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# 1 - 150 Number Chart

Description

This numbers chart is an extension of the basic hundreds chart, and can be used as a reference by students, or in the same way a hundred chart is, to

Suitable for
• Relief Teachers
• Parents
Lesson Structure
• Individual Activity
• Class Activity
Curriculum Codes

AC9M1N03 9

Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting

AC9M1N06 9

Use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem

AC9M2N01 9

Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines

AC9M2A03  9

Recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving

AC9M2A02 9

Recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts

AC9MFN04 9

Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts

AC9M1N01 9

Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts

AC9MFN01 9

Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals

AC9M1N05 9

Use mathematical modelling to solve practical problems involving additive situations, including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem

ACMNA002 8.4

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

ACMNA012 8.4

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

ACMNA001 8.4

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

ACMNA013 8.4

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

ACMNA026 8.4

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences

ACMNA027 8.4

Recognise, model, represent and order numbers to at least 1000

MAe-1WM old

Describes mathematical situations using everyday language, actions, materials and informal recordings

MAe-2WM old

Uses objects, actions, technology and/or trial and error to explore mathematical problems

MAe-3WM old

Uses concrete materials and/or pictorial representations to support conclusions

MAe-4NA old

Counts to 30, and orders, reads and represents numbers in the range 0 to 20

MA1-7NA old

Represents and models halves, quarters and eighths

MA1-5NA old

Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers

MA1-6NA old

Uses a range of mental strategies and concrete materials for multiplication and division

MA1-4NA old

Applies place value, informally, to count, order, read and represent two- and three-digit numbers

MA1-3WM old

Supports conclusions by explaining or demonstrating how answers were obtained

MA1-1WM old

Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols

MA1-2WM old

Uses objects, diagrams and technology to explore mathematical problems

MA1-RWN-01 new

Applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbers

MAE-RWN-02 new

Reads numerals and represents whole numbers to at least 20

MA1-RWN-02 new

Reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity values

MA1-CSQ-01 new

Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning

MAE-CSQ-02 new

Represents the relations between the parts that form the whole, with numbers up to 10

MA1-FG-01 new

Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems

VCMNA089

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

VCMNA094

Recognise the importance of repetition of a process in solving problems

VCMNA092

Recognise, describe and order Australian coins according to their value

VCMNA090

Represent practical situations that model sharing

VCMNA087

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

VCMNA072

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

VCMNA091

Recognise and describe one-half as one of two equal parts of a whole

VCMNA086

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

VCMNA107

Solve simple addition and subtraction problems using a range of efficient mental and written strategies

VCMNA103

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences

VCMNA088

Count collections to 100 by partitioning numbers using place value

VCMNA108

Recognise and represent multiplication as repeated addition, groups and arrays

VCMNA114

Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction

VCMNA109

Recognise and represent division as grouping into equal sets and solve simple problems using these representations

VCMNA070

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

VCMNA069

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

VCMNA104

Recognise, model, represent and order numbers to at least 1000