## Mathematics – New Zealand – National Standards

• ##### 2.NA.1 – Apply counting-on, counting-back, skip-counting, and simple grouping strategies to combine or partition whole numbers
• 41 learning outcomes – click to view

Samples: Numbers - to 30. Comparing numbers – to 30. Number line. Counting to ten on the number line. Counting on the farm.

• #### Numbers - to 30

• Activities: 1 course, 0 extra
• #### Comparing numbers – to 30

• Activities: 1 course, 0 extra
• #### Number Line - Printable

• Activities: 0 course, 1 extra
• #### Counting to 10 using a number line

• Activities: 6 course, 2 extra
• #### Counting to 10

• Activities: 11 course, 7 extra
• #### Counting ones

• Activities: 1 course, 0 extra
• #### Subitising - ten frame

• Activities: 2 course, 2 extra
• #### Subitising - objects

• Activities: 4 course, 3 extra
• #### Subatising - dominoes

• Activities: 2 course, 0 extra
• #### Subitising - Matching quantities

• Activities: 2 course, 1 extra
• #### Comparing groups and numbers

• Activities: 4 course, 0 extra
• #### Counting to 20

• Activities: 5 course, 7 extra
• #### Counting to 20 on a number Line

• Activities: 4 course, 2 extra
• #### Counting to 30 on a number line

• Activities: 5 course, 4 extra
• #### Counting backwards from 30

• Activities: 4 course, 4 extra
• #### Counting backwards from ten

• Activities: 5 course, 2 extra
• #### Reading numbers – to one hundred

• Activities: 1 course, 0 extra
• #### Reading and writing numbers – to one hundred

• Activities: 2 course, 0 extra
• #### Comparing numbers – to one hundred

• Activities: 1 course, 0 extra
• #### Place value (11-20)

• Activities: 2 course, 0 extra
• #### Counting to 20 using cubes

• Activities: 1 course, 0 extra
• #### Counting to 30 using cubes

• Activities: 1 course, 0 extra
• #### Counting to 100 using a hundreds chart

• Activities: 6 course, 2 extra
• #### Counting to one hundred on a number line

• Activities: 3 course, 2 extra
• #### Two more than

• Activities: 4 course, 5 extra
• #### Adding two more on a number line

• Activities: 2 course, 0 extra
• #### Adding within six using visual cues

• Activities: 0 course, 1 extra
• #### Adding on to 5 (problem solving)

• Activities: 1 course, 0 extra
• #### Adding to ten using visual cues

• Activities: 0 course, 3 extra
• #### Single-digit addition problem solving using visual cues

• Activities: 0 course, 2 extra

• Activities: 7 course, 3 extra
• #### One less than

• Activities: 3 course, 1 extra
• #### Take one away

• Activities: 2 course, 0 extra
• #### Two less than

• Activities: 2 course, 3 extra
• #### Subtracting 2

• Activities: 3 course, 0 extra
• #### Subtracting from 10

• Activities: 7 course, 2 extra
• #### Subtracting single digit numbers - visual

• Activities: 4 course, 0 extra
• #### Subtracting single-digit numbers (problem solving)

• Activities: 4 course, 3 extra
• #### Groups of two

• Activities: 4 course, 7 extra
• #### Counting on by two on a number line

• Activities: 7 course, 5 extra
• #### Counting by two

• Activities: 3 course, 10 extra
• ##### 2.NA.2 – Use equal sharing and symmetry to find fractions of sets, shapes, and quantities
• 8 learning outcomes – click to view

Samples: Groups of 2. 2x tables (problem solving). A half. Halving groups. Dividing shapes. Sharing equally. Dividing by 2.

• #### Groups of two

• Activities: 4 course, 7 extra
• #### 2x tables (problem solving)

• Activities: 2 course, 7 extra
• #### Halving objects

• Activities: 4 course, 3 extra
• #### Halving groups

• Activities: 3 course, 1 extra
• #### Dividing shapes

• Activities: 1 course, 0 extra
• #### Sharing between 2

• Activities: 0 course, 5 extra
• #### Dividing by 2

• Activities: 4 course, 1 extra
• #### Dividing by 2 (problem solving)

• Activities: 2 course, 3 extra
• ##### 2.NA.3 – Create and continue sequential patterns by identifying the unit of repeat
• 28 learning outcomes – click to view

Samples: Reading numbers – to 100. Reading and writing numbers to one hundred. Comparing numbers – to 100.

• #### Reading numbers – to one hundred

• Activities: 1 course, 0 extra
• #### Reading and writing numbers – to one hundred

• Activities: 2 course, 0 extra
• #### Comparing numbers – to one hundred

• Activities: 1 course, 0 extra
• #### Place value (11-20)

• Activities: 2 course, 0 extra
• #### Counting to 20 using cubes

• Activities: 1 course, 0 extra
• #### Counting to 30 using cubes

• Activities: 1 course, 0 extra
• #### Counting to 100 using a hundreds chart

• Activities: 6 course, 2 extra
• #### Counting to one hundred on a number line

• Activities: 3 course, 2 extra
• #### One more than

• Activities: 6 course, 3 extra
• #### One more than - problem solving

• Activities: 1 course, 0 extra
• #### Two more than

• Activities: 4 course, 5 extra
• #### Adding two more on a number line

• Activities: 2 course, 0 extra
• #### Adding within six using visual cues

• Activities: 0 course, 1 extra
• #### Adding on to 5 (problem solving)

• Activities: 1 course, 0 extra
• #### Adding to ten using visual cues

• Activities: 0 course, 3 extra
• #### Single-digit addition problem solving using visual cues

• Activities: 0 course, 2 extra

• Activities: 7 course, 3 extra
• #### One less than

• Activities: 3 course, 1 extra
• #### Take one away

• Activities: 2 course, 0 extra
• #### Two less than

• Activities: 2 course, 3 extra
• #### Subtracting 2

• Activities: 3 course, 0 extra
• #### Subtracting from 10

• Activities: 7 course, 2 extra
• #### Subtracting single digit numbers - visual

• Activities: 4 course, 0 extra
• #### Subtracting single-digit numbers (problem solving)

• Activities: 4 course, 3 extra
• #### Counting on by two on a number line

• Activities: 7 course, 5 extra
• #### Completing simple patterns

• Activities: 1 course, 2 extra
• #### Continue patterns created with objects

• Activities: 2 course, 5 extra
• #### Counting by two

• Activities: 3 course, 10 extra
• ##### 2.NA.4 – Continue number patterns based on ones, twos, fives, and tens.
• 54 learning outcomes – click to view

Samples: Numbers - to 30. Comparing numbers – to 30. Number line. Counting to ten on the number line. Counting on the farm.

• #### Numbers - to 30

• Activities: 1 course, 0 extra
• #### Comparing numbers – to 30

• Activities: 1 course, 0 extra
• #### Number Line - Printable

• Activities: 0 course, 1 extra
• #### Counting to 10 using a number line

• Activities: 6 course, 2 extra
• #### Counting to 10

• Activities: 11 course, 7 extra
• #### Counting ones

• Activities: 1 course, 0 extra
• #### Subitising - ten frame

• Activities: 2 course, 2 extra
• #### Subitising - objects

• Activities: 4 course, 3 extra
• #### Subatising - dominoes

• Activities: 2 course, 0 extra
• #### Subitising - Matching quantities

• Activities: 2 course, 1 extra
• #### Comparing groups and numbers

• Activities: 4 course, 0 extra
• #### Counting to 20

• Activities: 5 course, 7 extra
• #### Counting to 20 on a number Line

• Activities: 4 course, 2 extra
• #### Counting to 30 on a number line

• Activities: 5 course, 4 extra
• #### Counting backwards from 30

• Activities: 4 course, 4 extra
• #### Counting backwards from ten

• Activities: 5 course, 2 extra
• #### Reading numbers – to one hundred

• Activities: 1 course, 0 extra
• #### Reading and writing numbers – to one hundred

