Number

• Reading and writing whole numbers up to 100, and representing them using base 10 structure
• Counting forwards or backwards from any whole number between 1 and 20, and then between 1 and 100
• Comparing and ordering whole numbers and ordinal numbers using representations, words, or numerals, and suffixes to 100
• Using te reo Māori for numbers up to 30
• Locating numbers on a partially labelled number line (e.g. 17 on a number line labelled in 5s)
• Subitising (recognising without counting) smaller groups of objects within a larger collection (e.g. 3 and 5 in a group of 8 objects)
• Counting collections of objects using one-to-one correspondence, and then by pairs, for up to 20 objects
• Finding the total number of objects up to 20 by grouping (using pairs, 5s, or 10s)
• Counting forwards and backwards in 2s and 10s from any whole number between 0 and 100

• Memorising addition and subtraction facts up to 10, including 10 + 0 = 10 (e.g. 7 + 3 = 10)
• Memorising doubles and halves to 10
• Naming the number before or after a given number in the counting sequence up to 20
• Adding and subtracting one- and two-digit numbers up to 20, including 0
• Joining and separating groups of up to 20 objects (e.g. 9 + 6, 7 + __ = 11)
• Adding ten to a one-digit number
• Solving one-step problems involving addition and subtraction using objects and pictorial representations
• Multiplying and dividing using equal grouping or counting for products and dividends within 20

• Recognising and representing halves and quarters as fractions of sets, quantities, and regions, using equal parts of the whole
• Finding a half or quarter of a set using equal sharing and grouping
• Connecting 1 — 2 and 1 — 4 through halving

• Recognising and knowing the value of New Zealand denominations of currency (i.e. coins and notes)

Algebra

• Completing open number sentences involving addition and subtraction of one-digit numbers (e.g. 2 + 5 = 3 + __)
• Checking the truth of number sentences involving addition and subtraction of one-digit numbers (e.g. 7 − 5 = 6 − 4, true or false?)
• Copying, continuing, creating, and describing a repeating pattern with three elements
• Identifying missing elements in a pattern (e.g. red, green, blue, red, _____, blue)

Measurement

• Comparing the length, mass (weight), or capacity of objects directly or indirectly (e.g. by comparing each of them with another reference object, used repeatedly)
• Using comparative language for lengths and heights (longer, shorter, taller) and mass (heavier, lighter)
• Telling the time on analogue and digital clocks to the hour, using the language of 'o'clock'
• Selecting appropriate units of time to communicate approximate durations in years, months, weeks, days, hours, minutes, or seconds
• Sequencing events in a day using everyday language of time (e.g. after, before, earlier, later, tomorrow, yesterday, the day after, next)

Geometry

• Identifying, describing, and sorting by one attribute familiar 2D and 3D shapes presented in different orientations, including cubes, cylinders, and spheres

• Composing a compound shape using smaller shapes by trial and error, and decomposing a shape into smaller shapes

• Following instructions to move to a familiar location or locate an object
• Using positional language to describe the position and movement of objects (e.g. above, below, left, right, in-front, behind, top, bottom, inside, outside, on, under, next to)
• Using pictures, diagrams, or stories to describe the positions of objects and places.

Statistics

• Collecting categorical data for an investigative question with limited categories (e.g. Do students in our class have one foot longer than the other?)
• Recording data using tally charts

• Creating picture graphs for categorical data

• Describing a picture graph by giving the frequency for each category
• Answering questions about a picture graph, including which category has the most or least items