Missing Numbers to 30 - Class Set
Practise sequencing numbers to 30 with this set of sheets perfect for relief teachers, fast finishers and maths rotations.
TIP: Purchase low-cost whiteboard markers from your local discount store. If you can, try to use all the same colour so that you don't have to worry about colours mixing. We use magnetic mini-erasers fom Officeworks.
Take photographs of completed sheets as a record of assessment. Remember to place a student name card beside the work for the photo, ask students to write their name on the page, or simply ask students to hold the sheet while they are photographed.
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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 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.
Curriculum alignment
AC9M1N03
9
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
AC9MFN01
9
Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals
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
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
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
MA1-6NA
old
Uses a range of mental strategies and concrete materials for multiplication and division
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
MAE-RWN-02
new
Reads numerals and represents whole numbers to at least 20
MA1-FG-01
new
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
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
VCMNA088
Count collections to 100 by partitioning numbers using place value
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
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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