AC9M1N01
Official content description
recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
What AC9M1N01 actually looks like when you teach it
Ordering to 120 sounds routine until the class hits the decade boundaries, and then it isn't. Most of this work happens on a number line, a bead string and a hundreds chart rather than on a worksheet, because the point is that numbers have positions relative to each other. Hand out cards and have children peg themselves onto a washing-line number line. Ask what's just before 100, just after 109, ten more than 87. The chart and the line teach different things — the chart shows tens as rows, the line shows distance — so use both rather than choosing.
What the class will get wrong — and what to do about it
The error
Counting forward past a decade breaks down: "eighty-eight, eighty-nine, eighty-ten" or "one hundred and ten" for 110 written as 10010.
How to confront it
Rehearse the boundaries specifically rather than counting from one each time. Start counts at 87, at 108, at 116. Pair the spoken count with the bead string so the child sees a new ten begin as they say it.
Ready to put on the board
We are learning to read, write and order numbers to 120.
- I can count forwards and backwards past 100.
- I can put numbers in order on a number line.
- I can say what comes just before and just after a number.
Washing-line numbers
- Peg 0 at one end and 120 at the other. Peg nothing else yet.
- Give each child a card. One at a time they peg it where they think it belongs and say why.
- After every few children, stand back and ask the class if anything needs moving.
- Once the line is full, remove five cards and have the class work out what's missing from the gaps.
- Finish with three quick questions: just before 90, just after 119, ten more than 74.
Free to use in your classroom. Written for AC9M1N01, not adapted from another year level.
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The Year 1 Maths planning scaffold
A one-page planning sheet with the official achievement standard, every content description grouped by strand, and space for your assessment and week-by-week sequence. Print it and plan on paper, or use it as the skeleton for a unit.
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What Year 1 Maths students should achieve
Coverage is judged against the achievement standard — not by ticking every content description. These are the official Year 1 Maths standard sentences this code builds towards:
- They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones.
- Students partition collections into equal groups and skip count in twos, fives or tens to quantify collections to at least 120.
- Students measure the length of shapes and objects using uniform informal units.
- They compare and order objects and events based on the attributes of length, mass, capacity and duration, communicating reasoning.
- They make, compare and classify shapes and objects using obvious features.
- Students use numbers, symbols and objects to create skip counting and repeating patterns, identifying the repeating unit.
The Number progression either side of AC9M1N01
A class can only meet this descriptor if they were taught the one before it. If yours hasn't, that's where the lesson starts — not here.
Taught before · Foundation
- AC9MFN01name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals
- AC9MFN02recognise and name the number of objects within a collection up to 5 using subitising
- AC9MFN03quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning
Builds towards · Year 2
- AC9M2N01recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines
- AC9M2N02partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
- AC9M2N03recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving
Other Year 1 Number codes
- AC9M1N02partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones
- AC9M1N03quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
- AC9M1N04add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies
- AC9M1N05use mathematical modelling to solve practical problems involving additive situations including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem
- AC9M1N06use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem
Content description and achievement standard © Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum Version 9, used under CC BY 4.0. TeachKoala is not affiliated with or endorsed by ACARA.