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Pumpkin Number Cards 0-120
P F 1 2 3 4 Pre & Primary Essentials Resources Halloween Fractions & Decimals Number & Place Value Money 32 Pages

Pumpkin Number Cards 0-120

You are only limited to your imagination when it comes to this set of 0-120 Pumpkin Number cards. We've provided a list of suggested uses to help you get started.

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Learning goals

  • We are learning to read, write and order numbers to 20 using concrete materials, connecting quantities, numerals and number names.
  • We are learning to count forwards and backwards up to 20.
  • We are learning to count collections of items (e.g. coins) and skip count by 5s or 10s to record how many in the collection.
  • We are learning to count in ones, twos, fives and tens, to and from 100.
  • We are learning to read, write, name and order two-digit numbers to at least 120 using concrete materials, hundred charts and number lines.
  • We are learning to model problems involving addition and subtraction, including simple whole-dollar money problems, in practical role-play situations.
  • We are learning to solve problems involving modelling addition, subtraction, equal sharing and grouping, using different strategies.
  • We are learning to read, write, model and represent numbers to 100 in different ways and on number lines.
  • We are learning to explain and use the properties of odd and even numbers.
  • We are learning to identify and describe what makes a number odd or even.

Curriculum alignment

AC9M1N05 9 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 AC9MFN01 9 Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals AC9M4N02 9 Explain and use the properties of odd and even numbers AC9M1N03 9 Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting AC9M1N06 9 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 AC9M1N01 9 Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts 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 ACMNA013 8.4 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line 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 ACMNA051 8.4 Investigate the conditions required for a number to be odd or even and identify odd and even numbers
MA2-1WM old Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-2WM old Selects and uses appropriate mental or written strategies, or technology, to solve problems 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 MA2-3WM old Checks the accuracy of a statement and explains the reasoning used MA2-8NA old Generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values MA1-7NA old Represents and models halves, quarters and eighths MA1-5NA old Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers MAe-4NA old Counts to 30, and orders, reads and represents numbers in the range 0 to 20 MAe-3WM old Uses concrete materials and/or pictorial representations to support conclusions MAe-2WM old Uses objects, actions, technology and/or trial and error to explore mathematical problems MAe-1WM old Describes mathematical situations using everyday language, actions, materials and informal recordings MA1-CSQ-01 new Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning MAE-RWN-02 new Reads numerals and represents whole numbers to at least 20 MA2-AR-01 new Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers MA2-AR-02 new Completes number sentences involving addition and subtraction by finding missing values MA2-MR-01 new Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems MA2-MR-02 new Completes number sentences involving multiplication and division by finding missing values 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 MA1-FG-01 new Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
VCMNA094 Recognise the importance of repetition of a process in solving problems VCMNA087 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line 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 VCMNA151 Investigate and use the properties of odd and even numbers VCMNA089 Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts VCMNA090 Represent practical situations that model sharing 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 VCMNA129 Investigate the conditions required for a number to be odd or even and identify odd and even numbers VCMNA091 Recognise and describe one-half as one of two equal parts of a whole VCMNA092 Recognise, describe and order Australian coins according to their value

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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