Begin to relate addition to combining two groups of objects, and subtraction to 'taking away'(NNS Framework for teaching mathematics, Supplement of examples, Section 4, pages 14, 15, 16)

Associated knowledge and skills

Errors and misconceptions

Tracking charts

Teaching sequences and spotlights

Count along and back on a number track to and from a given position.

Count objects set out in different arrangements;
begin to recognise small numbers without counting and that the number of objects is not affected by their position.

Count objects that are out of reach.

Can only begin counting at one; inaccurately counts objects when rearranged; has no consistent recognition of small numbers of objects; lacks systematic approaches.

1 YR
1 YR
1 YR

Find one more and one less than a given number.

Misunderstands meaning of 'one more' and 'one less'; does not consistently identify the number before or after a given number.

2 YR
2 YR
2 YR

Say how many there are altogether by counting all the objects when combining groups for addition.

Separate a given number of objects into two or more groups and say how many there are in each group.

Does not relate the combining of groups of objects to addition and/or does not interpret the counting of all of the objects as an answer to the question 'How many are there altogether?'

3 YR
3 YR
3 YR

Say how many are left when some objects are taken away, by counting how many objects are left.

Misunderstanding meaning of 'one more' and 'one less', not able to identify consistently the number before or after a given number.

4 YR
4 YR
4 YR