Add and subtract one- and two-digit numbers, represent problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies
<ul>
<li>using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging-to-10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1, the associative property and near doubles; or calculating 7 + 8 using the associative property and bridging to 10: 7 + (3 + 5) = (7 + 3) + 5</li>
<li>using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, or 93</li>
<li>representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation</li>
<li>using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens, which is 50, and 4 ones add zero ones is 4 ones, which is 4, so the result is 50 + 4 = 54</li>
<li>using a physical or mental number line or hundreds chart to solve addition or subtraction problems by moving along or up and down in tens and ones; for example, solving the problem ‘I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a T-shirt. How much money do I have left on the card?’</li>
<li>using Aboriginal and Torres Strait Islander Peoples’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences</li>
</ul>
Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays and partitioning to support a variety of calculation strategies
<ul>
<li>making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, making different arrays to represent 12 and naming them as ‘3 fours’, ‘2 sixes’, ‘4 threes’ and ‘6 twos’, using physical or virtual materials to make arrays or using bar models to demonstrate that ‘3 fours’ is equal to ‘4 threes’</li>
<li>finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a ‘3 fives’ array by saying, ‘I saw 2 fives, which is 10, and then 5 more, which makes 15’</li>
<li>recognising problems that can be solved using division and identifying the difference between dividing a set of objects into 3 equal groups and dividing the same set of objects into groups of 3</li>
<li>using a Think Board to solve partition and quotition division problems; for example, sharing a prize of $36 between 4 people, using materials, a diagram and skip counting to find the answer, and explaining whether the answer ‘9’ refers to people or dollars</li>
<li>using materials or diagrams, and skip counting, to solve repeated equal-quantity multiplication problems; for example, writing a repeated addition number sentence and using skip counting to solve the problem ‘Four trays of biscuits with 6 on each tray – how many biscuits are there?’</li>
</ul>
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context
<ul>
<li>modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’</li>
<li>modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’</li>
<li>modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder</li>
<li>modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar</li>
<li>modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context</li>
</ul>
Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
<ul>
<li>applying knowledge of numbers and the properties of operations using a variety of ways to represent multiplication or division number sentences; for example, using a Think Board to show different ways of visualising 8 × 4, such as an array, a diagram and a worded problem</li>
<li>using part-part-whole and comparative models to visually represent multiplicative relationships and choosing whether to use multiplication or division to solve problems</li>
<li>matching or creating a problem scenario or story that can be represented by a given number sentence involving multiplication and division; for example, using given number sentences to create worded problems for others to solve</li>
<li>formulating connected multiplication and division expressions by representing situations from Aboriginal and/or Torres Strait Islander Peoples’ cultural stories and dances about how they care for Country/Place, such as turtle egg gathering, using number sentences</li>
</ul>
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
<ul>
<li>modelling practical additive situations, choosing whether to use an addition, subtraction or both when representing the problem as a number sentence, and explaining how each number in their number sentence is connected to the situation</li>
<li>modelling additive problems using a bar model to represent the problem; for example, modelling the problem ‘I had 75 tomatoes and then picked some more. Now I have 138. How many did I pick?’</li>
<li>modelling practical multiplicative situations using materials or a diagram to represent the problem; for example, if 4 tomato plants each have 6 tomatoes, deciding whether to use an addition or multiplication number sentence, explaining how each number in their number sentence is connected to the situation</li>
<li>modelling and solving practical division problems involving unknown numbers of groups or finding how much is in each group by representing the problem with both division and multiplication number sentences, and explaining how the 2 number sentences are connected to the problem</li>
<li>modelling the problem of deciding how to share an amount equally (for example, 48 horses into 2, 4, 6 or 8 paddocks), representing the shares with a division and a multiplication number sentence, and counting the number in each share to check the solutions</li>
</ul>
Add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies
Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
Use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of t
teaching resource
Number Sentence Strips
Updated: 20 Jan 2021
A versatile set of templates that can be used for number sentences and much more.
