Numeracy Strategies By Skill Level Grid printable pdf download

Numeracy strategies by skill level grid

Junior Years

Middle Years

Upper Years

Levels

Descriptors

Learning intention

Teaching Strategy

Learning Activity

Category

Students will be able to count forward and backward

Individualistic /

Revision of oral counting (skip counting) patterns beginning and ending at

Students take turn to skip count from different positions

Associative /

Colour coding patterns on number charts/lines for visual prompting.

Students skip count based on colour codes.

Specialist teaching support recommended

in number patterns.

Expositive

various positions on the number line.

based on their seating arrangement in a circle.

Expositive

• Teacher will model (personally, or by a video, a worksheet, a laboratory work

• Teacher will use concrete materials to illustrate the quantity that the

description, etc) counting and pointing to the corresponding numerals.

Associative /

numbers represent, counting them and showing the numeral.

• Teacher will use concrete materials to illustrate the quantity that the

Expositive

numbers represent, counting them and showing the numeral.

Add and skip count numbers less than 20. Match

number names with numerals. Recognise numeric

Students will be able to name the numerals and

• In groups, students will:

patterns (skip count forward 2s, 4s and 5s). Carry out

• In groups, students solve puzzles by matching the number

identify the quantity they represent

‐ play games such as the number bingo game.

single digit addition and multiplication as repeated

names to numerals and give examples of the quantities.

‐ explore different groups of objects, counting them to

addition.

• Using different activities, teacher will provide students the opportunity to

• Thinkboard. Students make the number using icypoles

Associative /

• Using different activities, teacher will provide students the opportunity to

Associative /

recognise its quantity.

match numerals with names and quantity.

sticks/MAB, they write the number in digits and words, they

Expositive

match numerals with names and quantity.

Expositive

‐ write the number in digits and words and include it in a

include it in a number sentence and they draw what it looks

sentence.

like.

• Students will hold a number party.

• Trading MAB from tens to ones and ones to tens. Make

Individualistic /

• Using blank number lines or 1000 chart, students fill in the

Expositive /

the number another way, using MAB, sticks.

Interrogative

gaps or parts of the blank chart.

Investigative

Students will be able to understand place value, that

Using visual representations, teacher will explain base 10 system.

Using visual representations, explain base 10 system.

Specialist teaching support recommended

10 of these equals 1 of those.

• Children video themselves making and naming 3‐digit

Expositive /

• Using bundling sticks and place value chart, students play

Associative /

numbers using words 'tens' and 'hundreds'.

Technological

‘Bundle a Ten’ and ‘Make a Ten’ games.

Expositive

• Teacher will model (personally, or by a video, a worksheet, a laboratory work

• Students work with different sets of objects, arranging

description, etc) classification strategy/approach to identify if a number is even

each group into pairs and deciding whether the number is

or odd, emphasising the understanding of the rules that will allow students to

• Students count out loud up and down in even numbers or

Individualistic /

or odd, emphasising the understanding of the rules that will allow students to

Individualistic /

odd or even.

Classify numbers as odd and even. Understand

identify it.

odd numbers. Then from any given 2 digit number.

Expositive

identify it.

Expositive

meaning of base 10. Read and write numbers using

• When decision is made student marks on number grid

• Teacher will model (personally, or by a video, a worksheet, etc) counting

base ten numerals. Count within 1000 (skip count by

whether the object is odd or even, using colouring.

Students will be able to classify numbers as odd and

even and odd numbers from any given 2 digit number.

5, 10 and 100). Addition/subtraction of two digit

even.

numbers without trading. Extend numeric and

• Students work with different sets of objects, arranging

symbolic patterns.

each group into pairs and deciding whether the number is

• Using different activities, teacher will provide students the opportunity to

Associative /

• Teacher will challenge students to use patterns to classify all numbers on the

• Students examine patterns in grid to generalise the pattern

Associative /

odd or even.

classify numbers as even or odd.

Investigative

grid as odd or even.

of odd and even numbers alternating.

Investigative

• Students compete in groups to classify 2 digit numbers as

even or odd.