• Activities: 2 course, 0 extra
• #### Comparing numbers – to one hundred

• Activities: 1 course, 0 extra
• #### Place value (11-20)

• Activities: 2 course, 0 extra
• #### Counting to 20 using cubes

• Activities: 1 course, 0 extra
• #### Counting to 30 using cubes

• Activities: 1 course, 0 extra
• #### Counting to 100 using a hundreds chart

• Activities: 6 course, 2 extra
• #### Counting to one hundred on a number line

• Activities: 3 course, 2 extra
• #### One more than

• Activities: 6 course, 3 extra
• #### One more than - problem solving

• Activities: 1 course, 0 extra
• #### Two more than

• Activities: 4 course, 5 extra
• #### Adding two more on a number line

• Activities: 2 course, 0 extra
• #### Adding within six using visual cues

• Activities: 0 course, 1 extra
• #### Adding on to 5 (problem solving)

• Activities: 1 course, 0 extra
• #### Adding to ten using visual cues

• Activities: 0 course, 3 extra
• #### Single-digit addition problem solving using visual cues

• Activities: 0 course, 2 extra

• Activities: 7 course, 3 extra
• #### One less than

• Activities: 3 course, 1 extra
• #### Take one away

• Activities: 2 course, 0 extra
• #### Two less than

• Activities: 2 course, 3 extra
• #### Subtracting 2

• Activities: 3 course, 0 extra
• #### Subtracting from 10

• Activities: 7 course, 2 extra
• #### Subtracting single digit numbers - visual

• Activities: 4 course, 0 extra
• #### Subtracting single-digit numbers (problem solving)

• Activities: 4 course, 3 extra
• #### Groups of two

• Activities: 4 course, 7 extra
• #### Counting on by two on a number line

• Activities: 7 course, 5 extra
• #### 2x tables

• Activities: 12 course, 6 extra
• #### 2x tables (problem solving)

• Activities: 2 course, 7 extra
• #### 2x Multiplication facts (times tables) - puzzle

• Activities: 1 course, 0 extra
• #### Groups of five

• Activities: 5 course, 14 extra
• #### Counting on by five on a number line

• Activities: 6 course, 3 extra
• #### 5x tables

• Activities: 9 course, 7 extra
• #### 5x tables (problem solving)

• Activities: 2 course, 6 extra
• #### Counting on by ten on a number line

• Activities: 6 course, 5 extra
• #### Groups of ten

• Activities: 6 course, 5 extra
• #### 10x tables

• Activities: 9 course, 6 extra
• #### 10x tables (problem solving)

• Activities: 2 course, 6 extra
• #### Arrays

• Activities: 4 course, 0 extra
• ##### 2.GM.1 – Compare the lengths, areas, volumes or capacities, and weights of objects and the durations of events, using self-chosen units of measurement
• 17 learning outcomes – click to view

Samples: Compare the duration of events. Reading the time on a clock. Telling the time - half past.

• #### Compare the duration of events.

• Activities: 1 course, 0 extra
• #### Telling the time on an analog clock - o'clock

• Activities: 4 course, 8 extra
• #### Telling the time on an analog clock - half past

• Activities: 5 course, 8 extra
• #### Most likely duration for an event

• Activities: 1 course, 2 extra
• #### Directly compare length

• Activities: 1 course, 5 extra
• #### Compare the length of three objects

• Activities: 1 course, 0 extra
• #### Measure length using informal units.

• Activities: 2 course, 5 extra
• #### Comparing area

• Activities: 4 course, 4 extra
• #### Full to empty

• Activities: 3 course, 1 extra
• #### Comparing volume

• Activities: 3 course, 0 extra
• #### Direct comparison - volume

• Activities: 1 course, 4 extra
• #### Volume using informal units

• Activities: 3 course, 10 extra
• #### Volume - stacking boxes

• Activities: 1 course, 0 extra
• #### Can I lift it?

