Number and Algebra (Australian Curriculum): Year 1 - Ages 6-7

RIC-6085 4.5/621

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

A number of pages in this book are worksheets.

The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Published by R.I.C. Publications® 2012 Copyright© R.I.C. Publications® 2012 ISBN 978-1-921750-69-4 RIC– 6085

Titles in this series: Australian Curriculum Mathematics resource book: Number and Algebra (Foundation) Australian Curriculum Mathematics resource book: Number and Algebra (Year 1) Australian Curriculum Mathematics resource book: Number and Algebra (Year 2) Australian Curriculum Mathematics resource book: Number and Algebra (Year 3) Australian Curriculum Mathematics resource book: Number and Algebra (Year 4) Australian Curriculum Mathematics resource book: Number and Algebra (Year 5) Australian Curriculum Mathematics resource book: Number and Algebra (Year 6)

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited.

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© Australian Curriculum, Assessment and Reporting Authority 2012.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of the author(s).

ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www. australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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AUSTRALIAN CURRICULUM MATHEMATICS RESOURCE BOOK: NUMBER AND ALGEBRA (YEAR 1) Foreword Australian Curriculum Mathematics resource book: Number and Algebra (Year 1) is one in a series of seven teacher resource books that support teaching and learning activities in Australian Curriculum Mathematics. The books focus on the number and algebra content strands of the national maths curriculum. The resource books include theoretical background information, resource sheets, hands-on activities and assessment activities, along with links to other curriculum areas.

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Titles in this series are:

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Australian Curriculum Mathematics resource book: Number and Algebra (Foundation) Australian Curriculum Mathematics resource book: Number and Algebra (Year 1) Australian Curriculum Mathematics resource book: Number and Algebra (Year 2) Australian Curriculum Mathematics resource book: Number and Algebra (Year 3) Australian Curriculum Mathematics resource book: Number and Algebra (Year 4) Australian Curriculum Mathematics resource book: Number and Algebra (Year 5) Australian Curriculum Mathematics resource book: Number and Algebra (Year 6)

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• • • • • • •

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C.PContents ubl i cat i ons Fractions and Decimals .......... 52–61 Format of this book.................. iv – v •Number f oand rPlace r e v i e w p u r p o se nl y• • F&D – 1 so Value .......... 6–51 Teacher information .....................................6 Hands-on activities ......................................7 Links to other curriculum areas ....................8 Resource sheets ..................................... 9–14 Assessment ......................................... 15–16 Checklist .....................................................17

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• N&PV – 2 – – – – – –

Teacher information ...................................18 Hands-on activities ....................................19 Links to other curriculum areas ..................20 Resource sheets ................................... 21–28 Assessment ......................................... 29–30 Checklist .....................................................31

• N&PV – 3 – – – – – –

Teacher information ...................................52 Hands-on activities ....................................53 Links to other curriculum areas ..................53 Resource sheets ................................... 54–57 Assessment ......................................... 58–59 Checklist .....................................................60

Answers ............................................ 61

Money and Financial Mathematics ......................... 62–75 • M&FM – 1

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Teacher information ...................................32 Hands-on activities ....................................33 Links to other curriculum areas ..................33 Resource sheets ................................... 34–36 Assessment ......................................... 37–38 Checklist .....................................................39

• N&PV – 4 – – – – – –

– – – – – –

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• N&PV – 1

Teacher information ...................................40 Hands-on activities ....................................41 Links to other curriculum areas ..................41 Resource sheets ................................... 42–48 Assessment ................................................49 Checklist .....................................................50

– – – – – –

Teacher information ...................................62 Hands-on activities ....................................63 Links to other curriculum areas ..................63 Resource sheets ................................... 64–70 Assessment ......................................... 71–73 Checklist .....................................................74

Answers ............................................ 75

Patterns and Algebra ............. 76–91 • P&A – 1 – – – – – –

Teacher information ...................................76 Hands-on activities ....................................77 Links to other curriculum areas ..................77 Resource sheets ................................... 78–84 Assessment ......................................... 85–89 Checklist .....................................................90

Answers ............................................ 91

Answers ............................................ 51 Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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FORMAT OF THIS BOOK This teacher resource book includes supporting materials for teaching and learning in all sections of the Number and Algebra content strand of Australian Curriculum Mathematics. It includes activities relating to all sub-strands: Number and Place Value, Fractions and Decimals, Money and Financial Mathematics, and Patterns and Algebra. All content descriptions have been included, as well as teaching points based on the Curriculum’s elaborations. Links to the Proficiency Strands have also been included.

Each section supports a specific content description and follows a consistent format, containing the following information over several pages: • teacher information with related terms, student vocabulary, what the content description means, teaching points and problems to watch for • hands-on activities • links to other curriculum areas

• resource sheets • assessment sheets.

• a checklist

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Answers relating to the assessment pages are included on the final page of the section for each sub-strand (Number and Place Value, Fractions and Decimals, Money and Financial Mathematics, and Patterns and Algebra).

(NOTE: The Foundation level includes only Number and Place Value, and Patterns and Algebra.)

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The length of each content description section varies.

Teacher information includes background information relating to the content description, as well as related terms and desirable student vocabulary and other useful details which may assist the teacher.

Related terms includes vocabulary associated with the content description. Many of these relate to the glossary in the back of the official Australian Curriculum Mathematics document; additional related terms may also have been added.

What this means provides a layperson’s explanation of the content description.

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C.Publ i cat i on s Teaching points provides a list of the main teaching • f o r r e v i e w p u r p o s e s o n l y • points relating to the content Student vocabulary includes words which

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The proficiency strand(s) (Understanding, Fluency, Problem Solving or Reasoning) relevant to each content description are listed.

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description.

What to look for suggests any difficulties and misconceptions the students might encounter or develop.

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the teacher would use—and expect the students to learn, understand and use—during mathematics lessons.

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Hands-on activities includes descriptions or instructions for games or activities relating to the content descriptions or elaborations. Some of the hands-on activities are supported by resource sheets. Where applicable, these will be stated for easy reference.

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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FORMAT OF THIS BOOK Sub-strand: Number and Place Value—N&PV – 1

Links to other curriculum areas includes activities in other curriculum areas which support the content description. These are English (literacy), Information and Communication Technology (ICT), Health and Physical Education (ethical behaviour, personal and social competence) and Intercultural Understanding (History and Geography, the Arts, and Languages). This section may list many links or only a few. It may also provide links to relevant interactive websites appropriate for the age group.

LINKS TO OTHER CURRICULUM AREAS English t 3FBE One hundred hungry ants CZ &MJOPS + 1JOD[FT UP TUVEFOUT UP Ü OE PVU IPX POF BOU IFMQT UP SFBSSBOHF B WFSZ MPOH MJOF PG POF IVOESFE BOUT UP FOBCMF UIFN UP HFU UP B QJDOJD RVJDLMZ. t 3FBE One watermelon seed CZ $FMJB #BSLFS -PUUSJEHF. 5IJT DPVOUJOH CPPL IFMQT TUVEFOUT DPVOU CZ T UP t 3FBE Centipede’s 100 shoes CZ 5POH 3PTT B TUPSZ BCPVU B DFOUJQFEF XIP TUVCT IJT UPF BOE EFDJEFT UP CVZ QBJST PG TIPFT UP QSPUFDU IJT GFFU 4UVEFOUT DBO QSBDUJTF DPVOUJOH CZ UXPT QBJST BT XFMM BT QFSGPSN TJNQMF BEEJUJPO BOE TVCUSBDUJPO QSPCMFNT.

Information and Communication Technology t VJTJU <http://www.learningplanet.com/stu/index.asp> UP QMBZ A5IF DPVOUJOH HBNFâ&#x20AC;&#x2122; GSPN UIF TUo SE HSBEF TFDUJPO t 5IJT XFCTJUe <http://www.thedigitalscoop.com/the_digital_scoop/2010/03/skip-counting.html> QSPWJEFT MJOLT UP UIF JOUFSBDUJWFT A4QMBU TRVBSFT BOE TQMBU TRVBSFT SFWFBM CBTFE PO UIF OVNCFST JO B IVOESFET HSJE

Health and Physical Education t )PQTDPUDIÂ&#x2030;%SBX B IPQTDPUDI TIBQF PS QBJOU POF QFSNBOFOUMZ JO UIF QMBZHSPVOE GPS UIF TUVEFOUT UP VTF GSFFMZ BGUFS ZPV IBWF EFNPOTUSBUFE JUT DPSSFDU VTF. t 8IFO QMBZJOH HBNFT PVUTJEF DPVOU CZ T T BOE T JOTUFBE PG TBZJOH A (P t 5JNF QIZTJDBM BDUJWJUJFT CZ DPVOUJOH UIF TFDPOET VQ UP t 8IFO MJOJOH VQ UP HP JOUP DMBTT TUVEFOUT GPSN HSPVQT PG JOTUFBE PG T.

