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Skip Counting Rounds - Pop Art Theme
1 2 3 Pre & Primary Essentials Classroom Displays Back to School Pop Art Theme Number & Place Value 110 Pages

Skip Counting Rounds - Pop Art Theme

Practise skip counting as a class, individually or in small groups. This set is colour coded to help students quickly and easily learn to count by 1s, 2s, 3s, 5s and 10s.

Position Skip Counting Rounds along the wall or create a string of bunting.

Scatter rounds across the floor or table asking students to create number patterns, identify patterns, arrange numbers in sequential order or to create a number line.

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Learning goals

  • 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.
  • We are learning to explain and use the properties of odd and even numbers.
  • We are learning to identify and describe what makes a number odd or even.

Curriculum alignment

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 MA1-6NA old Uses a range of mental strategies and concrete materials for multiplication and division MA2-8NA old Generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values MA2-3WM old Checks the accuracy of a statement and explains the reasoning used MA2-2WM old Selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-1WM old Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA1-FG-01 new Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems MA2-MR-02 new Completes number sentences involving multiplication and division by finding missing values MA2-MR-01 new Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems MA2-AR-02 new Completes number sentences involving addition and subtraction by finding missing values MA2-AR-01 new Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers MA1-CSQ-01 new Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
VCMNA129 Investigate the conditions required for a number to be odd or even and identify odd and even numbers VCMNA103 Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences VCMNA107 Solve simple addition and subtraction problems using a range of efficient mental and written strategies VCMNA109 Recognise and represent division as grouping into equal sets and solve simple problems using these representations VCMNA114 Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction VCMNA151 Investigate and use the properties of odd and even numbers 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 VCMNA088 Count collections to 100 by partitioning numbers using place value VCMNA108 Recognise and represent multiplication as repeated addition, groups and arrays

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

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