Exploring Maths - Numbers - Exploring 0-100 Numeration

E X P L O R I N G M A T H S
EXPLORING
N u m e ra t i o n
Bev
Dunbar
Activities,
blackline masters &
assessment pages
that are fun and
easy to use
N U M B E R L O W E R P R I M A R Y 6
Exploring 0-100
Numeration
49 10
50 0
1
BEV DUNBAR
Introduction
Exploring 0 - 100 Numeration
Here are over 60 teaching ideas for developing numeration skills for
numbers to 100. Each activity has been carefully designed to maximise the
way in which your students build up their knowledge of our Base 10
counting system.
Making your life easier has been a major aim in this series. With the
suggested activities included here, plus 50 blackline masters, sample
programs and outcome indicators, you’ll find planning your numeration
program for the year is now so easy.
Your students will think and work mathematically with an emphasis on mental
recall and practical manipulation of objects. They will construct flexible
images which enable them to tackle problems from different points of view.
The easy-to-read activity cards will extend your small groups.
By exploring each topic for a week at a time, you’ll be able to cater for
at least three ability groups, with plenty to challenge even your most
confident youngsters.
For example, you may have one group exploring numbers to 20, a second
group exploring numbers to 99 and a third group studying numbers to 100
and beyond. Just browse through the section your students need to study
next and find the activities you think will interest them most. There are
enough suggestions in each section to have up to a whole class studying
that topic for at least a week! See the Sample Weekly Program for more
detailed ideas.
A second book, Exploring 0 - 100 (Operations) focusses on the four

operations (+, -, x, ÷) with whole numbers to 100. There is also a third book,
Exploring Calculators with 5 - 7 year olds, which complements the activities
in both books. Together these three number resources provide you with the
practical ideas you need to keep both you and your students keen
and motivated.
So look forward to the joys of exploring numbers to 100 with your students.
Copyright Bev Dunbar Maths Matters 2000

Exploring 0 – 100 (Numeration) 978
ISBN1 978
86509 145145
1 86509 7 7
Reprinted 2006 (twice), 2009, 2011, 2015
Published by Blake Education

Locked bag 2022
Glebe NSW 2037
Illustration and design by Janice Bowles
Printed by Green Giant Press

The blackline masters in this book may be reproduced
by the original purchaser for use with their class(es) only.
Contents
How to use this book 2
Revisiting 0 - 20 3
Revisiting groups of 10 29
Exploring 0 - 99 41
Exploring 100 73
Outcome Indicators 92
Sample Yearly Program 93
Sample Weekly Program 94
© Blake Education 978 1 86509 145 7 Exploring Maths - Numbers - Exploring 0-100 Numeration
How to use the activities Grouping strategies
Over 60 easy-to-use activities exploring numeration to
= individual
100 have been placed into four separate sections to ONE
enable you to readily plan and implement activities for PAIR = pair
the whole class, groups and individuals. You’ll never GROUP = small group
run out of ideas for what to teach your students again!
= whole class
CLASS
The overall objective is to develop knowledge, skills

and understandings for the numbers to 100 in a Coded Outcome Indicators
variety of fun, child-centred ways. (see p.92)
C = Counting
P = Patterning
The overall outcome for each unit is to estimate, M = Matching
count, compare, order and represent whole numbers O = Ordering
R = Recording
to 100, with a special emphasis on the development of
PV = Place Value
place value and mental recall.
A complete list of Outcome Indicators is provided on Outcom

Record e Indicators
Sheet
p.92 to help you see how and when this objective has EX PL OR
IN G NU
M BE RS
been reached.
0- 10 0
NU M ER
AT IO N
Countin
g C1 Cou
NAME
nts forw
C2 Cou ards/back
nts forw wards by
C3 Cou ards/back 1s to ...
nts forw wards by
C4 Cou ards/back 2s to ...
nts forw wards by
Each activity includes Outcome Indicators to help

C5 Cou ards, bac 5s to ...
nts on from kwards
C6 Ide by 10s to
one spe ...
ntifies 1 cified num
C7 Ide more, 1 ber to ano
ntifies 2 less tha ther
more, 2 n a given
C8 Ide less tha number
your planning, programming and unit assessment.

ntifies 1 n a given to 20
C9 Ide more, 1 number
ntifies 2 les s tha to 20
more, 2 n a given
Patterning C10 Ide less tha number
ntifies 10 n a given to 100
P1 Rec more, 10 number
ognises, less tha to 100
P2 Pre describ n a given
dicts, con es, create number
tinues the s number to 100
P3 Ide patterns
ntifies mis next few
P4 Ide sing item items in
Matching ntifies a s in a num a num
M1 Esti group of ber pattern ber pattern
mates, objects,
models, number
This example shows how easy it is to implement

M2 Ma counts 0-2 s as odd
tches num 0 object or even
M3 Esti erals, num s
mates, ber words
M4 Ma models, 0-20 to
tches num counts 10- sets of obj
M5 Esti erals, num 90 object ects
mates, ber words s
each activity in your classroom.

M6 Ma models, 10-90 to
Orderin tches num counts 0-1 sets of obj
g O1 Pla erals, num 00 object ects
ces num ber words s
O2 Use erals/obje 0-100 to
s "1st" to cts/words sets of obj
O3 Pla "20th" to 0-2 0 into cou ect s
ces object identify nting ord
O4 Pla s/numera positions er
Recording ces object ls/word
R1 Use s/numera s 10-90
s tally ma ls/word into cou
s 0-100 nting ord
R2 Wri rks to rec into cou er
tes num ord cou nting ord
R3 Wri erals 0-2 nting from er
tes num 0 0-20
R4 Wri ber words
tes num "zero" to
R5 Wri erals 10- "twenty"
tes num 90
R6 Wri ber words
tes num "ten" to
R7 erals 0-1 "ninety"
Place Val Writes num 00
ue PV1 ber words
How to use
Models "zero" to
PV2 Exp number "one hun
s to 20 dred"
lains the as bundle
PV3 Mo value of s of 10 and
dels num each dig extras
PV4 Exp bers 10- it in num
90 as bundle bers 0-2
lains the 0
PV5 Mo value of s of 10
dels num eac h digit in
PV6 Exp bers to number
lains the 99 as bun s 10-90
PV7 Mo value of dles of 10
dels 100 eac h digit in and ext
as ten gro number ras
PV8 Tra s to 100
des 10 one ups of 10
the sample programs

PV9 Tra s for 1 ten or one gro
des 10 ten to/from up of 100
s for 1 hun 100
dred to/
from 100
92
E l i
0 100
N
i
A special feature of this book is the Sample ram

Yearly Program (see p.93). This shows le We e kly Prog
Samp
99
oring 0-
ion: Expl
D Numerat
BSTRAN K 1
one way to organise a 40 week teaching

SU WEE
2
ber TERM
D Num AGE than ...”
STRAN 2 LA N G U te n ..." “is less
...", "one r than ..."
year for 7 year olds, exploring a unit in GRADE es we
• "ten on than ...", "is fe this group"
e in
, 10s • "is mor - altogether
ES 1s, 2s, 5s • "there's tween”
UTCOM ds by
Number, Space, Measurement, Chance

ar be
O /backw to 99 • “is in
forwards count objects of 10s and 1s
• count el, ps
ate, mod to 99 as grou for 0-99
• estim rs s Spinners
numbe s/word r 0-99
and Data for a week at a time.

m od el m er al 0)
•
objects/
nu
s/word
s fo
mber to
99 sta (BLM p.1
• match jects/numeral ore than a nu eans, pa
r ob m (b ea nsticks/b ddle-pop sticks/
• orde ,10 les s/1,2,10 ck s/p asta, pa /b ea dstring,
sti
• state
1,2
glue, pe
ncils .
p.43,45)
.
elastic ba
nds,bea
ds
FRIDAY
Scissors, parencies (BLM gh/cand
les).
RCES ns s. playdou DAY me
RESOU ,45-47, 51, OHP tra pop stick THURS class ga
s, paddle- s • Whole r scramble“
43
BLMs p. 9,69,71. Counter ial
ce value
ma ter
AY “Numbe
5,5 7,5 LM p.9) for Pla N ES D per it”
53 -5
it cards
(B WED • “Whis ussion
of
2 sets of dig ral disc
dent. s- • Gene ork results
ers g Activitie
each stu TUESDAY munch • Rotatin rd game“, homew
A second feature is the Sample Weekly MOND
AY
• Who le cla ss gam
“
e
• Mind
• Ac tiv ity - “Catch

the ants“ “Digit ca lion“,
“G ra b the
my way”
• Revise
gene ra l iss ues
d catch “Draw it
Program (see p.94 for complete details).
chart “call an eyes”
ce 0 - 99 s) s “Digit allenge
- -
• Activity ur own
• Introdu ”, (2s, 5s,10 • Discus small groups class ch yo
pattern Make in rds • Whole mber am I?” “Make
“Find a r chart“
10”, - Activity
ca “What nu k Sheet numbe
“Adding by 10s” • Activity my way” y”
This shows you one way to organise a “Counting