History and Geography

Cross-curricular links reinforce the knowledge that mathematics can be found within, and relate to, many other aspects of student learning and everyday life.

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Languages

Resource sheets are provided to support teaching and learning activities for each content description.

The resource sheets could be cards for games, charts, additional worksheets for class use, or other materials which the teacher might find useful to use or display in the classroom. For each resource sheet, the content description to which it relates is given.

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the questions on the assessment pages are in a format similar to that of the NAPLAN tests to familiarise students with the instructions and design of these tests.

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Answers for assessment pages are provided on the final page of each substrand section.

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Sub-strand: Number and Place Value—N&PV – 1

Develop confidence with number sequences to and from 100 by ones from any starting point Skip count by twos, fives and tens starting from zero (ACMNA012) © Australian Curriculum, Assessment and Reporting Authority 2012

RELATED TERMS

TEACHER INFORMATION

Skip counting

What this means

• Saying number sequences in regular increments (e.g. 3, 6, 9, 12, 15 …)

• Students should be able to count forwards and backwards by ones from any point to 120.

• Students should be able to count forwards by two, fives and tens, starting from zero and ending at 120.

One-to-one correspondence

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• When counting objects, assigning counting numbers in order to each object once and once only

• The designation of a number in a given language (e.g. the number ‘three’ is designated by the Hindu-Arabic numeral ‘3’)

• • • • •

Consolidate forward counting sequence by ones from one.

Develop forward counting sequence by ones from the decade.

Develop forward counting sequence from any point.

Count back by ones from a decade and from any point.

Count forward by twos from zero. (Note the regularity of the pattern—even numbers.)

• Count forward by fives and tens from one. Note patterns; e.g. every second multiple of five is a multiple of ten.

What to look for

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Numeral

Teaching points

• Students experiencing difficulty counting forwards or backwards across a decade; e.g. 49, 59, 69 instead of 49, 50, 51.

• Students who experience difficulty counting over 100, either/both backwards and forwards. Therefore, counting grids should display numbers up to 120, so students can see what is beyond 100.

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Student vocabulary count number skip count

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forwards backwards

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Sub-strand: Number and Place Value—N&PV – 1

HANDS-ON ACTIVITIES Alternate counting In this game, the teacher and the students alternate counting numbers in order; the teacher will start and say ‘1’, then the students will reply by saying ‘2’, the teacher then says ‘3’, and the students say ‘4’ and so on. This activity asks the students to focus on counting order and which number comes next. When the game is played subsequently, the students can start counting at any given number and the teacher replies with the alternating numbers. Without expressly stating the fact, either the teacher or the students will be saying all the odd or even numbers (or skip counting). Refer to page 9 for a explanation of the traditional Korean counting game sam yew gew.

Hang the numbers on the line

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Hang a length of strong cord, wool or thin rope as a washing line across the room. Give cards with numbers written on them to as many students as possible. They then use pegs to hang the numbers on the number line in the correct order. The resources on pages 21, 24 and 25 can be used for this purpose.

Frog jumps

Spread large number cards on the floor a short distance apart and ask the students to jump from card to card, from 0 to 2, 2 to 4, 4 to 6 and so on (to physically skip count). Alternatively, use laminated cards made from pages 10, 11 and 12 to skip count numbers. This activity can also be completed using enlarged versions of the number lines on pages 10, 11 and 12.

1–120 grid

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Enlarge the 1–120 grid on page 13 onto card and use it to find number patterns and sequences; to complete simple addition and subtraction problems; to count backwards and forwards; to count by 2s, 5s and 10s; and to read numbers to 100. The 1–120 grid can also be used for other content descriptions, including P&A – 1 (number patterns).

Number board, number line and display

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(Later, the numbers can be used to find the number missing in a sequence, the number after a given number, to place numbers not in sequence in their correct order, or to place all the numbers in order after they have been jumbled.)

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Have the students ‘feel’ the shape of numbers by using self-hardening clay or a similar craft material to create models of the numerals.

Make the numbers 0 to 10 or beyond, or the amount to match the children in the class.

When dry, paint or varnish each model and glue a metal hanger securely to the back.

Hang in order in a row on a covered board using nails or hooks. If desired, the correct number of coloured ‘gems’ (plastic stones) can be glued to each number—none on zero, one on the number 1 etc.

Underneath the board, pin a number line which has hooks below each number. On each hook, hang a clear, numbered drawstring bag (made from cut vegetable bag or laundry bag netting). Select students to count and place the correct quantity of objects in each bag to correspond with the number.

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Sub-strand: Number and Place Value—N&PV – 1

LINKS TO OTHER CURRICULUM AREAS English • Read One hundred hungry ants by Elinor J Pinczes to students to find out how one ant helps to rearrange a very long line of one hundred ants to enable them to get to a picnic quickly.

• Read One watermelon seed by Celia Barker Lottridge. This counting book helps students count by 10s to 100.

• Read Centipede’s 100 shoes by Tong Ross, a story about a centipede who stubs his toe and decides to buy pairs of shoes to protect his feet. Students can practise counting by twos (pairs) as well as perform simple addition and subtraction problems.

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Information and Communication Technology

• Visit <http://www.learningplanet.com/stu/index.asp> to play ‘The counting game’ from the 1st–3rd grade section.

• This website <http://www.thedigitalscoop.com/the_digital_scoop/2010/03/skip-counting.html> provides links to the interactives ‘Splat squares and splat squares reveal’, based on the numbers in a hundreds grid.

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Health and Physical Education

History and Geography

• Allow the students to count using a simple abacus. Learn about how many South-East Asian peoples used an abacus for adding and subtracting. Find the continent of Asia on a map of the world. Visit <http://homeschoolmath.blogspot.com/2007/05/basic-abacus-asmanipulative.html> for some simple ways to use a basic abacus as a manipulative.

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• Hopscotch—Draw a hopscotch shape (or paint one permanently) in the playground for the students to use freely after you have demonstrated its correct use.

• When playing games outside, count by 2s, 5s and 10s instead of saying ‘1, 2, 3 Go!’ • Time physical activities by counting the seconds up to 60.

• When lining up to go into class, students form groups of 5 instead of 2s.

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• Learn to count to 10 in another language, such as Italian or Japanese.

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Languages

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• The students cover the outlines of numbers from one to 20 and beyond with tactile material to help them trace and feel the shapes of numbers.

• Ask the students to count as they glue pieces of coloured paper to cover a shape to make a collage or print.

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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RESOURCE SHEET An explanation of a traditional Korean counting game sam yew gew Sam yew gew is a traditional Korean counting game that can work well with any group of students, from very young children, those who speak English as a second language, to older students. It is a fun way to practise counting numbers in the correct order. The game is most commonly used for numbers one to 30.

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Time required to play game:

10–20 minutes

Materials required:

none

Organise the students so they are sitting or standing in a circle for this activity. The teacher selects one student to begin counting (usually at 1). When the counting reaches 3 (or a multiple of 3), the student who is due to say ‘3’ does not say the number. Instead, he/she must perform an action (such as clapping his/her hands) designated by the teacher. The next student in the circle then says the next number. A game should play out as follows: Student 1: ‘One’ Student 2: ‘Two’ Student 3: clap Student 4: ‘Four’ Student 5: ‘Five’ Student 6: clap Student 7: ‘Seven’

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© Australian Curriculum, Assessment and Reporting Authority 2012

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If a student makes a mistake, he/she is out of the game. The game ends when there are only two students left in the circle. The last two students could play rock-paper-scissors to decide the overall winner.

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For very young children, the concept of multiples of a number can be too complicated.

Often, this game simply requires the students counting to a given number, replacing the chosen number with an action or nonsense word such as ‘buzz’, and the next student starting the counting again from the beginning number (usually 1). As an example, in counting order the numbers would be: 1, 2, buzz, 1, 2, buzz … .

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CONTENT DESCRIPTION : Develop confidence with number sequences to and from 100 by ones from any starting point` Skip count by twos, fives and tens starting from zero

… and so on.

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Different numbers can be chosen as the ‘buzz’ number (or action) especially if the students are learning to write, read, count or focus on a particular number for the week. Increase the number of counting numbers as students become more familiar with them.

Using multiples of numbers other than twos, fives and tens will be more appropriate when students are more familiar with the position of numbers in a hundreds chart, and with number patterns and sequences.

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Skip counting by 2s chart

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CONTENT DESCRIPTION: Develop confidence with number sequences to and from 100 by ones from any starting point Skip count by twos, fives and tens starting from zero (Refer to page 7 for examples of use.)

