N&A1.1 Students access/interact with the representation of a numeral.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

NES 1.1: Counts to 30, and orders, reads and represents numbers in the range 0 to 20.

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating)

WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning)

WMES1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content (Reflecting)

 

 

Early Stage 1 Outcome 2015

MAe-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-2WM Uses objects, actions, technology and/or trial and error to explore mathematical problems.

Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions.

MAe-4NA Counts to 30, and orders, reads and represents numbers in the range 0 to 20.

 

 

Life Skills 7-10 Outcome 2015

MALS-4NA: Recognises language to represent number.

MALS-5NA: Counts in familiar contexts.

MALS-6NA: Reads and represents numbers.

MALS-7NA: Compares and orders numbers.

MALS-12NA: Compares and matches coins and notes.

 

HSC Life Skills 11-12 Outcomes 2007

1.1: Demonstrates understanding of number sense.

1.2: Recognises matches and sorts concrete objects to represent numbers.

1.3: Counts objects in meaningful contexts.

1.4: Understands and uses ordinal terms.

1.5: Reads and writes numbers and demonstrates understanding of place value.

5.1: Understands that money is a medium for purchasing goods and services.

5.2: Identify matches and counts coins and notes. 

 

Framework Indicators

 

  • Makes eye contact with a numeral.
  • Reaches for a numeral. 
  • Makes physical contact with a numeral. 
  • Explores a numeral with senses. 
  • WM Explore with senses numeral cards and tactile resources including foam and sandpaper.   

 


Teacher Language

 

Give an instruction 

‘Touch/feel number X’.

‘Look at number X’. 

 

Make a statement

You have the number X’.

‘You are touching number X’.

‘You are looking at number X’. 


When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.

 

There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.

 

Makes eye contact with a numeral

Place a representation of a numeral directly in the student’s eyesight and state ‘SN, look at number X’. The student may make eye contact with the item for a brief period of time. Immediately reinforce the student for looking at the numeral even if it’s a fleeting look in order to shape this behaviour into an intentional action. If the student does not make any eye contact, the teacher mirrors student head movement and eye gaze with the numeral so that the numeral is in front of the student’s eyes. ’SN you are looking at number X’. For students who make intentional eye contact with the numeral, activities such as flashing numbers on an interactive whiteboard (IWB) may be appropriate. Some online examples include:

 

 

Reaches for and makes physical contact with a numeral

Repeat the above activity with a focus on encouraging the student to reach for and interact with the representation of a numeral and state ‘SN you are touching number X’. Once the student grasps the number reinforce them immediately by saying ‘You have the number X’.

 

Explores a numeral with senses

Touch: Using representations of numbers made from a variety of tactile materials such as felt, sandpaper, satin and fur. Encourage the student to explore and interact with them by tracing the shape of the number.

 

Touch: Draw a number on a surface using shaving cream or sand onto glue and encourage the student to explore and interact with it by running their hand over/through the shape of the number. Teachers are encouraged to use the teacher language above throughout these activities.

Sound: Provide the student with opportunities to listen and respond to a variety of songs and rhymes that incorporate number. This may involve the student moving to, clapping, singing/vocalising and expressing their engagement through facial expressions. 

 

Websites

Websites that contain resources, games or activities that could be used to support this goal include:

 

Suggested Apps

 

Abby Explorer - Numbers Tracing HD
Approach to Montessori - Numbers HD Free
Ladybug Number Count
My First Wood Puzzles: Numbers HD
Preschool Numbers Game
Sea Numbers Free - Kids learn by tracing