Your search for "Year 2 Work samples: Number sentences-make 100" returned 53 result(s)
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Number patterns and algebraic thinking description

Figuring out how a pattern works brings predictability and allows the making of generalisations. This sub-element describes how a student becomes increasingly able to identify a pattern as something that is a discernible regularity in a group of numbers …

Number patterns and algebraic thinking | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Number sense and algebra

Number sense and algebra

Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Multiplicative strategies description

This sub-element describes how a student becomes increasingly able to use multiplicative strategies in computation. The coordination of units multiplicatively involves using the values of one unit applied to each of the units of the other, the multiplier. …

Multiplicative strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Quantifying numbers description

Although number is an abstract concept which can be represented by a word, a symbol (numeral) or an image, it is central to quantitative thinking. This sub-element describes how a student becomes increasingly able to count, recognise, read and interpret …

Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Comparing units (ratios, rates and proportion) description

This sub-element addresses comparing units in ratios, rates and proportions. A ratio describes a situation in comparative terms, and a proportion is taken to mean when this comparison is used to describe a related situation in the same comparative terms. …

Comparing units (ratios, rates and proportion) | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Interpreting fractions description

This sub-element emphasises the development of the fraction concept and the size of fractions rather than the development of procedures or algorithmic skills. Understanding the size of a fraction is an indicator of the depth of a student’s understanding …

Interpreting fractions | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Understanding money description

The descriptive term decimal applied to money refers to the basic conversion units being multiples of ten. However, money is not a true decimal system. Amounts such as $2.99 are spoken as two whole numbers (2 dollars 99) and, due to the withdrawal of …

Understanding money | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Additive strategies description

This sub-element describes how a student becomes increasingly able to choose and use additive computational strategies for different purposes. The transition from counting by one to more flexible methods of dealing with quantity, where numbers are treated …

Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

How is the numeracy progression structured?

Elements and sub-elements The National Numeracy Learning Progression has three elements that reflect aspects of numeracy development necessary for successful learners of the F–10 Australian Curriculum and in everyday life. The three elements are: Number …

How is the numeracy progression structured? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

How is the numeracy progression related to the Australian Curriculum?

Numeracy skills are explicit teaching in the Australian Curriculum: Mathematics. Students need opportunities to recognise that mathematics is constantly used outside the mathematics classroom and that numerate people apply general mathematical skills …

How is the numeracy progression related to the Australian Curriculum? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

What is the focus of the numeracy progression?

Numeracy development influences student success in many areas of learning at school. The progression can be used to support students to successfully engage with the numeracy demands of the Foundation to Year 10 Australian Curriculum. The National Numeracy …

What is the focus of the numeracy progression? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

How can the numeracy progression be used?

The National Numeracy Learning Progression can be used at a whole school, team or individual teacher level. However, the progression provides maximum student learning benefits when used as part of a whole-school strategy that involves professional learning …

How can the numeracy progression be used? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

QuN8

Producing number names to at least 1000 counts forwards and backwards by 100s to 1000 (100, 200 … 1000) counts forwards and backwards by tens off the decade to 100 (2, 12, 22, …) Numeral recognition and identification of place value recognises …

QuN8 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

NPA6

Generalising patterns identifies a single operation rule in numerical patterns and records it as a numerical expression (2, 4, 6, 8, 10 … is n + 2, or 2, 6, 18, 54 … is 3n) predicts a higher term of a pattern using the pattern’s rule Number properties creates …

NPA6 | Number patterns and algebraic thinking | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

NPA4

Continuing number patterns continues patterns where the difference between each term is the same number (2, 4, 6, 8, 10 …) describes rules for continuing patterns where the difference between each term is the same number (to find the next number …

NPA4 | Number patterns and algebraic thinking | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

QuN6

Producing number names counts to at least 30 produces the number word just after a given number in the range 1–30 (without dropping back) produces the number word just before a given number word in the range 1–30 (without dropping back) counts forwards …

QuN6 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

InF6

Fractions as numbers connects the concepts of fractions and division: a fraction is a quotient, or a division statement (two-sixths is the same as 2 ÷ 6 or 2 partitioned into 6 equal parts) justifies where to place fractions on a number line (to place …

InF6 | Interpreting fractions | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

QuN4

Producing number names produces the number word just after a given number word in the range 1–10 (without dropping back to count from 1) produces the number word just before a given number word in the range 1–10 (without dropping back) Counting …

QuN4 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

QuN5

Producing number names  counts to at least 20   continues a count from a number other than 1  counts forwards by tens to 100  Counting items  counts groups of up to 20 items  Numeral recognition and identification  points to the correct …

QuN5 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

QuN7

Producing number names to at least 120* counts forwards and backwards to and from 120 and beyond continues counting from any number up to 120 and beyond counts forwards and backwards by fives Grouping and counting items by tens counts items …

QuN7 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

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