Whole Numbers

Learning Experiences

Whole Numbers

OUTCOME

A student:

MA1-4NA: applies place value, informally, to count, order, read and represent two- and three-digit numbers

TEACHING POINT | Students should be made aware that bus, postcode and telephone numbers are said differently from cardinal numbers, ie they are not said using place value language. Ordinal names may be confused with fraction names, eg ‘the third’ relates to order but ‘a third’ is a fraction. The word ’round’ has different meanings in different contexts and some students may confuse it with the word ‘around’. |

LANGUAGE | Students should be able to communicate using the following language: count forwards, count backwards, number before, number after, more than, less than, number line, number chart, digit, zero, ones, groups of ten, tens, round to, coins, notes, cents, dollars. |

Develop confidence with number sequences to 100 by ones from any starting point (ACMNA012) | count forwards and backwards by ones from a given two-digit number |

identify the number before and after a given two-digit number | |

describe the number before as ‘one less than’ and the number after as ‘one more than’ a given number (Communicating) | |

read and use the ordinal names to at least ‘thirty-first’, eg when reading calendar dates |

Count collections to 100 by partitioning numbers using place value (ACMNA014) | count and represent large sets of objects by systematically grouping in tens |

use and explain mental grouping to count and to assist with estimating the number of items in large groups | |

use place value to partition two-digit numbers, eg 32 as 3 groups of ten and 2 ones | |

state the place value of digits in two-digit numbers, eg ‘In the number 32, the “3” represents 30 or 3 tens’ | |

partition two-digit numbers in non-standard forms, eg 32 as 32 ones or 2 tens and 12 ones |

Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line (ACMNA013) | represent two-digit numbers using objects, pictures, words and numerals |

locate and place two-digit numbers on a number line | |

apply an understanding of place value and the role of zero to read, write and order two-digit numbers | |

use number lines and number charts to assist with counting and ordering | |

give reasons for placing a set of numbers in a particular order (Communicating, Reasoning) | |

round numbers to the nearest ten | |

estimate, to the nearest ten, the number of objects in a collection and check by counting, eg estimate the number of children in a room to the nearest ten | |

solve simple everyday problems with two-digit numbers | |

choose an appropriate strategy to solve problems, including trial-and-error and drawing a diagram (Communicating, Problem Solving) | |

ask questions involving two-digit numbers, eg ‘Why are the houses on either side of my house numbered 32 and 36?’ (Communicating) |

Recognise, describe and order Australian coins according to their value (ACMNA017) | identify, sort, order and count money using the appropriate language in everyday contexts, eg coins, notes, cents, dollars |

recognise that total amounts can be made using different denominations, eg 20 cents can be made using a single coin or two 10-cent coins | |

recognise the symbols for dollars ($) and cents (c) |

Learning Experiences

To be added

WE ARE CLOSED FOR THE HOLIDAYS – DECEMBER 21 – JANUARY 4 2021

NORMAL TIMES OF OPERATION

OFFICE OPENING TIMES

08:30AM – 4:00PM

SCHOOL DAY TIMES

09:00AM – 3:15PM

(02) 5632 1218

office@living.school

ADDRESS

63-67 Conway Street,

Lismore, NSW 2480

Australia