| Addition
Year One 2017 |
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| Victorian Curriculum | Success Criteria- Know, Understand, Do | Novice | Competent | Expert |
| Represent practical situations to model addition and subtraction (VCMNA073)
Foundation
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Match groups having equal numbers to 10 | |||
| Recognise the total of a visible collection of objects | ||||
| Use comparative language to compare collections to10 | ||||
| Make or draw two collections of objects to 20 | ||||
| Use concrete materials when counting two collections of objects to 20 | ||||
| Make or draw two collections of objects to 20 | ||||
| Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts(VCMNA089)
Year One
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Model and draw two collections and join to find a total | |||
| Recognises + = signs and use terms for addition | ||||
| Count on from any given number to a specified number to 100 | ||||
| Solve addition problems using strategies such as, counting on, number lines | ||||
| Create simple number stories to model addition tasks | ||||
| Record simple addition sums using digits and appropriate signs | ||||
| Use known facts to calculate simple sums involving addition and subtraction to 20 | ||||
| Explore the connection between addition and subtraction (VCMNA106)
Year Two
Solve simple addition and subtraction problems using a range of efficient mental and written strategies(VCMNA107) Year Two |
Use doubling to solve addition problems | |||
| Identify and select preferred strategy to solve addition and subtraction problems | ||||
| Apply addition strategies, (counting on, number lines, skip counting, rounding up to the nearest ten) to solve real life problems | ||||
| Generate own number sentences to demonstrate number patterns and relationships | ||||
| Use vertical recording of addition and subtraction problems to 99 without regrouping | ||||
| Solve addition problems in multiple ways, such as worded problem, number sentence, concrete materials & pictures | ||||
| Add single digit numbers from 100 using a hundreds chart | ||||
| Recognise and explain the connection between addition and subtraction (VCMNA132)
Year Three
Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation(VCMNA133) Year Three |
Automatically recal basic addition facts involving multi-digit numbers | |||
| Understand the relationship between addition and subtraction, modelling this with concrete materials, number lines, number sentences and worded problems | ||||
| Use estimates to check the reasonableness of answers to calculations | ||||
| Use simple known facts to mentally calculate to 100 | ||||
| Use near doubles to solve problems | ||||
| Record, justify and explain strategies used | ||||
| Use formal vertical recording of addition problems, using whole numbers and renaming | ||||
| Use self correction strategies (eg calculators, commutativity) to check for accuracy | ||||
| Automatically recall basic addition facts, involving multi-digit numbers | ||||