# NA2-2: Know forward and backward counting sequences with whole numbers to at least 1000.

This means students will know the forward number word sequence to 1000 is the counting pattern of words and symbols, 0, 1, 2, 3, 4...1000 while the backward sequence is the pattern 1000, 999, 998, 997 ... At level Two students should know these sequences in multiples of one ten (for example, 358, 348, 338...) and one hundred (for example, 247, 347, 447...) An important part of knowing these sequences is being able to name the number before and after a given number since this relates to taking an item off or putting an item onto an existing set. For example, if a set contains 800 items, 799 items are left if one is removed. This also applies to the sequence in tens and hundreds, for example, ten removed from a set of 503 results in 493 objects left.

- Solve multiplication problems by using skip counting or additive strategies.
- Interpret and solve multiplication story problems.

state the difference between numbers by counting in 10s and 100s

solve basic facts

select operation symbols ( +, -, x, ÷) to complete an equation

- Use multiplication by two, five and ten to solve problems with equal sets.
- Use multiplication (as above) to solve division problems with equal sets.
- Pose multiplication and division problems.
- Record working with multiplication and division using diagrams and equations.

identify numbers between numbers up to 1000

know 1 and 10 more or less than hundreds numbers

make 2 digit numbers and order them

sequence numbers

skip count on a calculator

explore sequencing on a hundreds board

skip count in hundreds

skip count in twos

make jumps in ones and tens on a number line

- Represent numbers in the range of 0-999 using place value equipment.

use a number line to order numbers to 1000 (and higher)

use a number line to order numbers to 1000 (and higher)

- Pose different types of word problems.
- Explain their mathematical thinking in solving problems.
- Use a variety of equipment to model their solutions.

explore Māori and Roman number system

show understanding of place value using digit cards to make numbers

- Represent three digit whole numbers using numerals, words and materials (Place Value People Materials).
- Count in ones, tens and hundreds from a given three digit number.
- Find the difference between two three digit whole numbers.
- Use place value units of hundreds and tens to make estimates of300

**Session One**

- Represent four digit numbers using Place Value People and as compact and expanded numerals.

**Session Two**

- Apply place value to change a four digit number to a target number by addition or subtraction.

**Sessions Three and Four**

- Rename four digit numbers in flexible ways.

**Session**300

Use their knowledge of number sequence to order numbers.

use "greater than", "less than", and "between" to describe number from 0 - 100

skip count in 2s, 3s, 4s, and 5s

know the number 10 before and 10 after numbers in the range 0-1000

count forwards and backwards in 1s and 10s from numbers in the range 0-1000

read 3 digit numbers

order 3 digit numbers

order numbers between 100 and 1000