Students will be able to read, write and order

Teacher will make numbers between 20‐1000 using concrete materials and will

• Games such as ladder (biggest to smallest). Placing a series

Performative /

Make numbers between 20‐1000 using concrete materials and arrange biggest

• Games such as ladder (biggest to smallest). Placing a series

Performative /

numbers using base ten numerals.

arrange biggest to smallest.

of number cards in order.

Deliberative

to smallest.

of number cards in order.

Deliberative

• Teacher model (personally, or by a video, a worksheet, a laboratory work

• Teacher will model (personally, or by a video, a worksheet, a laboratory work

• Make It to 100. Roll the dice and take that many MAB.

• Teacher model (personally, or by a video, a worksheet, a laboratory work

• Place value number chart TH|H|T|U etc.

description, etc) the place value chart using mathematical vocabulary to

description, etc) the activity of 'Make it to 100' using mathematical vocabulary

First collect ‘minis / ones’, then when they roll and the total

description, etc) the place value chart using mathematical vocabulary to

• Students record number plates of teachers’ cars (and cars

• Place value number chart TH|H|T|U etc.

Students will be able to understand and apply place

Performative /

explain what they are doing.

Performative /

to explain what they are doing.

gets above 10 they have to do a ‘fair trade’. Trading

explain what they are doing.

going past the school) in a template provided by the

• Make their own number expander to represent large or

Perform addition and subtraction operations on whole

value.

Investigative

•Teacher will explain the link between the words and the model, asking the

Investigative

• Using different activities, teacher will provide students the opportunity to

minis/ones for longs/tens. First to 100 and then back to

• Teacher will organise an excursion to record and classify car number plates in

teacher.

small numbers.

digit numbers with and without trading. Multiply by

students to make their own number expander to represent larger or small

apply place number.

zero. Could write down their running totals in columns.

the school parking and near the school zone.

• Students put number plates in order smallest to largest.

10. Knowledge of place value (units, tens and

numbers.

hundreds). Solve one step addition and subtraction

Students will be able to identify the pattern to find an

• Teacher will use different interactive activities to develop addition and

Interactive activities include: 3 in a row, number path,

Individualistic /

Teacher will use different interactive activities to develop addition and

Interactive activities include: 3 in a row, number path,

Individualistic /

Teacher will use different interactive activities to develop addition and

Interactive activities include: 3 in a row, number path,

Individualistic /

word problems. Find unknown single digit number in

unknown number.

subtraction skills.

calculator game, guess my number.

Investigative

subtraction skills.

calculator game, guess my number.

Investigative

subtraction skills.

calculator game, guess my number.

Investigative

addition or subtraction equation.

• Teacher will use a fraction wall, measuring cups and fraction strips to explore

• Visualise the size of a fraction, through a number line ‐ a

Students will be able to use common fractions to

and explain ideas about a relationship between a part and a whole (part‐whole

Individualistic /

and explain ideas about a relationship between a part and a whole (part‐whole

Individualistic /

and explain ideas about a relationship between a part and a whole (part‐whole

Individualistic /

tool for representing and comparing fractions. Use words to

represent a part of a whole.

relationship).

Expositive

relationship).

Expositive

relationship).

Expositive

label the fractions.

• Teacher will encourage children to give real‐life examples when fractions are

• In groups, students will model a situation in which half,

• Students will receive a card set with the symbol, the words

• Fold a paper strip chocolate bar in half to make

useful.

third or fifth of the whole is being used. Students can draw,

Teacher will:

and various physical representations of 1/2, 1/3 and 1/4.

• Teacher will demonstrate various activities as described in the listed learning

demonstrate sharing halves. Use same strategy to partition

Students will be able to match the words, symbols and

• Teacher will give cards with the words ‘half’, ‘third’ and ‘fifth’ to different pairs

cut, and paste pictures, colour paper, write a story, etc.

• give each student a set of cards described under student activity.

• Students will arrange cards into sets representing one half,

activities.

kinder squares, play dough, pile of counters. Repeat for

Associative /

Performative /

Associative /

Add and subtract with whole digit numbers up to 1000

physical representations of one half, one quarter and

of students. Students will be asked to think of situations that explain what one

Students share ideas. Display work on wall and discuss with

• allocate time for students to make individual decisions.

one third and one quarter. Students need then to explain to

• Teacher will encourage children to give real‐life examples when fractions are

fourths: halve and halve again. Repeat spreading activity

Investigative

using knowledge of place value, properties of

one third.

half, one third and one fifth represent.

other pairs of students.

