Basic Arithmetic Operations

No consistent evidence of basic arithmetic operations in daily contexts

• Does not demonstrate basic arithmetic operations behaviours
• Relies entirely on adult direction for related tasks

Beginning to show basic arithmetic operations with significant support

• Inconsistent basic arithmetic operations; needs adult prompting
• Partial performance in familiar, structured settings

Demonstrates basic arithmetic operations consistently in familiar contexts

• Applies basic arithmetic operations reliably in routine situations
• Requires prompting to transfer to new or demanding contexts

Adds, subtracts, and begins multiplying whole numbers with understanding of quantity and place value.

• Demonstrates basic arithmetic operations independently across varied contexts
• Sustains performance without adult support or reminders

Applies basic arithmetic operations flexibly; can articulate and model it for others

• Articulates own process when applying basic arithmetic operations
• Transfers skill spontaneously to novel domains