Cut around each piece of the castle to create a beautiful and engaging number line. This number line can be used to introduce addition or work with rainbow facts in Foundation and Year 1 classrooms. It can also be used in preschool to introduce numbers 0-10 and consolidate their sequential order.
Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals
Represent practical situations involving equal sharing and grouping with physical and virtual materials and use counting or subitising strategies
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
Represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies
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
Add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies
Represent practical situations to model addition and sharing
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving fromĀ any starting point
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
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 mental strategies and concrete materials for multiplication and division
Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
Combines, separates and compares collections of objects, describes using everyday language, and records using informal methods
Applies place value, informally, to count, order, read and represent two- and three-digit numbers
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
Applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbers
Reads numerals and represents whole numbers to at least 20
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
Reasons about number relations to model addition and subtraction by combining and separating, and comparing collections
Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
Forms equal groups by sharing and counting collections of objects
Represent practical situations that model sharing
Represent practical situations to model sharing
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
Represent practical situations to model addition and subtraction
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
Compare, order and make correspondences between collections, initially to 20, and explain reasoning
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