Use developing mathematical ideas and methods to solve practical problems.(NNS Framework for teaching mathematics, Supplement of examples, Section 4, page 20)

Associated knowledge and skills

Errors and misconceptions

Tracking charts

Teaching sequences and spotlights

Count in twos and talk about how many pairs.

Confuses numbers when counting in twos; has difficulty understanding a pair consists of two objects.

1 YR
1 YR
1 YR

Say how many altogether in a double; recognise that finding a double means forming a pair or adding a number to itself.

Has difficulty with identifying doubles and adding a small number to itself, for example 2 + 2, to make twice as many.

2 YR
2 YR
2 YR

Solve simple problems (where there are no remainders) that involve counting the numbers of objects by organising them into groups of equal size, including more than two groups; talk about the number of groups and objects, and record their answers in their own way.

Makes unequal groups and is unable to compare the groups.

3 YR
3 YR
3 YR

Share objects out fairly into two or more groups, talk about whether there will be any left over.

When sharing, can sometimes make equal groups, but has no strategies to deal with any left over.

4 YR
4 YR
4 YR

Count in tens forwards and backwards from a tens number (i.e. multiple of ten), and identify the tens number before and after a given tens number.

Has difficulty with counting reliably in tens from a multiple of ten.

5 YR
5 YR
5 YR

Solve problems that involve finding halves.

When halving, makes two unequal groups or splits a single object unequally.

6 YR
6 YR
6 YR