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Zero - One Million Number Chart
F 1 2 Pre & Primary Essentials Resources Mathematics Number & Place Value Patterns & Algebras 1 Page

Zero - One Million Number Chart

This numbers chart is an extension of the basic hundreds chart, and can be used as a reference by students, or in the same way a hundred chart is, to
practice skip counting and addition.

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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 partition and combine collections up to 10 using counting strategies.
  • We are learning to connect number names, numerals and quantities to 10.
  • 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 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.
  • We are learning to read, write, model and represent numbers to 100 in different ways and on number lines.
  • 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 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 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 AC9M2A03  9 Recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving  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 AC9M2A02 9 Recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts 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 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 ACMNA027 8.4 Recognise, model, represent and order numbers to at least 1000 ACMNA026 8.4 Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences ACMNA013 8.4 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line 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 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
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 MA1-7NA old Represents and models halves, quarters and eighths 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 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-CSQ-01 new Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning 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-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
VCMNA103 Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences VCMNA104 Recognise, model, represent and order numbers to at least 1000 VCMNA070 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond 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 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 VCMNA108 Recognise and represent multiplication as repeated addition, groups and arrays VCMNA089 Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts VCMNA107 Solve simple addition and subtraction problems using a range of efficient mental and written strategies VCMNA087 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line VCMNA091 Recognise and describe one-half as one of two equal parts of a whole 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 VCMNA090 Represent practical situations that model sharing VCMNA092 Recognise, describe and order Australian coins according to their value VCMNA094 Recognise the importance of repetition of a process in solving problems

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

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