Number Wheels - 1-10
Created by request, these number wheels ask students to identify the array that matches the numeral. It is perfectly suited to students in the Foundation Year.
The following resources are extensions of this activity:
http://www.teachthis.com.au/products/view-resource/link/Number-Wheels-11-to-20/id/3474/
http://www.teachthis.com.au/products/view-resource/link/Number-Wheels-21-to-30/id/3475/
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 read, write, model and represent numbers to 100 in different ways and on number lines.
- 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 read, write, name and order two-digit numbers to at least 120 using concrete materials, hundred charts and number lines.
- 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.
Curriculum alignment
AC9M1N06
9
Use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem
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
AC9M1N01
9
Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
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
ACMNA002
8.4
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
ACMNA013
8.4
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
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
MA1-7NA
old
Represents and models halves, quarters and eighths
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
MA1-2WM
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-RWN-02
new
Reads numerals and represents whole numbers to at least 20
MAE-CSQ-02
new
Represents the relations between the parts that form the whole, with numbers up to 10
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
VCMNA094
Recognise the importance of repetition of a process in solving problems
VCMNA092
Recognise, describe and order Australian coins according to their value
VCMNA091
Recognise and describe one-half as one of two equal parts of a whole
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
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.
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