N&A1.10 Students make comparisons between groups of objects according to number.
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Activities & Resources
StrawsComputes/IWB (e.g. Tux Paint)
Number lines
Cotton balls
Toy cars
Animals
Red and blue counters
Big and little blocks
Student award charts
Assessment Record
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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 MAe1WM Describes mathematical situations using everyday language, actions, materials and informal recordings. Mae2WM Uses objects, actions, technology and/or trial and error to explore mathematical problems. Mae3WM Uses concrete materials and/or pictorial representations to support conclusions. MAe4NA Counts to 30, and orders, reads and represents numbers in the range 0 to 20.

Life Skills 710 Outcome 2015 MALS4NA: Recognises language to represent number. MALS5NA: Counts in familiar contexts. MALS6NA: Reads and represents numbers. MALS7NA: Compares and orders numbers. MALS12NA: Compares and matches coins and notes.
HSC Life Skills 1112 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
 Indicates bigger and smaller groups when displayed in lines.
 Indicates bigger and smaller groups when displayed in bundles.
 WM Describe groups that have been made and compare the sizes of the groups e.g. ten cotton balls and two pegs.
Teacher Language
Make a statement
‘This line/bundle has ….’.
‘This line/bundle is bigger’.
This line/bundle is smaller’.
Give an Instruction
‘Let’s count the ..…’.
Ask a question
‘Which line is bigger/smaller?’
‘Which bundle is bigger/smaller?’
Correction/prompt
‘Try again’.
‘Count again’.
‘Have another look’.
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.
In this activity, students may need to be introduced to the concept of ‘big’ and ‘small’ if they have no prior knowledge of these concepts. Modelling would be done by the teacher to reinforce this concept. This activity involves students comparing groups of objects according to the number in those groups, not the size of the objects. It is important when making groups of objects that are bigger and smaller, that the objects in the groups are identical e.g. all counters. The only variant between the 2 groups could be colour, e.g. each group being represented by one colour.
Indicates bigger and smaller groups when displayed in lines (can be taught in no particular order).
Bigger  Place the objects in two lines one underneath the other. To begin, one line of objects would be obviously bigger e.g. first line has 2 blue teddy bears and second line has 6 red teddy bears. Teacher models by counting both lines and stating ‘This line has 6. This line has 2. This line is bigger (pointing)’. Using the same lines, teacher would say ‘SN lets count the teddy bears. Which line is bigger?’ Repeat this activity reinforcing the bigger line each time until the student can independently identify it. When repeating this activity, vary:
 The number of objects in each line, as long as one line is obviously bigger.
 The position of the bigger line e.g. on top or beneath the smaller line.
Smaller  Place the objects in two lines one underneath the other. To begin, one line of objects would be obviously smaller e.g. first line has 2 blue teddy bears and second line has 6 red teddy bears. Teacher models by counting both lines and stating ‘This line has 6. This line has 2. This line is smaller (pointing)’. Using the same lines, teacher would say ‘SN lets count the teddy bears. Which line is smaller?’ Repeat this activity reinforcing the smaller line each time until the student can independently identify it. When repeating this activity, vary:
 The number of objects in each line, as long as one line is obviously smaller.
 The position of the smaller line e.g. on top or beneath the bigger line.
Indicates bigger and smaller groups when displayed in bundles.
Place the objects into 2 bundles. To begin, one bundle would be obviously bigger/smaller e.g. first bundle has 2 blue teddy bears and second bundle has 6 red teddy bears. Teacher models by counting both bundles and stating ‘This bundle has 6. This bundle has 2. This bundle is bigger/smaller (pointing)’. Using the same bundles, teacher would say ‘SN lets count the teddy bears. Which bundle is bigger/smaller?’ Repeat this activity reinforcing the bigger/smaller bundle each time until the student can independently identify it. When repeating this activity, vary:
 The number of objects in bigger / smaller bundles
 Change the position of each bundle – left/right, top/bottom, closer/further.
Websites
Websites that contain resources, games or activities that could be used to support this goal include: