How can you tell they’ve got it: Finding efficient methods?

If they’ve got it, you’ll see things like: Notice that skip counting by 2s follows a repeating odd/even pattern; Recognise that adding 1 to any number always gives the next counting number; Use a repeated pattern (e.g. +10 on a hundred chart always moves down one row) to predict answers. Or just try it together: When your child is counting or doing repeated additions, have they started to notice the pattern — like "5, 10, 15, 20…" — and used it to predict the next number without counting one by one?

Mathematics Mathematical Thinking Ages 5–6

Finding efficient methods

Your child can spot when a pattern repeats and use it to save time. Seeing 5, 10, 15, they predict the next number without counting.

In curriculum terms

Notice when a calculation or pattern repeats and use this to count more efficiently or predict results

Ages are typical, not deadlines — follow your child’s pace. How to help at home →

How to tell they’ve got it

Tick these off as you see them — no test required.

Notice that skip counting by 2s follows a repeating odd/even pattern
Recognise that adding 1 to any number always gives the next counting number
Use a repeated pattern (e.g. +10 on a hundred chart always moves down one row) to predict answers

🖨 Print this page to keep the checklist — it prints beautifully.

Try this together

When your child is counting or doing repeated additions, have they started to notice the pattern — like "5, 10, 15, 20…" — and used it to predict the next number without counting one by one?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

One More Each Timeages 4–6The +1 pattern in counting is the earliest repeated reasoning

Counting in 2sages 5–7Skip counting exercises recognising repeating calculation patterns

Finding efficient methodsthis skill · ages 5–6

Unlocks

Generalising Patternsages 6–7Age 6-7 generalising from repeated reasoning builds on age 5-6 noticing repeated patterns

solid = must come firstdashed = helps

Curriculum alignment

Where this fits in the official school curriculum — our best automated guess, not yet checked by a person.

Show candidate curriculum codes · 3 ACARA · 3 VIC

Australian Curriculum v9 candidate

AC9M2N05low confidenceYear 2 · Number

multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies

AC9M1A01low confidenceYear 1 · Algebra

recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens

AC9MFN05low confidenceFoundation · Number

represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies

Victorian Curriculum 2.0 codes & levels only

VC2M1A02medium confidenceMathematics · Level 1 · Algebra strand

VC2M2A01low confidenceMathematics · Level 2 · Algebra strand

VC2M2N05low confidenceMathematics · Level 2 · Number strand

These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.

Nearby on the map

Early Maths Vocabularyages 5–6 Hands-On Problem Solvingages 5–6 Making Sense of Problemsages 5–6 Real-World to Maths Connectionsages 5–6

All Mathematical Thinking skills →