Representing whole numbers B
Mathematics K–10 (2022) · Stage 1 · View this focus area on the NESA NSW Curriculum website ↗
Outcomes
MA1-RWN-01 applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbersMA1-RWN-02 reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity valuesContent dot points
Each dot point has its own page with resources matched to it.
Use counting sequences of ones and tens flexibly
- 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
Form, regroup, and rename 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
Stage 1 planning resources
Stage- or course-wide documents (scope and sequences, guides) that cover this focus area alongside others.
- Unit/PlanningMaking connections – Stage 1 (parallel content)
- Unit/PlanningSample scope and sequence – Stage 1