Unit 7: Progressing to 10
Foundation
Students need this knowledge first
I can recognise a fives frame — Unit 5: Representation of Quantities
I can use a fives frame to recognise and represent quantities — Unit 5: Representation of Quantities
I can count to 5 from values that are not just 0 guided by pictorial representations — Unit 1: Counting to 5
I can recognise tally marks to 5 — Unit 5: Representation of Quantities
I can use tally marks to 5 to recognise and represent quantities — Unit 5: Representation of Quantities
I can connect the digit representation to the word representation for a quantity 0 to 5 without a concrete or pictorial representation — Unit 5: Representation of Quantities
I can locate the digits 1 to 5 on an empty or partially filled number track — Unit 5: Representation of Quantities
I can understand that the number track recognises zero as the space off the track — Unit 5: Representation of Quantities
I can count back from 5 to 0 from any starting point without a visual representation — Unit 3: Back, More & Less
I am confident using the language 'five and __ more'
I can draw an amount in a tens frame using five and some more
I can verbally connect its arrangement to its numerical value
Success Criteria
Lesson 1: The Tens Frame
We are learning the numerical values up to 10 through a tens frame.
Learning Intention
Learning Sequence
I can count forwards verbally from 0-10 guided by pictorial representations
I can count to 10 from values that are not just 0
I can draw a stated number of objects from 0-10
I am beginning to understand prompts in worded and numerical format
Success Criteria
Lesson 2: Verbal Forward Counting
We are extending the verbal count sequence from 5 to 10, starting from any number in the range.
Learning Intention
Learning Sequence
I can recognise tally marks to 10
I can use tally marks to 10 to recognise and represent quantities
Success Criteria
Lesson 3: Tally Marks
We are learning how to work with tally marks to represent quantities to 10.
Learning Intention
Learning Sequence
I can connect the digit representation to a quantity 0 to 10 with verbal, concrete and pictorial representations
I can connect the word representation for a quantity 0 to 10 with verbal, concrete and pictorial representations
I can connect the digit representation to the word representation for a quantity 0 to 10 without a concrete or pictorial representation
Success Criteria
Lesson 4: Digits & Words
We are learning how to connect quantities 0 to 10, their written digits and their written words.
Learning Intention
Learning Sequence
I can locate the digits 1 to 10 on an empty or partially filled number track
Success Criteria
Lesson 5: The Number Track
We are extending our knowledge of the number track to 10.
Learning Intention
Learning Sequence
I can coordinate the draw of one tally mark per object
I can keep track of a count using tally marks using collections up to 10
Success Criteria
Lesson 6: Tally Mark Counting
We are learning to keep track of the count using tally marks.
Learning Intention
Learning Sequence
I can say the count sequence back from 10 to 0 fluently
I can count back from 10 to 0 from any starting point with both concrete and pictorial representations
I can count back from 10 to 0 from any starting point without a visual representation
Success Criteria
Lesson 7: Counting Back
We are learning how to count back from 10 to 0 from any starting point.
Learning Intention
Learning Sequence