Curriculum Focus
Browse our resources by your curriculum
Try our FREE Teaching Resources

# Counting by Tens - Peacocks

Description

Enhance your primary school classroom with this vibrant and versatile resource for learning to skip count by 10s. Designed for Year 1 introduction or Year 2 skill development, these large, bright, and bold cards offer flexibility in teaching approaches. Use them to engage students in arranging cards, creating number lines, and identifying patterns. Extend learning by working with higher numbers and challenging students to create their own patterns. A valuable tool for both students and teachers, these cards are essential for any primary school classroom seeking to enrich their mathematics curriculum.

Lesson Structure
• Individual Activity
• Rotations / Group Work
• Class Activity
Curriculum Codes

AC9M3N04 9

Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies

AC9M3A03 9

Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts

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

AC9M1N03 9

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

AC9M1A01 9

Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens

AC9M2N05 9

Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies

ACMNA056 8.4

Recall multiplication facts of two, three, five and ten and related division facts

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

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

MA1-3WM old

Supports conclusions by explaining or demonstrating how answers were obtained

MA1-4NA old

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

MA1-6NA old

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

MA2-6NA old

Uses mental and informal written strategies for multiplication and division

MA2-3WM old

Checks the accuracy of a statement and explains the reasoning used

MA2-2WM old

Selects and uses appropriate mental or written strategies, or technology, to solve problems

MA2-1WM old

Uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-MR-02 new

Completes number sentences involving multiplication and division by finding missing values

MA1-FG-01 new

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

MA2-MR-01 new

Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems

MA2-AR-02 new

Completes number sentences involving addition and subtraction by finding missing values

MA2-AR-01 new

Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers

MA2-RN-02 new

Represents and compares decimals up to 2 decimal places using place value

MA2-RN-01 new

Applies an understanding of place value and the role of zero to represent numbers to at least tens of thousands

VCMNA134

Recall multiplication facts of two, three, five and ten and related division facts

VCMNA103

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

VCMNA109

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

VCMNA114

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

VCMNA108

Recognise and represent multiplication as repeated addition, groups and arrays

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

VCMNA088

Count collections to 100 by partitioning numbers using place value