This resource has been specifically designed to teach, reinforce, and consolidate skills to connect number names, numerals and quantities up to 20.
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals
Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts
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
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
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
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
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
Applies place value, informally, to count, order, read and represent two- and three-digit numbers
Describes mathematical situations using everyday language, actions, materials and informal recordings
Uses objects, actions, technology and/or trial and error to explore mathematical problems
Uses concrete materials and/or pictorial representations to support conclusions
Counts to 30, and orders, reads and represents numbers in the range 0 to 20
Represents and models halves, quarters and eighths
Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
Uses a range of mental strategies and concrete materials for multiplication and division
Supports conclusions by explaining or demonstrating how answers were obtained
Uses objects, diagrams and technology to explore mathematical problems
Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
Reads numerals and represents whole numbers to at least 20
Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
Applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbers
Represents the relations between the parts that form the whole, with numbers up to 10
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
Count collections to 100 by partitioning numbers using place value
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
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
Compare, order and make correspondences between collections, initially to 20, and explain reasoning
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
Recognise the importance of repetition of a process in solving problems
Recognise, describe and order Australian coins according to their value
Represent practical situations that model sharing
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
Recognise and describe one-half as one of two equal parts of a whole