? What is the total number of
objects/symbols in the pattern?
 Compare and sort a set of repeating pattern cards and explain how they were sorted; create a new pattern for each group.
 Create a two pattern by placing two different coloured counters next to each other and repeating these several times; describe the pattern created; record the
pattern. Create more two patterns by choosing materials from a given collection e.g. coloured cubes, buttons, bead, shapes, shells. Repeat for three and four patterns.
 Present students with patterns where one of the elements is misplaced e.g. shapes, pictures, letters. Students to identify what is wrong with the pattern and correct
the mistake
For example:
Page | 42
Level 1
Strand: Number
Sub-strand: Pattern & Algebra
By the end of level 1, students should for example:
1NP04 Continue simple number patterns that increase or decrease
Students will have achieved this when they:


Connect repeating patterns with counting
Recognise, copy and continue simple patterns that increase or decrease
These are examples of classroom activities to help students learn:
 Model a repeating pattern with objects/shapes by positioning each element of the pattern above a number on a number track. Students to identify the objects/shapes
that will be above certain numbers e.g. What shapes will be above number 10? How do you know?
 Recognise, copy and continue simple patterns that increase or decrease
e.g. 1, 2, 3, 4,…
20, 19, 18, 17… 2, 4, 6, 8…
 Build staircases using interlocking cubs e.g. unifix, multilink, lego.
Describe the number pattern and predict what comes next.
Page | 43
Level:
1
Strand:
Statistics
Note:
New vocabulary to be introduced to students at this level is in red font. Further explanation can be found in the Mathematical Vocabulary section of
the curriculum.
Level 1
Strand: Statistics
Sub-strand: Data
Content Descriptors are written in the shaded boxes. They describe the knowledge, concepts, skills and processes that MUST be taught and learnt by students.
Content Elaborations are detailed in the white box below each description. These unpack the description and identify what students should know, understand and be able to do. The
elaborations include examples of ways the descriptions COULD be taught. They are not intended to be used as a scheme of work.
By the end of level 1, students should for example:
1SD01 Through practical activities and discussion, begin to understand and use the vocabulary of data
collect, count, display, group, information, list, objects, same, different, set, sort, vote
These are strategies to help students learn vocabulary:
 Explain the vocabulary by connecting its meaning to the students’ learning experiences (new vocabulary should always be taught after students have developed an
understanding of the mathematical ideas).
 Always point to a symbol when saying the words for the symbol.
 Ask students to pronounce the words; say a new word several times together as a class or group when it is first introduced.
 Record and display mathematical vocabulary in the classroom.
 Use mathematical vocabulary repeatedly throughout the lesson; encourage students to use vocabulary in discussions and when explaining ideas.
Page | 44
Level 1
Strand: Statistics
Sub-strand: Data
By the end of level 1, students should for example:
1SD02 Pose and answer yes/no questions to collect information
Students will have achieved this when they:

Pose and answer questions about themselves, their environment and familiar events e.g. Do you have any brothers or sisters?
These are examples of classroom activities to help students learn:
 Conduct a class survey to find out if class members have any brothers or sisters e.g. Do you have any brothers or sisters?
 Conduct a class survey to find out how many class members have a pet e.g. Do you have a pet?
Page | 45
Level 1
Strand: Statistics
Sub-strand: Data
By the end of level 1, students should for example:
1SD03 Create simple data displays using objects and pictures
Students will have achieved this when they:




Represent simple data sets using objects and pictures
Create simple data displays by classifying objects into categories; arranging objects into rows and columns according to characteristics e.g. sort blocks or counters
according to colour to count
Respond to a given criterion for sorting, then suggest own criterion.
For example:
Sort and display objects according to their characteristics e.g. in science activities sort objects that are shiny or dull, hard or soft, rough or smooth
Sort, match or order flat or solid shapes and explain how they have been sorted, matched or ordered
Present results using pictures, drawings or numerals
These are examples of classroom activities to help students learn:
 Sort a set of shapes according to colour.
 Ask students in class what their favourite toy is; ask them to draw a picture of the toy. Sort the pictures of toys into groups.