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When the rabbit hops, she hops by 2s. Count by 2s with her.

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The frog hops to his lilypad by 5s. Count by 5s with him.

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CONTENT DESCRIPTION: Develop confidence with number sequences to and from 100 by ones from any starting point Skip count by twos, fives and tens starting from zero (Refer to page 7 for examples of use.)

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CONTENT DESCRIPTION: Develop confidence with number sequences to and from 100 by ones from any starting point Skip count by twos, fives and tens starting from zero (Refer to page 7 for examples of use.)

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Skip count by 10s to 120.

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The kangaroo hops by 10s. Count by 10s with her.

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CONTENT DESCRIPTION: Develop confidence with number sequences to and from 100 by ones from any starting point Skip count by twos, fives and tens starting from zero (Refer to page 7 for examples of use.)

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CONTENT DESCRIPTION: Develop confidence with number sequences to and from 100 by ones from any starting point Skip count by twos, fives and tens starting from zero INSTRUCTIONS: Students write the numbers as requested by the teacher.

RESOURCE SHEET © Australian Curriculum, Assessment and Reporting Authority 2012

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DATE:

Skip counting by twos, fives and tens.

Fill in the missing numbers.

I can count by 2s.

2

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© Australian Curriculum, Assessment and Reporting Authority 2012

NAME:

I can count by 10s.

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CONTENT DESCRIPTION: Develop confidence with number sequences to and from 100 by ones from any starting point Skip count by twos, fives and tens starting from zero

Assessment 1

Sub-strand: Number and Place Value—N&PV – 1

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10

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Which number comes next? Shade the bubble.

2, 4, 6, 8,

12 10

0

35, 40, 45, 55 50 30

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

8, 10, 12,

6

16 14

70, 80, 90, 100 60 95

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NAME:

DATE:

1. Write the missing numbers. (a) 0, 1, 2,

, 4, 5, 6, 7,

(b) 10, 9, 8, 7,

, 9, 10

, 5, 4,

, 2, 1,

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(c) 0, 1,

, 3, 4, 5,

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, 2, 3, ,

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(d) 10,

, 7, 8,

, 6, 7, 8, 9, 10

, 6, 5, 4, 3, 2, 1, 0

2. Write the numbers 0 to 10 in order. ,

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0, 1, 2, 3, 4, 5, 6,

5, 6, 7, 16

, 8, 9, 10

, 9, 10, 11, 12, 13

7

11

9

14

8

4

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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© Australian Curriculum, Assessment and Reporting Authority 2012

Sub-strand: Number and Place Value—N&PV – 1

ONTENT DESCRIPTION: Develop confidence with number sequences to and from 100 by ones from any starting point Skip count by twos, fives and tens starting from zero

Assessment 2

Checklist

Sub-strand: Number and Place Value—N&PV – 1

Develop confidence with number sequences to and from 100 by ones from any starting point Skip count by twos, fives and tens starting from zero (ACMNA012) Skip counts by tens from zero

Skip counts by fives from zero

Skip counts by twos from zero

Developing confidence with number sequences from 100 by ones from any starting point

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STUDENT NAME

Developing confidence with number sequences to 100 by ones from any starting point

© Australian Curriculum, Assessment and Reporting Authority 2012

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Sub-strand: Number and Place Value—N&PV – 2

Recognise, model, read, write and order numbers to at least 100 Locate these numbers on a number line (ACMNA013) © Australian Curriculum, Assessment and Reporting Authority 2012

RELATED TERMS

TEACHER INFORMATION

Recognise

What this means

• To identify by appearance or character

• There are various place value clues that help the students read, write and say numbers. The HTO (Hundreds–Tens–Ones) pattern needs to be made explicit.

Model

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• To create numbers in a variety of different ways using concrete materials Order

Number line

• A line divided into equal divisions marked with numbers, usually used to carry out operations

• The students need to be taught that ten 1s make one 10 and that ten 10s make one 100 and that 1s and 10s can be used to make numbers beyond 100.

• Numbers should be read and not spelled; for example, ‘974’ is read as ‘nine hundred and seventy-four’, not ‘nine, seven, four’.

• Trading games where craft sticks are bundled and placed on a place value mat will help emphasise the place value aspect of numbers.

• A number is made up of digits. The placement (rather than the column) where the digit is among the others makes a difference.

What to look for

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• Arrange according to size, amount or value

Teaching points

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Student vocabulary read write order number line

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• Students who spell numbers rather than read them.

• Students who can identify which digit is in a particular place (e.g. the tens place), but not how many tens are in a number. For example, in the number 97, the digit in the tens place is nine, whereas there are 9 tens in 97.

o c . che e r o t r s super Proficiency strand(s): Understanding Fluency Problem solving Reasoning

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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Sub-strand: Number and Place Value—N&PV – 2

HANDS-ON ACTIVITIES Number fans Make number fan cards for each student to use to create double-digit numbers. (Refer to page 26.)

Number hat Make a cardboard crown (big enough to fit each student in the class) and decorate it with coloured pompoms, metallic card, sequins etc. One student at the front of the class wears the hat. The teacher attaches a number from 0 to 10 to the front of it, keeping it hidden from the student wearing the hat. The rest of the class looks at the number and works out what they need to add to it to make 10. They show the answer on their fingers or a number fan. The hat wearer then knows what he or she must add to the number on the hat to make 10 so the hidden number can be solved. For example, if the number on the hat is 6, the class hold up four fingers. The hat wearer works out what is needed to add to 4 to make 10 and this is the number on the hat. You could extend this to practising number groups to 20, 50, 100 etc.

Peg a number

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Refer to page 27 for the resource for this activity. Use the template to create a large circle evenly divided into segments with a different number of dots from 1 to 10 in each. Photocopy or write the numbers onto thick card, cut them out and glue them to a clothes peg. Select students to clip a peg to match the number to the correct number of dots.

Number flip cards for book or display

Refer to page 28. Photocopy two copies of each number for the students onto card. Punch two holes in the top of each card to attach to a cardboard base the width of two cards. Make two piles of the numbers 0 to 9 in order with 0 on the top of each. Using a large-eyed needle, thread wool through each pile AND the base, then tie at the back. Use to create two-digit numbers. The cards could also be displayed on a slotted stand.

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Number match

Make cards using the resource sheets on pages 21, 24 and 25 and use to order numbers, or play ‘snap’ or concentration/ memory games using two copies of the sheets.

Roll and say or write

Dominoes

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Students each roll one dice. They then count the dots and say or write the number. This game can also be played with two dice for simple addition or subtraction activities.

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Use dominoes for number identification and matching activities.

Muffin pan counting

Write the numbers 1 to 12 on small circles of paper and place each in the base of each cup of a 12-cup muffin pan. Provide chocolate chips or sultanas, then ask the students to count the correct number of items to place in the bottom of each muffin cup.

Items can be eaten when checked.

1

7

2

8

4

3

9

10

5

11

6

12

Bundle groups of toothpicks or craft sticks with rubber bands (e.g. groups of 2s, 5s or 10s). Write 12 numbers (counting by 2s, 5s or 10s) on small pieces of paper and place in the bases of the muffin pan. Ask the students to match the bundles to the correct numbers.

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Sub-strand: Number and Place Value—N&PV – 2

LINKS TO OTHER CURRICULUM AREAS English • Read Ten little ladybugs by Melanie Gerth and have the students touch the 3-D ladybugs.

• Read Ten apples up on top by Theo LeSieg.

Information and Communication Technology • Visit <http://ictgames.com/caterpillar_slider.html> to play an online game to put numbers in order.

• Visit <http://www.abcya.com/numerical_order.htm> to practise putting numbers in order.

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Health and Physical Education

The Arts

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• Create large-scale versions of numbers up to 100, using large blocks or by writing with chalk on concrete. Then ask the students to walk, ‘dolly step’ or tiptoe on or around them.

• As individuals, in pairs or small groups, the students create single- and double-digit numbers to 100 using their bodies.

• Provide the students with playdough to make 3-D versions of numbers, or outlines in which they can glue ‘textural’ materials such as sand, cottonwool or pompoms. Once dry, they feel the shape of the number.

• The students write large-scale numbers using coloured paint and brushes.

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• Provide newspapers or coloured magazines for the students to identify and cut out specific numbers to glue on paper.

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• Sing number rhymes and songs such as ‘Ten in the bed’, ‘Five currant buns’, ‘Ten green bottles’, ‘Counting by 2s’ etc. Refer to <http://www.teachingyourchild.org.uk/number-songs.htm#Counting_in_Two-s> for some suggestions.

20

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Numbers 1–10

0 3 6 9

1 2 4 5 7 8 10

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RESOURCE SHEET

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CONTENT DESCRIPTION: Recognise, model, read, write and order numbers to at least 100 – Locate these numbers on a number line Refer to page 19 for examples of use.

