Or

• Course: Mathematics
• Section: Number and place value
• Outcome: Two More Than
• Activity Type: Printable
• Activity ID: 3202

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#### United Kingdom – National Curriculum expand/collapse

• ##### KS1.Ma2 – Number
• Knowledge, skills and understanding

• Numbers and the number system

• KS1.Ma2.2 – Pupils should be taught to:

• Counting

• KS1.Ma2.2.a – Count reliably up to 20 objects at first and recognise that if the objects are rearranged the number stays the same; be familiar with the numbers 11 to 20; gradually extend counting to 100 and beyond

• Number patterns and sequences

• KS1.Ma2.2.b – Create and describe number patterns; explore and record patterns related to addition and subtraction, and then patterns of multiples of 2, 5 and 10 explaining the patterns and using them to make predictions; recognise sequences, including odd and even numbers to 30 then beyond; recognise the relationship between halving and doubling

#### Australia – Australian Curriculum expand/collapse

• ##### Number and Algebra
• Number and place value

• ACMNA004 – Represent practical situations to model addition and sharing

• ##### Number and Algebra
• Number and place value

• ACMNA012 – Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero

#### New Zealand – National Standards expand/collapse

• ##### 1.NA – Number and algebra
• 1.NA.2 – Continue sequential patterns and number patterns based on ones.

• ##### 2.NA – Number and algebra
• 2.NA.1 – Apply counting-on, counting-back, skip-counting, and simple grouping strategies to combine or partition whole numbers

#### United States – Common Core State Standards expand/collapse

• ##### K.CC – Counting & Cardinality
• Mathematics

• K.CC.2 – Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

• Mathematics

• K.CC.4 – Understand the relationship between numbers and quantities; connect counting to cardinality.

• K.CC.4.c – Understand that each successive number name refers to a quantity that is one larger.

• ##### K.OA – Operations & Algebraic Thinking
• Mathematics

• K.OA.1 – Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

• ##### 1.OA – Operations & Algebraic Thinking
• Mathematics

• 1.OA.5 – Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

• ##### 1.NBT – Number & Operations in Base Ten
• Mathematics

• 1.NBT.1 – Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.