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NSW Curriculum and Learning Innovation Centre. Exploring Early Arithmetical Strategies (EAS). Building capacity with the new syllabuses. Early Arithmetical Strategies (EAS). The Early Arithmetical Strategies (EAS) Stages. Emergent counting. Perceptual counting. Figurative counting. - PowerPoint PPT Presentation
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NSW Curriculum and Learning Innovation Centre
Exploring Early Arithmetical Strategies (EAS)
Building capacity with the new syllabuses
NSW Curriculum and Learning Innovation Centre
Early Arithmetical Strategies (EAS)
NSW Curriculum and Learning Innovation Centre
The Early Arithmetical Strategies (EAS) Stages
NSW Curriculum and Learning Innovation Centre
Emergent counting
Stage description
Videos Syllabus outcomes
Key ideas in the syllabus
Sample related content
The student cannot count visible items. The student either does not know the number words or cannot correctly coordinate number words with items when counting.
These videos show students attempting a counting task.
Click on an image to view the video
Working towards: MAe-4NACounts to 30, and orders, reads and represents numbers in the range 0 to 20
Working towards:MAe-5NA Combines, separates and compares collections of objects, describes using everyday language, and records using informal methods
Working towards: Count forwards to 30 and backwards from a number in the range 0 to 20
Compare, order, read and represent numbers to 10, then 20
Combine two groups of objects to model addition
Take part of a group away to model subtraction
Connect number names, numerals and quantities to 10
Recognise numbers in a variety of contexts
Compare order and make collections to 10 then to 20
Recognise dice and domino patterns
NSW Curriculum and Learning Innovation Centre
Perceptual counting
Stage description
Videos Syllabus outcomes
Key ideas in the syllabus
Sample related content
The student is able to count visible items.
The student builds numbers by using materials or fingers to represent each number when solving addition and subtraction questions.
The materials must always be present during the counting.
These videos show students using a perceptual counting strategy.
Click on an image to view the video
MAe-5NA Combines, separates and compares collections of objects, describes using everyday language, and records using informal methods
Combine two or more groups to model addition
Take part of a group away to model subtraction
Compare two groups to determine ‘how many more’
Record addition and subtraction informally
Use concrete materials or fingers to model and solve simple addition and subtraction problems
Use visual representations of numbers, e.g. ten frames, to solve addition and subtraction problems
Create and recognise combinations of numbers to at least 10
NSW Curriculum and Learning Innovation Centre
Figurative counting
Stage description
Videos Syllabus outcomes
Key ideas in the syllabus
Sample related content
The student is able to count concealed items by visualising the items but always starts counting from “one”.
The student may sub-vocalise when counting.
These videos show students mentally solving an addition question using a figurative counting strategy.
Click on an image to view the video
MA1-5NA Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
Use and record a range of mental strategies for addition and subtraction of one- and two- digit numbers
Solve word problems involving addition and subtraction
Create, record and recognise combinations for numbers from 11 up to and including 20
Model and record number patterns for individual numbers
Use the terms add, plus, equals, is equal to, take away, minus and the difference between
NSW Curriculum and Learning Innovation Centre
Counting-on-and-back
Stage description
Videos Syllabus outcomes
Key ideas in the syllabus
Sample related content
The student counts-on or counts-back from one of the numbers rather than counting from “one” to solve addition and subtraction problems .
The student understands that one of the numbers takes the place of a completed count.
This video shows a student counting on to solve addition questions.
Click on the image to view the video
MA1-5NA Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
Use and record a range of mental strategies for addition and subtraction of one- and two- digit numbers
Solve word problems involving addition and subtraction
Make connections between addition and subtraction
Use a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers including:-counting-on from the larger number to find the total of two numbers-counting-back from a number to find the number remaining-counting-on or counting-back to find the difference between two numbers.
NSW Curriculum and Learning Innovation Centre
Facile (flexible) number knowledge
Stage description
Videos Syllabus outcomes
Key ideas in the syllabus
Sample related content
The student uses known facts, number structure and other grouping strategies to solve addition and subtraction problems.
This video shows a student using a facile counting strategy.
Click on the image to view the video
MA1-5NA Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA2-5NAUses mental and written strategies for addition and subtraction involving two-, three- and four-digit numbers
Recognise and recall number combinations that add to numbers up to 20.Model and apply the commutative property and associative property for addition.Use the inverse operation to check addition and subtraction calculations.Use and record a range of mental strategies for addition and subtraction of one-, two-, three- and four-digit numbers.
Use a range of mental strategies to solve addition and subtraction problems including:-using doubles or near doubles-combining numbers that add to 10-bridging to 10-partitioning numbers to at least 20.
NSW Curriculum and Learning Innovation Centre
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