Sub-strand: Number and Place Value—N&PV – 2

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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Number lines – 1: 0 to 30 and 0 to 10

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CONTENT DESCRIPTION: Recognise, model, read, write and order numbers to at least 100 – Locate these numbers on a number line

0 1 2 3m 4 5 6 7 8 9 10

Number line: 0–10

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0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

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Number line: 0–30

Sub-strand: Number and Place Value—N&PV – 2

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Number lines – 2: 0 to 50 and 50 to 100

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Number line: 0–50

© Australian Curriculum, Assessment and Reporting Authority 2012

RESOURCE SHEET

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CONTENT DESCRIPTION: Recognise, model, read, write and order numbers to at least 100 – Locate these numbers on a number line

Sub-strand: Number and Place Value—N&PV – 2

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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Numbers 1–10

1

6 or eB st r

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2

two

six

7

seven

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one

3

8

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four

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5

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five 24

9

ten

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CONTENT DESCRIPTION: Recognise, model, read, write and order numbers to at least 100 – Locate these numbers on a number line Refer to page 19 for examples of use.

Sub-strand: Number and Place Value—N&PV – 2

Numbers 11–20

11

eleven

16 or eB st r

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12

twelve

sixteen o

ok

17

seventeen

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thirteen

14

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fourteen

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fifteen

18

eighteen

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RESOURCE SHEET

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CONTENT DESCRIPTION: Recognise, model, read, write and order numbers to at least 100 – Locate these numbers on a number line Refer to page 19 for examples of use.

Sub-strand: Number and Place Value—N&PV – 2

o c . che e r o t r s supe r nineteen

19 20

twenty

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Number fan

2 4 or eB st r

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3

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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© Australian Curriculum, Assessment and Reporting Authority 2012

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CONTENT DESCRIPTION: Recognise, model, read, write and order numbers to at least 100 – Locate these numbers on a number line Refer to page 19 for examples of use.

Sub-strand: Number and Place Value—N&PV – 2

Peg a number

1

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RESOURCE SHEET

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CONTENT DESCRIPTION: Recognise, model, read, write and order numbers to at least 100 – Locate these numbers on a number line Refer to page 19 for examples of use.

Sub-strand: Number and Place Value—N&PV – 2

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2

3

4

5

7

8

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Number flip cards for a book or display

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0 1 2 3 r o e t s Bo r e p ok u S

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base

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ones

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RESOURCE SHEET

CONTENT DESCRIPTION: Recognise, model, read, write and order numbers to at least 100 – Locate these numbers on a number line Refer to page 19 for instructions for use.

Sub-strand: Number and Place Value—N&PV – 2

DATE:

1. Draw.

r o e t s Bo 5 flowers r e 3 trees p ok u S

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2 butterflies

8 circles

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10 lines

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© Australian Curriculum, Assessment and Reporting Authority 2012

NAME:

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CONTENT DESCRIPTION: Recognise, model, read, write and order numbers to at least 100 – Locate these numbers on a number line.

Assessment 1

Sub-strand: Number and Place Value—N&PV – 2

1 car

2. Count the pictures and write the number.

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NAME:

DATE:

1. Circle each number on the number line. (a) 3

0

1

2

10

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1

9

10

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

2

3

4

5

6

7

8

9

10

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5

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(d) 0

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(d) 9

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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© Australian Curriculum, Assessment and Reporting Authority 2012

Sub-strand: Number and Place Value—N&PV – 2

CONTENT DESCRIPTION: Recognise, model, read, write and order numbers to at least 100 – Locate these numbers on a number line

Assessment 2

Checklist

Sub-strand: Number and Place Value—N&PV – 2

Recognise, model, read, write and order numbers to at least 100 Locate these numbers on a number line (ACMNA013) Locates numbers to 100 on a number line and beyond

Orders numbers to at least 100

Writes numbers to at least 100

Models numbers to at least 100

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STUDENT NAME

Recognises numbers to at least 100

© Australian Curriculum, Assessment and Reporting Authority 2012

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Sub-strand: Number and Place Value—N&PV – 3

Count collections to 100 by partitioning numbers using place value (ACMNA014) © Australian Curriculum, Assessment and Reporting Authority 2012

RELATED TERMS

TEACHER INFORMATION

Partitioning

What this means

• One of the most important skills in mathematics is to be able to manipulate numbers into convenient parts; e.g. 35 = 30 + 5

• Students count collections to 100 by grouping 10 ones to make 100 and 10 tens to make 100.

• ‘Partitioning’ simply means to split a number. There are two types of partitioning.

• Standard partitioning means that the number is split along place value lines; for example, splitting 117 into 100 + 10 + 7.

• Non-standard partitioning means splitting the number such as 117 into 60 + 50 + 7.

Place value

Teac he r

• The value of the position of the digit in the number, such as units, tens, hundreds etc. For example, in 352, the 5 is in the tens place Group (verb)

• To place in a group with other (objects), often with a common element

Teaching points

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• Students often lose track when counting large collections.

• Students can be taught to bundle ten 1s to make one 10, and ten 10s to make 100. Using a place value mat, craft sticks and elastic bands will make this task easier.

What to look for

• Students who use inefficient counting strategies, such as counting in ones.

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Student vocabulary count collection group

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o c . che e r o t r s super Proficiency strand(s): Understanding Fluency Problem solving Reasoning

grouping tens ones units one-digit number two-digit number split

32

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Sub-strand: Number and Place Value—N&PV – 3

HANDS-ON ACTIVITIES ‘Hold Teddy’s Umbrella’ Place a small teddy bear holding a cocktail umbrella in clear view and use it to reinforce place value. The mnemonic ‘Hold Teddy’s Umbrella’ reinforces the correct order the numerals are written in a three-digit number from left to right: hundreds (hold), tens (teddy’s), units (umbrella).

Double-digit racing cars Duplicate the number strips and cars on page 35 onto thick card. Cut out the windows along the dotted lines and slide the strips through to show double-digit numbers.

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Clap to show place value

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The teacher writes a two-digit number on the board and selects two students. Between them, they decide who will clap the tens number and the units/ones number. They line up in the correct place value order and clap their number (e.g. three claps if 3). If the ones/units number is a zero, the student folds his/her arms. The ‘tens’ student then says the whole number correctly. They can then swap places and repeat the action so that both children have the opportunity to physically stand in the tens and units positions.

Place value game

This game can be played with the whole class. Write the numbers 0–9 on blank playing cards or cardboard. Each pair of students folds a sheet of paper into two columns and four rows. The teacher shuffles the cards, turns the top card and calls out the number. The students must choose which box in the first row to write this number in. The cards are turned again and a second number is called so that a double-digit number is written. The students then display or say their number. As a class, discuss who has the biggest numbers and why.

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LINKS TO OTHER CURRICULUM AREAS

English

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The ‘Dino numbers’ and ‘Take a number trip’ games from Lower primary maths games by Richard Korbosky (published by R.I.C. Publications) exposes the students to numbers in place value form in a game format. Also available in interactive form.

• Read the story Sir Cumference and all the king’s tens by Cindy Newschwander. Sir Cumference and his wife, Lady Di, are planning a surprise birthday party for King Arthur. They need to work out how to make the event run smoothly by having an even number of guests. To find the total number of guests they must group them into tens, hundreds and thousands.

• Read the story One is a snail, ten is a crab by A Sayre and J Sayre, a book about counting to 100 using the feet of snails, people, crabs, dogs, insects, spiders etc. in various combinations.

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Information and Communication Technology

Visit <http://www.abc.net.au/countusin/default.htm> to play a variety of free online games relating to number concepts.

Health and Physical Education Count collections of students to form teams to play games.

The Arts String collections of popcorn, cereal or sweets using large-eyed needles to make necklaces, then count the number in the collections.

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RESOURCE SHEET Place value chart

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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CONTENT DESCRIPTION: Count collections to 100 by partitioning numbers using place value INSTRUCTIONS: Use chart to write two-digit numbers to 100 by splitting numbers into tens and ones.

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hundreds

© Australian Curriculum, Assessment and Reporting Authority 2012

Sub-strand: Number and Place Value—N&PV – 3

RESOURCE SHEET Make two-digit racing car numbers

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CONTENT DESCRIPTION: Count collections to 100 by partitioning numbers using place value Refer to page 33 for instructions for use.

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Teac he r

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Sub-strand: Number and Place Value—N&PV – 3

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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RESOURCE SHEET

CONTENT DESCRIPTION: Count collections to 100 by partitioning numbers using place value INSTRUCTIONS: Photocopy onto card, cut out and laminate. Use to show amounts from groups of tens and ones.