- “Make
your ow
n
“Make
“Numbe
it
r caterp
illars”
class ch
• Whole mber am I?”
allenge
“0-99 Ch
or
(Homew k-up”)
ec
“Make
“Draw it
it my wa
my way”
• Activity chart“ “What nu class ga

me -
selection of activities from the so me

numbe
r wi th
• Finish unchers • Whole
me Mind M
with so
• Finish unchers
“Exploring 0 - 99” unit (see p.41-72) as a Mind M
five day unit.
2 Exploring 0 - 100 Numeration
Revisiting 0-20
14
16 19
11
In this unit, your students will:

• Explore number patterns to 20 • Model numbers 0 - 20 as one group
• Identify 1 more/1 less than a of 10 and extras
given number to 20 • Match and order objects, numerals,
• Identify 2 more/2 less than a words for 0 - 20
given number to 20 • Record 0 - 20 as numerals, words
• Estimate, model, count 0 - 20 objects or tally marks
Exploring 0 - 100 Numeration 3
Counting by 1s CLASS GROUP
C1
Activity
Can you count by 1s to 30? In less than a minute? To 50? To 100?
Forwards? Backwards? Starting at any number and counting on or back?
Practise as a whole class as well as with small groups or individuals.
Ask a student to call out a random number from 0 - 20. Count on by ones
from that number.
Variation
Count the number of $1 coins in a piggy bank, matches in a matchbox,
Smarties in a medium size packet, marbles that fit in a jar, words on the
favourite page of a book ... Guess first then check by counting.
Counting by 2s CLASS
C2
Resources
Counters for each table, pencils/paper.
Activity
Count eyes, ears, feet, socks, shoes.
Count how much money in a pile of $2 coins.
Give each table a large pile of counters. Each person records their guess for
how many objects altogether. One person from each table checks, counting
out by 2s.
Variation
Count forwards or backwards by 2s starting at any even number (e.g. 26).
For a super challenge, count forwards or backwards by 2s starting at any
odd number (e.g. 17).
C3
Activity
Count fingers on each hand, toes on each foot.
Count sides on pentagons.
Count how much money in a pile of $5 notes.
Stand in a circle. Count by 5s. Anyone who makes a mistake bobs down.
What’s the highest multiple of 5 you can count to?

C4
Activity
Count how many fingers or toes on all the students in the class.
Collect 10 letter words and write them in a class book. Count by 10s to find
how many letters altogether.
Variation
How many groups of 10 in the whole grade? The whole school?
Class Book about 0 - 20 CLASS
M1,2 R2
Resources
A3 pages stapled to make a large book, felt-tip pens.
Activity
Collect interesting facts or stories about each of the numbers from 0 - 20.
Illustrate and write the best ones into the large class book (e.g. “I know a
grandma who was one of nineteen children. Imagine how much food they
had to cook”).
Variation
Once the students are familiar with the book, play a version of “What am
I?” by giving clues as to which page you are thinking of (e.g. “There were
one ten and nine children in this story”).
Bunch up CLASS
M1
Resources
A large hall or playground area.
Activity
Give the class directions for how to move around freely (e.g. walk quickly
in a clockwise direction; jump up and down on the spot ...).
At random time intervals, call out “Bunch up” and a number from 1 - 20
(e.g. “Bunch up 15”). Everyone forms groups with that many students in
them. How many groups like this can you make? How many students left
out? Repeat several times.
Revising tally marks CLASS

C3 R1
Resources
Skipping ropes, chalkboard, chalk.
Activity
Practise counting forwards by 5s. Discuss how counting by 5s is easier
than counting out every number in turn.
Revise how to record counting with tally marks. Demonstrate how to
make tally marks in groups of 5.
Again see how much easier it is when there are lots of numbers to count
if we can skip count by 5s instead.
In pairs, one student skips with a rope while the other student records the
skips as tally marks.
10 fascinating things
to do with C2,3,4,7 P1,2 M1 R2 PV1
20 counters PAIR
Resources
20 small plastic counters (dinosaurs, farm or zoo animals, tiny teddies...),
a set of 10 activity cards (BLM p.7 - 8), 2 sets of 0-9 digit cards (BLM p.9),
a spinner (BLM p.10) for each pair.
Activity
Shuffle the activity cards and place them face down in the centre.
Turn over the top card to see your activity for that round.
Encourage each pair to do as many cards as possible within a time limit
(e.g. 5 minutes).
Variation
Use more than 20 counters. Adapt the activities to fit.
8 scintillating things
to do with C6 P4 M2 O1 R2,3
number word and

GROUP
tally cards for 0 - 20

Resources
8 activity cards (BLM p.11 - 12), “zero” to “twenty” cards (BLM p.13 - copied
onto red paper, cut up as individual cards), “one ten” to “two tens”/tally cards
(BLM p.14 - copied onto yellow paper, cut up as individual cards),
pencils/paper for each group.
Activity
Shuffle the 8 activity cards and place them face down in the centre.
Shuffle the small cards and place these face down in the centre.
Take turns to turn over the top activity card and carry out the instructions.
Continue until everyone has had at least one turn.
Variation
Use these cards to assess student understanding on an individual basis.
COUNTER ACTIVITY CARDS
Count the objects two at a time.

Is there an odd or an even number?
Guess first, then check.
Count the objects five at a time.

How many groups of five?
How many extras?
Make a pattern with the objects.

Ask your partner to guess your pattern
and then to add extra pieces.
Say a number between 10 and 20.

Ask your partner to grab this many
objects. Count and check.
Were they close?
Grab a handful each. Guess how many.

Make this number using digit cards.
Who has the most?

COUNTER ACTIVITY CARDS
Grab a handful. Guess how many

groups of 10 and extras. Check.
Match with digit cards.
Take a group of 10. Use the spinner

to see how many extras. Race to
make this number with cards.
Give your partner a pile of objects.

Ask them to count how many
with their eyes shut.
What strategies are used?
Grab a handful. Count how many.

Ask your partner to make the number
2 more or less than this with digit cards.
Make up your own activity about

using 20 objects.

0 1 0 1
2 3 2 3
4 5 4 5
6 7 6 7
8
© Blake Education 978 1 86509 145 7
9 8
Exploring Maths - Numbers - Exploring 0-100 Numeration
9
Spinners
0-9 9 2
5
8
6
3
1
4 0
7
9 2
5
8
6
3
1
4 0
7
Give everyone 6 cards. Give everyone three cards.
On a signal, race to sort Arrange the cards in order
your cards into from the largest to the

counting order. smallest number.
In turn, look at the Turn over a card.

top card and say Ask everyone to write
NUMBER WORD / TALLY ACTIVITY CARDS
the number before this number as a

and after. numeral (e.g. 17).

11
Sort the cards into odd
Secretly take the top card.
and even piles. Sort each
Call out the name and ask
pile into order. Try to
everyone to write it as a
count forwards by odd

number word.
numbers without looking
at the cards.
Find the set of three Turn all the cards face

matching cards for each down. Play a memory

number. game together. Look at
(e.g. one ten and five, 3 cards. If 2 or more

fifteen, 1111 1111 1111). match you keep the
matching card.
zero one two
three four five
six seven eight
nine ten eleven
twelve thirteen fourteen
fifteen sixteen seventeen
eighteen nineteen twenty

one ten one ten
zero and one and two
one ten one ten one ten
and three and four and five
one ten one ten one ten
and six and seven and eight
one ten two tens 1111

and nine 1111 1
1111 1111 1111 1111 1111
1111 11 111 1111
1111 1111 1111 1111 1111 1111
1111 1111 1 1111 11
1111 1111 1111 1111 1111 1111
1111 111 1111 1111 1111 1111
10 fabulous things
to do with C7 P4 M2 O1 R1 PV1
GROUP
digit cards 0 - 9
Resources
10 activity cards (BLM p.16) for each group, one set of 0 - 9 digit cards (BLM p.9)
for each student, 6 small counters.
Activity
Shuffle the 10 activity cards and place them face down in the centre of the group.
Take turns to turn over the top card. Everyone races to carry out the instructions
with their digit cards. Continue until everyone has had at least one turn.
Encourage everyone to discuss their answers together.
(e.g. an even number could be 10, 12 or 14. It could also be 8, 52 or 104.
Students respond according to their level of ability. Try to help them see that many
numbers may fit the instructions).
Variations
1. Shuffle the 10 activity cards and place them face down in the centre.
Everyone makes a random number between 10 and 20 with their digit cards.
Turn over the top activity card to see who wins a counter.
2. Each student has a set of number cards “zero” to “twenty” (BLM p.13) in place of
the digit cards. Use the 10 activity cards as in the suggested Activity or as for
Variation 1.
3. Each student has a set of number cards “one ten and one” to “two tens”
(BLM p.14) in place of the digit cards.
4. Each student has a set of the tally cards (BLM p.14) in place of the digit cards.
Possum Storehouses GROUP

C2 P4 O1 PV1,2
Resources
“Possum Storehouses” card (BLM p.17), 20 multilink counters, 0 - 9 digit cards
(see p.9) for each person, a spinner (see p.10), optional 4 activity cards (BLM p.18),
word cards (see p.13 - 14).
Activity
These possums store apples in groups of 10. Pretend the multilinks are apples.
Grab a handful of apples each. Guess how many tens, how many units (or extras)
altogether. Place the apples onto your possum storehouse cards to check. Use your
digit cards to make this number too. Compare your discoveries with other people in
your group. Who has the largest number of apples? The smallest number?
Does anyone have the same number of apples as you?
Variation
Select one of the 4 activity cards and follow the instructions.
Make a
Make an even number larger
number than 17
Make a number Make

2 more or less the smallest
than 13 number
Make a
Make an
number smaller
odd number
than 14
Make a number Make a

2 more or less number between
than 16 9 and 13
Make the Make a

largest number number between
13 and 17
Possum Storehouses
Turn over a word card. Turn over a word card.
Collect that many Race your partners to
apples. How many place matching apples

patterns can you make? on your storehouses.
Start with empty

Start with 20 apples. storehouses.

