One More Than, One Less Than

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View Curriculum Codes

Description

'One More Than, One Less Than' includes a variety of levels to suit Foundation to Year 2.

Ask students to complete each laminated sheet with a whiteboard marker. Either write the student's name at the top of the page, or ask the student to hold the sheet while you take a photograph as evidence of assesment.

Suitable for

Fast Finishers
Relief Teachers

Lesson Structure

Individual Activity
Rotations / Group Work

2 reviews

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Curriculum Codes

AC9MFN01 9

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

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

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 

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

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

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

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

MA1-1WM 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

MAE-RWN-02 new

Reads numerals and represents whole numbers to at least 20

MA1-FG-01 new

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

MA1-CSQ-01 new

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

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

VCMNA072

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

VCMNA088

Count collections to 100 by partitioning numbers using place value

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

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

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One More Than, One Less Than