 Students draw pictures to show the different ways they travel to school. Sort the pictures into groups, then arrange them in columns to find out the most popular way
students in the class travel to school.
Page | 46
Level 1
Strand: Statistics
Sub-strand: Data
By the end of level 1, students should for example:
1SD04 Answer simple questions about data by counting the objects in each category
Students will have achieved this when they:


Use data displays to answer simple questions by counting the number of objects in each category e.g. How many students answered ‘yes’ to having brown hair?’
Compare the sizes of the groups of objects by counting
These are examples of classroom activities to help students learn:
 Look at the data display.
How many students said ‘yes’ to having green eyes?
How many students said ‘yes’ to having blue eyes?
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Level:
1
Strand:
Measurement & Geometry
Note:
New vocabulary to be introduced to students at this level is in red font. Further explanation can be found in the Mathematical Vocabulary section of
the curriculum.
Level 1
Strand: Measurement & Geometry
Sub-strand: Units of Measurement
Content Descriptors are written in the shaded boxes. They describe the knowledge, concepts, skills and processes that MUST be taught and learnt by students.
Content Elaborations are detailed in the white box below each description. These unpack the description and identify what students should know, understand and be able to do. The
elaborations include examples of ways the descriptions COULD be taught. They are not intended to be used as a scheme of work.
By the end of level 1, students should for example:
1MM01 Begin to understand and use the vocabulary of measurement in practical contexts
length, distance, long, longer, longer than, longest, short, shorter, shorter than, shortest, tall, taller, taller than, tallest, high, higher, higher than, highest, low, lower,
lower than, lowest, wide, wider, narrow, narrower, deep, deeper, shallow, shallower, thick, thicker, thin, thinner, far, further, close, closer, near, nearer
mass, heavy, heavier, heaviest, light, lighter, lightest, weigh, weight
capacity, container (bottles, jars, tubs and other everyday containers), liquid, full, about half full, fullest, empty, emptier, emptiest
measure, compare, more, less, same, same as, equal, end to end
daytime, night-time, yesterday, today, tomorrow, before, after, next, a long time, a short time, week, days, weekdays, weekend days, time, morning, afternoon
clock, analogue, digital, hands (of a clock), o'clock
guess, estimate, enough, not enough, too much, too little, nearly, close to , about the same as, just over, just under
These are strategies to help students learn vocabulary:
 Explain the vocabulary by connecting its meaning to the students’ learning experiences (new vocabulary should always be taught after students have developed an
understanding of the mathematical ideas).
 Always point to a symbol when saying the words for the symbol.
 Ask students to pronounce the words; say a new word several times together as a class or group when it is first introduced.
 Record and display mathematical vocabulary in the classroom.
 Use mathematical vocabulary repeatedly throughout the lesson; encourage students to use vocabulary in discussions and when explaining ideas.
Note:
Young children often confuse concepts such as big, tall, long and high. It is important to engage students in activities that help them differentiate between these concepts.
The terms weigh and weight are common in everyday usage and should be accepted in student language should they arise.
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Level 1
Strand: Measurement & Geometry
Sub-strand: Units of Measurement
By the end of level 1, students should for example:
1MM02 Use direct and indirect comparisons to decide which is longer, heavier or holds more; explain reasoning using everyday language
Students will have achieved this when they:
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Describe length as the measure of an object from end to end.
Compare lengths directly by placing objects side by side and aligning ends; use comparative language to describe length.
Explain why the length of a piece of string remains unchanged whether placed in a straight line or a curve.
Record length comparisons informally by drawing, tracing, cutting or pasting and by using words and numerals.
Estimate whether an object will be longer or shorter than another object; check the length by directly comparing the objects.
Describe capacity as the amount of liquid a container can hold.
Use comparative language to describe capacity; record comparisons informally using drawings, numerals and words.
Estimate which container has the greatest capacity; check by directly pouring the contents of one into the other.
Describe mass as the amount of ‘stuff’ (matter) in an object.
Use everyday language to describe objects in terms of their mass e.g. heavy, light.
