Counting backwards

  • Counting backwards
  • Course: Mathematics
  • Grade: Kinder
  • Section: Counting, Numbers and Place Value
  • Outcome: Counting Backwards
  • Activity Type: Printable
  • Activity ID: 3199

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United States – Common Core State Standards expand/collapse

  • 1 – Grade 1
    • 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.

Australia – Australian Curriculum expand/collapse

  • Year 1
    • 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 – Year 1
    • 1.NA – Number and algebra
      • 1.NA.1 – Apply counting-all strategies

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

  • 2 – Year 2
    • 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

      • 2.NA.4 – Continue number patterns based on ones, twos, fives, and tens.

United Kingdom – National Curriculum expand/collapse

  • KS1 – Key Stage 1
    • 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