Add and subtract one- and two-digit numbers, represent problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies
<ul>
<li>using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging-to-10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1, the associative property and near doubles; or calculating 7 + 8 using the associative property and bridging to 10: 7 + (3 + 5) = (7 + 3) + 5</li>
<li>using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, or 93</li>
<li>representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation</li>
<li>using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens, which is 50, and 4 ones add zero ones is 4 ones, which is 4, so the result is 50 + 4 = 54</li>
<li>using a physical or mental number line or hundreds chart to solve addition or subtraction problems by moving along or up and down in tens and ones; for example, solving the problem ‘I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a T-shirt. How much money do I have left on the card?’</li>
<li>using Aboriginal and Torres Strait Islander Peoples’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences</li>
</ul>
Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays and partitioning to support a variety of calculation strategies
<ul>
<li>making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, making different arrays to represent 12 and naming them as ‘3 fours’, ‘2 sixes’, ‘4 threes’ and ‘6 twos’, using physical or virtual materials to make arrays or using bar models to demonstrate that ‘3 fours’ is equal to ‘4 threes’</li>
<li>finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a ‘3 fives’ array by saying, ‘I saw 2 fives, which is 10, and then 5 more, which makes 15’</li>
<li>recognising problems that can be solved using division and identifying the difference between dividing a set of objects into 3 equal groups and dividing the same set of objects into groups of 3</li>
<li>using a Think Board to solve partition and quotition division problems; for example, sharing a prize of $36 between 4 people, using materials, a diagram and skip counting to find the answer, and explaining whether the answer ‘9’ refers to people or dollars</li>
<li>using materials or diagrams, and skip counting, to solve repeated equal-quantity multiplication problems; for example, writing a repeated addition number sentence and using skip counting to solve the problem ‘Four trays of biscuits with 6 on each tray – how many biscuits are there?’</li>
</ul>
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context
<ul>
<li>modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’</li>
<li>modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’</li>
<li>modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder</li>
<li>modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar</li>
<li>modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context</li>
</ul>
Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
<ul>
<li>applying knowledge of numbers and the properties of operations using a variety of ways to represent multiplication or division number sentences; for example, using a Think Board to show different ways of visualising 8 × 4, such as an array, a diagram and a worded problem</li>
<li>using part-part-whole and comparative models to visually represent multiplicative relationships and choosing whether to use multiplication or division to solve problems</li>
<li>matching or creating a problem scenario or story that can be represented by a given number sentence involving multiplication and division; for example, using given number sentences to create worded problems for others to solve</li>
<li>formulating connected multiplication and division expressions by representing situations from Aboriginal and/or Torres Strait Islander Peoples’ cultural stories and dances about how they care for Country/Place, such as turtle egg gathering, using number sentences</li>
</ul>
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
<ul>
<li>modelling practical additive situations, choosing whether to use an addition, subtraction or both when representing the problem as a number sentence, and explaining how each number in their number sentence is connected to the situation</li>
<li>modelling additive problems using a bar model to represent the problem; for example, modelling the problem ‘I had 75 tomatoes and then picked some more. Now I have 138. How many did I pick?’</li>
<li>modelling practical multiplicative situations using materials or a diagram to represent the problem; for example, if 4 tomato plants each have 6 tomatoes, deciding whether to use an addition or multiplication number sentence, explaining how each number in their number sentence is connected to the situation</li>
<li>modelling and solving practical division problems involving unknown numbers of groups or finding how much is in each group by representing the problem with both division and multiplication number sentences, and explaining how the 2 number sentences are connected to the problem</li>
<li>modelling the problem of deciding how to share an amount equally (for example, 48 horses into 2, 4, 6 or 8 paddocks), representing the shares with a division and a multiplication number sentence, and counting the number in each share to check the solutions</li>
</ul>
Add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies
Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
Use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of t
Teach Starter Publishing
We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!
0 Comments
Write a review to help other teachers and parents like yourself. If you'd like to
request a change to this resource, or report an error, select the corresponding tab
above.
Would you like something changed or customised on this resource? While our team
makes every effort to complete change suggestions, we can't guarantee that every
change will be completed.
0 Comments
Write a review to help other teachers and parents like yourself. If you'd like to request a change to this resource, or report an error, select the corresponding tab above.