• organise students into pairs for discussion of decisions.

a partner why they made their choices.

useful.

with thirds on square bread slices.Spread a salada with

operations and relationship between addition and

• Teacher will organise a cooking session with students to follow a recipe in

• Students will follow recipes to cook different things in

• debrief with group to identify any remaining misconceptions.

• Students will make different physical representations of

vegemite. Discuss different fractional parts.

which they need to use 1/2, 1/3 and ¼

which they need to use 1/2, 1/3 and 1/4 of the ingredients.

these fractions.

subtraction. Represent and solve word problems

involving multiplication and division. Recognise

fractions (1/2, 1/3, 1/4, 1/5) as a part of a whole.

Students solve addition and subtraction problems in groups

Students will be able to add and subtract 3 digit

• Teacher will model (personally, or by a video, a worksheet, a laboratory work

using:

• Teacher will model (personally, or by a video, a worksheet, a laboratory work

using:

• Teacher will model (personally, or by a video, a worksheet, a laboratory work

using:

Associative /

numbers which include renaming (borrowing and

description, etc) addtion and subtraction of 3 digit numbers using counters and

• Counters, MAB

description, etc) addtion and subtraction of 3 digit numbers using counters and

• Counters, MAB

description, etc) addtion and subtraction of 3 digit numbers using counters and

• Counters, MAB

Expositive

trading).

MAB.

• Clipboard

MAB

• Clipboard

MAB

• Clipboard

• Game – (trading game with counters)

Students will be able to repeat addition as arrays,

Individualistic /

• Teacher will read arrays as a representation for multiplication. Introduce

• Students will model arrays using a range of concrete

Individualistic /

To read arrays as a representation for multiplication. Introduce symbols to

• Students will model arrays using a range of concrete

Individualistic /

using the language of multiplication like “by” and

Teacher will introduce symbols to represent arrays using visual illustrations.

Students use arrays as a representation for multiplication.

Expositive

symbols to represent arrays.

materials, exploring symbols to represent it.

Expositive

represent arrays.

materials, exploring symbols to represent it.

Expositive

“multiply”.

Students will be able to understand the commutative

Teacher will model (personally, or by a video, a worksheet, a laboratory work

Students will represent multiplication by using concrete

Investigative /

Teacher will model (personally, or by a video, a worksheet, a laboratory work

Students will represent multiplication by using concrete

Investigative /

Teacher will model (personally, or by a video, a worksheet, a laboratory work

Students will represent multiplication by using concrete

Investigative /

property for multiplication.

description, etc) the use of arrays eg 3x4 and 4x3 to explain the relationship.

materials and grid paper.

Performative

description, etc) the use of arrays eg 3x4 and 4x3 to explain the relationship.

materials and grid paper.

Performative

description, etc) the use of arrays eg 3x4 and 4x3 to explain the relationship.

materials and grid paper.

Performative

Use properties of operations as strategies to multiply

and divide. Round numbers using the knowledge of

place value. Represent whole number on the number

• Students will explore the meaning of numerator and

Students wil:

• Students will explore the meaning of numerator and

line, find segment length and understand concept of

denominator using:

• complete paper folding activities with an emphasis on how

denominator using:

unit segment. Recognise unit fractions in both

‐ Paper folding activities

many equal parts are produced by the activity and how this

‐ Paper folding activities

• Teacher will illustrate the meaning of denominator and numerator using

• Teacher will lead paper folding activity emphasising the number of equal parts

• Teacher will illustrate the meaning of denominator and numerator using

‐ Make me 3/4

is recorded.

numerical and geometrical form (express area of a

Students will be able to understand the meaning

‐ Make me 3/4

concrete materials.

as naming the parts (denominator from the Latin meaning name).

concrete materials.

Individualistic /

‐ Sticky numbers

Individualistic /

• complete designated colour parts activity with an

Individualistic /

part of a shape as a fraction). Compare fractions with

attached to the numerator and denominator.