Spin and remove the Spin and collect apples
apples. Who is the first in turn. Who is the first

to have 0 apples? to have exactly
20 apples?
0 - 20 Number Charts PAIR
O1,2 R2,3
Resources
“Possum Storehouses” (see p.17 - these can be reduced on the photocopier
to save paper), pencils, a sample possum storehouses worksheet with all the
numbers from 1 - 20 written in order.
Activity
Discuss the sample. Show how each of the numbers from 1 - 20 can be
written in order on the two storehouses. Fill in random numbers from 1 - 20
on your possum storehouses. Swap with a partner. Try to be the first to write
in all the missing numbers within a given time limit. Can you do it in less than
two minutes?
Variation
Shuffle the “one” to “twenty” cards and place them face down in the centre.
Take turns to turn over a card (e.g. thirteen). Find the thirteenth position and
write the number. The first to get three numbers in a line wins a counter.
Odd or even? PAIR

P4
Activity
One player is “odd”, the other player is “even”. On a given signal, each
player holds up any number of fingers from 0 - 10. Add them all together.
If the total is an odd number, the “odd” player scores 10 points. If the total is
an even number, the “even” player scores 10 points. Try to be the first player
with exactly 50 points.
Join the dots 0 - 20 ONE

C1 O1
Resources
“Join the dots” (BLM p.20 - cut into three), scrap paper, pencils,
tracing paper.
Activity
Join the dots forwards or backwards to discover the hidden pictures.
Guess first what you think each picture will be.
Variation
Try making your own picture for a friend to solve. Draw your picture first then
try to fit up to 20 connection points. Use tracing paper to copy the new dot
version of your picture. Write in the number clues. Try it out on a friend!
Join the Dots
5
3 4 6 7
8
2
10
0
9
1
19 20 11 12 13
18
17 16 15 14
1 - 20 Number line-up PAIR GROUP
C6 M2 O1,2
Resources
“0 - 20 Number line-up” (BLM p.22), coloured pencils, scissors, glue,
20 small counters for each student; a set of “one” to “twenty” cards
(see p.13) for each pair.
Activity
Cut the worksheet into four pieces along the dotted lines. Colour in the 20
children. Glue the tabs behind the previous right ends to make a long
1 - 20 number line. Write in the numbers in order from 1 - 20.
Turn over a “one” to “twenty” card and place a counter on the matching
child on the number line. Place a counter on the number before and the
number after. Try to be the first to have all 20 children matched with
a counter.
Variation
Call out any number between 1 and 20 (e.g. 14). Ask your partner to find
the number 1 less than or 1 more than this number.
Use the number line-up to count by 1s, 2s, 5s forwards and backwards
from 1 - 20.
Tricky Questions PAIR

O1,2
Resources
“0 - 20 Number Line-up” (see above) for each pair.
Activity
Discuss some examples of tricky questions to ask each other using the
1 - 20 number line e.g. “What number is 2 more than 5 then 4 more?”
“Go to the start. Jump six groups of two children. What number do you
land at?” “Start at 17. Go forward two then back three. What number are
you on now?” “Start at 13. How many more children do you need in the
line to jump to 19?”
Counting on PAIR
C5
Resources
“0 - 20 Number Line-up” (see above), a spinner (see p.10) for each pair.
Activity
Take turns to spin the spinner. This tells you which number to start at
(e.g. 7). Spin the spinner again to tell you how many more to count on
(e.g. 8). Guess where you will land first then check by counting on
(e.g. start at 7 and make 8 jumps to 15). How close was your guess?
0 - 20 Number Line-up
glue
this
section
glue
this
section
glue
this
section
Mental Mind Munchers 0 - 20
Try these sample questions daily to encourage fast oral responses and the
development of mental number images. Encourage your students to make up
similar examples to ask each other.
◆ Count back by 1s starting at 20.

Stop when you reach 10. (C1,5)
◆ I’m counting forward by 2s. 6, 8, 10, 12 ...
What are the next four numbers in my pattern?
◆ I’m counting backwards by 2s.
Try to spot the missing number in my pattern. (C2,5 P2)
24, 22, 20, 16, 14, 12 ... What number did I miss?
◆ Count backward by 5s starting from 30.
Stop when you reach 5.
◆ Close your eyes. Listen carefully.
35, 30, 25, 15, 10... What number is missing?
◆ What’s one less than 13? What’s one more than 18?
◆ What’s two more than 14? What’s two less than 17?
◆ What sort of pattern is this?
3 5 7 9 1 1 13 ... (counting forwards by 2s ...)
◆ How do you know if a number is odd?
Nod your head if the number you hear is odd. Ready?
16 ... 13 ... 7... 18 ... 11...
◆ How do you know if a number is even?
Clap your hands if the number you hear is even. Ready?
13 ... 5 ... 14...
◆ (Hold up some counters then hide them).
Guess how many counters I have (reveal and check).
Write this number as a word.
◆ I’m thinking of a mystery number. You’ll know it when I finish
clapping my hands. Record my claps as tally marks.
◆ Show me 18 counters. Write this number as a word.
◆ (Write 3 numbers at random on the chalkboard).
Rewrite these in order from the smallest to the largest.
◆ Tell me a number larger than 11 but smaller than 15.
◆ There are 15 children standing in a line.
A boy is first, then a girl, then a boy and so on.
Is the tenth person a boy or a girl?
Tens and ones CLASS
PV1, 2
Resources
Two students, standing at the front of the class.
Activity
One student is the “tens” and holds up 10 fingers. The other student is “ones”
and on a given signal, this student holds up 0 - 10 fingers. The rest of the
class state the number formed. e.g. 17 is ten and seven.
Variation
The class asks the two students to model a given number with their fingers.
e.g. “Show us 11.”
What a lot of beans GROUP

M1,2 PV1,2
Resources
Small dried beans (e.g. brown beans), paddle-pop sticks, hobby glue, 3 dice,
newspaper for desks (to protect table tops), small counters for each group.
Activity
Revise how to make beansticks. Throw the dice, add the numbers and take
that many beans. Every time you collect a total of 10 beans you can make a
beanstick or a 10s stick by gluing 10 beans to a paddle-pop stick. The person
who collects the most beans each turn wins a counter. At the end of the time
limit count up to see who has the most beans altogether.
When you have plenty of beansticks for the group to use, use the
pre-prepared sticks rather than gluing new ones.
(NB. Use these beansticks later when exploring numbers 0 - 99).
Variation
Shuffle the “zero” to “twenty”, “tally” or “one ten and one” word cards, then
place them face down in the centre of the group. Take turns to turn over a
card. The first person to match that number with the beansticks and loose
beans wins a counter.
0 - 20 Checkups
Resources
BLMs p.25 - 28.
Activity
Use these towards the end of this unit to check students’ written
understandings. Use the Outcomes Indicators Checklist (see p.92) to record
individual details.
Numbers to 20
Colour the triangles to make a twos pattern.
Continue the number patterns.
2 4 6 5 10 15
Fill in the missing numbers.
22 4
24 20
10 0
16
Circle the aliens with an odd number of legs.
Put a box around the even numbers.

