A worksheet to consolidate your students' understanding of words, numbers and tallies.
Provide a sheet for each student.
Students need to fill in the missing values with the number, word or corresponding tally marks.
teaching resource
Numbers, Words and Tallies Worksheet
Updated: 14 Aug 2016
A worksheet to consolidate your students' understanding of words, numbers and tallies.
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 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>
VC2M2N01
Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines <ul> <li>recognising missing numbers on different number lines, for example, a number line with 1800 on one end and 2200 on the other, with every decade numbered</li> <li>recognising and locating the position of pieces within hundreds chart puzzles using knowledge of the order of natural numbers</li> <li>reading and writing numerals, and saying and ordering two-, three- and four-digit numbers using patterns in the number system, including numbers with zeros in different places and numbers that look and sound similar (such as 808, 880, 818 and 881)</li> <li>collecting large quantities of materials for recycling (for example, ring pulls, bottle tops and bread tags) and grouping them into ones, tens and hundreds, and using the materials to show different representations of two- and three-digit numbers</li> </ul>
MA1-RWN-01
Applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbers
MA1-RWN-02
Reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity values
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>
VC2M2N01
Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines <ul> <li>recognising missing numbers on different number lines, for example, a number line with 1800 on one end and 2200 on the other, with every decade numbered</li> <li>recognising and locating the position of pieces within hundreds chart puzzles using knowledge of the order of natural numbers</li> <li>reading and writing numerals, and saying and ordering two-, three- and four-digit numbers using patterns in the number system, including numbers with zeros in different places and numbers that look and sound similar (such as 808, 880, 818 and 881)</li> <li>collecting large quantities of materials for recycling (for example, ring pulls, bottle tops and bread tags) and grouping them into ones, tens and hundreds, and using the materials to show different representations of two- and three-digit numbers</li> </ul>
MA1-RWN-01
Applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbers
MA1-RWN-02
Reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity values
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thankyou for this resource.. very useful.