Updated: 25 Oct 2021
A cute ice cream-themed addition activity.
Non-Editable: PDF
Pages: 2 Pages
Year: F
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>
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>
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>
Reads numerals and represents whole numbers to at least 20
Reasons about number relations to model addition and subtraction by combining and separating, and comparing collections
Represents the relations between the parts that form the whole, with numbers up to 10
Forms equal groups by sharing and counting collections of objects
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
Represent practical situations to model addition and sharing
Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals
Represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies
Represent practical situations involving equal sharing and grouping with physical and virtual materials and use counting or subitising strategies
A cute ice cream-themed addition activity.
Use this teaching resource to help develop your students’ understanding of simple addition.
Students can use this yummy ice cream template to practise their counting and adding.
Use this resource for a maths group activity or an independent task.
For longevity, put the answer page inside a plastic sheet and have students use a dry-erase marker to write their answers.
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>
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>
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>
Reads numerals and represents whole numbers to at least 20
Reasons about number relations to model addition and subtraction by combining and separating, and comparing collections
Represents the relations between the parts that form the whole, with numbers up to 10
Forms equal groups by sharing and counting collections of objects
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
Represent practical situations to model addition and sharing
Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals
Represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies
Represent practical situations involving equal sharing and grouping with physical and virtual materials and use counting or subitising strategies
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