Counting - Progression Points

Dimension

Level

Progression Point

Number

0.5

• Association of number names with numerals and models of numbers (counting or subitising)
• Ordering of objects and sets; for example largest to smallest
• Use of one-to-one correspondence and numbers 1 to 10 when counting

1.0 Standard

... Students count the size of small sets using the numbers 0 to 20.

They use one-to-one correspondence to identify when two sets are equal in size and when one set is larger than another.

They form collections of sets of equal size.

They add and subtract by counting forward and backward using the numbers from 0 to 20.

1.25

• Ordering lists of small sets of numbers up to 20
• Counting forward and backward by 1s from starting points between 1 and 100
• Calculation of the next number when asked to add 1 or 2 to any natural number from 0 to 10

1.5

• Counting by 2s, 5s and 10s from 0 to a given target and recognition of the associated number patterns; for example 7, 9, 11 …
• Addition and subtraction of two-digit multiples of ten by counting on and counting back
• Count on from the larger of two collections to find their total

1.75

• Count 0 to 1000 by 1s, 10s and 100s from 0 to 1000.
• Addition and subtraction of numbers less than 10 using recall of number facts

2.0 Standard

... Students order numbers and count to 1000 by 1s, 10s and 100s.

They skip count by 2s, 4s and 5s from 0 to 100 starting from any natural number.

They add and subtract one-and two-digit numbers by counting on and counting back.

They mentally compute simple addition and subtraction calculations involving one-or two-digit natural numbers, using number facts such as complement to 10, doubles and near doubles.

2.5

• Use of strategies such as ‘near doubles’, ‘adding 9’ and ‘build up to next 10’ to solve addition and subtraction problems.

3.0 Standard

... Students skip count forwards and backwards, from various starting points using multiples of 2, 3, 4, 5, 10 and 100.