Count along with the TEN LITTLE DINOSAURS in this action-packed, counting rhyme adventure! In a sturdy board book, perfect for little hands to hold.Ten Little Dinosaurs set off in search of adventure … But what will the Ten Little Dinosaurs do when they meet a grumpy triceratops? And a stomping diplodocus? And a HUNGRY T-REX?Part traditional counting rhyme, part fun-filled story, TEN LITTLE DINOSAURS is perfect for sharing together.Read the bouncy rhyming story.Count from ten to one and back again, as the Little Dinosaurs disappear then reappear.Spot and count the details on each page.And join in with all the great sound-words!The TEN LITTLE series has sold over a million copies worldwide, and TEN LITTLE BOOKWORMS is a 2019 World Book Day pick.‘Count along with these adventurous dinosaurs in roaringly funny rhymes.’The Independent‘Brilliant to help teach children recognise numbers.’Huffington Post‘Riotous fun… Sure to raise a roar of approval’New Statesman
Ten Little Dinosaurs
(9781408346464)
Written by Mike Brownlow
Illustrated by Simon Rickerty
Published by Orchard Books
Theme/topic: Mathematics
This delightful rhyming adventure captivates young readers with its playful text and vibrant illustrations. The story counts down from 10 to 1 as a group of mischievous little dinosaurs encounters various adventures and challenges, blending humour with basic counting skills (ACMNA001, AC9MFN01 – Foundation Year, Mathematics). It connects number names, numerals, and the number of dinosaurs (ACMNA002 – Foundation Year, Mathematics), making it a valuable tool for early numeracy. The rhymes and repetitive patterns not only entertain but also foster language development and phonemic awareness (ACELA1439 – Foundation Year, English). With its engaging narrative and educational focus, Ten Little Dinosaurs is a perfect read-aloud choice for young children, combining fun and learning in one enjoyable package.
Curriculum Alignment:
- These AC codes are suggested purely based on the book’s content and are provided for reference only.
AC9MFN01 9.0 (Mathematics Foundation): Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals
• 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 paint brushes after hearing the word ‘nine’
• 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; using counting songs, story books and rhymes to establish the forwards and backwards counting sequence of numbers in the context of active counting activities
• understanding and using terms such as “first”, “second”, “third”, … “fifth”… to indicate ordinal position in a sequence; for example, creating a number track using cards with the numerals zero to (20) and describing positions using terms such as first, last, before, after, between
• recognising, writing and reading numerals written on familiar objects; for example, in images, text or illustrations in story books; writing a numeral on a container as a label to show how many objects it contains
• 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 First Nation Australians’ instructive games; for example, Segur etug from Mer Island in the Torres Strait region
ACELA1439 8.4 (English Language and Literacy Foundation): Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words
• recognising and producing rhyming words when listening to rhyming stories or rhymes, for example ’funny’ and ’money’
• identifying patterns of alliteration in spoken words, for example ‘helpful Henry’
• identifying syllables in spoken words, for example clapping the rhythm of ‘Mon-day’, ‘Ja-cob’ or ‘Si-en-na’
ACMNA001 8.4 (Mathematics Foundation): Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
• reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures
• identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built
• developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes
• understanding that numbers are said in a particular order and there are patterns in the way we say them
ACMNA002 8.4 (Mathematics Foundation): Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
• 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 ‘how many’ question
• using scenarios to help students recognise that other cultures count in a variety of ways, such as the Wotjoballum number systems
