Updated: 05 Nov 2020
A set of matchup cards to practice representing the numbers 1–30.
Non-Editable: PDF
Pages: 10 Pages
Grades: PK - 1
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Understand the relationship between numbers and quantities; connect counting to cardinality.
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
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.
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
10 can be thought of as a bundle of ten ones - called a "ten."
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Count forward and backward to at least 20 with and without objects;
Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;
Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;
Recognize instantly the quantity of a small group of objects in organized and random arrangements;
Recognize instantly the quantity of structured arrangements;
Use objects, pictures, and expanded and standard forms to represent numbers up to 120;
Child uses words to rote count from 1 to 30.
Child counts 1-10 items, with one count per item.
Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted.
Child counts up to 10 items and demonstrates that the last count indicates how many items were counted.
Child verbally identifies, without counting, the number of objects from 1 to 5.
Child recognizes one-digit numerals, 0-9.
A set of matchup cards to practice representing the numbers 1–30.
Use this resource when students are learning to represent numbers in a variety of ways.
Print out the matchup cards and cut them out. Store them in a resealable bag to be used again and again.
This resource is great to use as a math center activity. It can be played like go fish, memory, or simply a matching activity.
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Understand the relationship between numbers and quantities; connect counting to cardinality.
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
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.
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
10 can be thought of as a bundle of ten ones - called a "ten."
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Count forward and backward to at least 20 with and without objects;
Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;
Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;
Recognize instantly the quantity of a small group of objects in organized and random arrangements;
Recognize instantly the quantity of structured arrangements;
Use objects, pictures, and expanded and standard forms to represent numbers up to 120;
Child uses words to rote count from 1 to 30.
Child counts 1-10 items, with one count per item.
Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted.
Child counts up to 10 items and demonstrates that the last count indicates how many items were counted.
Child verbally identifies, without counting, the number of objects from 1 to 5.
Child recognizes one-digit numerals, 0-9.
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