• Activities: 1 course, 0 extra
• #### Light or Heavy

• Activities: 2 course, 0 extra
• #### Lighter and heavier

• Activities: 6 course, 3 extra
• #### Compare mass using a balance scale

• Activities: 4 course, 2 extra
• ##### 2.GM.2 – Sort objects and shapes by different features and describe the features, using mathematical language
• 6 learning outcomes – click to view

Samples: Naming shapes - objects. Sorting two-dimensional shapes. Matching shapes. Dividing shapes. Environmental objects.

• #### Naming shapes in objects

• Activities: 1 course, 6 extra
• #### Sorting two-dimensional shapes

• Activities: 3 course, 5 extra
• #### Shapes Match

• Activities: 1 course, 0 extra
• #### Dividing shapes

• Activities: 1 course, 0 extra
• #### Three-dimensional objects in the environment

• Activities: 4 course, 2 extra
• #### Classify and sort three-dimensional objects

• Activities: 3 course, 7 extra
• ##### 2.GM.3 – Represent reflections and translations by creating and describing patterns
• 8 learning outcomes – click to view

Samples: Tessellating patterns. Repeating patterns. Number Patterns (2,3,5,10). Follow directions to locations.

• #### Creating tessellating patterns

• Activities: 0 course, 2 extra
• #### Continue patterns created with objects

• Activities: 2 course, 5 extra
• #### Number Patterns (2,3,5,10)

• Activities: 2 course, 5 extra
• #### Follow directions to locations

• Activities: 2 course, 0 extra
• #### Describe movement using positional language

• Activities: 1 course, 0 extra
• #### Give directions to reach a location

• Activities: 1 course, 0 extra
• #### Identify image transformations - slide, flip or turn

• Activities: 0 course, 1 extra
• #### Identify and describe half and quarter turns

• Activities: 2 course, 2 extra
• ##### 2.GM.4 – Describe personal locations and give directions, using steps and half- or quarter-turns.
• 9 learning outcomes – click to view

Samples: Position using everyday language: Activity 1. Describe movement using everyday language. Follow simple directions.

• #### Describe position by using everyday language.

• Activities: 3 course, 3 extra
• #### Describe movement using everyday language

• Activities: 1 course, 2 extra

• Activities: 1 course, 0 extra
• #### Follow directions to locations

• Activities: 2 course, 0 extra
• #### Describe movement using positional language

• Activities: 1 course, 0 extra
• #### Give directions to reach a location

• Activities: 1 course, 0 extra
• #### Identify image transformations - slide, flip or turn

• Activities: 0 course, 1 extra
• #### Identify and describe half and quarter turns

• Activities: 2 course, 2 extra
• #### Interpret simple maps

• Activities: 2 course, 2 extra
• ##### 2.S.1 – Investigate questions by using the statistical enquiry cycle (with support), gathering, displaying, and/or identifying similarities and differences in category data
• 3 learning outcomes – click to view

Samples: Answer simple questions to collect data. Using simple questions to gather data. Interpret data as drawings.

• #### Answer yes/no questions to collect data

• Activities: 2 course, 1 extra
• #### Choose simple questions to gather responses

• Activities: 2 course, 0 extra
• #### Interpret data presented using drawings and symbols

• Activities: 2 course, 2 extra
• ##### 2.S.2 – Describe the likelihoods of outcomes for a simple situation involving chance, using everyday language.
• 2 learning outcomes – click to view

Samples: Simple chance experiment - part 2. Chance - will, might or won't happen. Conducting a chance experiment.

• #### A game of Chance

• Activities: 0 course, 4 extra
• #### Describe chance outcomes as 'will', 'won't', or 'might' happen.

• Activities: 2 course, 0 extra