N&A1.11 Students sequence numbers to 10.
Teaching Strategies
Attribute meaning »Correcting errors »
Questioning »
Take up time »
Modelling »
Contingent responding »
Strategic pausing »
Prompting »
Explicit teaching »
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
ComputerLaminated folder activities
Ordering number cards
Finding the missing number activities
Interactive whiteboard
Assessment Record
Download Assessment Record »
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
 Sequences numbers to 3.
 Sequences numbers to 5.
 Sequences numbers to 10.
 WM Explain or demonstrate how to place numeral cards in correct order.
Teacher Language
Make a statement
‘I am putting the numbers in the correct order…’.
Give an instruction
‘It’s your turn now’.
‘Put the numbers in the correct order’.
Ask a question
‘Which number is first?’
‘Which number is next?’
Correction/prompt
‘What number is that?’
‘Is that in the right order/place?’
‘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.
A prerequisite to achieving this goal is students need to be able to identify and name numerals to 10.
Sequences numerals to 3
Students are given number cards 1, 2 and 3 in random order. Teacher would model by placing the number cards 1 to 3 in the correct order and state, ‘I am putting the numbers in the correct order 1, 2 and 3’. Teacher then states ‘SN, it’s your turn. Put the numbers in the correct order. Which one is first?’ Once the student has indicated that number 1 is first, teacher asks ‘Which number is next?’ until the student correctly sequences all numbers 1 to 3. The student cannot progress onto the next number until 100% accuracy has been achieved.
Sequences numerals to 5
Students are given number cards 1, 2, 3, 4 and 5 in random order. Teacher may model by placing the number cards 1 to 5 in the correct order and state, ‘I am putting the numbers in the correct order 1, 2, 3, 4 and 5’. Teacher then states ‘SN, it’s your turn. Put the numbers in the correct order. Which one is first?’ Once the student has indicated that number 1 is first, teacher asks ‘Which number is next?’ until the student correctly sequences all numbers 1 to 5. The student cannot progress onto the next number until 100% accuracy has been achieved.
Sequences numerals to 10
Students are given number cards 1 to 10 in random order. Teacher may model by placing the number cards 1 to 10 in the correct order and state, ‘I am putting the numbers in the correct order 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10’. Teacher then states ‘SN, it’s your turn. Put the numbers in the correct order. Which one is first?’ Once the student has indicated that number 1 is first, teacher asks ‘Which number is next?’ until the student correctly sequences all numbers 1 to 10. The student cannot progress onto the next number until 100% accuracy has been achieved.
Websites
Websites that contain resources, games or activities that could be used to support this goal include: