N&A1.12 Students write numerals 09 (Students may use different tools in order to write).
Teaching Strategies
Attribute meaning »Correcting errors »
Modelling »
Contingent responding »
Independent practice »
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
Computes/IWB (e.g. Tux Paint)Numeral cards 09
Worksheets
Numeral stamps
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
 Writes with physical assistance.
 Traces numerals.
 Copies a model of a numeral.
 Independently creates numerals.
 WM Trace dotted numerals relating to illustrations, such as animal booklets.
Teacher Language
Make a statement
‘We are going to write the number x’.
Give an instruction
‘Trace number X’.
‘Copy number X’.
‘Write number X’.
Correction/prompt
‘What number is that?’
‘What number did you write?’
‘Try again’.
‘Have a 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.
When beginning to teach this goal the students should be exposed to the correct method of forming numbers. However, how the student eventually writes numbers independently is not a priority. Students need only to be able to consistently represent a number legibly so that others are always able to identify what that number is.
Students would be given a variety of resources to enable them to write the numerals 09. Depending on student ability, the numbers can be taught in sequential or nonsequential order. For students who have difficulty succeeding with this goal, numbers that are easy to write would be focussed on first e.g. 1, 7 and 9. Activities may include number stencils, laminated number sheets and IWB activities.
Writes with physical assistance.
Teacher states ‘SN, we are going to write the number X’. Teacher uses hand over hand method to aid the student in writing the number using the correct formation.
Traces numerals.
Teacher states ‘SN, trace the number X’. Stencils that have arrows to indicate the correct way of forming the number could be used as a visual prompt when appropriate.
Copies a model of a numeral.
A written model of the number is place in front of the student. Teacher states ‘SN, copy the number X’.
Independently creates numerals.
Teacher states ‘SN, write the number X’. No visual cues are provided.
Websites
Websites that contain resources, games or activities that could be used to support this goal include: