Stacks On! - Build, Count and Learn

Games & Activities Resources

View Curriculum Codes

Description

Stacks On! is a hands-on counting and number recognition activity designed for early learners. Students use counters or Unifix blocks to stack the correct number of objects on each numeral, reinforcing their ability to subitise, count, and match numbers in a fun and engaging way. This resource helps build one-to-one correspondence, early numeracy skills, and fine motor development.

Suitable for

Fast Finishers
Relief Teachers

Lesson Structure

Individual Activity
Rotations / Group Work
Class Activity

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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

AC9MFN02 9

Recognise and name the number of objects within a collection up to 5 using subitising

AC9MFN03 9

Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning

AC9M1N01 9

Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts

AC9M1N02 9

Partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones

AC9M1N03 9

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

ACMNA003 8.4

Subitise small collections of objects

ACMNA289 8.4

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

ACMNA013 8.4

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line

ACMNA014 8.4

Count collections to 100 by partitioning numbers using place value

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

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

MA1-6NA old

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

MA1-4NA old

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

MA1-3WM old

Supports conclusions by explaining or demonstrating how answers were obtained

MA1-2WM old

Uses objects, diagrams and technology to explore mathematical problems

MA1-1WM old

Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols

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-RWN-02 new

Reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity values

MAE-RWN-01 new

Demonstrates an understanding of how whole numbers indicate quantity

MAE-CSQ-01 new

Reasons about number relations to model addition and subtraction by combining and separating, and comparing collections

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

VCMNA071

Subitise small collections of objects

VCMNA087

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line

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

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

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

Differentiation

Modifications

•    Print in A3 size for a larger interactive experience.
•    Provide a laminated version for repeated classroom use.
•    Use different coloured counters or blocks to represent various numbers and patterns.

EXTENSIONS

•    Have students predict and check the total before stacking.
•    Challenge students to add two stacks together to introduce basic addition.
•    Use dice to roll a number and stack the corresponding amount.

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