teaching resource

1-10 Addition Flashcards - Stars BW (Horizontal)

Updated: 18 Apr 2019

One hundred and one addition flashcards with numbers 0-10.

Non-Editable: PDF
Pages: 61 Pages
Years: F - 3

Curriculum

VC2MFN05

Represent practical situations, including simple financial situations, involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies <ul> <li>using role-play and materials to represent mathematical relationships in stories; for example, role-playing ‘Eight kangaroos were drinking at the river and 3 hopped away’, drawing a picture and using materials to represent the situation, discussing, and recording the result of the action with a numeral</li> <li>role-playing or actively engaging in situations that involve quantifying or comparing collections of items or simple money transactions; for example, engaging with the question ‘Do we have enough scissors for our group so that each person has their own pair?’, or role-playing using $1 coins to pay for items in a shop where items are priced in whole dollars</li> <li>representing situations expressed in Aboriginal and/or Torres Strait Islander stories, such as ‘Tiddalick, the greedy frog’, that describe additive situations and their connections to Country/Place</li> <li>representing addition and subtraction situations found in leaf games involving sets of objects used to tell stories, such as games from the Warlpiri Peoples of Yuendumu in the Northern Territory</li> </ul>
VC2MFN06

Represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies <ul> <li>using materials to role-play equal sharing; for example, sharing pieces of fruit or a bunch of grapes between 4 people and discussing how you would know they have been shared equally; or, when playing card games where each player is dealt the same number of cards, counting the number of cards after the deal to ensure they have the same amount</li> <li>representing situations that involve counting several items; for example, starting with 9 beads or 6 $1 coins and then sharing them equally between 3 people by subitising or counting each group by ones to decide how many beads or coins each person will receive</li> <li>exploring instructive games of Aboriginal and/or Torres Strait Islander Peoples that involve sharing; for example, playing Yangamini of the Tiwi Peoples of Bathurst Island to investigate and discuss equal sharing</li> </ul>
VC2M3A01

Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences <ul> <li>partitioning numbers using materials, part-part-whole diagrams or bar models, and recording addition and subtraction facts for each representation, explaining how each fact is connected to the materials, diagrams or models (for example, 16 + 8 = 24, 24 − 8 = 16, 8 = 24 − 16)</li> <li>using the inverse relationship between addition and subtraction to find unknown values with a calculator or by counting on; for example, representing the problem ‘Peter had some money and then spent $375. Now he has $158 left. How much did Peter have to start with?’ as □ − $375 = $158 and solving the problem using $375 + $158 = $533; or solving 27 + □ = 63 using subtraction, □ = 63 – 27, or by counting on 27, 37, 47, 57, 60, 63, so add 3 tens and 6 ones, so □ = 36</li> <li>exploring Aboriginal and/or Torres Strait Islander Peoples’ stories and dances that show the connection between addition and subtraction, representing this as a number sentence and discussing how this conveys important information about balance in processes on Country/Place</li> </ul>

teaching resource

1-10 Addition Flashcards - Stars BW (Horizontal)

Updated: 18 Apr 2019

One hundred and one addition flashcards with numbers 0-10.

Non-Editable: PDF
Pages: 61 Pages
Years: F - 3

One hundred and one addition flashcards with numbers 0-10.

Cut these flashcards out and stick the answer on the back of the related question.

Laminate them to ensure they last longer.

Curriculum

VC2MFN05

Represent practical situations, including simple financial situations, involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies <ul> <li>using role-play and materials to represent mathematical relationships in stories; for example, role-playing ‘Eight kangaroos were drinking at the river and 3 hopped away’, drawing a picture and using materials to represent the situation, discussing, and recording the result of the action with a numeral</li> <li>role-playing or actively engaging in situations that involve quantifying or comparing collections of items or simple money transactions; for example, engaging with the question ‘Do we have enough scissors for our group so that each person has their own pair?’, or role-playing using $1 coins to pay for items in a shop where items are priced in whole dollars</li> <li>representing situations expressed in Aboriginal and/or Torres Strait Islander stories, such as ‘Tiddalick, the greedy frog’, that describe additive situations and their connections to Country/Place</li> <li>representing addition and subtraction situations found in leaf games involving sets of objects used to tell stories, such as games from the Warlpiri Peoples of Yuendumu in the Northern Territory</li> </ul>
VC2MFN06

Represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies <ul> <li>using materials to role-play equal sharing; for example, sharing pieces of fruit or a bunch of grapes between 4 people and discussing how you would know they have been shared equally; or, when playing card games where each player is dealt the same number of cards, counting the number of cards after the deal to ensure they have the same amount</li> <li>representing situations that involve counting several items; for example, starting with 9 beads or 6 $1 coins and then sharing them equally between 3 people by subitising or counting each group by ones to decide how many beads or coins each person will receive</li> <li>exploring instructive games of Aboriginal and/or Torres Strait Islander Peoples that involve sharing; for example, playing Yangamini of the Tiwi Peoples of Bathurst Island to investigate and discuss equal sharing</li> </ul>
VC2M3A01

Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences <ul> <li>partitioning numbers using materials, part-part-whole diagrams or bar models, and recording addition and subtraction facts for each representation, explaining how each fact is connected to the materials, diagrams or models (for example, 16 + 8 = 24, 24 − 8 = 16, 8 = 24 − 16)</li> <li>using the inverse relationship between addition and subtraction to find unknown values with a calculator or by counting on; for example, representing the problem ‘Peter had some money and then spent $375. Now he has $158 left. How much did Peter have to start with?’ as □ − $375 = $158 and solving the problem using $375 + $158 = $533; or solving 27 + □ = 63 using subtraction, □ = 63 – 27, or by counting on 27, 37, 47, 57, 60, 63, so add 3 tens and 6 ones, so □ = 36</li> <li>exploring Aboriginal and/or Torres Strait Islander Peoples’ stories and dances that show the connection between addition and subtraction, representing this as a number sentence and discussing how this conveys important information about balance in processes on Country/Place</li> </ul>

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