An assessment task in which students will demonstrate an understanding of 2-digit place value.
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Assessment - Representing 2-Digit Numbers
60 mins
|
Suitable for years:
1
Curriculum
VC2M1N01
Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts <ul> <li>reading, writing and naming numerals and ordering two-digit numbers from zero to at least 120, using patterns within the natural number system, including numbers that look and sound similar, for example, 16, 60, 61 and 66</li> <li>using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging them on an empty number line</li> <li>using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to 99, or colour-coding the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones</li> <li>recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols (for example, through kanji numbers in Japanese and characters in Chinese) and that there are alternative numeration systems (for example, using special characters for 10 and 100 and other multiples of 10 in Japanese and Chinese numeration)</li> </ul>
VC2M1N03
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting <ul> <li>counting a large collection of items using groups of fives or tens and skip counting to work out how many there are, and recording the amount and connecting the digits in the number to the grouped materials when using groups of 10</li> <li>counting collections of objects, such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting, and connecting the digits in the number to the groups of tens and ones</li> <li>counting a large collection of Australian $1 coins by stacking them in piles of 10, skip counting in tens and including any leftover coins to determine the total value</li> </ul>
VC2M1A01
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects including Australian coins, formed by skip counting, initially by twos, fives and tens <ul> <li>using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens</li> <li>using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …</li> <li>recognising the patterns in sequences formed by skip counting; for example, recognising that skip counting in fives starting from zero always results in either a 5 or zero as the final digit</li> <li>counting by twos, fives or tens to determine how much money is in a collection of coins or notes of the same denomination, for example, 5-cent, 10-cent and $2 coins or $5 and $10 notes</li> <li>using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences</li> </ul>
MA1-RWN-02
Reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity values
MA1-FG-01
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
ACMNA012
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
ACMNA013
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
ACMNA014
Count collections to 100 by partitioning numbers using place value
AC9M1N01
Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
AC9M1N03
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
AC9M1A01
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
Author
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