## CONCEPT SEQUENCE AS ANCHOR CHARTS PLEASE SELECT AN ELEMENT, AND THEN TEACHING PLAN, AND THEN THE DIFFERENTIATION OR INTEGRATION BUTTON

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels.
Kindergarten children informally investigate, understand and explain Counting, Addition and Subtraction, Multiplication and Division.
After downloading, select the Level number to link to the TEACHING RESOURCES for that Level at A LEARNING PLACE A TEACHING PLACE – for anchor chart images, see final page.

## CONCEPT SEQUENCE AS ANCHOR CHARTS PLEASE SELECT AN ELEMENT, AND THEN TEACHING PLAN, AND THEN THE DIFFERENTIATION OR INTEGRATION BUTTON

This concept is broken into additive concepts and multiplicative concepts. We start our mathematical reasoning using additive thinking and then develop our understanding and capacity to think multiplicatively.
ADDITIVE PLACE VALUE CONCEPTS (standard and non-standard place value of whole numbers to three-digits, partitioning, friends of 10) ARE THE FOCUS IN KINDERGARTEN (informally), YEAR 1, and YEAR 2. Thinking additively about Place Value means we are adding the values together to get the number.
MULTIPLICATIVE PLACE VALUE CONCEPTS (we continue thinking additively – standard and non-standard place value of whole numbers from four-digits and decimals, and begin to think multiplicatively – multiplicative place value of whole numbers and decimals) ARE THE FOCUS IN YEAR 3, YEAR 4, YEAR 5, and YEAR 6. Thinking multiplicatively about Place Value means we are multiplying or dividing each place by 10 to get the value of the place to left or right.
All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.

## CONCEPT SEQUENCE AS ANCHOR CHARTS please select an Element, and then Teaching Plan, and then the DIFFERENTIATION or INTEGRATION button

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.
Number and Algebra concepts in Kindergarten / Prep / Reception are taught informally under Early Counting and Grouping. Once downloaded, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.

## CONCEPT SEQUENCE AS ANCHOR CHARTS PLEASE SELECT AN ELEMENT, AND THEN TEACHING PLAN, AND THEN THE DIFFERENTIATION OR INTEGRATION BUTTON

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.

## please select an Element, and then Teaching Plan, and then the DIFFERENTIATION or INTEGRATION button

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.
Once downloaded, in the concept sequence, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.

## CONCEPT SEQUENCE AS ANCHOR CHARTS PLEASE SELECT AN ELEMENT, AND THEN TEACHING PLAN, AND THEN THE DIFFERENTIATION OR INTEGRATION BUTTON

Algebraic thinking means looking for patterns and relationships – we have been thinking algebraically from a very young age.
This concept is broken into Patterns – arithmetic patterns with identifiable parts that repeat, and into Algebra – investigating operations using properties and relationships.
All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the same hand column to allow for easy differentiation.

## MONEY CONCEPT SEQUENCE 2012 NSW SYLLABUS

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels.

## MEASUREMENT GEOMETRY POSITION CONCEPT SEQUENCES – AUSTRALIAN CURRICULUM v9 + NEW NSW Syllabus and 2012 NSW Syllabus

This is the Sequences of Learning explicitly based on the AUSTRALIAN CURRICULUM v9 and the NEW NSW SYLLABUS which includes all ELEMENTS from the ZONE of related concepts from Foundation / Prep / Kindergarten / Reception to Year 6:
MEASUREMENT + GEOMETRY + PLACE VALUE + FRACTIONS and
POSITION + TIME + PLACE VALUE

PLEASE SELECT THIS LINK … for the Measurement & Geometry Concept Sequence based on the 2012 NSW Syllabus

## TIME CONCEPT SEQUENCES – AUSTRALIAN CURRICULUM V9 + NEW NSW SYLLABUS AND 2012 NSW SYLLABUS

This is the Sequence of Learning explicitly based on the AUSTRALIAN CURRICULUM v9 and the NEW NSW SYLLABUS which includes all ELEMENTS from the ZONE of related concepts from Foundation / Prep / Kindergarten / Reception to Year 6:
TIME + POSITION + FRACTIONS

PLEASE SELECT THIS LINK … for the Time Concept Sequence based on the 2012 NSW Syllabus

## STATISTICS AND PROBABILITY CONCEPT SEQUENCES – AUSTRALIAN CURRICULUM V9 + NEW NSW SYLLABUS AND 2012 NSW SYLLABUS

This is the Sequences of Learning explicitly based on the AUSTRALIAN CURRICULUM v9 and the NEW NSW SYLLABUS which includes all ELEMENTS from the ZONE of related concepts from Foundation / Prep / Kindergarten / Reception to Year 6:
STATISTICS & PROBABILITY + FRACTIONS + PLACE VALUE

PLEASE SELECT THIS LINK … for the Statistics and Probability Concept Sequence based on the 2012 NSW Syllabus

## PLACE VALUE Concept Sequence – 2012 NSW Syllabus

This concept is broken into additive concepts and multiplicative concepts. We start our mathematical reasoning using additive thinking and then develop our understanding and capacity to think multiplicatively.
ADDITIVE PLACE VALUE CONCEPTS (standard and non-standard place value of whole numbers to three-digits, partitioning, friends of 10) ARE THE FOCUS IN KINDERGARTEN (informally), YEAR 1, and YEAR 2. Thinking additively about Place Value means we are adding the values together to get the number.
MULTIPLICATIVE PLACE VALUE CONCEPTS (we continue thinking additively – standard and non-standard place value of whole numbers from four-digits and decimals, and begin to think multiplicatively – multiplicative place value of whole numbers and decimals) ARE THE FOCUS IN YEAR 3, YEAR 4, YEAR 5, and YEAR 6. Thinking multiplicatively about Place Value means we are multiplying or dividing each place by 10 to get the value of the place to left or right.
All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.

## EARLY COUNTING GROUPING Concept Sequence – 2012 NSW Syllabus

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels.
Kindergarten children informally investigate, understand and explain Counting, Addition and Subtraction, Multiplication and Division.
After downloading, select the Level number to link to the TEACHING RESOURCES for that Level at A LEARNING PLACE A TEACHING PLACE – for anchor chart images, see final page.

## ADDITION AND SUBTRACTION CONCEPT SEQUENCE 2012 NSW Syllabus

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.
Number and Algebra concepts in Kindergarten / Prep / Reception are taught informally under Early Counting and Grouping. Once downloaded, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.

## MULTIPLICATION & DIVISION CONCEPT SEQUENCE 2012 NSW Syllabus

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.