teaching resource

Maths Mazes (Number Sequencing)

Updated: 07 Jun 2023

Skip count your way through these mazes that focus on number sequencing.

Editable: Word
Non-Editable: PDF
Pages: 3 Pages
Years: 2 - 3

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>
VC2M2A01

Recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern <ul> <li>creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’</li> <li>recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table</li> <li>recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence</li> <li>recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers</li> </ul>
VC2M4N10

Follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns <ul> <li>creating an algorithm that will generate number sequences involving multiples of one to 10 using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely</li> <li>creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and recording the sequence of numbers generated; and checking results and describing any emerging patterns</li> <li>using a multiplication formula in a spreadsheet and the ‘fill down’ function to generate a sequence of numbers (for example, entering the number ‘1’ in the cell A1, using ‘fill down’ to cell A100, entering the formula ‘=A1*4’ in the cell B1 and using the ‘fill down’ function to generate a sequence of 100 numbers) and describing emerging patterns</li> <li>creating an algorithm that will generate number sequences involving multiples of one to 10, using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely</li> </ul>

teaching resource

Maths Mazes (Number Sequencing)

Updated: 07 Jun 2023

Skip count your way through these mazes that focus on number sequencing.

Editable: Word
Non-Editable: PDF
Pages: 3 Pages
Years: 2 - 3

Skip count your way through these mazes that focus on number sequencing.

A Nautical Spin on Number Sequencing Worksheets

Ahoy, mateys! Ready to set sail and skip count through an archipelago? 🏝

Students will use their knowledge of number patterns to find paths that follow set number sequencing rules.

There are three versions of the maze included in the resource. The mazes are differentiated as follows:

Maze 1: skip counting number sequences by twos, fives and tens starting from zero
Maze 2: skip counting number sequences by twos, threes and fives starting from any point
Maze 3: increasing and decreasing skip counting number sequences by fours, sevens and nines starting from any point.

Answer pages are included with your download to make marking fast and easy!

Tips for Differentiation + Scaffolding

In addition to individual student work time, use this worksheet as a:

maths group rotation
fast finisher activity
whole-class review (via smartboard)

Have students who need a greater challenge complete maze three and then create their own skip-counting maze using the editable Microsoft Word version of the resource.

Provide concrete materials to students who need extra support completing the first maze. This will allow them to count physical objects as they navigate the maze.

Easily Download & Print

Use the dropdown icon on the Download button to choose between the PDF or Microsoft Word version of this resource.

Turn this teaching resource into a sustainable activity by printing on cardboard and slipping it into a write-and-wipe sleeve. Students can record their answers with a whiteboard marker, then erase and reuse.

This resource was created by Melissa McLaren, a Teach Starter Collaborator.

Don’t stop there! We’ve got more activities to shorten your lesson planning time:

teaching resource

Maths Mazes (Friends of Ten)

A set of friends of ten mazes where students find missing addends to solve the maze.

teaching resource

Maths Mazes (Place Value)

Determine the correct paths through each maze using knowledge of place value.

teaching resource

Maths Mazes (Addition and Subtraction)

A set of puzzling mazes that require addition and subtraction skills to solve.

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>
VC2M2A01

Recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern <ul> <li>creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’</li> <li>recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table</li> <li>recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence</li> <li>recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers</li> </ul>
VC2M4N10

Follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns <ul> <li>creating an algorithm that will generate number sequences involving multiples of one to 10 using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely</li> <li>creating a basic flow chart that represents an algorithm that will generate a sequence of numbers using multiplication by a constant term; using a calculator to model and follow the algorithm, and recording the sequence of numbers generated; and checking results and describing any emerging patterns</li> <li>using a multiplication formula in a spreadsheet and the ‘fill down’ function to generate a sequence of numbers (for example, entering the number ‘1’ in the cell A1, using ‘fill down’ to cell A100, entering the formula ‘=A1*4’ in the cell B1 and using the ‘fill down’ function to generate a sequence of 100 numbers) and describing emerging patterns</li> <li>creating an algorithm that will generate number sequences involving multiples of one to 10, using digital tools to assist, identifying and explaining emerging patterns, and recognising that number sequences can be extended indefinitely</li> </ul>

Teach Starter Publishing

We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!

0 Comments

Write a review to help other teachers and parents like yourself. If you'd like to request a change to this resource, or report an error, select the corresponding tab above.