NUMBER & ALGEBRA - Representing Whole Numbers (with QR codes) - KS1

Aligned to the NSW Syllabus for The Australian curriculum   (Mathematics K–10 | NSW Curriculum | NSW Education Standards Authority)
- outcomes and content listed at bottom of page
Counting Cars
Fruit Splat Count
Feed Freddy
Chopper Squad - 10 more, 10 less
Count the fingers
Trigon Bus Stop - number line
Fruit Splat - Numbers and Words
Counting Caterpillars
Teddy Numbers
5 Speckled Frogs
Post a letter - recognising 2, 3 and 4 digit numbers
Numbers and Words With Curious George
Seahorse Chronicles - counting skills
Shark Numbers
Abcya - Interactive Number Chart
Connect The Dots
Archery Doubles
Number Chart - ABCya
Picture
Image by anncapictures from Pixabay
Number Bubble
Interactive Number Lines
George's Flower Garden
Goalie
Marble Drop Addition
Robots More or Less
Caterpillar Ordering
Rounding up/down
Ordinal Numbers
Abcya - 100 number chart
Fishy Count
Ladybird Counting
Number Sequences
Place Value Basketball
Mummy Number Line
Number Rack
Underwater counting 
Number Match
Greater Than/Less Than - symbols
Ten Frame Manipulatives
Scooter Quest
Place Value Party
Nile Numbers
Sorting Money - ABC education
Addition Bonds
Maths Cats - big numbers (say and see)
Gobbling Goblins
Duck Shoot
Helicopter Rescue
Picture
Image by Clker-Free-Vector-Images from Pixabay
Chinese Dragon Ordering and Sequencing
Skip Counting Robots - printable
Okta's Rescue - nctm
Syllabus Outcomes and Content
​​MAO-WM-01 Develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
ES1 - new syllabus
MAE-RWN-01 Demonstrates an understanding of how whole numbers indicate quantity
MAE-RWN-02 Read numerals and represent whole numbers to at least 20
​
Representing whole numbers - content
  • Instantly recognise (subitise) the number of items in small groups of up to four items without counting
  • Identify the number of items in different arrangements
  • Count forwards to at least 30 and state the number after or before a given number, without needing to count from one
  • Identify and distinguish the ‘teen’ numbers from multiples of ten with the same initial sounds
  • Count backwards from a given number 20 or less
  • Identify the number before as 'one less' and the number after as 'one more’ than a given number
  • Recognise dice and domino dot patterns
  • Recognise different finger patterns for the same number
  • Count with one-to-one correspondence, recognising that the last number name represents the total number in the collection
  • Count out a specified number of objects (from 5 to 20) from a larger collection, keeping track of the count
  • Make correspondences between collections (Reasons about quantity)
  • Read numerals to at least 20, including zero
  • Represent numbers as quantities to at least 20 using objects (such as fingers), number words and numerals
  • Compare and order numbers to 20
  • Use the term ‘is the same as’ to express equality of groups (Reasons about quantity)​
source: https://curriculum.nsw.edu.au/stages/primary/early-stage-1?tab=content
 S1 A & B - new syllabus
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
​
Representing whole numbers A - content
  • Count forwards and backwards by ones from a given number to at least 120Model and describe 'odd' and 'even' numbers using items paired in two rows
  • Count forwards and backwards by twos from any starting point
  • Sequence numbers and arrange them on a line by considering the order and size of those numbers
  • Locate the approximate position of multiples of 10 on a model of a number line from 0 to 100
  • Recognise that ten ones is the same as one ten
  • Use 10 as a reference in forming numbers from 11 to 20
  • Count large sets of objects by systematically grouping in tens
  • Partition two-digit numbers to show quantity values
  • Use number lines and number charts to assist with locating the nearest ten to a number
  • Estimate, to the nearest ten, the number of objects in a collection and check by counting in groups of ten (Reasons about quantity)
​Representing whole numbers B - content
  • Identify the number before and after a given three-digit number
  • Count forwards and backwards by tens, on and off the decade, with two- and three-digit numbers
  • Identify how many more to the next multiple of ten within two- and three-digit numbers
  • Count and represent large sets of objects by systematically grouping in tens and hundreds
  • Use models such as base 10 material and interlocking cubes to represent and explain grouping
  • State the quantity value of digits in numbers of up to three digits (Reasons about quantity)
  • Identify the nearest hundred to a number
  • Recognise units of 100
  • Use place value to partition and rename three-digit numbers in different ways (Reasons about relations)
  • Estimate, to the nearest hundred, the number of objects in a collection and check by grouping and counting
source: ​https://curriculum.nsw.edu.au/stages/primary/stage-1?tab=content
Whole Number
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updated Feb 2023