NSW Syllabuses

# Mathematics K–10 - Stage 1 - Number and Algebra Whole Numbers

## Whole Numbers 1

### Outcomes

#### A student:

• MA1-1WM

describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols

• MA1-2WM

uses objects, diagrams and technology to explore mathematical problems

• MA1-3WM

supports conclusions by explaining or demonstrating how answers were obtained

• MA1-4NA

applies place value, informally, to count, order, read and represent two- and three-digit numbers

### Content

• Students:
• Develop confidence with number sequences to 100 by ones from any starting point (ACMNA012)
• count forwards and backwards by ones from a given two-digit number
• identify the number before and after a given two-digit number
• describe the number before as 'one less than' and the number after as 'one more than' a given number (Communicating)
• read and use the ordinal names to at least 'thirty-first', eg when reading calendar dates
• count and represent large sets of objects by systematically grouping in tens
• use and explain mental grouping to count and to assist with estimating the number of items in large groups
• use place value to partition two-digit numbers, eg 32 as 3 groups of ten and 2 ones
• state the place value of digits in two-digit numbers, eg 'In the number 32, the "3" represents 30 or 3 tens'
• partition two-digit numbers in non-standard forms, eg 32 as 32 ones or 2 tens and 12 ones
• Recognise, model, read, write and order numbers to at least 100; locate these numbers on a number line (ACMNA013)
• represent two-digit numbers using objects, pictures, words and numerals
• locate and place two-digit numbers on a number line
• apply an understanding of place value and the role of zero to read, write and order two-digit numbers
• use number lines and number charts to assist with counting and ordering
• give reasons for placing a set of numbers in a particular order (Communicating, Reasoning)
• round numbers to the nearest ten
• estimate, to the nearest ten, the number of objects in a collection and check by counting, eg estimate the number of children in a room to the nearest ten
• solve simple everyday problems with two-digit numbers
• choose an appropriate strategy to solve problems, including trial-and-error and drawing a diagram (Communicating, Problem Solving)
• ask questions involving two-digit numbers, eg 'Why are the houses on either side of my house numbered 32 and 36?' (Communicating)
• Recognise, describe and order Australian coins according to their value (ACMNA017)
• identify, sort, order and count money using the appropriate language in everyday contexts, eg coins, notes, cents, dollars
• recognise that total amounts can be made using different denominations, eg 20 cents can be made using a single coin or two 10-cent coins

### Background Information

The learning needs of students are to be considered when determining the appropriate range of two- and three-digit numbers.

Students should be encouraged to develop different counting strategies, eg if they are counting a large number of items, they can count out groups of ten and then count the groups.

They need to learn correct rounding of numbers based on the convention of rounding up if the last digit is 5 or more and rounding down if the last digit is 4 or less.

### Language

Students should be able to communicate using the following language: count forwards, count backwards, number before, number after, more than, less than, number line, number chart, digit, zero, ones, groups of ten, tens, groups of one hundred, hundreds, round to.

The word 'and' is used when reading a number or writing it in words, eg five hundred and sixty-three.

### National Numeracy Learning Progression links to this Mathematics outcome

When working towards the outcome MA1‑4NA the sub-elements (and levels) of Quantifying numbers (QuN6-QuN9), Multiplicative strategies (MuS3), Understanding money (UnM3-UnM5) and Number patterns and algebraic thinking (NPA3) describe observable behaviours that can aid teachers in making evidence-based decisions about student development and future learning.

The progression sub-elements and indicators can be viewed by accessing the National Numeracy Learning Progression.