Level 1
Number and Algebra
Number strategies
AO1: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. This means students will use counting strategies including counting on and back, double counting, and skip counting. This corresponds to the counting stages of the number framework so achieving level one means that a student is at the Advanced Counting Stage. Examples of their strategies might be, to calculate 6 + 5 count 7, 8, 9, 10, 11, to calculate 12 – 3 count 11, 10, 9, or to calculate three groups of three double counting 1, 2, 3,...4, 5, 6,...7, 8, 9. Grouping and equal sharing strategies are simple ways to solve addition, subtraction, multiplication and division, and fractions of sets problems without counting every object. Examples of these strategies might be; knowing 4 + 4 equals 8, skip counting 5, 10, 15, 20 to count four groups of five, or sharing objects in ones, twos or threes to find one quarter of a set of 12 items.
Number knowledge
AO1: Know the forward and backward counting sequences of whole numbers to 100. This means students will know the forward number word sequence to 100 is the counting pattern of words and symbols, 0, 1, 2, 3, 4,...; while the backward sequence is the pattern 100, 99, 98, 97,... Students will also be able to name the number before and after a given number since this relates to taking an item off or putting an item onto an existing set.
AO2: Know groupings with five, within ten, and with ten. N3. This means students will learn visual and symbolic patterns for the numbers to ten so they can be recognised without counting), groupings within and with five, for example 2 + 3, 5 + 4, names for ten for example 6 + 4 therefore 10 – 4, doubles to ten at least, for example 4 + 4, and groupings with ten, for example 10 + 6, 8 + 10 (teen numbers).
Equations and expressions
AO1: Communicate and explain counting, grouping, and equal-sharing strategies, using words, numbers, and pictures. This means students will explain the number strategies they use to others using a combination of words, numbers and pictures. This implies that students will learn to write equations to express their findings, for example 5 + 9 = 14, to express their ideas using their own language in conjunction with mathematical language, e.g. add, subtract, times, fraction, and to develop diagrams to represent their strategies, for example set diagrams or number lines.
Patterns and relationships
AO1: Generalise that the next counting number gives the result of adding one object to a set and that counting the number of objects in a set tells how many. This means students will understand the link between the cardinal and ordinal aspects of counting. The ordinal aspect refers to the fact that counting numbers have a conventional order. The last number in a count tells how many objects are in a set if all the objects are matched in one-to-one correspondence to the sequence of counting numbers. s. The next number in the counting sequence tells the result of adding an object while the number before in the sequence tells the count when an object is removed. The cardinal aspect involves knowing that when counting a set of items the last number describes all the items in the set, no matter their colour, size, arrangement or other attributes. This count can be trusted and built upon.
AO2: Create and continue sequential patterns.
This means the students will explore sequential patterns. A sequential pattern is one in which further members of that pattern can be predicted
from previous members. So 
..., and 1, 3, 5, 7, ... are sequential patterns. At
Level One students should be able to reproduce a given pattern using objects, drawings or symbols and continue the pattern on with justification,
e.g. It goes square, circle, star...They should also be able to invent their own patterns and communicate the “rule” for
their pattern to others.
Click to download a PDF of second-tier material relating to Level 1 Patterns and Relationships (288KB)
Geometry and Measurement
Measurement
AO1: Order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units. This means students will classify or sort objects by their characteristics. These characteristics include shape, size, colour, texture, weight, and temperature. Students should be able to justify why they have sorted objects in the way they have and be encouraged to develop increasingly sophisticated classifications such as colour and size.
Click to download a PDF of second-tier material relating to Level 1 Measurement (115KB)
Shape
AO1: Sort objects by their appearance. This means students will classify or sort objects by their characteristics. These characteristics include shape, size, colour, texture, weight, and temperature. Students should be able to justify why they have sorted objects in the way they have and be encouraged to develop increasingly sophisticated classifications such as colour and size.
Click to download a PDF of second-tier material relating to Level 1 Shape (79KB)
Position and orientation
AO1: Give and follow instructions for movement that involve distances, directions, and half or quarter turns. This means students will be able to follow instructions given in distances, for example 14 steps; direction for example facing the library; and angle (turn) for example do a half turn clockwise (right). They should become proficient at following a series of instructions. Students should also be able to give instructions.
AO2: Describe their position relative to a person or object. This means students will describe their position using positional language such as next to, in front of, behind, between, to the right/left and simple diagrams and maps. Their descriptions should become increasingly precise in terms of distance from the landmark (in steps) and location of that landmark on simple schematic maps.
Click to download a PDF of second-tier material relating to Level 1 Position and orientation (106KB)
Transformation
AO1: Communicate and record the results of translations, refl ections, and rotations on plane shapes. This means students will physically carry out translations, reflections, and rotations on shapes and discuss what patterns they see. Translations are shifts of a shape along a line, for example repeating a potato print across the top border of a page. Reflections are images of a shape as though it is reflected in a mirror. Rotations are turns, so when an object is turned about a point, either inside or outside of itself, the image is a rotation of the original shape. At level one rotations can be described as fractions of a full turn, for example half and quarter turns.
Statistics
Statistical investigation
AO1: Conduct investigations using the statistical enquiry cycle:
This means students will collect, sort and count data. Students will mostly encounter category data.
This data arises from classifying, for example sorting data into colour categories.
Simple number data generated through measurement with whole units is also manageable.
Students should become familiar with displaying category data using pictographs, set diagrams and bar charts.
Discussion should centre on similarities and differences between categories,
for example “Six more people like hokey-pokey ice cream than vanilla”.
Click to download a PDF of second-tier material relating to Level 1 Statistical Investigations (632KB)
Statistical literacy
AO1: Interpret statements made by others from statistical investigations and probability activities. This means students will match comments made by others, usually their classmates, with the features of displays. These displays will be showing category data as pictographs, set diagrams, and bar charts.
Probability
AO1: Investigate situations that involve elements of chance, acknowledging and anticipating possible outcomes. This means students will consider the possible outcomes of events. Possible outcomes can be listed, for example when tossing a coin the outcomes are heads and tails. The possible outcomes should be the basis for predictions rather than perceptions of luck.
Click to download a PDF of second-tier material relating to Level 1 Probability (125KB)