Use comparative language to describe the mass of objects; record comparisons of mass informally using drawings, numerals and words.
Estimate which object from a given set will be heaviest / lightest; use the balance to check.
These are examples of classroom activities to help students learn:
Investigating length
 Make long and short constructions from concrete materials.
 Identify an object that is longer or shorter than another e.g. find an object longer than this pencil.
 Compare and order a group of objects of different lengths e.g. pencils, paint brushes, pieces of ribbon.
 Make constructions from concrete materials that are the same length.
 Compare the heights of two, then three children by standing back to back or lying on the floor.
 Estimate whether an object will be longer or shorter than another object and explain the reasons; check the length by directly comparing the objects.
Investigating capacity
 Fill and empty containers using materials such as water and sand; use the terms full, empty and about half full to describe the
containers.
 Compare the capacities of two containers directly by filling one and pouring into the other; use comparative language to
describe the capacity of the containers i.e. Which container holds the most water? Which container has the biggest capacity?
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Level 1
Strand: Measurement & Geometry
Sub-strand: Units of Measurement
By the end of level 1, students should for example:
 Estimate which container has the greatest capacity and explain reasons for the estimation e.g. plant pots of different sizes; check by directly pouring the contents of
one into the other.
 Compare the capacities of two containers indirectly by pouring their contents into two other identical containers and observing the level reached by each.
 Investigate and find out if containers of different shapes have the same capacity e.g. Does a tall narrow container hold the same amount as a short wide container?
Investigating mass
 Find or make objects that are heavier, lighter than a given object e.g. a shell that is lighter than this one.
 Use a balance to find out:
which of two teddies, boxes, shoes…is lighter
whether a box of tissues is heavier or lighter than a can of Bully Beef
 Estimate which object from a given set will be heaviest / lightest; use the balance to find out which object is heaviest / lightest.
Note:
Students at this level should only be comparing two objects that are quite different in mass. Early experiences often lead students to the conclusion that larger things
are heavier than small things and that if two things are the same size and shape, then they will have the same mass. To develop beyond this, students need to have
experiences with objects that are light and large, heavy and large, light and small, heavy and small, and large but lighter than the smaller object.
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Level 1
Strand: Measurement & Geometry
Sub-strand: Units of Measurement
By the end of level 1, students should for example:
1MM03 Use everyday language related to time; order and sequence familiar events
Students will have achieved this when they:
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Use terms such as daytime, night-time, yesterday, today, tomorrow, before, after, next, morning and afternoon.
Sequence events in time.
Compare the duration of two events using everyday language, e.g. It takes me longer to eat my lunch than it does to clean my teeth.
Connect days of the week to familiar events and actions.
Recall that there are seven days in a week.
Name and order the days of the week.
Classify weekdays and weekend days.
Relate events to a particular day or time of day, e.g. Assembly is on Tuesday; we come to school in the morning.
These are examples of classroom activities to help students learn:
 Talk about days of the week in everyday activities like taking the roll, keeping a weather chart.
 Respond to questions such as: What did you do yesterday? What will you do tomorrow? How old are you? Who has a birthday next week? Which day is it?
 Begin to sequence events in their day, or in a well-known story. For example: tell me what you did on your birthday… on the journey…
Make a zigzag book or arrange picture cards to tell a story.
 Listen and discuss stories such as:
The Very Hungry Caterpillar by Eric Carle
The Bad-Tempered Ladybird by Eric Carle
Mr Wolf’s Week by Colin Hawkins
Goodnight Owl by Pat Hutchins
Can’t You Sleep Little Bear? by Martin Waddell
Monster Monday by Susanna Gretz
Hard Boiled Legs by Michael Rosen and Quentin Blake
 Begin to know key times of the day, such as: we have school assembly at 9 o’clock; we have lunch at 12 o’clock, my bed time is 7 o’clock.
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Level 1
Strand: Measurement & Geometry
Sub-strand: Units of Measurement
By the end of level 1, students should for example:
1MM04 Tell time on the hour using analogue and digital clocks
Students will have achieved this when they:
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Read analogue and digital clocks to the hour using the term o’clock.