17
4 8
13 16
1 12
Numbers to 20
Circle the largest number on each butterfly.
12 11 14 18 6 3 9 12
Which position Which insect is

is the spider? second last?
The spider is
The............................
...................... is second last.
Draw a line from each card to a matching ant.

not seventeenth
tenth sixteenth last
Draw tally marks to match the objects.
Write these words as numbers.
thirteen eleven
Numbers to 20
My guess. The actual number.
Draw spots to match this number.
19
Match the labels to the marble bags.
17 18 11 14 15
Draw beansticks
How many and beans
beans? to match.
1 5
1 8
Numbers to 20
What’s 1 more than each number?
7 10 18 9 14 17
What’s 1 less than each number?
2 14 20 8 11 18
What’s 2 more than each number?
0 15 17 3 12 9
What’s 2 less than each number?
3 16 21 7 15 19
The largest
The largest odd number I know is ..... The largest
odd number even number
I knoweven
The largest is .......number I know is ..... I know is .......
Write the word for each number.
12 15 19
12 16 15 19
Here is my story problem about a number from 1 - 20.
Revisiting groups
of 10
60
30 10
20

• Reinforce counting • Match objects, numerals, words
forwards/backwards by 10s for 10 - 90
• Model groups of 10 ones as 1 ten • Order objects, numerals, words
• Estimate, model, count groups of for 10 - 90
10 - 90 objects • Record 10 - 90 as numerals or words
Call and catch PAIR
C4
Resources
A large ball for each pair.
Activity
Students stand facing each other. The first person throws the ball saying
“10”. The second person says “20” as they catch it. Repeat, continuing to
count by 10s as far as you can go without stumbling. What’s the furthest
you can count by 10s?
Silent 10s CLASS

C4
Activity
Ask everyone to close their eyes and count silently by 10s as you clap your
hands. Stop at any time and ask what number they are up to.
Variation
Try this backwards too. Start at a given multiple of 10 (e.g. 150) and count
backwards by 10s silently.
Draw a ten PAIR

C4 M3
Resources
Scrap paper, pencils for each pair.
Activity
Secretly draw some 10-sided polygons. These are called decagons. Show
them to your partner for a few seconds and ask them to guess how many
sides there are altogether. Count by 10s to check.
Build a 10s tower PAIR

C4 M3
Resources
A pile of multilinks, DUPLO or LEGO bricks, construction equipment for
each pair.
Activity
Build the tallest tower using groups of 10 objects at a time (e.g. 10 red, 10
yellow, 10 green ...). How many groups of 10 high is your tower?
How many 10s? GROUP
M3 R4 PV3,4
Resources
A large pile of beansticks (see p.24), a spinner (see p.10), a set of 0 - 9
digit cards (see p.9) for each group.
Activity
In turn, take a handful of beansticks. Guess how many beans altogether.
Count by 10s to check. Match this number with the digit cards.
Variation
Use the spinner to see how many 10s to take. Count out beansticks by
10s and match with the digit cards.
Bundle a 10 PAIR
PV3,4
Resources
A large pile of paddle-pop sticks, elastic bands, 2 spinners for each pair.
Activity
Take turns to spin the two spinners, add the numbers and take that many
sticks. Every time you get 10 sticks you can make a bundle with an
elastic band. Tell your partner how many groups of 10 you have
altogether each time (e.g. “Now I have 3 groups of 10. I only need 2 more
groups of 10 to have 5 altogether”). Try to be the first to get 5 bundles
of ten.
Variations
◆ Use matchsticks/elastic bands to make bundles of 10.
◆ Use beads/bead string to make bracelets of 10 beads.
◆ Use empty matchboxes and small counters to make boxes of 10.
◆ Use playdough cakes and candles to make groups of 10.
◆ Use pasta bows, tongue depressors and hobby glue to make
pasta sticks with 10 pieces of pasta glued to each stick.
10 brilliant things to do
with number word cards
for 10 - 90 GROUP
C4,10 M4 O3 R4 PV3,4
Resources
Number word cards (BLM p.32 e.g. green, cut up as individual cards),
activity cards (BLM p.33, 34), beansticks (see p.24),
0 - 9 digit cards (see p.9).
Activity
Shuffle the 10 activity cards and place face down. Place the 20 number
cards face down with the beansticks and the digit cards. When it is your
turn, look at the top activity card and follow the instructions.
no ten one ten two tens
three tens four tens five tens
six tens seven tens eight tens
nine tens zero ten
twenty thirty forty
fifty sixty seventy
eighty ninety twenty

Turn over a number card.
Make this number using the beansticks.

Make this number using the
digit cards.

Find the match.
e.g. zero, no ten, 0.
Sort three number cards into order

from the smallest to the largest.

Count by 10s from this number
as far as you can go.
Take a number card and say it aloud.
Ask a player to spell it for you.
Ask a player to find a number card

following your instructions.
e.g. “Find a number larger than 70.”

What is ten less than this number?
What is ten more than this number?
Turn over two number cards.

Is the first number larger than
the second number?
Make up your own activity using

the number cards.
Try a selection of the following oral questions for 3 - 5 minutes daily.
◆ I’m counting forwards by 10s. 60, 70, 80 ...

What are the next three numbers in my pattern?
I’m counting backwards by 10s. 150, 140, 130 ...

What are the next three numbers in my pattern? (C4,5 P2)
◆ I’m counting by 10s but I’m going to skip a number.

Can you discover it? 30, 40, 50, 60, 80, 90.
This time I’m counting backwards by 10s.

I’m going to skip a number. 130, 120, 100, 90, 80, 70.
What number did I miss? (C4,5 P3)
◆ (Show up to 9 beansticks for a few seconds then hide them)

How many beans did you see? Were there more than 60?
Less than 100? (e.g. 7 beansticks - that’s 70 beans altogether). (M3 O3)
◆ What’s my number? It’s a group of ten.

It’s larger than 70 but smaller than 90. (O3)
◆ (Give three students beansticks each e.g. 3, 6, 8 sticks)

Who has the most? The least? Sort yourselves into counting
order from the smallest to the largest number of beans. (O3)
◆ (Call out a multiple of 10)

When counting by 10s, tell me the number before this,
the number after. (O3)

Write this number in the air as large as you can, as small as you can. (R4)

Write this as a number word. (R5)
◆ (Show a bundle of beansticks)

Show me 70 beans.
Find 6 groups of 10 beans. (PV3)
◆ (Write a multiple of 10 on the board)

How many groups of ten? (PV4)
What a lot of legs PAIR
O3 M3,4
Resources
“Alien” (BLM p.37), 10 pegs (e.g. green), felt pen for each student, number
cards (see p.32).
Activity
Decorate your alien. Laminate (optional). Cut out around the body outline.
Write the multiples of 10 from 10 to 100 on each peg. These are the alien’s
legs that you attach to the body! Mix up all the pegs. Try to sort the legs into
counting order in less than a minute. Can you do this backwards starting
with 100?
Variations
◆ Use a second set of 10 pegs. Write multiples of 2 (e.g. red pegs) or 5
(e.g. blue pegs).
◆ Sort the legs into order on your alien’s body, then mix up two pegs. Ask a
friend to identify the mixed up legs and to sort them back correctly.
◆ Using the number cards, look at a card and place the matching leg on
your alien. The first player to get three legs in order wins a counter.
◆ Start with all the legs on your alien. Take turns to turn over a number card
and remove this number leg. The first to have three legs in counting order
removed wins a counter.
What’s my number? ONE

O3
Resources
BLMs p. 38.
Activity
Use these puzzles to check students’ understanding. Encourage everyone to
invent a similar puzzle for a friend to solve. Build up a large class collection.
10 - 90 Check-ups
Resources
BLMs p.39 - 40.
Activity
See how your class is progressing in their understanding about groups of 10.
Record individual responses on the Outcomes Indicators Checklist (see p.92)
What’s my number?
It is not eight tens.

40 It is larger than 50. 90
It is not the number between

fifty and seventy.
60 It is not the number after eighty.
50
70 My shirt is number 80
What’s my number?
It is not six tens.

80 40
It is larger than 30.
It is smaller than seventy.
60 It is not the number between

30
forty and sixty.
50 My cat is number 70
Exploring Groups of 10
How many groups of 10?
My guess. There are groups of 10 ants.
Write the number to match each picture.
Draw beansticks
to match. 4 tens
8 tens
Colour beansticks to match each number. How many tens?
70 20
70
50
100
30
Exploring Groups of 10
Join the dots in counting order.
Colour sets of matching clouds.

8 tens sixty
nine tens
six tens eighty
80 60 fifty
90 seven tens ninety 40
Write these numbers as words.
20 .................................................. 70 ..................................................
50 .................................................. 30 .................................................
Fill in the missing numbers.
60 70 90 60
Write your own 10s counting pattern here.
Exploring 0 - 99
4
6 8
2

• Explore number patterns to 99 • Estimate, model, count up to 99 objects
• Identify 1 more/1 less than a given • Model numbers to 99 as groups of 10
number to 99 and extras
• Identify 2 more/2 less than a given • Match, order objects, numerals, words
number to 99 for 0 - 99
• Identify 10 more/10 less than a given • Record 0 - 99 as numerals or words
number to 99
Find a pattern CLASS
P1 O4
Resources
0 - 99 Number Chart (BLM p.43) as an OHP transparency and copies for
each student.
Activity
Look down the column on the far left. What do you notice?
(e.g. “You see all the multiples of 10 from 10 - 90”). Look down all the
columns. What do you notice? (e.g. “The last digit is the same in each
column”, “The 10s digit goes from 1 - 9” ...).
Look across all the rows. What do you notice? (e.g. “All the rows include
the numbers from 0 - 9 in counting order”’, “The tens number is the same
across each row” ...). What other patterns can you discover? (e.g. “When
you look down diagonally from the top left both numbers go up by one
each time” ...).
Variation
Place a copy of the 0 - 99 Number Chart on each student’s desk for
quick reference.
Adding 10 CLASS
C10 P1
Resources
0 - 99 Number Chart (as above).
Activity
Select a number at random. Look at the number immediately below it. What
do you notice? (e.g. “The tens number is one more than the number” ...).
Count how many numbers further on it is (10). Look at the number
immediately above it. What do you notice? (e.g. “The tens number is one
less than the number” ...). Count how many numbers further back it is (10).
In other words the 0 - 99 chart helps us quickly find 10 more or 10 less
than any given number.
Variation
Students work in pairs with a number chart between them. Challenge each
other to say the number 10 more or 10 less than any given number. Can
you do it without looking at the chart?

C4 M5
Resources
0 - 99 Number Chart (as above).
Activity
Use the chart to try counting by 10s from any number in the top line
(e.g. 3, 13, 23, 33, 43, 53 ...). Can you do it backwards too? Can you count
by 10s without looking at the chart?
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 21 22 23 24 25 26 27 28 29
30 31 32 33 34 35 36 37 38 39
40 41 42 43 44 45 46 47 48 49
50 51 52 53 54 55 56 57 58 59
60 61 62 63 64 65 66 67 68 69
70 71 72 73 74 75 76 77 78 79
80 81 82 83 84 85 86 87 88 89
90 91 92 93 94 95 96 97 98 99
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 21 22 23 24 25 26 27 28 29
30 31 32 33 34 35 36 37 38 39
40 41 42 43 44 45 46 47 48 49
50 51 52 53 54 55 56 57 58 59
60 61 62 63 64 65 66 67 68 69
70 71 72 73 74 75 76 77 78 79
80 81 82 83 84 85 86 87 88 89
90 91 92 93 94 95 96 97 98 99
Make your own P1,2 O4
ONE
Number Chart
Resources
Blank 0 - 99 Number Chart (BLM p.45) as an OHP transparency and copies
for each student.
Activity
Discuss the empty chart. Demonstrate ways to write in all the numbers from
0 - 99. Challenge students to fill in numbers (e.g. “Start at 5 and write all the
numbers adding 10 each time”, “Write all the numbers from 80 to 89” ...).
Variation
Work with a partner. Secretly write in some of the numbers on your blank
chart. Swap charts. Race to fill in all the missing numbers within a given
time limit.
Make it my way GROUP

M5,6 PV5,6
Resources
“Tens/ones” place value board (BLM p.46), 2 sets of 0 - 9 digit cards for each
student; beansticks/beans, pasta sticks/pasta, matchsticks/elastic bands,
paddle-pop sticks/elastic bands, beads/beadstring, playdough cakes/candles
... (one resource on each desk), a spinner (see p.10) for each group.
Activity
Spin twice to identify your 2-digit number. Model this as 10s and 1s with place
value material on the board. Make the digit card number too. At the end of
each round, discuss who has made the largest number, the smallest number,
a number exactly the same as yours. Put all the numbers in order from the
largest to the smallest. Swap tables. Repeat until everyone has modelled with
each material.
Draw it my way GROUP

M5,6 PV5,6
Resources
A “Draw it my way” recording sheet (BLM p.47) for each student; two sets of
0 - 9 digit cards face down for each group.
Activity
Turn over 2 digit cards to identify your 2-digit number. Record your number by
colouring matching materials on your sheet. Write the number underneath.
Draw a circle around your drawing if your number is the largest for that round.
Draw a square around your drawing if your number is the smallest.
Variation
Record numbers on the sheet following instructions from the activity cards
on p.50.
Ones
Tens
Whisper it CLASS
PV6
Resources
Two students standing at the front of the class.
Activity
One person represents the tens and the other represents the ones. On a
signal they hold up a random number of fingers from 0 - 9 fingers. The rest of
the class whispers the 2-digit number they see to the person next to them.
Variation
Individuals ask the two players out the front to construct a number from
his/her instructions (e.g. “Larger than 50 but smaller than 70”).
Number scramble CLASS

R6 PV5,6
Resources
Ten large 0 - 9 digit cards for each team of 10 students.
Activity
Each member of the team holds one of the digits from 0 - 9.
(If there are fewer than 10 in each team give some students more than one
number). Call out a 2-digit number which only uses one of each digit
(ie. not 77). Each team then scrambles to send its two team members out the
front holding their numbers in the correct place value order. The fastest team
scores a point. Repeat up to 5 times.
Variation
Call out instructions that have more than one unique answer.
(e.g. “A number between 60 and 75”).
In between PAIR
O4 PV6
Resources
Two sets of 0 - 9 digit cards (see p.9), scrap paper and pencils for each pair.
Activity
Shuffle the digit cards and place them face down in the centre. Take four
cards each and rearrange them to make two 2-digit numbers. Now take
another two cards each. Try to make a number that fits in between your first
two numbers. Score 10 points if you succeed.
e.g.
Grab the lion
What are you trying to do?
▲ Sort random numbers from 0 - 99. (O4)
What will you need?

▲ 50 paddle-pop sticks with
random numbers from 0 - 99
written on one side.
▲ A small plastic animal (eg. a lion).
▲ 6 small plastic counters.
How many can play?

▲ 2 - 6 players.
How do you play?

▲ Mix up all the sticks, face down in the middle.
Put the plastic animal in the centre too. Elect someone to be
the leader.
▲ Each player selects 6 face-down sticks at random.
▲ When the leader says “Go”, turn your sticks over.
Sort them into counting order from the smallest to
the largest number.
▲ The first person to finish silently grabs the animal.
Everyone checks that the sticks are in the correct
counting order. If correct, this player wins a counter.
▲ Return all the sticks face-down to the centre and play again.
▲ Finish when all six counters have been won.
Variations
▲ Sort the sticks backwards.
▲ Write number words from 0 - 99 (e.g. seventy-three).
▲ For an easier game, write random numbers from 1 - 50
(e.g. in red).
▲ For a more difficult game, write random numbers from 0 - 200
(e.g. in green) or even 0 - 999 (e.g. in purple).
Number caterpillars
◆ Count on by 1s, 2s 5s, 10s to/from 99. (C1-5)
◆ Write numerals 0 - 99. (R6)
What will you need?

◆ Caterpillars (BLM p.51) for each student.
◆ One 0 - 9 spinner (see p.10).
◆ One 0 - 99 chart (see p.43) - face down in the centre.
◆ Counters for each group.
How many can play?

◆ 2 - 6 players, or up to the whole class.
How do you play?

◆ The first player spins the spinner twice.
The first number is the tens digit, the second is the ones digit.
◆ Everyone writes this number at the start of their caterpillar.
◆ Decide whether your group is counting by 1s, 2s, 5s or 10s.
Decide whether your group is counting forwards
or backwards.
◆ On a signal, race to complete your counting pattern as agreed.
◆ Check number patterns by looking at the 0 - 99 chart.
◆ The person who finishes first wins a counter.
Variation
◆ Try counting by 3s or 4s forwards or backwards
from the starting number.
Digit eyes
◆ Record and order numbers to 99. (O4, R6)
What will you need?

◆ A gameboard for each player
(BLM p.53 - cut into two boards).
◆ Two sets of 0 - 9 digit strips for each player
(BLM p.54 - cut into four strips).
◆ Coloured pencils, scissors, glue.
◆ Digit eyes activity cards (BLM p.55).
How many can play?

◆ 2 - 6 players, or up to the whole class.
How do you play?

◆ Decorate your “Digit eyes” face.
Cut along the top and bottom dotted line of each eye.
◆ Thread a 0 - 9 digit strip behind each eye and through the slots.
Glue the ends together to form a circle.
◆ Take turns to be the leader.
Call out an instruction for everyone to follow.
e.g. Make a number that is smaller than 20.
Make a number with 7 in the 10s place.
Make a number between 80 and 90.
Make a number that has an even number in the ones place.
Variation
◆ Shuffle the activity cards and place them face down
in the centre of the group.
Everyone makes a 2-digit number at random.
Turn over the top card.
Win a counter if your digit eyes match the instructions on the card.
0 0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
6 6 6 6
7 7 7 7
8 8 8 8
9 9 9 9
Make
Make an even
the smallest
number
number
Make a number
Make an odd
between 10
number
and 30
Make a number
Make a number
between 60
more than 70
and 80
Put all
Make a number
the numbers
less than 40
in order
Make the Make up your

largest number own rule
Digit card game
▲ Order random numbers from 0 - 99. (O4)
▲ Explain the value of each digit
in numbers to 99. (PV6)
What will you need?

▲ Two sets of 0 - 9 digit cards.
▲ A gameboard for each player
(BLM p.57).
How many can play?

▲ 2 - 6 players
How do you play?

▲ Mix up all the cards, face down in the middle of the group.
▲ Decide on a rule for the first round.
e.g. “The largest number wins”.
▲ In turn take a card, secretly look at it and decide if it will be
your tens or your ones card.
▲ Tell the other players your decision (e.g. “This is my tens card”).
Place the card face down on your gameboard.
▲ When everyone has had their first turn, take another card.
Look at it, state aloud where it will go and place it face down
on your gameboard.
▲ When all players have two cards, turn your cards face up.
▲ Score 5 points if your cards match the rule for that round.
Variations
▲ Make the smallest number.
▲ Make the number closest to 50.
▲ Make an odd number.
▲ Make a number between 60 and 80.
Tens Ones
Tens Ones
Tens Ones
Catch the ants
▼ Sort random numbers from 0 - 99. (O4)
What will you need?

▼ Gameboards for each player
(BLM p.59).
▼ A pile of counters.
How many can play?

▼ 2 - 6 players.
How do you play?

▼ Write ten random numbers from 0 - 99 anywhere
on your gameboard.
▼ Swap gameboards with another player.
▼ On a signal, race to catch all the ants by joining them with
a line from the lowest number to the highest number.
▼ The person who finishes first calls out “Caught them all”.
▼ The other players all finish catching their ants,
then check the order on the winning gameboard.
▼ The winner takes a counter if their order is correct.
Variations
▼ Write random numbers from 0 - 20.
▼ Write random multiples of 10.
▼ Write random even numbers.
Place value Bingo
▼ Explain the value of each digit in numbers 0 - 99. (PV6)
What will you need?

▼ A gameboard for each player (BLM p.61).
▼ A set of 0 - 9 digit cards for each player (see p.9).
▼ A set of Caller’s Cards
(BLM p.62 - cut up and placed in an envelope).
▼ A pile of counters.
▼ A calculator for each player (optional).
How many can play?

▼ 4 - 6 players
How do you play?

▼ Elect someone to be the Caller.
▼ Each player places 6 digit cards at random on his/her gameboard
to make three 2-digit numbers.
e.g. 3 6 7 2 4 8
▼ The Caller pulls out cards from the envelope and calls out
the number each time.
▼ Place a counter on any matching digit cards on your gameboard.
▼ The first player to have all six cards covered by a counter
calls out “Bingo”.
Variations
▼ The Caller calls out an instruction.
Everyone makes a matching 2-digit number.
After three turns, add the numbers with a calculator.
The person with the largest total is Caller for the next game.
▼ Make your own 3-digit gameboard.
Place value Bingo
Tens Ones
0 0 1 1
in the in the in the in the
ones place tens place ones place tens place
2 2 3 3
4 4 5 5
6 6 7 7
8 8 9 9
What’s on my forehead?
▼ Explain the value of each digit in
2-digit numbers. (PV6)
▼ Place numbers 0 - 99 into
counting order. (O4)
What will you need?

▼ Small, sticky post-it notes
▼ Pencils.
How many can play?

▼ 2 - 6 players up to
the whole class,
working in pairs.
How do you play?

▼ Each player secretly writes a 2-digit number on paper,
then attaches this to a partner’s forehead.
▼ Everyone should now have a mystery number attached
to their forehead.
▼ Try to guess your secret number by asking your partner
questions in turn. Your partner can only answer “yes” or
“no” to each question.
▼ Can you guess your secret number in fewer than
10 questions?
What is a useful starting question?
Variations
▼ Write number words in place of numerals.
▼ For a less advanced game, write the numbers from 1 - 50.
▼ For a more advanced game, write random numbers
from 100 - 999.
Roll away
▼ Explain the value of each digit in a 2-digit number. (PV6)
▼ Place numerals 0 - 99 into counting order. (O4)
What will you need?

▼ “Roll away” gameboard for
each student
(BLM p.65 - cut into six strips
along the dotted lines).
▼ A die
▼ Pencils
How many can play?

▼ 2 - 6 players
How do you play?

▼ Take turns to roll the die and write the number in one of the
four spaces on one game board.
▼ Once a number is written it can’t be changed.
▼ Continue filling spaces, trying to make the
number statement true.
▼ Win 5 points if after 4 rolls your “Roll Away” statement
is correct.
e.g. 3 8 is less than 5 7

▼ Play at least 6 rounds. Try to be the player with the highest
total score.
Variation
▼ Roll two dice each go.
Record the numbers anywhere in the spaces on your board.
is less than
is more than
is less than
is more than
is less than
is more than
Say my number
▼ Count forwards/backwards by 1s, 2s, 10s. (C1,2,3)
▼ Identify 1 more/less than a given number. (C8)
What will you need?

▼ Two sets of 0 - 9 digit cards
for each player (see p.9).
▼ A set of “Say my number”
activity cards (BLM p.67 - cut up
into 10 small cards).
▼ A tens/ones place value board
(see p.46) for each player.
How many can play?

▼ 2 - 6 players
How do you play?

▼ Shuffle the activity cards and place them face down in the centre.
▼ Each player takes 2 digit cards at random on his/her gameboard
to make a 2-digit number.
▼ One player then turns over the top activity card.
▼ In a clockwise direction, each player then says the number
which matches his/her digit card number.
e.g. 10 more than 67 is 77.
▼ Play at least 6 rounds.
Variation
▼ Spin a 0 - 9 spinner twice to make a 2-digit number in place of
the digit cards.
10 more than 10 less than
Count on Count back

by 10s by 10s
Count on Count back

by 2s by 2s
What number am I?
▼ Identify odd/even numbers. (P4)
▼ Place numbers 0 - 100 into
counting order. (O4)
▼ Use problem solving skills.
▼ Identify a mystery number from clues.
What will you need?

▼ Puzzle cards
BLM p.69 - cut up into 6 separate cards).
How many can play?

▼ 2 players
How do you play?

▼ Shuffle the cards and place them face down
in the centre.
▼ Turn over the top card.
Look at each of the number statements
carefully.
▼ With your partner, try to find at least one
matching number.
▼ Can you discover more than one match?
▼ Can you discover a match in less than
5 minutes?
Variation
▼ Make up your own puzzle card like this for
another team to solve. Try to write a puzzle
that has more than one answer.
I am odd. I am between 50 and 80.
My digits add to 12.
What number am I?
I am even.
I am between 30 and 70.
My digits add to 8. What number am I?
I am odd. I am smaller than 50.

My digits add to 10.
What number am I?
10 more than me is the same number

as 10 less than 62. What number am I?
2 more than me is the same number

as 2 less than 87.
What number am I?
Try a selection of the following oral questions for 3 - 5 minutes daily.
◆ Count backwards by 1s staring at 73.

Count forwards by 2s starting at 11.
Count backwards by 5s starting at 95.
Count forwards by 10s starting at 6. (C1,2,3,4,5)
◆ Tell me the number before 54, the number after 89.

What number is 2 more than 44, 2 less than 33.
What’s 10 more than 78, 10 less than 65. (C8,9,10)
◆ What sort of pattern is this?

58 48 38 28 18 8 (counting back by 10s). (P1)
◆ Tell me the next four numbers in my pattern.

57 59 61 63 65 67 ... (P2)
◆ This time I’m going to skip a number.

78 76 72 70 68. What number did I miss? (P3)
◆ I’m going to say some numbers slowly.

Clap if you hear an odd number. Nod your head if your hear an even number.
12 34 75 81 90 46 52 (P4)
◆ (Hold up some counters in a clear container).

What’s your estimate? (check by counting). (M5)
(Show some beansticks and beans then hide them).

How many did you see? (reveal and check). (M5)
◆ Write a number that’s more than 60.

Write a number word that’s smaller than 30. (O4 R6)
◆ (Write 3 numbers at random on the chalkboard).

Rewrite these in counting order from the smallest to the largest. (O4 R6)
◆ (Call out a random number). Write this on the board as a number word. (R7)
◆ What number am I? I’m 3 ones and 6 tens. (PV5)
◆ (Call out a random number).

