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>
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>
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>
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>
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
teaching resource
Number 1-30 Fishy Find Game
Updated: 07 Oct 2021
A set of 'fish' representing numbers 1-30 in numeral and word form.
A set of 'fish' representing numbers 1-30 in numeral and word form.
Use this teaching resource to help your students with number recognition and word-numeral matching for numbers 1-30.
Set up these fish with paperclips or magnets attached, and provide your students with little fishing rods with magnets on the end of a piece of string. As your students recognise each numeral or word, they can ‘catch’ the fish with the magnetic fishing rod.
To differentiate this activity, ask your students to catch each fish in ascending or descending numerical order.
Use the editable version of this resource to add numbers beyond 30.
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>
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>
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>
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>
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
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