Numbers and Algebra
Outcomes

Whole Numbers

MA14NA
Applies place value, informally, to count, order, read and represent two and threedigit numbers
 Whole Numbers 1

Whole Numbers 2
 Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
 Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026)
 Group, partition and rearrange collections of up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

MA14NA

Addition and Subtraction

MA15NA
Uses a range of strategies and informal recording methods for addition and subtraction involving one and twodigit numbers

Addition and Subtraction 1

Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)

Use concrete materials to model addition and subtraction problems involving one and twodigit numbers
Examples

Use concrete materials and a number line to model and determine the difference between two numbers
Examples

Create, record and recognise combinations of two numbers that add to numbers up to and including 9
Examples

Create, record and recognise combinations of two numbers that add to numbers from 11 up to and including 20
Examples

Investigate and generalise the effect of adding zero to a number, eg 'Adding zero to a number does not change the number'
Examples

Relate addition and subtraction facts for numbers to at least 20, eg 5 + 3 = 8, so 8  3 = 5 and 8  5 = 3
Examples

Use and record a range of mental strategies to solve addition and subtraction problems involving one and twodigit numbers, including:counting on from the larger number to find the total of two numbers, counting back from a number to find the number rema
Play Activities 317Examples

Use the equals sign to record equivalent number sentences involving addition, and to mean 'is the same as', rather than as an indication to perform an operation, eg 5 + 2 = 3 + 4
Examples

Use concrete materials to model addition and subtraction problems involving one and twodigit numbers

Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
 Addition and Subtraction 2

Addition and Subtraction 1

MA15NA

Multiplication and Division

MA16NA
Uses a range of mental strategies and concrete materials for multiplication and division

Multiplication and Division 1
 Model and use equal groups of objects as a strategy for multiplication

Recognise and represent division as grouping into equal sets (ACMNA032)

Recognise when there are equal numbers of items in groups, eg 'There are three pencils in each group'
Examples

Model division by sharing a collection of objects equally into a given number of groups to determine how many in each group, eg determine the number in each group when 10 objects are shared between two people
Examples

Recognise when there are equal numbers of items in groups, eg 'There are three pencils in each group'

Multiplication and Division 2

Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)

Model multiplication as repeated addition, eg 3 groups of 4 is the same as 4 + 4 + 4
Examples

Recognise when items have been arranged into groups, eg 'I can see two groups of three pencils'
Examples

Use concrete materials to model multiplication as equal 'groups' and by forming an array of equal 'rows' or equal 'columns'
Examples

Model the commutative property of multiplication, eg '3 groups of 2 is the same as 2 groups of 3'
Examples

Model multiplication as repeated addition, eg 3 groups of 4 is the same as 4 + 4 + 4
 Represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)

Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)

Multiplication and Division 1

MA16NA

Fractions and Decimals

MA17NA
Represents and models halves, quarters and eighths

Fractions and Decimals 1

Recognise and describe onehalf as one of two equal parts of a whole (ACMNA016)

Use concrete materials to model half of a whole object
Examples

Recognise that halves refer to two equal parts of a whole
Examples

Describe parts of a whole object as 'about a half', 'more than a half' or 'less than a half'
Examples

Record two equal parts of whole objects and shapes, and the relationship of the parts to the whole, using pictures and the fraction notation for half 1/2
Examples

Use concrete materials to model half of a collection
Examples

Use concrete materials to model half of a whole object

Recognise and describe onehalf as one of two equal parts of a whole (ACMNA016)

Fractions and Decimals 2

Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)

Use concrete materials to model a half, a quarter or an eighth of a whole object, eg divide a piece of ribbon into quarters
Examples

Recognise when objects and shapes have been shared into halves, quarters or eighths
Examples

Record equal parts of whole objects and shapes, and the relationship of the parts to the whole, using pictures and the fraction notation for half 1/2, quarter 1/4 and eighth 1/8
Examples

Record equal parts of a collection, and the relationship of the parts to the whole, using pictures and the fraction notation for half 1/2, quarter 1/4 and eighth 1/8
Examples

Use concrete materials to model a half, a quarter or an eighth of a whole object, eg divide a piece of ribbon into quarters

Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)

Fractions and Decimals 1

MA17NA

Patterns and Algebra

MA18NA
Generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values

Patterns and Algebra 1

Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)

Identify and describe patterns when skip counting forwards or backwards by ones, twos, fives and tens from any starting point
Examples

Represent number patterns on number lines and number charts
Examples

Recognise, copy and continue given number patterns that increase or decrease, eg 1, 2, 3, 4, 20, 18, 16, 14,
Examples

Recognise, copy and continue patterns with objects or symbols
Examples

Describe a repeating pattern of objects or symbols in terms of a 'number' pattern
Examples

Identify and describe patterns when skip counting forwards or backwards by ones, twos, fives and tens from any starting point

Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)
 Patterns and Algebra 2

Patterns and Algebra 1

MA18NA