Whole Numbers

Learning Activities

Whole Numbers

OUTCOME

A student:

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

TEACHER NOTE | Students should be encouraged to develop different counting strategies, eg if they are counting a large number of items, they can count out groups of ten and then count the groups. |

They need to learn correct rounding of numbers based on the convention of rounding up if the last digit is 5 or more and rounding down if the last digit is 4 or less. |

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, groups of one hundred, hundreds, round to. |

The word ‘and’ is used when reading a number or writing it in words, eg five hundred and sixty-three. |

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

identify the numbers before and after a given three-digit number | |

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

Recognise, model, represent and order numbers to at least 1000 (ACMNA027) | represent three-digit numbers using objects, pictures, words and numerals |

use the terms ‘more than’ and ‘less than’ to compare numbers | |

arrange numbers of up to three digits in ascending order | |

use number lines and number charts beyond 100 to assist with counting and ordering (Communicating, Problem Solving) | |

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

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026) | count forwards and backwards by twos, threes and fives from any starting point |

count forwards and backwards by tens, on and off the decade, with two- and three-digit numbers, eg 40, 30, 20, … (on the decade); 427, 437, 447, … (off the decade) | |

identify number sequences on number charts |

Group, partition and rearrange collections of up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028) | apply an understanding of place value and the role of zero to read, write and order three-digit numbers |

form the largest and smallest number from three given digits (Communicating, Reasoning) | |

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

count and represent large sets of objects by systematically grouping in tens and hundreds | |

use models such as base 10 material, interlocking cubes and bundles of sticks to explain grouping (Communicating, Reasoning) | |

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

use place value to partition three-digit numbers, eg 326 as 3 groups of one hundred, 2 groups of ten and 6 ones | |

state the place value of digits in numbers of up to three digits, eg ‘In the number 583, the “5” represents 500 or 5 hundreds’ | |

partition three-digit numbers in non-standard forms, eg 326 can be 32 groups of ten and 6 ones | |

round numbers to the nearest hundred | |

estimate, to the nearest hundred, the number of objects in a collection and check by counting, eg show 120 pop sticks and ask students to estimate to the nearest hundred |

Count and order small collections of Australian coins and notes according to their value (ACMNA034) | use the face value of coins and notes to sort, order and count money |

compare Australian coins and notes with those from other countries, eg from students’ cultural backgrounds (Communicating) | |

determine whether there is enough money to buy a particular item (Problem Solving, Reasoning) | |

recognise that there are 100 cents in $1, 200 cents in $2, … | |

identify equivalent values in collections of coins and in collections of notes, eg four $5 notes have the same value as one $20 note |

Learning Activities

We will be updating our learning activities here

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

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