Representing whole numbers A
Mathematics K–10 (2022) · Stage 1 · View this focus area on the NESA NSW Curriculum website ↗
Outcomes
MA1-RWN-01 applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbersMA1-RWN-02 reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity valuesContent dot points
Each dot point has its own page with resources matched to it.
Use counting sequences of ones with two-digit numbers and beyond
- Identify the number before and after a given two-digit number
- Count forwards and backwards by ones from a given number to at least 120
Continue and create number patterns
- Model and describe 'odd' and 'even' numbers using items paired in two rows
- Count forwards and backwards by twos from any starting point
Represent numbers on a line
- Sequence numbers and arrange them on a line by considering the order and size of those numbers
- Locate the approximate position of multiples of 10 on a model of a number line from 0 to 100
Represent the structure of groups of ten in whole numbers
- Recognise that ten ones is the same as one ten
- Use 10 as a reference in forming numbers from 11 to 20
- Count large sets of objects by systematically grouping in tens
- Partition two-digit numbers to show quantity values
- Use number lines and number charts to assist with locating the nearest ten to a number
- Estimate, to the nearest ten, the number of objects in a collection and check by counting in groups of ten (Reasons about quantity)
Stage 1 planning resources
Stage- or course-wide documents (scope and sequences, guides) that cover this focus area alongside others.
- Unit/PlanningMaking connections – Stage 1 (parallel content)
- Unit/PlanningSample scope and sequence – Stage 1