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Before and After 0-30
F 1 Pre & Primary Essentials Worksheets Mathematics Number & Place Value Patterns & Algebras 1 Page

Before and After 0-30

This worksheet is great for practising numbers 0-30 using forwards and backwards counting and identifying missing numbers within a number line. Student’s would need to have a good understanding of writing and identifying
numbers 0-30 in order to use this worksheet for consolidation.

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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 partition and combine collections up to 10 using counting strategies.
  • We are learning to connect number names, numerals and quantities to 10.
  • 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 recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens.
  • We are learning to continue simple patterns using numbers and objects.

Curriculum alignment

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 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 AC9M1N01 9 Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts AC9M1N03 9 Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting AC9MFN04 9 Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts AC9M1A01 9 Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens AC9MFN01 9 Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals ACMNA013 8.4 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line ACMNA018 8.4 Investigate and describe number patterns formed by skip-counting and patterns with objects 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 ACMNA002 8.4 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond 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
MA1-6NA old Uses a range of mental strategies and concrete materials for multiplication and division 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 MA1-4NA old Applies place value, informally, to count, order, read and represent two- and three-digit numbers MA1-8NA old Creates, represents and continues a variety of patterns with numbers and objects 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 MA1-5NA old Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers MA1-7NA old Represents and models halves, quarters and eighths MAE-CSQ-02 new Represents the relations between the parts that form the whole, with numbers up to 10 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 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 MAE-RWN-02 new Reads numerals and represents whole numbers to at least 20
VCMNA087 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line 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 VCMNA089 Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts VCMNA094 Recognise the importance of repetition of a process in solving problems VCMNA092 Recognise, describe and order Australian coins according to their value VCMNA090 Represent practical situations that model sharing VCMNA088 Count collections to 100 by partitioning numbers using place value VCMNA091 Recognise and describe one-half as one of two equal parts of a whole VCMNA070 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond VCMNA072 Compare, order and make correspondences between collections, initially to 20, and explain reasoning VCMNA093 Investigate and describe number patterns formed by skip counting and patterns with objects 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

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

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