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One More Than, One Less Than
F 1 2 Pre & Primary Essentials Resources Number & Place Value 73 Pages

One More Than, One Less Than

'One More Than, One Less Than' includes a variety of levels to suit Foundation to Year 2.

 

Ask students to complete each laminated sheet with a whiteboard marker. Either write the student's name at the top of the page, or ask the student to hold the sheet while you take a photograph as evidence of assesment.

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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.
  • We are learning to recall addition facts to 20 and apply to related subtraction facts using a range of strategies.
  • We are learning to recall multiplication facts for twos and apply to related division facts using doubling and halving.
  • We are learning to explore number sequences by twos, threes, fives and tens from any starting point.

Curriculum alignment

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-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
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 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 VCMNA072 Compare, order and make correspondences between collections, initially to 20, and explain reasoning 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 VCMNA108 Recognise and represent multiplication as repeated addition, groups and arrays VCMNA114 Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction VCMNA109 Recognise and represent division as grouping into equal sets and solve simple problems using these representations

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

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