1-10 Match Numeral to Quantity
Students will use their subitising knowledge to count small collections dots and match them to numerals.
Additionally, students can compare number quantities and order from largest to smallest and vice versa.
Having trouble downloading?
Follow our step-by-step guide
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 recognise and name the number of objects in a collection up to 5 using subitising.
- We are learning to subitise small collections of objects.
Curriculum alignment
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
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
ACMNA003
8.4
Subitise small collections of objects
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
MAE-RWN-02
new
Reads numerals and represents whole numbers to at least 20
MAE-RWN-01
new
Demonstrates an understanding of how whole numbers indicate quantity
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
VCMNA071
Subitise small collections of objects
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.