Sub-strand: Number and Place Value—N&PV – 3

NAME:

DATE:

1. Circle groups of boxes to show the answers: (a) 3 + 2 = 5

r o e t s Bo r e p ok (b) 4 + 5 = 9 u S

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© Australian Curriculum, Assessment and Reporting Authority 2012

Assessment 1

Sub-strand: Number and Place Value—N&PV – 3

(c) 2 + 2 + 2 + 2 = 8

2. Circle the groups of ten.

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CONTENT DESCRIPTION: Count collections to 100 by partitioning numbers using place value

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(c) 80

(d) 30

3. Which of these makes 54? Shade the bubble.

5 ones and 4 tens

5 tens and 4 ones

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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Sub-strand: Number and Place Value—N&PV – 3

NAME:

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1. Count and write the number.

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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CONTENT DESCRIPTION: Count collections to 100 by partitioning numbers using place value

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Checklist

Sub-strand: Number and Place Value—N&PV – 3

Count collections to 100 by partitioning numbers using place value (ACMNA014)

Splits numbers to 120 using non-standard partitioning

Splits numbers to 120 using standard partitioning

Locates numbers to 120 on a number line

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Recognises numbers to 120

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Sub-strand: Number and Place Value—N&PV – 4

Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) © Australian Curriculum, Assessment and Reporting Authority 2012

RELATED TERMS

TEACHER INFORMATION

Addition

What this means

• Putting two or more numbers or collections together to make a new total

• Students can model with materials simple addition and subtraction problems.

• Students can use the mental strategy of counting on by 1, 2, or 3 from the larger number to solve addition problems.

• Students can work out the answer to simple related subtraction problems; for example: 6 + 2 = 8, therefore 8 – 2 = 6.

• Students should be exposed to part–part–whole thinking.

Subtraction

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• To take one number away from another, or one group from another

• To manipulate numbers into convenient parts e.g. 35 = 30 + 5

7 (whole)

4 (part)

• Later, in Year 2, students will be exposed to ‘missing part’ problems.

Counting on

• Counting a collection, or reciting a sequence of number words, from a point beyond the beginning of the sequence • This technique is used when finding the total of two collections. Rather than counting both collections, it is better to count on from the larger of the two collections

3 (part)

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Partitioning

7 (whole) 4 (part)

? (part) 7 (whole)

? (part)

3 (part)

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• To place in a new order (e.g. to add 98 and 35, partition 35 into 2 and 33; 98 + 35 = 98 + 2 + 33 = 100 + 33 = 133)

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• When solving simple addition problems, discourage counting by ones from zero. Instead encourage the students to start from the larger number and count on to the next number. For example, when adding 3 + 6, discourage children from counting 1, 2, 3, 4, 5, 6, 7, 8, 9. Also, discourage counting from the smaller number: 3+ 4, 5, 6, 7, 8, 9. Rather, encourage counting from 6+ 7, 8, 9.

• Model simple addition and subtraction problems by using materials. Link to appropriate number sentences.

• Students should be exposed to a variety of language (words and phrases) that implies addition and subtraction; for example, the phrase ‘take away’ only supports one form of subtraction.

o c . che e r o t r s super What to look for

• Student answers that are one more or one less than the correct answer. This indicates that they are losing track of the count and implies they are using inefficient count strategies.

• Students who do not understand that adding 3 and 6 is the same as adding 6 and 3 (the commutative property of addition).

• Students who cannot identify the larger of two numbers.

subtraction problem counting on partitioning rearranging parts

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Proficiency strand(s): Understanding Fluency Problem solving Reasoning

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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Sub-strand: Number and Place Value—N&PV – 4

HANDS-ON ACTIVITIES Giant cards and dice and counting on Make large cards for the numbers from 1 to 12, and a large dice with dots to represent the numbers 1 to 6, using sturdy card. Place the cards in a row on the floor in order. One student rolls the dice twice and selects the cards for those numbers. The student chooses the larger number card and counts on from that number to give the addition total. The student must state the two individual numbers and the total.

The shell game

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Board games/Monthly calendars/Dot-to-dot

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Collect the materials (two bowls or large shells; small manipulative materials such as blocks, pebbles, beans etc.). Select one student to count out a specific number of objects (for example, 5). The teacher then places a certain number (such as 2) under the first bowl/shell, and asks the students how many objects need to go under the second bowl/shell to add to 5. The number of objects is visible, so the students can automatically see the 3 items required and can answer. Give them the associated number sentence (5 – 2 = 5). After practising, the students will soon be able to give the answer without looking at the objects first. Their answer can be confirmed when the second bowl is lifted. This game can be played in small groups or with a partner.

Provide simple board games for the students to use to practise counting on. Refer to the resource sheet on page 42. As a class, complete a monthly calendar and count ahead to coming school or class events, weekends or holidays. Refer to the resource sheet on page 43. Complete dot-to-dot worksheets where the students can count on to the next number in the sequence. Vary these so that some are counting by 1s, 2s, 5s and others by 10s. Refer to resource sheets on pages 44 to 48.

English

LINKS TO OTHER CURRICULUM AREAS

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The students listen to, and make up, simple addition and subtraction problem stories such as ‘There are three red pencils in the tin and Jake puts in four green ones. How many pencils are there altogether?’ If possible, the children should use familiar names and objects. They should draw pictures to illustrate the story before adding numbers and symbols.

Information and Communication Technology

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• Visit <http://edumafy.blogspot.com/2010_10_01_archive.html> to play ‘Dinosaur place value’, and a game for slightly older children, ‘Partitioning numbers’.

• Visit <http://www.education.com/activity/article/math-bugs/> for instructions to make ‘add and subtract maths bugs’.

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• Tenpin bowling subtraction. Use homemade or commercial tenpin bowling sets to count before and after a bowl; for example, 10 pins are standing, then 5 are knocked down. Count how many are left: 10 – 5 = 5 (Plastic drink bottles could be filled with coloured water for use as bowling pins. They are cheap and easy to find and make.)

• Create a simple chart for use for addition or subtraction. Use sultanas or pieces of healthy raw fruit as objects to show amounts. The students use the top row to do addition and the bottom to do subtraction. As they do the ‘take off ’ part (subtraction) on the bottom, they eat the food.

Add. Put on. Put on more.

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The Arts String patterns of coloured confectionery or round cereal onto string by adding set groups to reach a specific total; for example: 3 blue, 4 red, 1 green. Count and add to get the total.

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Blank board game format to practise counting on

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© Australian Curriculum, Assessment and Reporting Authority 2012

RESOURCE SHEET

CONTENT DESCRIPTION: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts INSTRUCTIONS: Use to play simple board games with dice to count on from and do addition for numbers from 1 to 36.

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CONTENT DESCRIPTION: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning © Australian Curriculum, Assessment and Reporting Authority 2012 and rearranging parts INSTRUCTIONS: Fill in the numbers for the days of a given month, then count on to reach a specific class activity to be held on a specific day.

Sub-strand: Number and Place Value—N&PV – 4

RESOURCE SHEET

Blank calendar format to practise counting on

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RESOURCE SHEET

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R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts

5

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Sub-strand: Number and Place Value—N&PV – 4

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RESOURCE SHEET Dot-to-dot (counting on 1 to 50)

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CONTENT DESCRIPTION: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts

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RESOURCE SHEET Dot-to-dot (counting on by 2s)

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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© Australian Curriculum, Assessment and Reporting Authority 2012

RESOURCE SHEET

CONTENT DESCRIPTION: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts

Sub-strand: Number and Place Value—N&PV – 4

NAME:

DATE:

1. Count on to find the answers. (a) 5 + 3 =

… 5, 6, 7, 8, 9, 10, 11 …

(b) 2 + 1 =

… 2, 3, 4, 5, 6, 7, 8, 9 …

t s …o 8, r 9, e 10, 11, 13, 14 …

B12, r e o p ok u (d) 2 + 5 =S … 2, 3, 4, 5, 6, 7, 8, 9, 10 … (c) 8 + 4 =

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Assessment 1

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2. Circle or cross out the dots to show the answers to the addition and subtraction problems.

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(a) 4 – 3 =

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Checklist

Sub-strand: Number and Place Value—N&PV – 4

Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Rearranges parts to solve simple subtraction problems

Rearranges parts to solve simple addition problems

Partitions numbers to solve simple subtraction problems

Partitions numbers to solve simple addition problems

Counts on to solve subtraction problems

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Counts on to solve simple addition problems

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Answers

Sub-strand: Number and Place Value

Page 38 Assessment 2

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1. (a) 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (b) 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 (c) 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (d) 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 (e) 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (f ) 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 2. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 3. 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 4. 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 5, 6, 7, 8, 9, 10, 11, 12,13

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Page 37 Assessment 1 1.–2. Teacher check 3. 5 tens and 4 ones should be shaded

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Sub-strand: Fractions and Decimals—F&D – 1

Recognise and describe one-half as one of two equal parts of a whole (ACMNA016) © Australian Curriculum, Assessment and Reporting Authority 2012

RELATED TERMS

TEACHER INFORMATION

Fraction

What this means

• Fractions are numbers expressed as the ratio of two numbers, and are used primarily to express a comparison between parts and a whole

• Students need to understand that to describe something as being one half, the two parts must be equal and they must relate to the same whole.

