YEAR 2 MATHS FOCUS

NUMBERS AND ALGEBRA

Whole Numbers

Learning Activities

Whole Numbers

Learning Activities

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

63-67 Conway Street,
Lismore, NSW 2480
Australia

Living School Australia – 2020 Vision into the future.

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

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.