Educational Games Ordered by Learner Outcomes
![]() Say the number sequence 0 to 100 by: • 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10 respectively • 10s, using starting points from 1 to 9 • 2s, starting from 1. [C, CN, ME, R] | ![]() |
![]() Demonstrate if a number (up to 100) is even or odd. [C, CN, PS, R] | ![]() |
![]() Describe order or relative position, using ordinal numbers (up to tenth). [C, CN, R] | ![]() |
![]() Represent and describe numbers to 100, concretely, pictorially and symbolically. [C, CN, V] | ![]() |
![]() Compare and order numbers up to 100. [C, CN, ME, R, V] | ![]() |
![]() Estimate quantities to 100, using referents. [C, ME, PS, R] | ![]() |
![]() Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. [C, CN, R, V] | ![]() |
![]() Demonstrate and explain the effect of adding zero to, or subtracting zero from, any number. [C, R] | ![]() |
![]() Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction • using the commutative property of addition (the order in which numbers are added does not affect the sum) • using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference. [C, CN, ME, PS, R, V] | ![]()
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![]() Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • building on a known double • thinking addition for subtraction for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V] | ![]() |











