Learning intention
- partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts
Foundation Mathematics · AC9MFN04
Make and split numbers to 10
Explore the smaller parts that combine to make a whole number
Ready to project and teach
Learning goalsStart here
Australian CurriculumExact wording and teacher focus
Curriculum
- partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts
Worked examplesWe do
Clean one-page examples
AC9MFN04 - AC9MFN04: Partition and combine collections up to 10 using part-part-whole relationships...
Example 1
recognising numbers represented in physical or virtual ten-frames, and describing their reasoning: “It’s 7 because there is 5 there and 2 more” Learning connection: A whole number can be split into parts in different ways, and the parts can be recombined to make the same whole.
Example 2
partitioning collections of up to 10 objects in different ways and saying the part-part-whole relationship; for example, partitioning a collection of 6 counters into 4 counters and 2 counters and saying, “6 is 4 and 2 more, it’s 2 and 4”, then partitioning the same collection into 5 and one or 3 and 3 Learning connection: A whole number can be split into parts in different ways, and the parts can be recombined to make the same whole.
Example 3
representing part-part-whole relationships in numbers up to 10 using physical or virtual materials; for example, identifying numbers represented by dots in standard number configurations such as dominos and dice by recognising parts that form the whole Learning connection: A whole number can be split into parts in different ways, and the parts can be recombined to make the same whole.
Example 4
exploring number groupings in First Nations Australians’ counting systems and the different ways of representing these groupings to form and partition numbers, applying this to quantify collections of objects in the environment on Country/Place up to 10 Learning connection: A whole number can be split into parts in different ways, and the parts can be recombined to make the same whole.
More examplesBuild understanding
Elaboration expansion and examples 1
- E1: recognising numbers represented in physical or virtual ten-frames, and describing their reasoning: “It’s 7 because there is 5 there and 2 more” Learning connection: A whole number can be split into parts in different ways, and the parts can be recombined to make the same whole.
- E2: partitioning collections of up to 10 objects in different ways and saying the part-part-whole relationship; for example, partitioning a collection of 6 counters into 4 counters and 2 counters and saying, “6 is 4 and 2 more, it’s 2 and 4”, then partitioning the same collection into 5 and one or 3 and 3 Learning connection: A whole number can be split into parts in different ways, and the parts can be recombined to make the same whole.
Elaboration expansion and examples 2
- E3: representing part-part-whole relationships in numbers up to 10 using physical or virtual materials; for example, identifying numbers represented by dots in standard number configurations such as dominos and dice by recognising parts that form the whole Learning connection: A whole number can be split into parts in different ways, and the parts can be recombined to make the same whole.
Elaboration expansion and examples 3
- E4: exploring number groupings in First Nations Australians’ counting systems and the different ways of representing these groupings to form and partition numbers, applying this to quantify collections of objects in the environment on Country/Place up to 10 Learning connection: A whole number can be split into parts in different ways, and the parts can be recombined to make the same whole.
- Build, split and recombine 7: WHOLE ● ● ● ● ● ● ● 7 SPLIT ● ● ● ● ● | ● ● 5 and 2 are parts of 7. RECOMBINE 5 + 2 = 7 2 + 5 = 7 The whole stays 7. Think aloud: Build or point to the model first, explain what each part shows, then state the answer.
- Find different partitions: 6 = 5 + 1 6 = 4 + 2 6 = 3 + 3 Ask: “Can you find another way to split 6?”
Teach, ask and checkTopic-aligned
AC9MFN04 · AC9MFN04: Partition and combine collections up to 10 using part-part-whole relationships...
Learning focus: partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts
Model it: exploring number groupings in First Nations Australians’ counting systems and the different ways of representing these groupings to form and partition numbers, applying this to quantify collections of objects in the environment on Country/Place up to 10 Learning connection: A whole number can be split into parts in different ways, and the parts can be recombined to make the same whole.
Ask the learner: Show another way to make 6 using two parts.
Look for: The learner can partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Exit ticketReview and assess
Assessment-style questions and review hints 1
Questions
- Show another way to make 6 using two parts.
- If the whole is 8 and one part is 3, what is the other part?
Review hints
- Main idea: A whole number can be split into parts in different ways, and the parts can be recombined to make the same whole.
- Useful routine: Build whole → Split → Name parts → Recombine → Record → Check
Assessment-style questions and review hints 2
Questions
- Are 4 + 2 and 2 + 4 the same whole? Explain.
Review hints
- whole: the complete group
- part: a smaller group inside the whole
Exit ticket
- Split 7 into 5 and ___.
Curriculum alignmentVictoria · NSW · International
Mapped skill: partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9MFN04 · Foundation |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Mathematics | VC2MFN04 · Foundation |
| New South Wales | NSW Mathematics K–10 Syllabus (2022) | MAE-CSQ-02 · Early Stage 1 |
| United States (USA) | Common Core State Standards for Mathematics | Kindergarten |
| Canada (Ontario) | Ontario Curriculum — Mathematics | Kindergarten |
| United Kingdom (England) | National Curriculum in England — Mathematics | Year 1, Key Stage 1 |
| India | NCERT / CBSE — Mathematics | Foundational Stage / Balvatika 3 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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