Describe the position of the hands on an analogue clock when reading hour time.
These are examples of classroom activities to help students learn:
 Move the hands on a teaching clock to match the time written on a card in words and written in digital time.
 Play snap: match the times written on cards in words, or in digital time, to the time shown on pictures of clock faces.
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Level 1
Strand: Measurement & Geometry
Sub-strand: Shape
Content Descriptors are written in the shaded boxes. They describe the knowledge, concepts, skills and processes that MUST be taught and learnt by students.
Content Elaborations are detailed in the white box below each description. These unpack the description and identify what students should know, understand and be able to do. The
elaborations include examples of ways the descriptions COULD be taught. They are not intended to be used as a scheme of work.
By the end of level 1, students should for example:
1MS01 Begin to understand and use vocabulary related to shape in practical contexts
shape, object, sort, straight line, curved line, side, straight
solid, corner, face, end, size, flat, round, curved, pointy, roll, stack, slide
circle, triangle, square, rectangle
cube, cuboid, cone, sphere, cylinder
These are strategies to help students learn vocabulary:
 Explain the vocabulary by connecting its meaning to the students’ learning experiences (new vocabulary should always be taught after students have developed an
understanding of the mathematical ideas).
 Always point to a symbol when saying the words for the symbol.
 Ask students to pronounce the words; say a new word several times together as a class or group when it is first introduced.
 Record and display mathematical vocabulary in the classroom.
 Use mathematical vocabulary repeatedly throughout the lesson; encourage students to use vocabulary in discussions and when explaining ideas.
Note:
The term shape refers to a two-dimensional figure; the term object refers to a three-dimensional figure.
In geometry, a three-dimensional object is called a solid, even though the object may in fact be hollow; to avoid confusion amongst students regarding language the term
three-dimensional object is used.
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Level 1
Strand: Measurement & Geometry
Sub-strand: Shape
By the end of level 1, students should for example:
1MS02 Sort, describe and name familiar two-dimensional shapes
Students will have achieved this when they:
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Identify, represent and name circles, triangles, squares and rectangles presented in different orientations
Identify circles, triangles, squares and rectangles presented in pictures and the environment
Describe the features of two-dimensional shapes using everyday language e.g. a square has four sides
Sort two-dimensional shapes according to features such as shape and size; explain how a group of two-dimensional shapes has been sorted
Make representations of two-dimensional shapes using a variety of materials, including paint, paper, computer drawing tools e.g. create pictures suing a selection of
shapes such as a house from a square and a triangle
Identify and draw straight and curved lines
Draw closed two-dimensional shapes without tracing
These are examples of classroom activities to help students learn:
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Find similar shapes on faces of objects e.g. find two circles, find two triangles
Find three-dimensional shapes around the classroom with at least one face matching a two-dimensional outline or pictures
Describe a shape hidden in a cloth bag e.g. my shape has three corners and three sides; my shape is curved all the way round
Sort into trays a collection of varied two-dimensional shapes and explain how they have been sorted e.g. shapes with corners, shapes with 3 sides, shapes that are not
square
 Talk about and make shapes when playing in the sand pit or sand tray e.g. trace a shape with a finger, draw round a shape template, make impressions of shapes by
pushing them into damp sand or identify which shape has made a particular impression
 Begin to draw two-dimensional shapes
Note:
It is important that students experience shapes that are represented in a variety of ways e.g. different types of triangles presented in different sizes and in different
orientations. Students should be presented with regular and irregular shapes, even though they are not expected to use the terms regular and irregular at this level.
Students should be given opportunities to represent shapes by tearing, painting, writing, cutting and pasting. The manipulation of a variety of real objects and shapes is
crucial to the development of appropriate levels of language and representation.
