Mathematics / Foundation / Number and Algebra / Number and place value

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Curriculum content descriptions

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)

Elaborations
  • reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures
  • identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built
  • developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes
  • understanding that numbers are said in a particular order and there are patterns in the way we say them
General capabilities
  • Literacy Literacy
  • Numeracy Numeracy
ScOT terms

Sequences (Number patterns),  Counting

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20 direct matches to ACMNA001

Video

Count Us In, Ep 6: Cool ways to count 6 to 10

  • TLF-IDM015949

Dodly and Flynn meet while Flynn is building a model volcano. They count snails and toy dinosaurs and show different ways to represent each of the numbers from six to ten through writing, drawing or sharing between two groups. The Super Seven and others also help out.

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Video

Count Us In, Ep 3: Counting forwards and backwards up to 10

  • TLF-IDM015933

Count with Dodly and Flynn as they count their clay monsters and their toy dinosaur collection. Count a range of animals including kangaroos, butterflies and whales. Even count backwards as they launch a rocket into space.

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Video

Count Us In, Ep 1: Comparing and classifying

  • TLF-IDM015921

Explore numbers with Flynn and Dodly as they compare their marble collection, dinosaur toys and the noses on Dodly's pictures. Who has more? Who has less? Who has the same? These are questions often asked during an ordinary day. Help Flynn work out how many dinosaurs Dodly has in his bag. Use the clues that Dodly gives Flynn.

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Video

Count Us In, Ep 5: Cool ways to count 1 to 5

  • TLF-IDM015917

Watch Dodly and Flynn at the monster fair investigating ways of representing the numbers from one to five. Two is a double, such as in a double scoop of ice-cream. Tally marks and 'tri' are used as representations of three, while four monster apples are shown as 3 and 1 or 2 and 2.

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Online

Numbers and counting - Foundation

  • TLF-IDM013994

This is a teacher resource that includes a set of student activities focusing on the numbers to 20, accompanied by copy masters and a detailed teacher guide for each activity. The activities cover the sequence of numbers, number names, 1:1 correspondence and recording and representing numbers, and make a connection to Asian ...

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Interactive

Number trains

  • TLF-IDL2317

Arrange train carriages according to numbers on their sides. The numbers are represented in a range of formats such as words, numerals, dice dots or counting frames. Identify the numbers that come before and after starting numbers. Begin with numbers up to ten. Move on to work with larger numbers such as 40 and 50. Practise ...

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Text

Introduction to simple patterns

  • TLF-IDA006157

This 2-week unit develops student knowledge, understanding and skills of patterns. Students are provided opportunities to subitise dot patterns 1 to 5; copy, create, and complete repeating patterns; and identify part-whole combinations up to 5.

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Text

Smaller numbers can be found hiding in bigger numbers

  • TLF-IDA006155

This two-week unit develops student knowledge, understanding and skills of representing numbers 0 to 10 and part-whole combinations up to 10. Students are provided opportunities to: develop consistent numeral formation; quantify, organise and represent collections up to 10; identify and represent part-whole combinations up to 10.

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Text

Equal means equivalent

  • TLF-IDA006153

This two-week unit develops student knowledge, understanding and skills of equivalence and how it is represented in mass and whole numbers. Students are provided opportunities to: develop an understanding of equal as equivalence through exploring mass; explore and reason about number relations; use number relations in combining ...

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Text

Collections of objects can be changed by adding more or taking some away

  • TLF-IDA006150

This two-week unit introduces students to solving problems by comparing, combining and separating quantities. Students are provided opportunities to: combine 2 or more groups to identify the relationship between the parts and the whole; compare 2 or more groups to determine equality or how many more; separate and take away ...

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Text

Collections of ten are really useful

  • TLF-IDA006149

This two-week unit develops student knowledge and understanding that skills of collections of 10 are really useful. Students are provided opportunities to: represent numbers in a variety of ways; reason about the way numbers can be combined and separated; use positional language both in a physical world context and in more ...

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Text

Patterns have something that repeats over and over and over again

  • TLF-IDA006147

This two-week unit develops student knowledge, understanding and skills of patterns. Students are provided opportunities to: copy, continue and create patterns in a variety of forms; identify part-whole relationships in numbers up to 10; use visual representation to assist in combing and separating quantities.

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Text

Finding halves

  • TLF-IDA006144

This two-week unit introduces students to a half as two equal parts of a whole and the use of symbols as efficient communication for mathematical ideas. Students are provided opportunities to: recognise two equal parts as halves of a collection, a measure, a shape or an object; find and describe the halfway point in a length; ...

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Text

Further activities comparing length, area, mass and volume

  • TLF-IDA006142

This two-week unit develops student knowledge, understanding and skills in determining what needs to be measured and the unit of measurement needed. Students are provided opportunities to: use comparative language to describe length; identify and compare the area of similar shapes using comparative language; compare internal ...

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Text

Data is collected to solve problems

  • TLF-IDA006141

This two-week unit develops student knowledge and skills in displaying and interpreting data, as well as connecting familiar events and actions to days of the week. Students are provided opportunities to: collect, sort and organise data into displays; interpret data through asking and responding to questions; collect and ...

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Video

The Mathscots: Puppy School Obstacle Course

  • TLF-IDA004838

In this animated video, Poly the puppy makes her way through an obstacle course which features 2D shapes and 3D objects. The mathematical focus is on sorting and describing squares, circles, triangles, rectangles, spheres and cubes; recognising 2D shapes within 3D objects; understanding and using terms such as ‘first’ ...

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Text

Pattern & Algebra Foundation - Calculate

  • TLF-IDA004355

The focus of this activity is to discover if students can make, copy, continue and explain repeating patterns. Often students will only be asked to continue patterns to the right, but ensure you ask students to continue patterns to the left. Like the number sequence a pattern can extend in both directions.

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Text

Number Walk Rich Task - Calculate

  • TLF-IDA004336

This downloadable lesson resource introduces the concept of ‘Number Walks’: taking a stroll with the class or group around the school or the local neighbourhood. Guided by the teacher, students note down anything they see that relates back to their understanding of the topic and then conduct a plenary session back in the ...

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Text

How Many? - Calculate

  • TLF-IDA004287

The focus of this activity is for students to count a variety of objects in their home environment and write the number for each.

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Text

Mind Mapping Numbers - Calculate

  • TLF-IDA004284

This activity provides a way for children to show and tell what they know about numbers. It can be modified for different age groups and used every day with a different number.

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