Caterpillar Count-Back Subtraction Cards
These Caterpillar Count-Back Subtraction Cards break down the connection between subtraction and counting back on a number line. Each card features a subtraction problem and a count-back number line caterpillar for each student to use to solve the problem. Laminate these cards so that students can use dry-erase markets to assist their learning.
Use as a hands-on resource for individual students or small group rotations.
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Learning goals
- 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 add and subtract numbers within 20, using a variety of strategies, e.g. counting on, counting back, partitioning, subitising and part-part whole knowledge of numbers to 10 and to use the language of 'plus' and 'minus' in story problems.
- 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 use a range of strategies, to solve simple addition and subtraction problems.
Curriculum alignment
AC9M1N04
9
Add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies
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
AC9M1N03
9
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
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
ACMNA015
8.4
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
MA1-1WM
old
Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
MA1-2WM
old
Uses objects, diagrams and technology to explore mathematical problems
MA1-3WM
old
Supports conclusions by explaining or demonstrating how answers were obtained
MA1-4NA
old
Applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-6NA
old
Uses a range of mental strategies and concrete materials for multiplication and division
MA1-5NA
old
Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
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
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
VCMNA088
Count collections to 100 by partitioning numbers using place value
VCMNA087
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
VCMNA092
Recognise, describe and order Australian coins according to their value
VCMNA090
Represent practical situations that model sharing
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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