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Decimal

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• Explain that simply cutting something into two pieces does not mean that the two pieces are halves. Demonstrate by cutting a sheet of A4 paper into two pieces, where it is obvious that one piece is larger than the other.

• Explain that you can have two halves of a whole but they can be of different size depending on the size of the original whole. Cut an A4 sheet of paper in half and then cut an A3 sheet of paper in half.

Compare the two halves.

Watch for

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• A decimal is a numeral in the decimal number system • The decimal number system is the base 10, place-value system most commonly used for representing real numbers. In this system, positive numbers are expressed as sequences of Arabic numerals 0 to 10, in which each successive digit to the left or right of the decimal point indicates a multiple of successive powers (respectively positive or negative) of 10

• Students who think that cutting something in two means that you have created halves.

• Students who can work out half of a set of objects but not half of a continuous object (like a streamer of a sheet of paper).

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Student vocabulary equal portion(s) whole one half

Proficiency strand(s): Understanding Fluency Problem solving Reasoning

part(s) piece(s) symmetrical

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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Sub-strand: Fractions and Decimals—F&D – 1

HANDS-ON ACTIVITIES • Cut apples, pears, oranges or cupcakes, into halves to enjoy sharing.

• Create simple jigsaw puzzles from halves of simple (symmetrical) shapes for the students to make into ‘wholes’.

Alternatively, ask the students to cut large coloured pictures of interest from coloured magazines, glue onto cardboard, fold and cut into halves to make their own simple jigsaw puzzles. Refer to pages 54 and 55.

• Share a chocolate bar or a collection of small sweets with a friend so that both receive the same amount. Alternatively, share a quantity of treenuts, stones or dry leaves collected from the playground. Share equal quantities of pictures of objects. Refer to pages 56 and 57.

• Have the students share evenly a group of cards for a game with a friend.

• Match halves of a pair of gloves, shoes or socks to make a whole set.

• Fold a pair of tracksuit pants, jeans, T-shirt or jumper in half to tidy dress-up clothes.

r o e t s Bo r e p ok u S LINKS TO OTHER CURRICULUM AREAS

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• Read the Mexican folktale Half-Chicken by Alma Flor Ada about Half-Chicken, who was born with one eye, one leg and one wing and became the first weather vane.

• Read Marie Clare likes to share: A Math Reader by Joy N Hulme. It is about a little girl who likes to share her snacks.

Information and Communication Technology

• Visit <http://www.abc.net.au/countusin/default.htm> to play a variety of free online games relating to number concepts.

• Visit <http://www.carolgoodrow.com/games/jogtemposprint.htm> to find a game called ‘Jog, tempo, sprint!’ You can adapt it to an easier version by using just halves. Play it outside for physical education.

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Health and Physical Education

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The Arts

• Practise folding skills by folding and cutting basic coloured shapes into halves. Glue these onto sheets of paper to make a book with an unfolded and cut ‘whole’ shape on one side labelled ‘whole’ and cut halves labelled ‘half’ on the other.

• The students can create shape animal pictures using cut halves of basic shapes. Relate to Ed Emberley’s Picture pie: A circle drawing book.

• Ask the students to draw the missing half of a picture.

• Print patterns on art paper using the cut halves of different fruits and vegetables.

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RESOURCE SHEET

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Halves of 2-D shapes – 1

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CONTENT DESCRIPTION: Recognise and describe one half as one of two equal parts of a whole

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RESOURCE SHEET

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Collections to share equally – 1

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CONTENT DESCRIPTION: Recognise and describe one half as one of two equal parts of a whole

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CONTENT DESCRIPTION: Recognise and describe one half as one of two equal parts of a whole INSTRUCTIONS: Reproduce on card as many copies of each object as required to make collections of objects for the students to split into equal groups.

Sub-strand: Fractions and Decimals—F&D – 1

RESOURCE SHEET

Collections to share equally – 2

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Sub-strand: Fractions and Decimals—F&D – 1

NAME:

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Sharing collections equally to make halves

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Circle half to make equal groups.

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Assessment 1

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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CONTENT DESCRIPTION: Shares a collection of readily available materials into two equal portions

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Equal parts of shapes 1. Colour half of each shape.

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2. Draw a line to split each shape into two equal parts.

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NAME:

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CONTENT DESCRIPTION: Splits an object into two equal pieces and describes how the pieces are equal

Assessment 2

Sub-strand: Fractions and Decimals—F&D – 1

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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59

Checklist

Sub-strand: Fractions and Decimals—F&D – 1

Recognise and describe one half as one of two equal parts of a whole (ACMNA016)

Describes how the pieces are equal

Splits an object into two equal pieces

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STUDENT NAME

Shares a selection of readily available materials into two equal portions

© Australian Curriculum, Assessment and Reporting Authority 2012

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

Answers

Sub-strand: Fractions and Decimals

F&D – 1 Page 58 Assessment 1

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Teacher check OR

Page 59 Assessment 2 Teacher check OR

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1.

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications®

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Sub-strand: Money and Financial Mathematics—M&FM – 1

Recognise, describe and order Australian coins according to their value (ACMNA017) © Australian Curriculum, Assessment and Reporting Authority 2012

RELATED TERMS

TEACHER INFORMATION

Order

What this means

• To arrange methodically or in a suitable manner

• Students can recognise coins and know which coins are worth more or less than others.

Value

r o e t s Bo r e p ok u S Teaching points

• Students need to be taught to sort coins according to different criteria: – size—small to large – shape—circular or not circular: a the fifty cent coin is a dodecagon – colour—silver or gold • Students need to be taught that the size of the coin is not necessarily linked to the value of the coin; for example, the $2 coin is smaller than $1, 50c and 20c coin.

• Later, the students can be taught to look more closely at the coins and identify features such as the animals featured on the coin, the date, the monarch’s head.

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• The property of a thing because of which it is esteemed, desirable, or useful, or the degree of this property possesses; is worth, merits, or has importance

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• Students who believe that the 50c coin is worth more than the others because it is larger.

• Students who cannot distinguish foreign coins from Australian coins.

o c . che e r o t r s super Proficiency strand(s): Understanding Fluency Problem solving Reasoning

coins same different size features

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

Sub-strand: Money and Financial Mathematics—M&FM – 1

HANDS-ON ACTIVITIES • Provide cardboard or plastic Australian coins for the students to use freely in the play corner (especially in a class shop). Include ‘made-up’ EFTPOS cards or credit cards too as students will most likely have seen adults using them.

• Trace around and correctly colour coins to be cut out for use in free time.

• Award ‘play’ coins as rewards each week to spend on ‘goodies’ such as pencils, erasers, stickers etc. at the end of the week or month at the class treat shop.

• Use a collection of plastic or cardboard coins for counting by 5s, 10s, 20s and 100s.

• The students cut out and glue or place coins on a moneybox shape to fill it with money.

Count them as they are placed on. Alternatively, they throw a group of real coins onto the shape and keep those that land ‘heads-up’.

r o e t s Bo r e p ok u S LINKS TO OTHER CURRICULUM AREAS

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English

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• The students browse toys, games, books, clothes etc. in colour catalogues, then cut out those they would like to buy (and collect the money required to buy them). As an oral activity, encourage the students to state the items’ names, what they cost and why they would like to buy them.

• Read The Berenstain Bear’s trouble with money by Stan Berenstain, which teaches students that money to buy things must be earned.

• Read Bunny Money (Max and Ruby) by Rosemary Wells, about two rabbits shopping for a birthday present for their grandmother.

Information and Communication Technology

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• The Commonwealth Bank has games and activities which teach students about financial mathematics at <https://coinland.com.au/>. Students must register and have parental permission to enter.

• Visit <http://www.rosettaprimary.tased.edu.au/mathsobjects/#manip> for virtual manipulative activities which can be individualised for students. Adapt only the easiest as many of these activities deal with concepts beyond those necessary for this level.

• Visit <http://www.homeschoolmath.net/online/money.php> to find printable pictures of coins, worksheets or charts about money. Be sure to select the Australian money option and appropriate levels.

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Science

• Read interesting facts about, and view pictures of, all the animals featured on the Australian coins.

Health and Physical Education

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• As a display, have the students price and attach labels to a group of healthy foods, such as types of fruit.