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Level 1
Strand: Measurement & Geometry
Sub-strand: Shape
By the end of level 1, students should for example:
1MS03 Sort, describe and name familiar three-dimensional objects in the environment
Students will have achieved this when they:
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Identify three dimensional objects that can be seen around the school environment and classroom
Sort three-dimensional objects and explain the attributes used to sort them e.g. colour, size, shape
Recognise how a group of three-dimensional objects has been sorted
These are examples of classroom activities to help students learn:
 Make models using shapes that very in shape, size and texture, using for example, big wooden or plastic blocks of different shapes and size,
reclaimed materials such as packets, containers, tins, boxes, and construction kits. Describe the model and say what shapes have been used to
make it e.g. The garage for my car has been made from lots of blocks; they have straight edges and flat sides and ends
 Make three-dimensional shapes from modelling material such as playdough or plasticine, and describe the shapes made e.g. My cube has eight
corners
 Fit solid shapes together. For example, investigate solid shapes to see which of them will stack; pack smaller boxes, packets, containers inside a
large cardboard box and talk about how they fit in
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Level 1
Strand: Measurement & Geometry
Sub-strand: Location & Transformation
Content Descriptors are written in the shaded boxes. They describe the knowledge, concepts, skills and processes that MUST be taught and learnt by students.
Content Elaborations are detailed in the white box below each description. These unpack the description and identify what students should know, understand and be able to do. The
elaborations include examples of ways the descriptions COULD be taught. They are not intended to be used as a scheme of work.
By the end of level 1, students should for example:
1ML01 Begin to understand and use vocabulary related to position and direction, in practical contexts
position, between, next to, behind, inside, outside, over, under, above, below, before, after, next to, opposite, close, far, middle, corner, top, bottom, front, back, side
directions, left, right, up, down, forwards, backwards, sideways, across, around, through, towards, away from
movement, roll, slide, turn
These are strategies to help students learn vocabulary:
 Explain the vocabulary by connecting its meaning to the students’ learning experiences (new vocabulary should always be taught after students have developed an
understanding of the mathematical ideas).
 Always point to a symbol when saying the words for the symbol.
 Ask students to pronounce the words; say a new word several times together as a class or group when it is first introduced.
 Record and display mathematical vocabulary in the classroom.
 Use mathematical vocabulary repeatedly throughout the lesson; encourage students to use vocabulary in discussions and when explaining ideas.
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Level 1
Strand: Measurement & Geometry
Sub-strand: Location & Transformation
By the end of level 1, students should for example:
1ML02 Describe position and movement using everyday language
Students will have achieved this when they:
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Give and follow simple directions to position an object or themselves, for example:
put the blue teddy in the circle
follow directions to a point or place
direct simple computer-controlled toys and equipment to follow a path
Describe the position of an object in relation to themselves using everyday language, such as between, next to, behind or inside e.g. the table is behind me
Describe the position of an object in relation to another object using everyday language, such as between, next to, behind or inside e.g. the book is inside the box
Describe the positions of objects in relation to themselves using the terms left and right e.g. The tree is on my right
Use the terms left and right when referring to familiar tasks e.g. I hold my pencil in my right hand
Participate in movement games involving turning and direction
These are examples of classroom activities to help students learn:
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Describe where objects are in a picture e.g. The frog is under the rock beside the pond
In PE, stand in front of, behind, beside, opposite a partner
In class, answer questions such as: Who is sitting next to, beside, in front of you?
Describe how resources are stored on the classroom shelves e.g. Are the pencils on top of or under the scissors?
In PE follow instructions to run forwards, walk backwards, turn to the left, turn to the right…etc.
Program given instructions into a floor robot, such as a Beebot, to get to a destination on a floor mat; describe the finish position of the floor robot
Describe a walk around the school or school grounds e.g. We went along the path, through the tunnel in the adventure playground and then across the oval
Collect and sort objects that will: roll (ball, cylinder), slide (Lego brick, story book), both roll and slide (coin, water bottle)
Listen to and discuss stories such as Rosie’s Walk, Bear Hunt, Where’s Spot?
Note:
There are two key ideas for students at this level: (1) following an instruction to position an object or themselves; (2) describing the relative position of an object or
themselves. Some students may be able to describe the position of an object in relation to themselves but not in relation to another object.
At this level, students should use the terms left and right to describe position in relation to themselves; not to describe the position of an object.
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