Form Plural Nouns with -es
(Y2) Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)ACELA1472
(Y2) Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472)
L.K.1.C Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
Sort Objects into Categories
(Y1) Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)
L.K.5.A Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
Read Words with Inflections
(Y1) Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455)
L.K.4.B Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
1(2)(B)(v) Demonstrate and apply phonetic knowledge by decoding words with inflectional endings, including -ed, -s, and -es.2(2)(B)(vi)
2(2)(B)(vi) Demonstrate and apply phonetic knowledge by decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est.
Describe Verbs Using Opposites
(Y2) Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464)
L.K.5.B Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
Solve Two-Step Word Problems (Multiplication & Division)
(B) Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations
(Y3) Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)
(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts3.4.J
(J) Determine a quotient using the relationship between multiplication and division4.4.F
(F) Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor
(Y3) Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)ACMNA075
(Y4) Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)ACMNA121
(Y5) Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division (ACMNA121)
4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Use Addition Strategies
(B) Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
(Y2) Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)ACMNA055
(Y3) Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.6
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).1.NBT.4
1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.2.OA.2
2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Use Multiplication Strategies
(E) Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting3.4.F
(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts3.4.G
(G) Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties4.4.D
(D) Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
(Y2) Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)ACMNA075
(Y4) Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)ACMNA076
(Y4) Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.3.NBT.3
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.4.NBT.5
4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.