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WS03 - Place value

Mathematics, Year 1

By the end of Year 1, students connect number names, numerals and quantities, and order numbers to at least 120. They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones. Students partition collections into equal groups and skip count in twos, fives or tens to quantify collections to at least 120. They solve problems involving addition and subtraction of numbers to 20 and use mathematical modelling to solve practical problems involving addition, subtraction, equal sharing and grouping, using calculation strategies. Students use numbers, symbols and objects to create skip counting and repeating patterns, identifying the repeating unit.

 

They compare and order objects and events based on the attributes of length, mass, capacity and duration, communicating reasoning. Students measure the length of shapes and objects using uniform informal units. They make, compare and classify shapes and objects using obvious features. Students give and follow directions to move people and objects within a space.

 

They collect and record categorical data, create one-to-one displays, and compare and discuss the data using frequencies.

Number

AC9M1N01

recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts

Annotations

 x
1

Writes a 2-digit number using the numerals on the faces of 2 dice.

 25 29 10 60
2

Rearranges the same two numerals to write another 2-digit number.

 42 49 10 60
3

Reads 2-digit numbers, distinguishing between the tens and the ones place.

 51 54 10 55
4

Identifies and compares the tens digits to determine the larger of two 2-digit numbers.

 59 67 10 50
5

Writes the largest possible 3-digit number using the numerals on the faces of 3 dice.

 92 101 20 50
6

Recognises the place value of each numeral in a 3-digit number.

 105 111 15 50
7

Uses an understanding of place value to explain why a 3-digit number is the largest: “nine hundred is bigger than four hundred”.

 117 128 15 50
Transcript

[Teacher] Using these two dice can you roll them for me?

 

[Teacher] Alright, using those 2 numbers can you make 2 different 2-digit numbers and write them on the whiteboard?

 

[Teacher] Can you make another 2-digit number? A different one, now using those same numbers?

 

[Teacher] Good, can you write that one out for me?

 

[Teacher] Can you read me those numbers?

 

[Student] 94 and 49.

 

[Teacher] Good, so out of 94 and 49. Which is the largest number?

 

[Student] 94.

 

[Teacher] Good, why is it 94?

 

[Student] Because 9 is higher than 4, and 4 is lower than 9.

 

[Teacher] And if I got you to roll another dice, using those 3 numbers here. Can you make it the largest 3-digit number?

 

[Teacher] Can you write that out for me?

 

[Student] 940.

 

[Teacher] Good, can you write it down?

 

[Teacher] Okay, if this is the 1’s column, what do we call this?

 

[Student] The 10’s column.

 

[Teacher] And this one?

 

[Student] The 100’s column.

 

[Teacher] Good, how did you know that the 9 needed to go here to make it the largest number?

 

[Student] Because 400 is lower than 900. 900 is higher than 400.