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

# Number Templates for Sequencing and Skip Counting - Water Lily

Description

This colourful and cute templates can be used in several ways to reinforce concepts related to ordering and sequencing numbers, as well as skip counting. Use them for ordering numbers 1-10, or skips counting in 2s and 5s. The possibilities are endless!

Each template has a fun theme to keep kids engaged and eager to practice their math’s!

It can be used in rotational activities, warms, ups, fast finishers or a formative assessment.

Suitable for
• Fast Finishers
• Relief Teachers
• Parents
Lesson Structure
• Individual Activity
• Rotations / Group Work
• Class Activity
Curriculum Codes

AC9MFN01 9

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

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

AC9MFN04 9

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

AC9M4A02 9

Recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator

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

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

AC9M2N01 9

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

AC9M1N03 9

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

AC9M2A02 9

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

AC9M3N01 9

Recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000

ACMNA027 8.4

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

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

ACMNA052 8.4

Recognise, model, represent and order numbers to at least 10 000

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

ACMNA002 8.4

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

ACMNA056 8.4

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

ACMNA072 8.4

Recognise, represent and order numbers to at least tens of thousands

ACMNA075 8.4

Recall multiplication facts up to 10 × 10 and related division facts

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

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

MA2-6NA old

Uses mental and informal written strategies for multiplication and division

MA2-4NA old

Applies place value to order, read and represent numbers of up to five digits

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

MA2-3WM 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

MAE-RWN-02 new

Reads numerals and represents whole numbers to at least 20

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

MAE-CSQ-02 new

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

MA2-RN-01 new

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

MA1-FG-01 new

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

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

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

VCMNA104

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

VCMNA130

Recognise, model, represent and order numbers to at least 10 000

VCMNA152

Recognise, represent and order numbers to at least tens of thousands

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

VCMNA107

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

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

VCMNA186

Recognise, represent and order numbers to at least hundreds of thousands

VCMNA114

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

VCMNA155

Recall multiplication facts up to 10 × 10 and related division facts

VCMNA070

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

VCMNA108

Recognise and represent multiplication as repeated addition, groups and arrays

VCMNA072

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

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

VCMNA109

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

Differentiation

### Modifications

Fill in some of the numbers.