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One Less Than or More Than Character Cards
F 1 2 3 Pre & Primary Essentials Games & Activities Mathematics Number & Place Value 30 Pages

One Less Than or More Than Character Cards

Students will practise counting in number sequences and adding and subtracting one from single-digit and double-digit numbers. You can use this resource to suit student needs from Foundation through to Year 2. It is easy to differentiate, providing flexibility in learning needs for all students within the class.

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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 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 use strategies for adding small groups of numbers, e.g. visual displays or concrete materials.
  • 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.
  • 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 use a range of strategies, to solve simple addition and subtraction problems.
  • We are learning to read, write, name and order numbers to at least 1000 using concrete and virtual materials, numerals and number lines.
  • We are learning to recognise, model, represent and order numbers to at least 1000.

Curriculum alignment

AC9M1N03 9 Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting AC9MFN06 9 Represent practical situations involving equal sharing and grouping with physical and virtual materials and use counting or subitising strategies AC9MFN01 9 Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals AC9M2N01 9 Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines AC9MFN05 9 Represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies 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 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 ACMNA027 8.4 Recognise, model, represent and order numbers to at least 1000 ACMNA015 8.4 Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts 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 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-4NA old Counts to 30, and orders, reads and represents numbers in the range 0 to 20 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 MA1-4NA old Applies place value, informally, to count, order, read and represent two- and three-digit numbers MAe-5NA old Combines, separates and compares collections of objects, describes using everyday language, and records using informal methods 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-RWN-02 new Reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity values 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 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
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 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 VCMNA088 Count collections to 100 by partitioning numbers using place value VCMNA087 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line VCMNA092 Recognise, describe and order Australian coins according to their value VCMNA073 Represent practical situations to model addition and subtraction VCMNA074 Represent practical situations to model sharing 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 VCMNA090 Represent practical situations that model sharing VCMNA104 Recognise, model, represent and order numbers to at least 1000

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

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