Whole Number

CONTENT

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)

OUTCOMES
A student:
› describes mathematical situations using everyday language, actions, materials and informal recordings MAe-1WM
› uses objects, actions, technology and/or trial and error to explore mathematical problems MAe-2WM
› uses concrete materials and/or pictorial representations to support conclusions MAe-3WM
› counts to 30, and orders, reads and represents numbers in the range 0 to 20 MAe-4NA

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

• read numbers to at least 20, including zero, and represent these using objects (such as fingers), pictures, words and numerals

* recognise numbers in a variety of contexts, eg classroom charts, cash register, computer keyboard, telephone (Communicating)
* communicate the use of numbers through everyday language, actions, materials and informal recordings (Communicating)

Make a number

Find the number

Number Bingo - Match spoken number with numeral

Match the numeral with the word

Words to number 10/ Words to number 20

• count backwards from a given number in the range 0 to 20

Interactive 100s Chart

Counting backwards

Countbackwards

• identify the number before and after a given number

* describe the number before as 'one less than' and the number after as 'one more than' a given number (Communicating)

Interactive 100s Chart

Number before/ after

Number Lines

• count forwards to 30 from a given number

Interactive 100s Chart

Counting song (to 5)

Count to 10 - Put cherries on the gingerman

Count to 20

Counting on from a given number

Counting on to 10 – what comes next

Counting on (can set start number)

Ordering numbers to 10 –Sequence numbers within 10

Ordering numbers to 20

Connect dots to 30(Count by 1s)

• read and use the ordinal names to at least 'tenth'

Ordinal Numbers – to 5

Count Us In

Ordinal Numbers to 20 - several activities

Click the nth number

• estimate the number of objects in a group of up to 20 objects, and count to check

Match the numeral with number of objects

How Many?

Count the buttons

Count chickens

10 Fat Sausages

• use 5 as a reference in forming numbers from 6 to 10, eg 'Six is one more than five'

Count the buttons

Tally Marks

Use the language of money

• use the language of money in everyday contexts, eg coins, notes, cents, dollars

Coin values

Count 5c coins

Count 5c and 10c coins

A handful of coins

• recognise that there are different coins and notes in our monetary system

* exchange money for goods in a play situation (Problem Solving)–

Equivalent coins

• use 10 as a reference in forming numbers from 11 to 20, eg 'Thirteen is 1 group of ten and 3 ones'

Make a number

Interactive 100s Chart

Count to 29 MAB Game

Subitise small collections of objects (ACMNA003)

• recognise the number of objects or dots in a pattern of objects or dots instantly, eg

* recognise dice and domino dot patterns, (Communicating)
See links below

• instantly recognise (subitise) different arrangements for the same number, eg different representations of five

* recognise that the way objects are arranged affects how easy it is to subitise (Reasoning)

Make a number

Balloon Pop (pop spots)

Match numbers - Matchnumbers 1 to 10 to amount

Memory game

Order amounts 1 to 10

Identifying numbers 11 to 30

Numbers to 30

Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

• count with one-to-one correspondence

* recognise that the last number name represents the total number in the collection when counting (Communicating)

Make a number

Interactive 100s Chart

Count to 20

• make correspondences between collections, eg 'I have four counters, you have seven counters. So you have more counters than me'

Make a number

Counting candles

Counting two groups

Mixed up marbles

• compare and order numbers and groups of objects

* apply counting strategies to solve simple everyday problems and justify answers (Problem Solving, Reasoning)

Make a number

Maths stories

Counting two groups

Mixed up marbles

• use the term 'is the same as' to express equality of groups

* determine whether two groups have the same number of objects and describe the equality, eg 'The number of objects here is the same as the number there' (Communicating, Reasoning)

Okta's Rescue - count objects and number lines

Counting two groups

Mixed up marbles