Number Pair Cards – Matching Numerals to Words – 1 to 120
The Number Pair Cards – 1 to 120 have been developed for Foundation and Year 1 students to provide practise in matching numerals to words.
Use numbers 1-30 in Foundation and extend the pack to 120 in Year 1. This pack has been designed to suit a number of uses and provides maximum flexibility.
This set of cards can also be used with our Place Value Houses when introducing Place Value.
Learning goals
- We are learning to count forwards and backwards up to 20.
- We are learning to connect number names, numerals and quantities to 10.
- We are learning to count in ones, twos, fives and tens, to and from 100.
- We are learning to read, write and order numbers to 20 using concrete materials, connecting quantities, numerals and number names.
- We are learning to partition and combine collections up to 10 using counting strategies.
- 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.
Curriculum alignment
AC9M1N03
9
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
AC9MFN04
9
Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts
AC9MFN01
9
Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals
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
ACMNA002
8.4
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
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
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-4NA
old
Counts to 30, and orders, reads and represents numbers in the range 0 to 20
MAe-3WM
old
Uses concrete materials and/or pictorial representations to support conclusions
MAe-2WM
old
Uses objects, actions, technology and/or trial and error to explore mathematical problems
MAe-1WM
old
Describes mathematical situations using everyday language, actions, materials and informal recordings
MA1-FG-01
new
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
MAE-CSQ-02
new
Represents the relations between the parts that form the whole, with numbers up to 10
MAE-RWN-02
new
Reads numerals and represents whole numbers to at least 20
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
VCMNA072
Compare, order and make correspondences between collections, initially to 20, and explain reasoning
VCMNA070
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
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.
Teach it your way
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