AC9M1N01_E1
Read, write and name numerals and order two-digit numbers from zero to at least 120. Use patterns in the natural number system and compare numbers that look or sound similar, such as 16, 60, 61 and 66.
About This Year 1 Maths Topic
Recognising, representing and ordering numbers to at least 120 is an important part of Year 1 Mathematics. Students move beyond counting small collections and begin to understand how larger numbers are organised within the base-ten number system.
In this chapter, students read, write and name numerals, compare and order two-digit and three-digit numbers, use number tracks and open number lines, and explore patterns on hundreds charts. They also use physical and virtual materials to represent tens and ones.
Students investigate numbers that look or sound similar, such as 16, 60, 61 and 66, and learn to use place value language to explain the difference between them.
The topic also recognises that numbers are used in all languages and cultures and may be represented using different words, symbols and numeration systems.
These activities support the Australian Curriculum Version 9.0 content descriptor AC9M1N01 and its associated elaborations.
Australian Curriculum Alignment
AC9M1N01
Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts.
AC9M1N01_E2
Use number tracks and position numbered cards in the correct order and relative location by pegging them onto an empty number line.
AC9M1N01_E3
Use hundreds charts to build number understanding and fluency. Construct charts collaboratively and colour-code tens and ones to identify place value and number patterns.
AC9M1N01_E4
Recognise that numbers are used in all languages and cultures but may be represented differently in words, symbols and numeration systems, including Japanese kanji and Chinese number characters.
Learning Intentions
Students will learn to:
- recognise numerals from zero to at least 120;
- read and name two-digit and three-digit numbers;
- write numerals correctly;
- represent numbers using tens and ones materials;
- compare and order numbers from least to greatest and greatest to least;
- position numbers on number tracks and empty number lines;
- identify patterns on a hundreds chart;
- explain the value of each digit in a two-digit number;
- distinguish between numbers that look or sound similar;
- recognise that cultures may represent numbers using different symbols.
Student Success Criteria
I can read numbers to 120.
I can write numbers to 120.
I can build a number using tens and ones.
I can put numbers in the correct order.
I can place a number on a number line.
I can find a number on a hundreds chart.
I can explain how many tens and ones are in a number.
I can identify numbers that look similar.
I can describe a pattern I notice on a chart.
I can recognise number symbols from another culture.
Key Vocabulary
number
numeral
digit
zero
tens
ones
place value
before
after
between
greater
smaller
least
greatest
order
number line
number track
hundreds chart
pattern
represent
Teacher Guide
Recommended Materials
- number cards from 0 to 120;
- base-ten blocks, bundled sticks or popsticks;
- ten frames and counters;
- number tracks and number strips;
- large classroom number line;
- pegs and string for an empty number line;
- hundreds charts and blank chart templates;
- dice, dominoes and numeral cards;
- mini whiteboards and markers;
- place value mats;
- digital number charts or virtual manipulatives;
- examples of Japanese kanji and Chinese number symbols from suitable sources.
Suggested Teaching Sequence
- Review oral counting forwards and backwards from different starting points.
- Introduce numbers in small ranges before extending to 120.
- Build numbers physically using tens bundles and individual ones.
- Match each physical representation to its numeral and number name.
- Compare numbers using the number of tens first, then the number of ones.
- Order number cards and explain the reasoning used.
- Position numbers on number tracks and empty number lines.
- Use hundreds charts to investigate rows, columns and number patterns.
- Compare numbers that look or sound similar, such as 16 and 60 or 61 and 66.
- Explore how numbers are represented in different languages and cultures using accurate, age-appropriate examples.
Teacher Questions
- What number comes before this number?
- What number comes after it?
- Which number is greater? How do you know?
- How many tens are in this number?
- How many ones are in this number?
- What does the first digit tell us?
- Where would this number go on the number line?
- Which two multiples of ten is this number between?
- What pattern do you notice in this row?
- What changes when we move down one row on the chart?
- How are 16 and 60 different?
- Can you show this number in another way?
- How could another culture write this number?
Common Misconceptions
Reversing digits in two-digit numbers
Build the number with tens and ones. Compare, for example, 16 as one ten and six ones with 61 as six tens and one one.
Confusing teen numbers with multiples of ten
Contrast number names and representations such as sixteen and sixty. Emphasise the number of tens in each quantity.
Ordering numbers by the final digit only
Teach students to compare the tens digit first. Only compare ones when the number of tens is the same.
Believing every number line must show every numeral
Use empty number lines and discuss relative position. Ask students to locate nearby benchmark numbers first.
Reading a hundreds chart only as separate rows
Draw attention to vertical patterns. Numbers directly below each other usually increase by 10.
Assuming number symbols are identical in every culture
Explain that quantities are universal, but spoken words and written symbols can differ across languages and numeration systems.
Year 1 Numbers to 120 Activities
Activity 1: Build the Number
Give students a numeral card and ask them to represent the number using tens rods, bundled sticks and individual ones.
Students say the number, identify its tens and ones, and write the numeral on a mini whiteboard.
