Topic 2.1.1 Skip Counting and Number Sequences Strand: Sub-strand: Recommended teaching time: Number and Algebra Number and Place Value 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences Achievement standard (excerpt in bold) Level 1 Level 2 Level 3 Students count to and from 100 and Students count to and from, and Students count and order numbers to locate these numbers on a number order numbers up to 1000. They and from 10 000. They recognise the line. They partition numbers using perform simple addition and connection between addition and place value and carry out simple subtraction calculations, using a subtraction, and solve problems using additions and subtractions, using range of strategies. They find the efficient strategies for multiplication counting strategies. Students total value of simple collections of with and without the use of digital recognise Australian coins according Australian notes and coins. Students technology. Students recall addition to their value. They identify represent multiplication and division and multiplication facts for single-digit representations of one half. Students by grouping into sets and divide numbers. They represent money describe number sequences resulting collections and shapes into halves, values in various ways and correctly from skip counting by 2s, 5s and 10s. quarters and eighths. They count out change from financial They continue simple patterns recognise increasing and transactions. Students model and involving numbers and objects with decreasing number sequences represent unit fractions for halves, and without the use of digital involving 2s, 3s, 5s and 10s, thirds, quarters, fifths and eighths, and technology. identify the missing element in a multiples of these up to one. They number sequence, and use digital classify numbers as either odd or technology to produce sequences by even, continue number patterns constant addition. involving addition or subtraction, and explore simple number sequences based on multiples. Activities Proficiencies Recognising pattern in number sequences Fluency includes counting numbers in
Topic 2.1.1 Skip Counting and Number Sequences Strand: Number and Algebra Sub-strand: Number and Place Value Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences Achievement standard (excerpt in bold) Level 1 Level 2 Level 3 Students count to and from 100 and locate these numbers on a number line. They partition numbers using place value and carry out simple additions and subtractions, using counting strategies. Students recognise Australian coins according to their value. They identify representations of one half. Students describe number sequences resulting from skip counting by 2s, 5s and 10s. They continue simple patterns involving numbers and objects with and without the use of digital technology. Students count to and from, and order numbers up to 1000. They perform simple addition and subtraction calculations, using a range of strategies. They find the total value of simple collections of Australian notes and coins. Students represent multiplication and division by grouping into sets and divide collections and shapes into halves, quarters and eighths. They recognise increasing and decreasing number sequences involving 2s, 3s, 5s and 10s, identify the missing element in a number sequence, and use digital technology to produce sequences by constant addition. Students count and order numbers to and from 10 000. They recognise the connection between addition and subtraction, and solve problems using efficient strategies for multiplication with and without the use of digital technology. Students recall addition and multiplication facts for single-digit numbers. They represent money values in various ways and correctly count out change from financial transactions. Students model and represent unit fractions for halves, thirds, quarters, fifths and eighths, and multiples of these up to one. They classify numbers as either odd or even, continue number patterns involving addition or subtraction, and explore simple number sequences based on multiples. Activities Proficiencies Recognising pattern in number sequences Fluency includes counting numbers in