Numeracy at the end of Year 1

By the end of Year 1 a student should be able to at least count-on-and-back and be working on enhancing their range and application of facile strategies. He or she should also be developing an early conceptual understanding of place value.

2 goals

Sample Tasks

Sample task 1

I have 7 marbles in this hand and 5 marbles in my other hand. How many marbles altogether?

Without being able to access the objects, the student can use the number words as summaries of completed counts or else he or she may need to reconstruct the numbers by counting from one. The total is set above 10 to limit the use of fingers as replacements for the marbles.

Sample task 2

I have 8 grapes and I get 4 more grapes. How many grapes do I have altogether? [Without materials]

A student not achieving grade expectations may attempt to create the numbers on his or her fingers but then would not be able to find the total without access to other material. Different problem contexts and target numbers of objects may be used but the first number should typically be near 10, say 7, 8 or 9, and the second number typically 4 or 5. The total needs to be larger than 10 and the student needs to be able to find the total without using objects (things he or she can perceive and count). The students may count from 1 to find the total but they do not need to rely on using objects they can perceive.

Syllabus: MA1-4NA
Students learn about counting forwards or backwards by ones from a given two-digit number.