Mountain Race - Friends Of Ten Game
Your students will love to play with the Maths Mountain Race game! A great activity for Maths rotations, students must race around the game board completing math mountains (Friends of Ten) until they have covered all their numbers. Both a colour and black and white version of the game are included.
Learning goals
- We are learning to use strategies for adding small groups of numbers, e.g. visual displays or concrete materials.
- We are learning to use a range of strategies, to solve simple addition and subtraction problems.
- We are learning to use a range of mental and written strategies to solve simple addition and subtraction problems.
- We are learning to use counting or subitising strategies for addition and subtraction in everyday role-play situations.
- We are learning to use concrete materials or subitising to represent everyday situations that involve equal sharing and grouping.
- 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
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
AC9MFN06
9
Represent practical situations involving equal sharing and grouping with physical and virtual materials and use counting or subitising strategies
AC9MFN05
9
Represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies
ACMNA015
8.4
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
ACMNA030
8.4
Solve simple addition and subtraction problems using a range of efficient mental and written strategies
ACMNA004
8.4
Represent practical situations to model addition and sharing
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-5NA
old
Combines, separates and compares collections of objects, describes using everyday language, and records using informal methods
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
MAE-CSQ-01
new
Reasons about number relations to model addition and subtraction by combining and separating, and comparing collections
MAE-FG-02
new
Forms equal groups by sharing and counting collections of objects
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
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
VCMNA074
Represent practical situations to model sharing
VCMNA073
Represent practical situations to model addition and subtraction
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Students may need to race around the board multiple times, in order to cross off all their numbers on the mountain.
Teach it your way
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