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I Have, Who Has? – Numbers 1 to 30
F 1 Pre & Primary Essentials Games & Activities Mathematics Number & Place Value 16 Pages

I Have, Who Has? – Numbers 1 to 30

This engaging whole-class game helps reinforce number recognition, number order, and turn-taking skills with numbers from 1 to 30. The resource includes two versions:

  • A full-colour version for vibrant display and visual support
  • A black-and-white version for easy, ink-friendly printing or student customisation


Each student is given a card, and the game starts when one player says their “I have” number and calls out the “Who has” number that follows. The game continues in a loop until it returns to the first card. Ideal for maths warm-ups, small group activities, or transition time.

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 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 count forwards and backwards up to 20.
  • 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 strategies, to solve simple addition and subtraction problems.

Curriculum alignment

MA1-5NA old Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers 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 MA1-3WM 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-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 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
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 VCMNA087 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line 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

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

Differentiation

Modifications

  • Print on coloured paper instead of using the colour version
  • Laminate for durability and reuse
  • Use only part of the sequence (e.g. 1–10 or 1–20) for differentiation

Extensions

  • Ask students to say the number before and after as an added challenge
  • Use as a timed fluency game: beat your class best time
  • Have students create their own “I have / Who has” chains with number patterns or skip counting

Teach it your way

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