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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