How many tens? How many in the ones place? (PV6)
◆ What’s my number? It’s larger than 60, smaller than 80 and has an
even digit in the ones place. (e.g. 62, 74). (O4 PV6)
0 - 99 Check-up
Complete this number pattern.
Colour the squares to match.
37 59 14 86
Rearrange two of these numbers to make the largest number possible.
0 4 7 3 8
Tick if even.
Circle if odd. 44 17 69 40 28 91 56 33
Write a number between 50 and 70.
Write a number less than 30.
Write a number more than 90.
How many in the tens place?
54 39 68 72 44
How many in the ones place?
49 81 24 95 70
0 - 99 Check-up
Put these numbers in order from the largest to the smallest.
73 19 56 91
Write 10 more than each number.
35 98 72 60 55
Write 2 less than each number.
5 81 93 56 47
Guess how many balls. Find a way to check.
Fill in the matching numbers.
Tens Ones
59
5 9
Tens Ones
thirty-two
Write your own amazing number pattern here.
Exploring 100
2 84
16
98

• Model 100 as ten groups of 10 or one • Trade 10 ones for 1 ten to/from 100
group of 100 • Trade 10 tens for 1 hundred to/from 100
• Explain the value of each digit in • Explore number patterns on a 100s chart
numbers to 100
Trade up GROUP
PV8
Resources
Beansticks/beans (see p.24), 10s/1s boards (see p.46), dice.
Activity
In turn, throw the dice, add the numbers and take the matching number of
beansticks and place them on your tens/ones board. Every time you collect
10 loose beans you can trade them for a beanstick. Try to be the first player
to collect 10 beansticks. At the end of a time limit (e.g. 5 minutes), check to
see who has the most beans.
Variation
Replace the beansticks/beans with pasta sticks/pasta (see p.31),
paddle-pop stick bundles, matchstick bundles, playdough cakes/candles,
bead bracelets/beads, matchboxes/counters.
Trade down GROUP

PV8
Resources
Beansticks/beans (see p.24), 10s/1s boards (see p.46), dice.
Activity
Every player starts with 10 beansticks on his/her tens/ones board. In turn,
throw the dice, add the numbers and remove the matching number of
beansticks each time. Every time you need loose beans you can trade one
tens-stick for 10 beans. Try to be the first to have no beans. At the end of a
time limit (e.g. 5 minutes), check to see who has the fewest beans.
Variation
Use pasta sticks/pasta (see p.31), paddle-pop stick bundles,
matchstick bundles, playdough cakes/candles, bead bracelets/beads,
matchboxes/counters.
3 digits at last CLASS GROUP

PV7,8,9
Resources
Two sets of large 0 - 9 digit cards, blu-tac.
Activity
Discuss what happens when you have 99 beans and you add just one more.
Explain how 100 is the first 3-digit number. Attach the cards for 1, 0 and 0 to
model the numeral for 100 on the chalkboard. Instead of just using two digits,
we can now use three digits to write any number from 100 to 999.
Variation
Repeat the Trading games above, but at the end of each turn, match the
number with digit cards.
Let’s celebrate CLASS
PV7
Resources
“The 100th Day of School” website:
http://users.aol.com/a100thday/index.html
Activity
With your class, plan a week of celebration for the number 100. Joan Holub,
a children’s book illustrator, has collected over 150 ideas from teachers all over the
world on a special website. Ask your students for ideas on how to
celebrate 100 together.
Here are some of Joan’s suggestions:
Bring in a 100 year old grandmother.

Write 100 words you know.
How many things can you do in 100 seconds?
Make a class book called: “I wish I had 100 ...”.
Collect 100 jokes.
Estimate how far 100 bodies end-to-end would stretch.
Variation
Read Joan’s book, written by Angela Medearis (1997)
The 100th Day of School (Ashton Scholastic).
Interesting Facts CLASS

PV7
Resources
Guiness Book of Records (or similar).
Activity
Collect real-life facts about 100.
e.g. Famous people who have scored a century in cricket.
The fastest time for swimming 100 metres freestyle.
Variation
Make your own “Interesting Real-life Facts about 100” book.
e.g. Record the fastest time for your students running
100 metres.
All about 100 GROUP

PV7
Resources
All about 100 (BLM p.76, 77 - cut up into 6 cards)
Activity
Use the activity cards as starting points for each group. Challenge each group to
create their own “all about 100” problem for another team to solve.
Variation
Try to collect 100 challenges in total.
All about 100
How heavy is $100 in $1 coins?
Guess first.
Find a way to check your guess.
All about 100

Where will you be
in 100 steps from here?
Guess first.
All about 100

Predict whether 100 objects
will fit inside a container.
Guess first.
All about 100
How much space would you need
to fit a crowd of 100 people?
Guess first.
All about 100

What would be the height of
a stack of 100 books?
Guess first.
All about 100

What would be your favourite way
to spend 100 minutes?
Make a list.
Find the favourite class suggestion.
Win-a-shark
◆ Model numbers to 100. (PV7)
◆ Trade up 10 ones for 1 ten. (PV8)
◆ Trade up 10 tens for 1 hundred. (PV9)
What will you need?

◆ Three copies of the worms.
(BLM p.79 - coloured, laminated
and cut out).
◆ Eight copies of the fish.
(BLM p.80 - coloured, laminated
and cut out).
◆ Four copies of the shark.
(BLM p.81 - laminated and cut out).
◆ Two dice.
◆ A suitable storage container.
How many can play?

◆ 4 players.
How do you play?

◆ Place the sharks, fish and worms in the centre of the group.
◆ When it is your turn, throw the 2 dice, add the numbers and take that
many worms. Pass the dice clockwise to the next player.
◆ As soon as you have 10 worms, you can swap them for one fish.
◆ As soon as you have 10 fish, you can swap them for the shark.
◆ Try to be the first person to win the shark!
Variation
◆ Lose-a-shark
Each player starts with a shark. Remember that this is worth 10 fish.
This time when you throw the dice, add the numbers then remove this
many fish by first swapping one shark for 10 fish. Later one fish can be
swapped for 10 worms. Try to be the first person to have
no worms left!
Lose-a-T-Rex
◆ Model numbers to 100. (PV7)
◆ Trade down 1 hundred for 10 tens. (PV9)
◆ Trade down 1 ten for 10 ones. (PV8)
What will you need?

◆ Four A3 copies of the T-Rex.
(BLM p. 83 - coloured, laminated
and cut out).
◆ Four A3 copies of the dinosaurs
(BLM p.84 - coloured, laminated and cut out).
◆ Four copies of the dinosaur eggs
(BLM p.85 - coloured, laminated and cut out).
◆ Two dice.
◆ A suitable storage container.
How many can play?

◆ 4 players.
How do you play?

◆ Each player starts with a T-Rex. Place the other dinosaurs
and the dinosaur eggs in the centre of the group.
◆ Each T-Rex can be traded for 10 dinosaurs.
Each dinosaur can be traded for 10 dinosaur eggs.
◆ When it is your turn, throw the 2 dice, add the numbers and remove
that many dinosaurs by trading down your T-Rex.
◆ Pass the dice clockwise to the next player.
◆ Try to be the first person to have no dinosaur eggs!
Variation
◆ Win-a-T-Rex
Each player starts with no dinosaurs. Remember that 10 eggs can be
traded up for 1 dinosaur and 10 dinosaurs can be traded up for one
T-Rex. This time when you throw the dice, add the numbers and
collect the matching number of dinosaur eggs. Try to be the first
to win a T-Rex.
How many tens?
◆ Record numbers 0 - 100 as groups of tens and ones. (PV6)
◆ Write numerals to 0 - 100. (R6)
What will you need?

◆ Recording sheets (BLM p. 87 - cut into strips of 4 squares).
◆ Three dice.
◆ Two sets of 0 - 9 digit cards (see p.9).
◆ Pencils.
How many can play?

◆ 2 - 6 players.
How do you play?

◆ Take turns to roll 3 dice and add the numbers.
◆ Colour in the matching number of small squares

on one of your 100s squares.
◆ Discuss how many tens there are in each number.

Discuss who has made the largest or smallest number each round.
◆ Try to be the first player to have all 100 squares filled.
Variations
◆ Turn over 2 digit cards. The first is your ones number, the second is your
tens number. Colour your number on a 100s square. Record your number
as a number word underneath. The player with the largest number
declares the rule for the next round.
◆ Each player records a mystery number by colouring it in on his/her 100s

square. On a signal, everyone reveals their number. Turn over an activity
card (see p.55). Win a counter if your number matches the rule.
◆ Instruct a partner how to colour in a number on his/her 100s square.

e.g. “Show me a number larger than 70, smaller than 90 and odd.”
Pattern search CLASS
P1 O4
Resources
One 1 - 100 Chart (BLM p. 89 - cut into two) for each student,
an OHP transparency for whole class use.
Activity
You can now explore patterns together using the 1 - 100 chart, in place of
the 0 - 99 chart. Try adding digits, looking at diagonals, looking down
columns or across rows. How many different patterns can you discover in a
given time limit (e.g. 5 minutes)?
Variation
Use the Blank Grid (see p.45) to practise recording numbers from 1 - 100 in
different ways (e.g. record in columns such as 1, 11, 21 ...91 first, or record
random rows such as 41, 42, 43 ... 93).
Mix it up PAIR
P1 O4
Resources
Two A3 copies of a 1 - 100 Chart (BLM p. 89 - e.g. one yellow, one red,
laminated), scissors, storage container.
Activity
Cut up one of your 100s charts into about 20 pieces. Make each piece at
least three squares and at most 6 squares. Make some of the shapes
irregular. Ask a friend to rearrange the 20 pieces to make a complete chart
with all the numbers in order.
Variation
Use the second 1 - 100 chart as a base for those students who need the
visual clues.
Desk charts ONE

P1 O4
Resources
1 - 100 Chart (BLM p. 89) for each student, clear adhesive-backed sheets
(e.g. Contact), scissors.
Activity
Attach a 1 - 100 chart at the top of each student’s desk for quick reference
throughout the year. Work in pairs to ask each other questions or state
challenges (e.g Count by 10s forwards or backwards from a given number,
multiplication patterns, adding or subtracting numbers).
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
100 Check-up
How many tens? How many ones?
tens ones
Colour the squares to match.
sixty-three ninety-five eighteen ninety-six
Rearrange two of these numbers to make the smallest number possible.
7 2 5 1 3
Tick if even. Circle if odd.

