(B) Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ] 3 + [ ] = 7 5 = [ ] - 3

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

(C) Use objects, pictures, and expanded and standard forms to represent numbers up to 120

(Y1) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

(F) Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

(D) Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

(D) Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

(Y1) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

(B) Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ] 3 + [ ] = 7 5 = [ ] - 3

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

(A) Recognize instantly the quantity of structured arrangements

(Y1) Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

(F) Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.

(D) Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

(D) Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

(D) Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

(G) Apply properties of operations to add and subtract two or three numbers.

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

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.

(B) Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

(Y1) Count collections to 100 by partitioning numbers using place value (ACMNA014)

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

(C) Compose 10 with two or more addends with and without concrete objects

(G) Apply properties of operations to add and subtract two or three numbers.

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.