MATH-01 · Foundation · ENGLISH · PLANNED
Build the picture, explain the rule, work an example, then justify it.
Study time is an initial activity estimate, excluding extra reading, revision and extended laboratory or project work. Videos and question bodies have not been produced by adding this outline.
No subject prerequisites. Start here; reading support from a trusted adult may help younger learners.
YouTube playlist: ARK Mathematics | Counting and Addition
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Sign in to save this learning pathPractical outcome: Count and label a tray of pencils; match each numeral to a group.
Explain counting one object once using a visual and one worked real-world example. Context: Count and label a tray of pencils; match each numeral to a group. End with a prediction or check-for-understanding.
Explain zero means no objects using a visual and one worked real-world example. Context: Count and label a tray of pencils; match each numeral to a group. End with a prediction or check-for-understanding.
Explain reading numbers to ten using a visual and one worked real-world example. Context: Count and label a tray of pencils; match each numeral to a group. End with a prediction or check-for-understanding.
Use the first concepts from this section. Count and label a tray of pencils; match each numeral to a group. Produce a labelled diagram, trace or calculation; explain each step and check one changed input.
3–6 questions on the preceding first-half concepts only: recall, visual interpretation, application and one plausible misconception. Explain each answer after submission.
Explain comparing two groups using a visual and one worked real-world example. Context: Count and label a tray of pencils; match each numeral to a group. End with a prediction or check-for-understanding.
Explain ordering numbers to twenty using a visual and one worked real-world example. Context: Count and label a tray of pencils; match each numeral to a group. End with a prediction or check-for-understanding.
Explain finding numbers on a number line using a visual and one worked real-world example. Context: Count and label a tray of pencils; match each numeral to a group. End with a prediction or check-for-understanding.
Count and label a tray of pencils; match each numeral to a group. Work without the example, compare two cases, record assumptions and limitations, then self-review correctness, reasoning and clarity.
6–12 questions covering Counting one object once, Zero means no objects, Reading numbers to ten and the remaining section concepts, with cumulative retrieval from earlier sections. Include a new transfer problem; 70% unlocks progression.
Practical outcome: Draw two shopping baskets and combine their item counts.
Explain joining two groups using a visual and one worked real-world example. Context: Draw two shopping baskets and combine their item counts. End with a prediction or check-for-understanding.
Explain the plus and equals signs using a visual and one worked real-world example. Context: Draw two shopping baskets and combine their item counts. End with a prediction or check-for-understanding.
Explain adding zero using a visual and one worked real-world example. Context: Draw two shopping baskets and combine their item counts. End with a prediction or check-for-understanding.
Explain counting on using a visual and one worked real-world example. Context: Draw two shopping baskets and combine their item counts. End with a prediction or check-for-understanding.
Use the first concepts from this section. Draw two shopping baskets and combine their item counts. Produce a labelled diagram, trace or calculation; explain each step and check one changed input.
3–6 questions on the preceding first-half concepts only: recall, visual interpretation, application and one plausible misconception. Explain each answer after submission.
Explain addition on a number line using a visual and one worked real-world example. Context: Draw two shopping baskets and combine their item counts. End with a prediction or check-for-understanding.
Explain making ten using a visual and one worked real-world example. Context: Draw two shopping baskets and combine their item counts. End with a prediction or check-for-understanding.
Explain doubles using a visual and one worked real-world example. Context: Draw two shopping baskets and combine their item counts. End with a prediction or check-for-understanding.
Explain changing the order of addition using a visual and one worked real-world example. Context: Draw two shopping baskets and combine their item counts. End with a prediction or check-for-understanding.
Draw two shopping baskets and combine their item counts. Work without the example, compare two cases, record assumptions and limitations, then self-review correctness, reasoning and clarity.
6–12 questions covering Joining two groups, The plus and equals signs, Adding zero and the remaining section concepts, with cumulative retrieval from earlier sections. Include a new transfer problem; 70% unlocks progression.
Practical outcome: Build bundles of ten straws to explain a two-digit number.
Explain tens and ones using a visual and one worked real-world example. Context: Build bundles of ten straws to explain a two-digit number. End with a prediction or check-for-understanding.
Explain reading two-digit numbers using a visual and one worked real-world example. Context: Build bundles of ten straws to explain a two-digit number. End with a prediction or check-for-understanding.
Explain expanded form using a visual and one worked real-world example. Context: Build bundles of ten straws to explain a two-digit number. End with a prediction or check-for-understanding.
Explain comparing two-digit numbers using a visual and one worked real-world example. Context: Build bundles of ten straws to explain a two-digit number. End with a prediction or check-for-understanding.
Use the first concepts from this section. Build bundles of ten straws to explain a two-digit number. Produce a labelled diagram, trace or calculation; explain each step and check one changed input.
3–6 questions on the preceding first-half concepts only: recall, visual interpretation, application and one plausible misconception. Explain each answer after submission.
Explain adding ones without regrouping using a visual and one worked real-world example. Context: Build bundles of ten straws to explain a two-digit number. End with a prediction or check-for-understanding.
Explain adding tens using a visual and one worked real-world example. Context: Build bundles of ten straws to explain a two-digit number. End with a prediction or check-for-understanding.
Explain regrouping ten ones using a visual and one worked real-world example. Context: Build bundles of ten straws to explain a two-digit number. End with a prediction or check-for-understanding.
Explain checking an addition with a drawing using a visual and one worked real-world example. Context: Build bundles of ten straws to explain a two-digit number. End with a prediction or check-for-understanding.
Build bundles of ten straws to explain a two-digit number. Work without the example, compare two cases, record assumptions and limitations, then self-review correctness, reasoning and clarity.
6–12 questions covering Tens and ones, Reading two-digit numbers, Expanded form and the remaining section concepts, with cumulative retrieval from earlier sections. Include a new transfer problem; 70% unlocks progression.
Combine all three sections: Build bundles of ten straws to explain a two-digit number. Submit an original worked artifact, evidence or tests, assumptions and a reflection. Rubric: correctness, method, practical usefulness, reproducibility and communication. Self-reviewed, not certified.
6–12 balanced questions sampling every section of Counting and Addition, including interpretation, calculation or reasoning, a misconception and a new application. Passing is 70%; review errors before retrying.
Visual constructions, worked problems and proofs. Guided work leads to an independent attempt, with a diagram, explanation, trace, calculation or tested artifact. Question bodies are generated when opened in your private learning path. Programming submissions are stored as text; the platform does not execute submitted code.
Use original or appropriately licensed datasets. Practical science activities use models or supplied data unless a qualified supervisor has reviewed a physical experiment.
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