Curriculum connection: AC9M1N01
Activity 2: Number Card Ordering Challenge
Give pairs of students a mixed set of numeral cards. Ask them to arrange the cards from least to greatest and then reverse the order.
Students explain which digit they compared first and why.
Curriculum connection: AC9M1N01_E1
Activity 3: Similar-Looking Numbers
Display number sets such as 16, 60, 61 and 66. Students build, read and compare each number using place value materials.
Ask students to describe how each numeral is different.
Curriculum connection: AC9M1N01_E1
Activity 4: Peg the Empty Number Line
Stretch string across the classroom and mark benchmark numbers such as 0, 20, 40, 60, 80, 100 and 120.
Students peg numeral cards in the correct relative location and explain their placement.
Curriculum connection: AC9M1N01_E2
Activity 5: Number Track Missing Numbers
Provide number tracks with selected numerals missing. Students fill the gaps and explain the counting pattern.
Include tracks that count forwards, backwards and across multiples of ten.
Curriculum connection: AC9M1N01_E2
Activity 6: Build a Hundreds Chart
Give each student or group a selection of number cards from zero to 99. Work collaboratively to construct a complete hundreds chart.
Discuss why each card belongs in its position.
Curriculum connection: AC9M1N01_E3
Activity 7: Colour-Code Tens and Ones
On a hundreds chart, use one colour to highlight the tens digit and another to focus on the ones digit.
Students identify patterns within rows and columns and explain what changes and what stays the same.
Curriculum connection: AC9M1N01_E3
Activity 8: Chart Pattern Detective
Ask students to locate multiples of 2, 5 and 10 or numbers with the same ones digit on a hundreds chart.
Students colour or circle the numbers and describe the visual pattern they notice.
Curriculum connection: AC9M1N01_E3
Activity 9: Numbers Around the World
Show age-appropriate examples of number words and symbols from different languages, including Japanese and Chinese.
Students match familiar quantities to different written representations and discuss what is the same and different.
Use accurate examples from reliable language or cultural sources.
Curriculum connection: AC9M1N01_E4
Activity 10: Mystery Number
Give clues such as, “My number has 7 tens and 4 ones,” “It is between 70 and 80,” or “It is two more than 72.”
Students identify the number, show it with materials and place it on a number line or chart.
Curriculum connection: AC9M1N01
Differentiation
Support
- begin with a smaller number range, such as 0 to 50;
- use physical materials before written numerals;
- provide completed benchmark numbers on number lines;
- use partially completed hundreds charts;
- highlight tens and ones using consistent visual cues;
- practise one number family at a time;
- read number names aloud and allow repeated oral practice;
- pair students for number card ordering tasks;
- provide sentence starters and adult prompting.
Extension
- extend the number range beyond 120;
- use open number lines without marked intervals;
- ask students to justify approximate number placement;
- compare three or more numbers using place value language;
- create missing-number puzzles for classmates;
- investigate skip-counting patterns on hundreds charts;
- represent the same number in several different ways;
- research another cultural number representation with guidance;
- write clues for a mystery number challenge.
Mathematical Sentence Starters
The number is _____.
It has _____ tens and _____ ones.
The number before it is _____.
The number after it is _____.
_____ is greater than _____ because _____.
_____ is smaller than _____ because _____.
This number belongs between _____ and _____.
I placed it here on the number line because _____.
I noticed the pattern _____.
When I move down one row, the number increases by _____.
These numerals look similar, but _____.
This culture represents the number using _____.
Assessment Ideas
Observe whether the student can:
- read and name numerals to at least 120;
- write numerals accurately;
- represent numbers using tens and ones materials;
- identify the number before and after a given number;
- compare and order a set of numbers;
- distinguish between numbers such as 16, 60, 61 and 66;
- place a number appropriately on a number line;
- complete missing numbers on a number track;
- find numbers and patterns on a hundreds chart;
- explain how a number is represented in another culture.
Quick Exit Ticket
- Show the numeral 74.
- Build it using tens and ones.
- Write the number that comes before and after it.
- Place it between 70 and 80 on an empty number line.
Printable Teacher and Student Resources
Use the buttons below to open the available AC9M1N01 teaching materials and printable activities in a new browser tab.
Cover Page
Main Worksheets
Maths Activities
Recognise, Represent and Order Numbers
Reading, Writing and Ordering Numbers
Reading and Writing Numerals
Additional Numeral Practice
Two-Digit Number Ordering
Number Line Worksheets
Number Track Activities
Hundreds Chart Worksheets
Hundreds Chart Number Patterns
Numbers Around the World
Japanese and Chinese Number Systems
Resources open in a new tab. Browser PDF settings may affect whether a file opens in the browser or downloads.
Home Learning Ideas
Families can practise numbers to 120 using house numbers, calendars, price tags, page numbers, board games, sports scores and number plates.
Choose a number and ask the child to say the number before and after it, build it using tens and ones, and locate it on a printed number chart.
Ask questions such as:
- What number comes before this one?
- What number comes after it?
- How many tens and ones does it have?
- Which number is greater?
- Where would it go on a number line?
- What pattern can you see on the chart?
- Can you find this number somewhere in the house?
- Can you show the same number in another way?