teaching resource

Race to Number 10

  • Updated

    Updated:  03 Jan 2023

Practise counting and sequencing objects up to 10 with this hands-on or interactive game.

  • Editable

    Editable:  Google Slides, PowerPoint

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  F - 1

Curriculum

  • VC2MFN01

    Name, represent and order numbers, including zero to at least 20, using physical and virtual materials and numerals <ul> <li>responding to a request to collect a quantity of objects or reading a numeral and selecting the associated quantity of items from a collection to match the number required; for example, collecting 9 paintbrushes after hearing the word ‘nine’</li> <li>recognising the order in the sequence of numbers to 20 and identifying the number that is ‘one less’ than a given number and the number that is ‘one more’; for example, playing instructive card games that involve reading and ordering number cards, or using counting songs, storybooks and rhymes to establish the forwards and backwards counting sequence of numbers in the context of active counting activities</li> <li>understanding and using terms to indicate ordinal position in a sequence; for example, filling in the missing term in ‘first’, ‘second’, ‘third’, … ‘fifth’ …, or creating a number track using cards with the numerals zero to 20 and describing positions using terms such as ‘first’, ‘last’, ‘before’, ‘after’ and ‘between’</li> <li>recognising, writing and reading numerals written on familiar objects; for example, recognising and reading numerals in images, text or illustrations in storybooks, or writing a numeral on a container as a label to show how many objects it contain</li> <li>connecting quantities to number names and numerals when reading and reciting stories and playing counting games or determining and reasoning about the size of sets of objects within Aboriginal and/or Torres Strait Islander Peoples’ instructive games, for example, Segur etug from Mer Island in the Torres Strait region</li> </ul>

  • VC2MFN03

    Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning <ul> <li>establishing the language and process of counting, and understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are and that the last number counted answers the question of ‘How many?’; for example, saying numbers in sequence while playing and performing actions</li> <li>using counting to compare the size of 2 or more collections of like items to justify which collection contains more or fewer items</li> <li>using counting and one-to-one correspondence to quantify the number of items required for a purpose; for example, when asked to collect enough scissors for each member of their group to have a pair, counting each member and using the total count to know how many to collect</li> <li>discussing how different cultures may have alternative ways of representing the count; for example, discussing how some people of the Asia region use an abacus or Chinese hand gestures</li> <li>using body-tallying that involves body parts and one-to-one correspondence from counting systems of Aboriginal and/or Torres Strait Islander Peoples to count to 20</li> </ul>

  • Race to Number 10 teaching resource
teaching resource

Race to Number 10

  • Updated

    Updated:  03 Jan 2023

Practise counting and sequencing objects up to 10 with this hands-on or interactive game.

  • Editable

    Editable:  Google Slides, PowerPoint

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  F - 1

Practise counting and sequencing objects up to 10 with this hands-on or interactive game.

🏁Race to Number 10 – Counting Objects Activity

Start your engines! With this activity, there are two different styles of play. Students can race to the finish line by counting objects in each square or finding the correct path with numerals. This resource is available as a printable and interactive version.

To play the hands-on version, students will count the objects in each square and use a set of manipulatives to cover the board in sequential order, 1–10. A numeral board is available as well. For the interactive version, students will cover the squares in sequential order with the coloured circles on the side of the board.

Through this activity, students will show they can use their number recognition and one-to-one correspondence skills to count up to a group of 10 objects. Students will also show they can sequence numbers in order from 1–10.

Tips for Differentiation + Scaffolding 

A team of dedicated, experienced educators created this resource to support your maths lessons.

In addition to individual student work time, use this counting game to enhance learning through guided maths groups, partner activities, or remote learning assignments.

If you have a mixture of above and below-level learners, check out these suggestions for keeping students on track with the concepts:

🆘 Support Struggling Students

Help students who need help understanding the concepts by first counting the number of objects in each box and writing it down. Students can then use their manipulatives to find the correct sequential path.

➕ Challenge Fast Finishers

Encourage students who need a bit of a challenge to create their own game board. Students will draw objects in each square and create a path for their partner to count backward from 10 to 1.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the PDF, editable PowerPoint, or Google Slides version of this resource. If you assign this activity to students digitally, remember to play in ‘Edit Mode’ when working with the editable formats rather than ‘Present Mode’.

Print on cardstock for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

This resource was created by Lindsey Phillips, a Teach Starter Collaborator.

Curriculum

  • VC2MFN01

    Name, represent and order numbers, including zero to at least 20, using physical and virtual materials and numerals <ul> <li>responding to a request to collect a quantity of objects or reading a numeral and selecting the associated quantity of items from a collection to match the number required; for example, collecting 9 paintbrushes after hearing the word ‘nine’</li> <li>recognising the order in the sequence of numbers to 20 and identifying the number that is ‘one less’ than a given number and the number that is ‘one more’; for example, playing instructive card games that involve reading and ordering number cards, or using counting songs, storybooks and rhymes to establish the forwards and backwards counting sequence of numbers in the context of active counting activities</li> <li>understanding and using terms to indicate ordinal position in a sequence; for example, filling in the missing term in ‘first’, ‘second’, ‘third’, … ‘fifth’ …, or creating a number track using cards with the numerals zero to 20 and describing positions using terms such as ‘first’, ‘last’, ‘before’, ‘after’ and ‘between’</li> <li>recognising, writing and reading numerals written on familiar objects; for example, recognising and reading numerals in images, text or illustrations in storybooks, or writing a numeral on a container as a label to show how many objects it contain</li> <li>connecting quantities to number names and numerals when reading and reciting stories and playing counting games or determining and reasoning about the size of sets of objects within Aboriginal and/or Torres Strait Islander Peoples’ instructive games, for example, Segur etug from Mer Island in the Torres Strait region</li> </ul>

  • VC2MFN03

    Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning <ul> <li>establishing the language and process of counting, and understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are and that the last number counted answers the question of ‘How many?’; for example, saying numbers in sequence while playing and performing actions</li> <li>using counting to compare the size of 2 or more collections of like items to justify which collection contains more or fewer items</li> <li>using counting and one-to-one correspondence to quantify the number of items required for a purpose; for example, when asked to collect enough scissors for each member of their group to have a pair, counting each member and using the total count to know how many to collect</li> <li>discussing how different cultures may have alternative ways of representing the count; for example, discussing how some people of the Asia region use an abacus or Chinese hand gestures</li> <li>using body-tallying that involves body parts and one-to-one correspondence from counting systems of Aboriginal and/or Torres Strait Islander Peoples to count to 20</li> </ul>

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