Information: Teachers
Counting to 1000
The NSW and Australian Curriculum outcomes are as follows:
| New South Wales Syllabus | Australian Curriculum | |
|---|---|---|
| Grade | Year 1 & 2 (S1) | Year 2 |
| Content Strand | Number and Algebra | |
| Sub-Strand | Whole Number | Number and Place Value |
| Content | Outcome | Content Description |
|---|---|---|
| MA1-4NA | ACMNA012 | |
| A student applies place value, informally, to count, order, read and represent two- and three-digit number | Develop confidence with number sequences to and from 100 by ones from any starting point |
| Skills | Working Mathematically | Proficiency | |
|---|---|---|---|
| Communicating | MA1-1WM | Understanding | |
| A student describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols | includes connecting number calculations with counting sequences, partitioning and combining numbers flexibly and identifying and describing the relationship between addition and subtraction and between multiplication and division | ||
| Problem Solving | MA1-2WM | Fluency | |
| A student uses objects, diagrams and technology to explore mathematical problems | includes readily counting numbers in sequences, using informal units iteratively to compare measurements, using the language of chance to describe outcomes of familiar chance events and describing and comparing time durations | ||
| Reasoning | MA1-3WM | Problem Solving | |
| A student supports conclusions by explaining or demonstrating how answers were obtained | includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape | ||
| Reasoning | |||
| includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations and creating and interpreting simple representations of data | |||
Teachers, please read the Information: Parents and Carers page if you require more information.
Technical Issues
If you come across any problems or broken links, please let me know via the following feedback form: