Mathematics / Year 1 / Number and Algebra / Number and place value

Curriculum content descriptions

Count collections to 100 by partitioning numbers using place value (ACMNA014)

Elaborations
• understanding partitioning of numbers and the importance of grouping in tens
• understanding two-digit numbers as comprised of tens and ones/units
General capabilities
• Numeracy Numeracy
ScOT terms

Place value,  Counting,  Associativity

Refine results by

Year level F-2
Resource type
Learning area Mathematics

Refine by topic

Related topic Sites2See – number for primary

Selected links to a range of interactive online resources for the study of number in Foundation to Year 6 Mathematics. Hundreds, tens and units

This is an interactive resource that represents numbers visually as groups of hundreds, tens and units. It can be used to count numbers by partitioning them based on place value, or to represent numbers by building them from grids of hundreds, tens and units. The numerals matching the visual representations can be visible ... reSolve: Authentic Problems: Grandma's Soup

This sequence of four lessons focuses on counting large collections of objects and developing efficient counting strategies. Students explore the ambiguous nature of a 'handful' and investigate how different sized hands and different grabbing techniques will result in different quantities of macaroni. Each lesson is outlined ... MoneySmart: Bertie's socks

This is a year 1 mathematics unit of work about shopping. The unit is intended to take about 10.5 hours of teaching and learning time. It consists of 11 student activities supported by teacher notes on curriculum, pedagogy and assessment. Student activities include responding to a story about shopping, working with Australian ... This sequence of two lessons explores early algebraic thinking around the concept of equivalence. Students develop equivalence understanding by partitioning numbers into two parts. They explore the commutative property and compensation as they are challenged to find all possible combinations. Each lesson is outlined in ... Importance of zero

How important is zero in place value? How would you write '50' if there was no zero? Number pieces

This iPad app is a mathematical tool in which number pieces (ones, tens, and hundreds) can be manipulated to: represent multi-digit numbers; partition, group and rearrange them; and carry out basic number operations. Individual pieces can be rotated 90 degrees; pieces and groups can be coloured yellow, green or red; and ... Number rack, by the Math Learning Centre - iTunes app

Addition and subtraction using an interactive bread frame. Encourages the use of different strategies to solve addition and subtraction problems. Drawing tools enables students to annotate work to show their understanding. Write equations with the text tool. Free when reviewed on 12/5/2015. Number frames, by the Math Learning Centre - iTunes app

Addition and subtraction using an interactive bread frame. Encourages the use of different strategies to solve addition and subtraction problems. Drawing tools enables students to annotate work to show their understanding. Write equations with the text tool. Free when reviewed on 12/5/2015. Number trains: numbers 30–50

Arrange train carriages according to numbers on their sides. The numbers are represented in a range of formats such as words, numerals, base-10 blocks or counting frames. Identify the numbers that come before and after starting numbers. Work with numbers in the range 30–50. This learning object is the third in a series ... Using 'Counting on, counting back' - Teacher idea

This Teacher idea uses a combination of games (both digital and non-digital) and hands-on tasks to explore sequencing whole numbers to 20, and solve addition and subtraction problems using 'counting on' and 'counting back' strategies. It includes reflections following the teaching of R11450 'Counting on, counting back - ... Number trains

Arrange train carriages according to numbers on their sides. The numbers are represented in a range of formats such as words, numerals, dice dots or counting frames. Identify the numbers that come before and after starting numbers. Begin with numbers up to ten. Move on to work with larger numbers such as 40 and 50. Practise ... Exploring addition and subtraction

This collection contains 12 digital curriculum resources from the 'Counting beetles' and 'Number trains' series. The collection includes two categories of counting strategies: counting on and back, to give students practice in counting on or back from any number up to 120; and counting using number representations. A third ... Number trains: counting on: assessment

Test your understanding of whole numbers in a variety of representations (number words, numerals, dice dots, ten-frames). Arrange train carriages in sequence according to numbers represented on their sides. For example, arrange four carriages into the sequence 8, 9, 10, 11. Identify the numbers that come before and after ... Number trains: numbers 90–120

Arrange train carriages according to numbers on their sides. Identify the numbers that come before and after starting numbers. Work with numbers in the range 90–120. For example, arrange four carriages into the order 98, 99, 100, 101. This learning object is the fourth in a series of five objects that progressively increase ... Scale matters: simple units

Explore the use of scale on a number line. Select a ruler displaying a helpful scale such as ones, tens or hundreds. Look at a pair of numbers such as 900 and 1200 marked on a number line. Identify the number corresponding to another point. Or locate another point on the number line to complete a series of three numbers. ... Counting games - years 1 and 2

This is a teacher resource that includes a set of student activities including counting games, focusing on numbers to 100, accompanied by copy masters and a detailed teacher guide for each activity. The games include the Korean number counting game sam yew gew - referred to as 'sam-yuk-gu' in the Australian Curriculum. ... Number trains: counting on: assessment: teacher guide

Use this resource with 'Number trains: counting on: assessment' (L8276). First, see a profile of that assessment object, which gives you some helpful background information. Then follow clear guidelines on the interpretation of student input related to counting forwards and backwards from a given number. Included are information ... Recording numbers

Dodly is trying to keep count of the number of sheep in the backyard. Flynn helps Dodly to keep count by representing the numbers in different ways. They use models, drawings, strokes and numerals to keep count. Also discover the ways different cultures have recorded numbers. MoneySmart: Pancakes can make a difference

This is a unit of work integrating aspects of the mathematics, English and science curriculums around a student fundraising event. The resource is intended for the early years. It consists of 15 student activities supported by teacher notes on the curriculum, pedagogy and assessment of the unit. Student activities include ...
{"ft_lang_label":"__label__en","ft_lang_prob":0.71437615,"math_prob":0.91085714,"size":478,"snap":"2019-43-2019-47","text_gpt3_token_len":144,"char_repetition_ratio":0.16033755,"word_repetition_ratio":0.0,"special_character_ratio":0.36820084,"punctuation_ratio":0.0,"nsfw_num_words":0,"has_unicode_error":false,"math_prob_llama3":0.95204675,"pos_list":[0,1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40],"im_url_duplicate_count":[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null],"WARC_HEADER":"{\"WARC-Type\":\"response\",\"WARC-Date\":\"2019-10-20T09:42:02Z\",\"WARC-Record-ID\":\"<urn:uuid:1b28916e-edbe-4e50-a543-2c6e2d5b8ec0>\",\"Content-Length\":\"206296\",\"Content-Type\":\"application/http; msgtype=response\",\"WARC-Warcinfo-ID\":\"<urn:uuid:dc61a9f6-506a-4a5b-a131-bde62665c07c>\",\"WARC-Concurrent-To\":\"<urn:uuid:44e15d99-61d0-479c-b518-1e7c96e2da52>\",\"WARC-IP-Address\":\"103.251.171.46\",\"WARC-Target-URI\":\"http://www.scootle.edu.au/ec/search?accContentId=ACMNA014&userlevel=%281%29\",\"WARC-Payload-Digest\":\"sha1:ILWUF2E32GGA5FOAXIPHGLIX4AOYP3G6\",\"WARC-Block-Digest\":\"sha1:UMTOZ6WUILCZ2JLIBVAVRSEFHZAQ3KQF\",\"WARC-Identified-Payload-Type\":\"text/html\",\"warc_filename\":\"/cc_download/warc_2019/CC-MAIN-2019-43/CC-MAIN-2019-43_segments_1570986705411.60_warc_CC-MAIN-20191020081806-20191020105306-00331.warc.gz\"}"}