Updated: 28 Sep 2023
An professor themed place value worksheet to use in the classroom when completing number patterns.
Non-Editable: PDF
Pages: 3 Pages
Year: F
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>
Reads numerals and represents whole numbers to at least 20
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning
An professor themed place value worksheet to use in the classroom when completing number patterns.
Use this teaching resource as a class activity or independent homework task when identifying and completing number patterns from 1 to 20.
Students complete each number pattern by filling in the last two numbers in each sequence.
Students then use the blank page to create their own number patterns.
An answers page has also been provided.
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>
Reads numerals and represents whole numbers to at least 20
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning
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