AC9M1N01 • Year 1 Maths
Numbers to 120 can be represented with objects, numerals, number lines and charts. The same number can be shown in different ways.
Numbers to 120 can be represented with objects, numerals, number lines and charts. The same number can be shown in different ways.
Learning routine: Build → Say → Write → Locate → Order
Use the representation to explain how you know the number and where it belongs.
Compare the largest place first: hundreds, then tens, then ones. On a number line, numbers farther right are greater.
Explain your thinking: Say what each part of the model represents, then explain why the answer or conclusion follows.
Connect a numeral to its groups and position, including numbers past 100.
Which is greater: 97 or 103?
| Number | Hundreds | Tens | Ones |
|---|---|---|---|
| 97 | 0 | 9 | 7 |
| 103 | 1 | 0 | 3 |
Watch for this mistake: Looking at the ones digit first can give the wrong comparison. Compare the complete quantities; start with the largest place.
Order 89, 108 and 98 from least to greatest.
Build or sketch the tens and hundreds first.
89, 98, 108. The two numbers below 100 come first; 8 tens is less than 9 tens.
A number line shows 109, 110, __, 112. What is missing?
Each step adds one.
111. One more than 110 is 111.
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
reading, writing and naming numerals and ordering two-digit numbers from zero to at least 120, using patterns within the natural number system, including numbers that look and sound similar; for example, 16, 60, 61 and 66
Try and explain: Read 17, 70 and 71. Which is greatest? Explain using tens and ones.
71 is greatest: it has seven tens and one one. 70 has seven tens with no extra ones; 17 has only one ten.
using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging on an empty number line
Try and explain: Place 42 between 40 and 50 on an equally spaced number line. Is it closer to 40 or 50?
It is closer to 40: two steps after 40 and eight steps before 50. The spaces must represent equal increases.
using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to 99; colour code the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones
Try and explain: On a chart with ten numbers in each row, 34 is directly above 44. What changes when moving down one row?
The number increases by ten. The tens count changes from three to four, while the ones digit stays four.
recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols; for example, through kanji numbers in Japanese and characters in Chinese, and that there are alternate numeration systems; for example, using special characters for 10 and 100 and other multiples of 10 in Japanese and Chinese numeration
Try and explain: Two cards use different written symbols. Each card is matched to a collection of seven dots. Must the amounts be different?
No. Different words or symbols can represent the same quantity. Counting both collections gives seven.
Build a two-digit number with tens and ones, then write the numeral.
Model: 47 = 4 tens + 7 ones
Place 36, 63 and 103 on a simple number line or hundred chart.
Model: 0 — 20 — 40 — 60 — 80 — 100 — 120
Order four number cards from smallest to largest and explain how you decided.
Model: 29, 92, 39, 109
Key idea: Numbers to 120 can be represented with objects, numerals, number lines and charts. The same number can be shown in different ways.
Return to the concept model if an answer is uncertain. Use the model to explain, not just to guess.
AC9M1N01: recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
Use the Practice Sheet for written or hands-on work, Practice for supported feedback, and Test when the student is ready to demonstrate independent mastery.
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
Scratch Garden — Practise counting in ones to 100, then continue to 120 in the topic lesson.
As you watch: Listen to what changes after each number ending in nine.
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Start at 96. Say and write the numbers through 120. Use a number chart to check.
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Mapped skill: recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9M1N01 · Year 1 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Mathematics | VC2M1N01 · Level 1 |
| New South Wales | NSW Mathematics K–10 Syllabus (2022) | MA1-RWN-01 + MA1-RWN-02 · Stage 1 |
| United States (USA) | Common Core State Standards for Mathematics | Grade 1 |
| Canada (Ontario) | Ontario Curriculum — Mathematics | Grade 1 |
| United Kingdom (England) | National Curriculum in England — Mathematics | Year 2, Key Stage 1 |
| India | NCERT / CBSE — Mathematics | Class 1 |
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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Topic reference: AC9M1N01 — Numbers to 120
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