The Arts

• The students use the correct coin colours to rub over a coin placed underneath a sheet of paper to create a series of coin pattern rubbings or pictures (such as of a long caterpillar, flower head etc.)

DOLLAR

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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RESOURCE SHEET

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5c, 10c, 20c, 50c, $1 and $2 coins

© Australian Curriculum, Assessment and Reporting Authority 2012

Sub-strand: Money and Financial Mathematics—M&FM – 1

DOLLAR

64

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION : Recognise, describe and order Australian coins according to their value

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RESOURCE SHEET Coins from Asian countries

20 0 IN 0 O N D

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Coins from Indonesia

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Sub-strand: Money and Financial Mathematics—M&FM – 1

Coins from Singapore

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RESOURCE SHEET Coin numbers, words and symbols match-up

5 cents five cents r o e t s Bo r e p ok u S 10c 10 cents ten cents

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2 dollars

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

two dollars R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION : Recognise, describe and order Australian coins according to their value

twenty 20c © R. 20 cents I .

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RESOURCE SHEET Coin front, back and animal match-up

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CONTENT DESCRIPTION : Recognise, describe and order Australian coins according to their value

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RESOURCE SHEET Coin book – 1

My coin book – 1 Colour and cut out the pages to make a coin book.

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I have a picture of Queen Elizabeth II on the back.

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I am a 5 cent coin.

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I have a picture of Queen Elizabeth II on the back.

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Recognise, describe and order Australian coins according to their value

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

I am a 10 cent coin.

RESOURCE SHEET Coin book – 2

My coin book – 2 Colour and cut out the pages to make a coin book.

r o e t s Bo r e p ok I have an emu and a kangaroo u S on the front.

I am a 50 cent coin.

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Sub-strand: Money and Financial Mathematics—M&FM – 1

I have a picture of Queen Elizabeth II on the back.

I am a $1 coin. © R. I .

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I have a picture of Queen Elizabeth II on the back.

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DOLLAR

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CONTENT DESCRIPTION: Recognise, describe and order Australian coins according to their value

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I have a picture of Queen Elizabeth II on the back.

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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RESOURCE SHEET

What coin am I? Make up some ‘What coin am I?’ puzzles of your own.

I am not this shape.

I am gold

r o e t s Bo . r e p ok u S I am not .

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silver

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION : Recognise, describe and order Australian coins according to their value

I am the cent coin.

•f orr evi ew p ur posesonl y•

NAME:

DATE:

Coin mix-up Sometimes coins from other countries get mixed with Australian coins.

Tick the Australian coins.

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CONTENT DESCRIPTION : Recognise, describe and order Australian coins according to their value

K

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20 0 IN 0 O N D

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© Australian Curriculum, Assessment and Reporting Authority 2012

Assessment 1

Sub-strand: Money and Financial Mathematics—M&FM – 1

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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Sub-strand: Money and Financial Mathematics—M&FM – 1

NAME:

DATE:

How much is it worth?

1. Colour the largest coin.

r o e t s Bo r e p ok u 2. Colour the smallest S coin.

DOLLAR

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© Australian Curriculum, Assessment and Reporting Authority 2012

Assessment 2

3. Colour the coin worth the most (the one you can buy the most © R. I .

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DOLLAR

4. Colour the coin worth the least (the one you can buy the least with).

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5. Number the coins from 1 to 6 to show the coins worth the most to the least.

DOLLAR

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Recognise, describe and order Australian coins according to their value

•f orr evi ew pur posesonl y•

NAME:

DATE:

What coin am I? Use the clues to work out which coin it is.

I am not this shape.

I am round. silver ✓

r o e t s Bo r I am silver. e p o u k I am not gold.

S gold ✘

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Assessment 3

Sub-strand: Money and Financial Mathematics—M&FM – 1

✓

me. © R. I .

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I am round.

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CONTENT DESCRIPTION: Recognise, describe and order Australian coins according to their value

I have a picture of a

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silver ✓

✓ I have a picture of a I am the

on me. cent coin.

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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73

Checklist

Sub-strand: Money and Financial Mathematics—M&FM – 1

Recognise, describe and order Australian coins according to their value (ACMNA017)

Shows that coins are different in other countries by comparing Asian coins to Australian coins

Describes the features of coins that make it possible to identify them

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STUDENT NAME

Understands that the value of Australian coins is not related to their size

© Australian Curriculum, Assessment and Reporting Authority 2012

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

Answers

Sub-strand: Money and Financial Mathematics

M&FM – 1 Page 71 Assessment 1 Teacher check Page 72 Assessment 2 1.

2.

3.

4.

5.

50c coin $2 coin $2 coin 5c coin The coins should be numbered $2—1, $1—2, 50c—3, 20c—4, 10c—5, 5c—6

Page 73 Assessment 3

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5c coin, 10c coin

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75

Sub-strand: Patterns and Algebra—P&A – 1

Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018) © Australian Curriculum, Assessment and Reporting Authority 2012

RELATED TERMS

TEACHER INFORMATION

Number

What this means

• Numbers describe quantities or values and are represented by symbols called numerals

• Students can identify simple number patterns, such as odd numbers and even numbers.

• Students can identify the pattern in reading numbers beyond the teens; for example: thirty – three tens; fifty – five tens.

• Students can identify patterns with objects.

• Students can copy a pattern.

• Students can continue a pattern.

Pattern

r o e t s Bo r e p ok u S

Skip counting

• Saying number sequences in regular increments (e.g. 3, 6, 9, 12, 15) Digit

• A symbol used to show a number.

One-digit numbers are those from 1 to 9; two-digit numbers are those from 10 to 99; three-digit numbers are those from 100 to 999, and so on

Teaching points • • • • •

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• A design that repeats or a sequence that recurs as mathematical objects, shapes or numbers. Objects are usually arranged according to a rule

Count by twos from 1. What pattern is formed? (odd numbers) Count by two from zero. What pattern is formed? (even numbers) Compare odd and even numbers.

Count by fives and then count by tens. What do you notice?

Focus on specific aspects of numbers when counting. For example, what do you notice about numbers in the tens (other than teen numbers)?

• Any noticeable patterns can be highlighted by colouring in a 120 number grid.

© R. I .

C.Publ i cat i ons What to look for •f orr evi ew pur posesonl y•

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Student vocabulary number pattern skip count object

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• Students who cannot copy a pattern.

• Students who cannot continue a pattern.

• Students who experience difficulty hearing the number words.

o c . che e r o t r s super Proficiency strand(s): Understanding Fluency Problem solving Reasoning

sequence predict/guess digit copy continue

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

Sub-strand: Patterns and Algebra—P&A – 1

HANDS-ON ACTIVITIES • Have the students string coloured beads or macaroni in patterns on thread to make necklaces.

• Ask the students to place coloured shapes in patterns to create a sequence. Alternatively, they can link interconnecting blocks in a pattern.

• Use ten-frame outlines to enable the students to see one-to-one correspondence, patterns of odd and even numbers, adding 1 to a number, halves of numbers and how each number relates to 10. Refer to page 78 for a blank ten-frame sheet. Pages 79 and 80 show different ways students can complete a ten-frame.

• Use skip counting along a number line as a reference to see the next number in a pattern when skip counting by 2s, 5s and 10s.

• The students can use stick-on dots or use counters to create and explore patterns of square numbers; for example:

1,

2,

4,

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16.

They can make, then count to find out, the number. At this level, it is not necessary to understand square numbers but to understand the patterns numbers make.

LINKS TO OTHER CURRICULUM AREAS

English

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• Explore and identify patterns in nature such as those on leaves, branches, bark and flowers.

• Make up examples of oral number story patterns for the students to work out the pattern or rule, then have them make up some of their own; for example: ‘There were four oranges on the tree. The next day, there were four. The following day, there were four more. The day after that there were four more’. What is happening to the numbers? Repeat with subtraction number story patterns.

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Information and Communication Technology

• Visit <http://loving2learn.com/SuperSubjects/MightyMath/PatternsandAlgebra/Patterns.aspx> to play simple interactive pattern games.

Health and Physical Education

The Arts

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• Draw a large number line in chalk on the footpath, and have the children step, jump or hop by 1s, 2s or 3s to get from the beginning of the line to the end.

• Have the students make up and perform patterns of movements such as two skips, three hops, two skips, three hops etc. Ideally give directions for students to follow before asking them to make some of their own. Assign a number to a task—for example: 1 = step, 2 = jump, 3 = hop—to link patterns of movement to patterns of numbers: 1, 2, 3, 1, 2, 3 …

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• The students use shapes cut from sponges or potatoes and paint to print patterns to create wrapping paper.

