Go Fish and Matching - 0-20 Addition Game
Go Fish 0-20 Addition Game is an engaging and fun game that provides opportunities for students to consolidate their knowledge of Numbers that add to and represent 20. This game is perfect for small group rotations and fast finishers.
Learning goals
- We are learning to compare and order numbers to 20 using words such as ‘more’, ‘less’, ‘same’ or ‘first’, ‘second’, ‘third’.
- We are learning to read, write, model and represent numbers to 100 in different ways and on number lines.
- We are learning to use a range of mental and written strategies to solve simple addition and subtraction problems.
- 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 collections to 20 and explain our reasons.
- 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 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 solve problems involving modelling addition, subtraction, equal sharing and grouping, using different strategies.
- We are learning to recall addition facts to 20 and apply to related subtraction facts using a range of strategies.
Curriculum alignment
AC9M2A02
9
Recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts
AC9M2N06
9
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
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
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
AC9M1N01
9
Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
AC9MFN03
9
Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning
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
ACMNA030
8.4
Solve simple addition and subtraction problems using a range of efficient mental and written strategies
ACMNA289
8.4
Compare, order and make correspondences between collections, initially to 20, and explain reasoning
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
MA1-1WM
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
MA1-5NA
old
Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-6NA
old
Uses a range of mental strategies and concrete materials for multiplication and division
MA1-7NA
old
Represents and models halves, quarters and eighths
MAE-CSQ-01
new
Reasons about number relations to model addition and subtraction by combining and separating, and comparing collections
MAE-RWN-02
new
Reads numerals and represents whole numbers to at least 20
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-CSQ-01
new
Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
MA1-FG-01
new
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
VCMNA114
Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction
VCMNA111
Count and order small collections of Australian coins and notes according to their value
VCMNA108
Recognise and represent multiplication as repeated addition, groups and arrays
VCMNA107
Solve simple addition and subtraction problems using a range of efficient mental and written strategies
VCMNA103
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences
VCMNA094
Recognise the importance of repetition of a process in solving problems
VCMNA092
Recognise, describe and order Australian coins according to their value
VCMNA091
Recognise and describe one-half as one of two equal parts of a whole
VCMNA090
Represent practical situations that model sharing
VCMNA089
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
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
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.
Differentiation
Modifications
For students who require additional support, only include the numbers 1-10, modify the rules of play simpler e.g. first to three points.
Teach it your way
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