teaching resource

Four in a Row – Numbers 6–10

  • Updated

    Updated:  03 Jan 2023

Match picture cards with numerals to practise counting to 10.

  • Editable

    Editable:  Google Slides, PowerPoint

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  F - 1

Curriculum

  • VC2MFN01

    Name, represent and order numbers, including zero to at least 20, using physical and virtual materials and numerals <ul> <li>responding to a request to collect a quantity of objects or reading a numeral and selecting the associated quantity of items from a collection to match the number required; for example, collecting 9 paintbrushes after hearing the word ‘nine’</li> <li>recognising the order in the sequence of numbers to 20 and identifying the number that is ‘one less’ than a given number and the number that is ‘one more’; for example, playing instructive card games that involve reading and ordering number cards, or using counting songs, storybooks and rhymes to establish the forwards and backwards counting sequence of numbers in the context of active counting activities</li> <li>understanding and using terms to indicate ordinal position in a sequence; for example, filling in the missing term in ‘first’, ‘second’, ‘third’, … ‘fifth’ …, or creating a number track using cards with the numerals zero to 20 and describing positions using terms such as ‘first’, ‘last’, ‘before’, ‘after’ and ‘between’</li> <li>recognising, writing and reading numerals written on familiar objects; for example, recognising and reading numerals in images, text or illustrations in storybooks, or writing a numeral on a container as a label to show how many objects it contain</li> <li>connecting quantities to number names and numerals when reading and reciting stories and playing counting games or determining and reasoning about the size of sets of objects within Aboriginal and/or Torres Strait Islander Peoples’ instructive games, for example, Segur etug from Mer Island in the Torres Strait region</li> </ul>

  • VC2MFN03

    Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning <ul> <li>establishing the language and process of counting, and understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are and that the last number counted answers the question of ‘How many?’; for example, saying numbers in sequence while playing and performing actions</li> <li>using counting to compare the size of 2 or more collections of like items to justify which collection contains more or fewer items</li> <li>using counting and one-to-one correspondence to quantify the number of items required for a purpose; for example, when asked to collect enough scissors for each member of their group to have a pair, counting each member and using the total count to know how many to collect</li> <li>discussing how different cultures may have alternative ways of representing the count; for example, discussing how some people of the Asia region use an abacus or Chinese hand gestures</li> <li>using body-tallying that involves body parts and one-to-one correspondence from counting systems of Aboriginal and/or Torres Strait Islander Peoples to count to 20</li> </ul>

  • Four in a Row – Numbers 6–10 teaching resource
teaching resource

Four in a Row – Numbers 6–10

  • Updated

    Updated:  03 Jan 2023

Match picture cards with numerals to practise counting to 10.

  • Editable

    Editable:  Google Slides, PowerPoint

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  F - 1

Match picture cards with numerals to practise counting to 10.

Improve Counting Skills with this Four in a Row Game!

Are you looking for a fun way to practise counting to 10 with your students? This simple game will give your students an opportunity to count different sets of items.

To play, players take turns choosing a card. They will count the objects and find a matching number on the game board to cover. Connect four squares in a row to win!

Through this activity, students will show they can use their one-to-one correspondence skills to count a group of objects.

Tips for Differentiation + Scaffolding 

A team of dedicated, experienced educators created this resource to support your maths lessons.

In addition to partner work time, use this counting game to enhance learning through guided math groups or as a fast finisher activity.

If you have a mixture of above and below-level learners, check out these suggestions for keeping students on track with the concepts:

🆘 Support Struggling Students

Help students who need help understanding the concepts by providing a number line for students to refer to when counting.

➕ Challenge Fast Finishers

For students who need a bit of a challenge, encourage them to think of an addition or subtraction sentence that equals the number on their card.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the PDF or editable PowerPoint or Google Slides version of this resource.

Print on cardstock for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

This resource was created by Lindsey Phillips, a Teach Starter Collaborator.

Curriculum

  • VC2MFN01

    Name, represent and order numbers, including zero to at least 20, using physical and virtual materials and numerals <ul> <li>responding to a request to collect a quantity of objects or reading a numeral and selecting the associated quantity of items from a collection to match the number required; for example, collecting 9 paintbrushes after hearing the word ‘nine’</li> <li>recognising the order in the sequence of numbers to 20 and identifying the number that is ‘one less’ than a given number and the number that is ‘one more’; for example, playing instructive card games that involve reading and ordering number cards, or using counting songs, storybooks and rhymes to establish the forwards and backwards counting sequence of numbers in the context of active counting activities</li> <li>understanding and using terms to indicate ordinal position in a sequence; for example, filling in the missing term in ‘first’, ‘second’, ‘third’, … ‘fifth’ …, or creating a number track using cards with the numerals zero to 20 and describing positions using terms such as ‘first’, ‘last’, ‘before’, ‘after’ and ‘between’</li> <li>recognising, writing and reading numerals written on familiar objects; for example, recognising and reading numerals in images, text or illustrations in storybooks, or writing a numeral on a container as a label to show how many objects it contain</li> <li>connecting quantities to number names and numerals when reading and reciting stories and playing counting games or determining and reasoning about the size of sets of objects within Aboriginal and/or Torres Strait Islander Peoples’ instructive games, for example, Segur etug from Mer Island in the Torres Strait region</li> </ul>

  • VC2MFN03

    Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning <ul> <li>establishing the language and process of counting, and understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are and that the last number counted answers the question of ‘How many?’; for example, saying numbers in sequence while playing and performing actions</li> <li>using counting to compare the size of 2 or more collections of like items to justify which collection contains more or fewer items</li> <li>using counting and one-to-one correspondence to quantify the number of items required for a purpose; for example, when asked to collect enough scissors for each member of their group to have a pair, counting each member and using the total count to know how many to collect</li> <li>discussing how different cultures may have alternative ways of representing the count; for example, discussing how some people of the Asia region use an abacus or Chinese hand gestures</li> <li>using body-tallying that involves body parts and one-to-one correspondence from counting systems of Aboriginal and/or Torres Strait Islander Peoples to count to 20</li> </ul>

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