• Ask the students to create recurring shape patterns by having them fanfold a sheet of paper, tracing a shape and cutting it out, leaving the folded edges joined.

• Use the 1–120 grid on page 13 and various colours to create colour patterns of number sequences.

For example, colour all the numbers ending in ‘1’ green, the numbers ending in ‘2’ red, the numbers ending in ‘3’ blue, the numbers ending in ‘4’ red.

Coloured counters could also be placed on top of each number to create a colour pattern. Use skip counting to find all the numbers.

• Ask the students to identify (and repeat by clapping) the musical pattern (or beat) in a familiar song. Typical musical patterns can include: / / or / / (a waltz beat), or / / or / /.

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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Ten frame blanks

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

© Australian Curriculum, Assessment and Reporting Authority 2012

RESOURCE SHEET

CONTENT DESCRIPTION: Investigate and describe number patterns formed by skip counting and patterns with objects

Sub-strand: Patterns and Algebra—P&A – 1

Ten-frames – A

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RESOURCE SHEET

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Sub-strand: Patterns and Algebra—P&A – 1

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Ten-frames – B

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

© Australian Curriculum, Assessment and Reporting Authority 2012

RESOURCE SHEET

CONTENT DESCRIPTION: Investigate and describe number patterns formed by skip counting and patterns with objects

Sub-strand: Patterns and Algebra—P&A – 1

Ten-frame spinner

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© Australian Curriculum, Assessment and Reporting Authority 2012

RESOURCE SHEET

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CONTENT DESCRIPTION: Investigate and describe number patterns formed by skip counting and patterns with objects

Sub-strand: Patterns and Algebra—P&A – 1

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RESOURCE SHEET

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CONTENT DESCRIPTION: Investigate and describe number patterns formed by skip counting and patterns with objects

27

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Number patterns

© Australian Curriculum, Assessment and Reporting Authority 2012

Sub-strand: Patterns and Algebra—P&A – 1

Shape patterns

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RESOURCE SHEET

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CONTENT DESCRIPTION: Investigate and describe number patterns formed by skip counting and patterns with objects

Sub-strand: Patterns and Algebra—P&A – 1

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84 Patterns with objects

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

CONTENT DESCRIPTION: Investigate and describe number patterns formed by skip counting and patterns with objects INSTRUCTIONS: Photocopy as many as required onto cardboard, cut up and allow the students to create their own patterns as required.

RESOURCE SHEET © Australian Curriculum, Assessment and Reporting Authority 2012

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Sub-strand: Patterns and Algebra—P&A – 1

NAME:

DATE:

Patterns with shapes and objects 1. What is the next shape in the pattern? Colour it. or

(a) (b)

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(c)

or

2. Which object comes next? Circle it.

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or

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Assessment 1

Sub-strand: Patterns and Algebra—P&A – 1

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NAME:

DATE:

Find the next number on the number line—1s and 2s.

1. What is the next number in the pattern? Shade one bubble.

0

1

2

3

4

5

9

10

r o e t s Bo r e p ok u 32 S33 34 35 36 37 38 39

40

2

(a) 3, 4, 5, …

40

(b) 37, 38, 39, …

11

(c)

12

13

14

7

6

36

15

8

7

31

16

17

18

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31

6

19

20

13.

20 © R. I .

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4

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2

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(a) 2, 4, 6, 8, …

60

62

64

6

8

10

18

20

o c . c e 66h 68 70 72 74o 76 78 r e t r s s r u e p 70 80 72

80

86

100

0

10

12

14

16

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2. What is the next number in the pattern? Shade one bubble.

0

12

(b) 62, 64, 66, 68, …

80

82

84

(c) 88, 90, 92, …

86

88 87

90 93

92

94

96

98

94

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

© Australian Curriculum, Assessment and Reporting Authority 2012

Sub-strand: Patterns and Algebra—P&A – 1

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CONTENT DESCRIPTION: Investigate and describe number patterns formed by skip counting and patterns with objects

Assessment 2

DATE:

Find the next number on the number line—5s, 10s 1. What is the next number in the pattern? Shade one bubble.

0

5

10

15

20

25

30

35

60

65

(b) 60, 65, 70, 75, …

0

5

70

75

55

80

80

85

65

40

45

90

95 100

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25 0 30 r o e t s Bo (a) 5, 10, 15, 20, …e r p ok u S

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10 20Pu 25l 30t © R15 .

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C. b i ca i o35 ns 40

45

50

50

25u 20 40 •f orr evi ew p r pos esonl y•

(c) 30, 35, …

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© Australian Curriculum, Assessment and Reporting Authority 2012

NAME:

55

2. What is the next number in the pattern? Shade one bubble.

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CONTENT DESCRIPTION: Investigate and describe number patterns formed by skip counting and patterns with objects

Assessment 3

Sub-strand: Patterns and Algebra—P&A – 1

20 30 40 50 60 70 80 . te o 40 35 31 c . c e (a) 0, 10, 20, 30,h …e r o t r s super 95 70 100 0

10

90

100

(b) 80, 90, …

(c) 50, 60, 70, … (d) 40, 50, 60, …

40

65

80

70

65

61

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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87

NAME:

DATE:

The next number on the 1 to 120 grid What is the next number in the pattern? Shade one bubble.

1. 1, 3, 5, 7, 9, 11, …

12

13

10

1

2

3

4

5

6

7

8

r o e t s Bo r e p o u 37 38 30 S 3141 3242 3343 3444 3545 3646 k 47 48 11

12

13

14

15

16

17

18

9

10

19

20

2. 32, 34, 36, 38, 40, 42, … 21 22 23 24 25 26 27 28 29 30 43

3. 80, 81, 82, 83 …

85

84

4. 15, 20, 25, 30, …

32

60

43

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6. 40, 50, 60, 70, …

. te 7. 10, 20, 30, …

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120

30

75

80

o c . che e r o t r s sp er 28 u 37 26 40

5

31

9. 2, 12, 22, 32, …

42

33

34

10. 29, 39, 49, 59, …

19

69

60

8. 7, 17, 27, …

88

49

81 82 83 84 85 86 87 88 89 90 © R .

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C .Publ i cat i ons 35 31 91 92 93 94 95 96 97 98 99 100 •f orr evi ew pur posesonl y•

5. 40, 45, 50, 55, …

56

40

m . u

79

39

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Teac he r

44

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

© Australian Curriculum, Assessment and Reporting Authority 2012

Sub-strand: Patterns and Algebra—P&A – 1

CONTENT DESCRIPTION: Investigate and describe number patterns formed by skip counting and patterns with objects

Assessment 4

DATE:

What is the number pattern?

Look at the number patterns.

Write what is happening to the numbers.

1. 2, 3, 4, 5

r o e t s Bo r e p ok u 2. 22, 24, 26, S 28

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Teac he r

3. 5, 10, 15, 20, 25

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

4. 60, 70, 80, 90

m . u

© Australian Curriculum, Assessment and Reporting Authority 2012

NAME:

w ww

CONTENT DESCRIPTION: Investigate and describe number patterns formed by skip counting and patterns with objects

Assessment 5

Sub-strand: Patterns and Algebra—P&A – 1

. te

o c .

5. 52, 62, 72, 82 c e her r o t s super 6. 4, 14, 24, 34, 44, 54

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Checklist

Sub-strand: Patterns and Algebra—P&A – 1

Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018) Investigates patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

Uses place value patterns beyond the teens to generalise the number sequence and predict the next number

r o e t s Bo r e p ok u S

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Teac he r

STUDENT NAME

Predicts the next object or shape to continue a pattern

© Australian Curriculum, Assessment and Reporting Authority 2012

w ww

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90

m . u

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o c . che e r o t r s super

Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

R.I.C. Publications® www.ricpublications.com.au

Answers

Sub-strand: Patterns and Algebra

Page 88 Assessment 4

P&A – 1 Page 85 Assessment 1 1. (a)

(b)

2. (a)

(b)

(c) (small house)

3. Teacher check Page 86 Assessment 2 1. (a) 6 2. (a) 10

(b) 80 (b) 100

(c) 19 (c) 94

Page 89 Assessment 5

(c) 40 (c) 80

(d) 70

1.

2.

3.

4.

5.

6.

Adding 1/Counting by ones Adding 2/Counting by twos Adding 5/Counting by fives Adding 10/Counting by 10s Adding 10/Counting by 10s Adding 10/Counting by 10s

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Teac he r

1. (a) 25 2. (a) 40

r o e t s Bo r e p ok u S

(b) 40 (b) 70

Page 87 Assessment 3

1. 13 2. 44 3. 84 4. 35 5. 60 6. 80 7. 40 8. 37 9. 42 10. 69

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m . u

© R. I .

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Australian Curriculum Mathematics resource book: Number and Algebra (Year 1)

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91