‐ Sticky numbers

• Teacher will ask students to investigate around the school environment where

• Teacher then will use paper folding outcomes to have students colour

same denominator or numerator. Describe and

• Teacher will ask students to work in groups using pre‐cut ‘tiles’ to explore the

Interrogative

emphasis on the number of equal parts coloured and how

Interrogative

fractions are displayed or can be used, analysing the meaning of numerator and

designated numbers of parts, the numerator (from Latin meaning count).

extend geometric and numeric patterns.

concept of denominator and numerator.

• Students look around the school environment to see

that is recorded.

• Students use pre‐cut ‘tiles’ (ex cut into 3,4,8 & 10 equal

denominator.

where fractions are displayed or can be used, to then

• choose a fraction and create it by paper folding and

pieces) They are asked to pick up 1 of the pieces and name

present these examples explaining the meaning of

present it to a partner who has to describe how to create

the piece. (Extend to multiple pieces).

numerator and denominator.

the name, in words and symbolically.

In groups, students will explore:

Teachers will let students explore equivalences and challenge them to explain

• partitioning a real object into halves, thirds and fifths

Teachers will let students explore equivalences and challenge them to explain

• partitioning a real object into halves, thirds and fifths

Teachers will let students explore equivalences and challenge them to explain

• partitioning a real object into halves, thirds and fifths

Students will be able to recognise equivalent

Associative /

the reasons for the equivalences (see learning activity)

• partitioning an identical object into sixths, eighths, ninths,

the reasons for the equivalences (see learning activity)

• partitioning an identical object into sixths, eighths, ninths,

the reasons for the equivalences (see learning activity)

• partitioning an identical object into sixths, eighths, ninths,

fractions.

Interrogative

tenths

• comparing the parts to discover equivalences

• Teacher will:

Represent fractions on number line. Recognise and

generate equivalent fractions (denominator 2, 3, 4, 6,

• Teachers will model (personally, or by a video, a worksheet, a laboratory

In groups, students will:

• Teachers will model (personally, or by a video, a worksheet, a laboratory

In groups, students will:

‐ Oversee construction of fraction walls.

• Students create their own fraction wall.

8). Add and subtract fractions with same

Students will be able to add and subtract fractions

work description, etc) the addition and subtraction of fractions with concrete

• use concrete objects and diagrams to add and subtract

Expositive /

work description, etc) the addition and subtraction of fractions with concrete

• use concrete objects and diagrams to add and subtract

Expositive /

‐ Propose some problems for students to solve

Associative /

• Using the fraction wall students identify equivalent

denominator. Use decimal notation for fraction

with the same denominator.

objects and diagrams (the explanation should emphasize estimation and

fractions with the same denominator

Associative

objects and diagrams (the explanation should emphasize estimation and

fractions with the same denominator

Associative

‐ Encourage students to create and solve their own problems

Investigative

fractions.

judging the reasonableness of answers)

• evaluate the reasoneableness of the results obtained

judging the reasonableness of answers)

• evaluate the reasoneableness of the results obtained

‐ Place an emphasis on recording so that students can see the link between the

(convert between decimals and fractions). Use four

operations and their properties to solve word

conceptual idea and the mathematical recording of the problem”

problems; involving calculations with distances,

money and time.

• Using models and concrete objects, students will record

Following a progression of using models, words and then symbols, teacher will

the addition and subtraction of simple fractions through

Following a progression of using models, words and then symbols, teacher will

the addition and subtraction of simple fractions through

Following a progression of using models, words and then symbols, teacher will

the addition and subtraction of simple fractions through

Students will be able to use operations to solve

Expositive /

model the use of diagram to solve real life problems (including number lines,

demonstrating equivalence.

model the use of diagram to solve real life problems (including number lines,

demonstrating equivalence.

model the use of diagram to solve real life problems (including number lines,

demonstrating equivalence.

problems involving equivalent fractions.

Deliberative

fraction walls, collections) involving equivalent fractions.

e.g. ¼ is the same as 2/8

fraction walls, collections) involving equivalent fractions.

e.g. ¼ is the same as 2/8

fraction walls, collections) involving equivalent fractions.

e.g. ¼ is the same as 2/8

therefore ¼ + 1/8 is the same as 2/8 + 1/8 = 3/8

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Numeracy Strategies By Skill Level Grid

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