10x10 ACMNA013 Recognise, The patterns in Random Counting for ten The teacher has a • floor grid Observa)onal Checklist container of numbers model, read, write and the place value number student journal activity Double (1-50) and the children order numbers to at system can ten • • applying an understanding of draw out a number, least 100. Locate these make it easier on frame and counters place value and the role of zero record it and then numbers on the to interpret and activities to read, write and order continue counting by Numerals 1-100 number line. operate with • digit numbers (F) ones for the next ten numbers numbers in the •N umber strip 0-9 • use a number line or hundreds sequence, writing chart to assist with coun>ng and down each number. Early • Years FISH ordering They then choose Kit another number and 1.1.1 • give reasons for placing repeat this process. Counting to 0-20 • floor ladder numbers in a par.cular order (U) Each children does this 100 six times. Note students’ ability to: Count by ones from non-zero starting point Teen numbers Bridging decades CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMNA012 Develop Number What describe collections of objects Picture Puzzles: Picture Puzzles Number track confidence with benchmarks number do as ‘rows of’ and ‘groups of’ (number sentence) Ask Challenge: Ask Numbers to 20 number sequences to (familiar and you think the find the total number of students to draw a students to draw a Animal Leg and from 100 by ones meaningful) are dot on the objects by using rhythmic or picture to solve a picture to solve a Cards from any starting useful for number line skip counting and repeated problem. e.g problem from a Early Years point. Skip count by relating represents addition eg 5 groups of 4 is Five cats sitting story (number FISH Kit 1.1.2 two’s, fives and tens numbers the same as on the fence. sentence) e.g ‘We Skip starting from zero. pose and solve problems How many All Went on Safari’ Counting ACMNA018 based on number patterns ears? Laurie Krebs Investigate and (PS) Six children ‘In the describe number recording a number sentence running up the sunset’s patterns formed by to reflect drawing hill. How many fading skip counting and legs? light…we patterns with objects. see. How many animals
1.1.1 Counting to 100 ACMNA013 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on the number line. The patterns in the place value system can make it easier to interpret and operate with numbers Random number on activities Observa)onal Checklist • applying an understanding of place value and the role of zero to read, write and order numbers (F) • use a number line or hundreds chart to assist with coun>ng and ordering • give reasons for placing numbers in a par.cular order (U) Counting for ten student journal activity The teacher has a container of numbers (1-50) and the children draw out a number, record it and then continue counting by ones for the next ten numbers in the sequence, writing down each number. They then choose another number and repeat this process. Each children does this six times. Note students’ ability to: Count by ones from non-zero starting point Teen numbers Bridging decades • 10x10 floor grid • Double ten frame and counters • Numerals 1-100 •N umber strip 0-9 • Early Years FISH Kit • 0-20 floor ladder TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.1.2 Skip Counting ACMNA012 Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by two’s, fives and tens starting from zero. ACMNA018 Investigate and describe number patterns formed by skip counting and patterns with objects. Number benchmarks (familiar and meaningful) are useful for relating numbers What number do you think the dot on the number line represents describe collections of objects as ‘rows of’ and ‘groups of’ find the total number of objects by using rhythmic or skip counting and repeated addition eg 5 groups of 4 is the same as pose and solve problems based on number patterns (PS) recording a number sentence to reflect drawing Picture Puzzles: (number sentence) Ask students to draw a picture to solve a problem. e.g Five cats sitting on the fence. How many ears? Six children running up the hill. How many legs? Picture Puzzles Challenge: Ask students to draw a picture to solve a problem from a story (number sentence) e.g ‘We All Went on Safari’ Laurie Krebs ‘In the sunset’s fading light…we see. How many animals Number track Numbers to 20 Animal Leg Cards Early Years FISH Kit digit
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