85 76 93 87 98
Write a number Write an even Write an odd

between 55 number smaller number larger
and 75. than 42. than 68.
How many in the tens place? How many in the ones place?
27 89 3 56 84 31
Rearrange two of these numbers to make the largest number possible.
7 0 9 5 6
100 Check-up
Put these numbers in order from the smallest to the largest.
44 73 90 86
Write 2 more than each number.
91 66 49 70
Write 10 less than each number.
13 74 96 55
Fill in the missing middle numbers.
82........78 31........33 90........80 27........ 47
Fill in the matching numbers.
Tens Ones
6 5
Tens Ones
seventy-eight
Write your own amazing number pattern here.
Outcome Indicators
Record Sheet
EXPLORING NUMBERS 0-100 NUMERATION
NAME
Counting C1 Counts forwards/backwards by 1s to ...
C2 Counts forwards/backwards by 2s to ...
C3 Counts forwards/backwards by 5s to ...
C4 Counts forwards, backwards by 10s to ...
C5 Counts on from one specified number to another
C6 Identifies 1 more, 1 less than a given number to 20
Patterning P1 Recognises, describes, creates number patterns
P2 Predicts, continues the next few items in a number pattern
P3 Identifies missing items in a number pattern
P4 Identifies a group of objects, numbers as odd or even
Matching M1 Estimates, models, counts 0-20 objects
M2 Matches numerals, number words 0-20 to sets of objects
M3 Estimates, models, counts 10-90 objects
M5 Estimates, models, counts 0-100 objects
Ordering O1 Places numerals/objects/words 0-20 into counting order
O2 Uses "1st" to "20th" to identify positions
O3 Places objects/numerals/words 10-90 into counting order
O4 Places objects/numerals/words 0-100 into counting order
Recording R1 Uses tally marks to record counting from 0-20
R2 Writes numerals 0-20
R3 Writes number words "zero" to "twenty"
R5 Writes number words "ten" to "ninety"
R7 Writes number words "zero" to "one hundred"
Place Value PV1 Models numbers to 20 as bundles of 10 and extras
PV2 Explains the value of each digit in numbers 0-20
PV3 Models numbers 10-90 as bundles of 10
PV4 Explains the value of each digit in numbers 10-90
PV5 Models numbers to 99 as bundles of 10 and extras
PV6 Explains the value of each digit in numbers to 100
PV7 Models 100 as ten groups of 10 or one group of 100
PV8 Trades 10 ones for 1 ten to/from 100
PV9 Trades 10 tens for 1 hundred to/from 100
Mathematics Topics
SAMPLE YEARLY PROGRAM

Week
Week Term 1 Term 2 Term 3 Term 4
1 Revisiting 0-20 Exploring 0-99 Exploring 0-99 Exploring 100
2 3D Space 3D Space 2D Space 3D Space
3 Exploring +/ - Exploring +/ - Exploring +/ - Exploring +/ -
4 Length Area Length 2D Space
5 2D Space Fractions Exploring x Exploring x
6 Volume Mass Time/Temperature Volume
7 Revisiting 10-90 Exploring x Exploring ÷ Exploring ÷
8 Time Money Chance/Data Measurement Revision
9 Exploring x Position Fractions Number Revision
10 Revision Revision Revision Space Revision

Number of weeks
Chance/Data:1 Space: 8 Measurement: 9 Number: 19 Revision: 3 Total: 40

93
94
Sample Weekly Program
STRAND Number SUBSTRAND Numeration: Exploring 0-99
GRADE 2 TERM 2 WEEK 1
OUTCOMES LANGUAGE
• count forwards/backwards by 1s, 2s, 5s, 10s • "ten ones ...", "one ten ..."
• estimate, model, count objects to 99 • "is more than ...", "is fewer than ..." “is less than ...”
• model numbers to 99 as groups of 10s and 1s • "there's - altogether in this group"
• match objects/numerals/words for 0-99

• “is in between”

• order objects/numerals/words for 0-99
• state 1,2,10 less/1,2,10 more than a number to 99
RESOURCES
BLMs p. 43,45-47, 51, Scissors, glue, pencils. (beansticks/beans, pasta Spinners
53-55,57,59,69,71. OHP transparencies (BLM p.43,45). sticks/pasta, paddle-pop sticks/ (BLM p.10)
2 sets of digit cards (BLM p.9) for Counters, paddle-pop sticks. elastic bands,beads/beadstring,
each student. Place value materials playdough/candles).
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
• Introduce 0 - 99 chart • Whole class game • Mind munchers • “Whisper it” • Whole class game
“Find a pattern”, “call and catch“ “Number scramble“
“Adding 10”, (2s, 5s,10s) • Activity - “Catch the ants“ • Rotating Activities -
“Counting by 10s” “Digit card game“, • General discussion of
• Activity - • Discuss “Digit eyes” “Grab the lion“, homework results
• Activity - “Make your own “Make it my way” Make in small groups “Draw it my way”
number chart“ “Number caterpillars” Activity cards • Revise general issues

• Whole class challenge -
• Finish with some • Finish with some • Whole class challenge “What number am I?” • Activity -
Mind Munchers Mind Munchers “What number am I?” (Homework Sheet “Make your own
“0-99 Check-up”) number chart“
“Make it my way”
“Draw it my way”
• Whole class game -

“Digit eyes“ challenges
EXPLORING 0 - 100 NUMBER LOWER PRIMARY
The Exploring Maths series is designed to provide busy teachers

with practical resources that are mathematically up-to-date, fun and
easy to use. Each book contains a wealth of activities, blackline masters
and assessment tasks for a whole life-time of teaching. These activities
encourage your children to think mathematically by exploring,
experimenting, being creative and taking risks. By asking questions and
active discovery, children learn to enjoy using mathematics as part of
their everyday lives.
Exploring 0 - 100 Numeration includes:

• More than 60 activity-based, • Assessment “checkups” for each unit
easy-to-use teaching ideas • Number outcomes and indicators
• Four carefully sequenced units to • A sample weekly maths program
develop place value • A sample yearly maths overview
• Over 50 blackline masters
In fact, everything you need to bring the
• Useful activity cards for independent
numbers 0 - 100 alive in your classroom.
small group work
About the author

Originally a primary school teacher, Bev Dunbar is now actively involved in teacher
education as a Mathematics Consultant and University Lecturer in Mathematics
Education working in both the State and Catholic Education systems.
Bev is a passionate believer in fun, practical resources which help teachers make
maths lessons a highlight of the day.
Titles in the Exploring Maths series

NUMBER
Exploring 1 - 5 Numbers to 50 Picture Pack
Exploring 6 - 10 Exploring 0 - 100 Numeration
Games and Activities for 0 - 10 Exploring 0 - 100 Operations
Exploring Fractions
Exploring 0 - 50 Numeration Exploring Money
Exploring 0 - 50 Operations Exploring Calculators
E X P L O R I N G M A T H S

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E X P L O R I N G M A T H S

A second book, Exploring 0 - 100 (Operations) focusses on the four

Copyright Bev Dunbar Maths Matters 2000

Reprinted 2006 (twice), 2009, 2011, 2015

Published by Blake Education

Illustration and design by Janice Bowles

Printed by Green Giant Press

How to use this book 2

Sample Yearly Program 93

Sample Weekly Program 94

The overall objective is to develop knowledge, skills

A complete list of Outcome Indicators is provided on Outcom

Each activity includes Outcome Indicators to help

your planning, programming and unit assessment.

This example shows how easy it is to implement

each activity in your classroom.

the sample programs

A special feature of this book is the Sample ram

one way to organise a 40 week teaching

Number, Space, Measurement, Chance

and Data for a week at a time.

• Ac tiv ity - “Catch

This shows you one way to organise a “Counting

• Activity chart“ “What nu class ga

selection of activities from the so me

five day unit.

2 Exploring 0 - 100 Numeration

In this unit, your students will:

Exploring 0 - 100 Numeration 3

Counting by 10s CLASS

4 Exploring 0 - 100 Numeration

Revising tally marks CLASS

Exploring 0 - 100 Numeration 5

number word and

tally cards for 0 - 20

6 Exploring 0 - 100 Numeration

Count the objects two at a time.

Count the objects five at a time.

Make a pattern with the objects.

Say a number between 10 and 20.

Grab a handful each. Guess how many.

Exploring 0 - 100 Numeration 7

Grab a handful. Guess how many

Take a group of 10. Use the spinner

Give your partner a pile of objects.

Grab a handful. Count how many.

Make up your own activity about

8 Exploring 0 - 100 Numeration

© Blake Education 978 1 86509 145 7

In turn, look at the Turn over a card.