There are many free educational, web based games on the internet.
These can help your children learn number knowledge and basic number facts.

The table below has a few games for each stage of the Numeracy project.
We have placed games that have multiple levels in the middle of the band so certainly have a go at those either side of your child's stage.
Check with your child's teacher which stage they are currently working at, further explanation of the stages is listed in the bottom table.
You may need to download a Flash player for some games.

The following table describes the key features of each strategy stage of the Number Framework.

Stage 0: Emergent

The student is unable to consistently count a given number of objects because they lack knowledge of counting sequences and/or one-to-one correspondence.

Stage 1: One-to-one Counting

The student is able to count a set of objects or form sets of objects but cannot solve problems that involve joining and separating sets.

Stage 2: Counting from One on Materials

The student is able to count a set of objects or form sets of objects to solve simple addition and subtraction problems.
The student solves problems by counting all the objects.

Stage 3: Counting from One by imaging

The student is able to visualize sets of objects to solve simple addition and subtraction problems.
The student solves problems by counting all the objects.

Stage 4: Advanced Counting

The student uses counting on or counting back to solve simple addition or subtraction tasks.

Stage 5: Early additive Part-Whole

The student uses a limited range of mental strategies to estimate answers and solve addition or subtraction problems. These strategies involve deriving the answer from known basic facts, (eg. doubles, fives, making tens).

Stage 6: Advanced Additive/Early

The student can estimate answers and solve addition and subtraction tasks involving whole numbers mentally by choosing appropriately from a broad range of advanced mental strategies (eg. place value positioning, rounding and compensating or reversibility).
The student uses a combination of known facts and a limited range of mental strategies to derive answers to multiplication and division problems, (eg. doubling, rounding or reversibility).

Stage 7: Advanced Multiplicative Part-Whole

The student is able to choose appropriately from a broad range of mental strategies to estimate answers and solve multiplication and division problems. These strategies involve partitioning one or more of the factors, (eg. place value partitioning, rounding and compensating, reversibility).

Stage 8: Advanced Proportional Part-Whole

The student can estimate answers and solve problems involving the multiplication and division of fractions and decimals using mental strategies. These strategies involve recognising the effect of number size on the answer and converting decimals to fractions where appropriate. These students have strongly developed number sense and algebraic thinking

There are many free educational, web based games on the internet.Numeracy LinksThese can help your children learn number knowledge and basic number facts.

The table below has a few games for each stage of the Numeracy project.

We have placed games that have multiple levels in the middle of the band so certainly have a go at those either side of your child's stage.

Check with your child's teacher which stage they are currently working at, further explanation of the stages is listed in the bottom table.

You may need to download a Flash player for some games.

Here is another great link for Numeracy fun at home! http://resources.oswego.org/games/

Digi-objects: For class use click here!The following table describes the key features of each strategy stage of the Number Framework.The student solves problems by counting all the objects.

The student solves problems by counting all the objects.

The student uses a combination of known facts and a limited range of mental strategies to derive answers to multiplication and division problems, (eg. doubling, rounding or reversibility).