N&A1.2 Students match one numeral with another. (Match to sample)
Teaching Strategies
Correcting errors »Distractors »
Errorless learning »
Questioning »
Take up time »
Modelling »
Prompting »
Match to sample»
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
Tactile resourcesLaminated number representations
Laminated folder activities
Bingo cards
Dominos
Dice games
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
 Matches to sample 11.
 Matches to sample 13.
 Matches to sample 15.
 Matches to sample 110.
 WM Use numeral cards to match a range of numerals from 1 to 10.
Teacher Language
Give an instruction
Match number X’.
Make a statement
‘This is number X’.
‘You are matching number X’.
‘Say and sign ‘Same’.
Correction/prompt
‘Are they the same/ Do they match?’
‘Try again’.
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.
This goal is purely a matching activity. Identification or recognition of numbers is not the aim. Numbers are used as symbols to be matched and to make students familiar with their form so they are able to progress to the next goals of identifying and recognising numbers.
Matches to sample 11
This is errorless learning; providing only the correct option so there is no chance of error. To begin this activity, place one card in front of the student with the number X printed on it. Provide the student with an identical card. Model how to match the identical numbers and then provide the student with opportunities to do the same. Teacher states ‘SN this is number X. Match number X. You are matching the number X’. Always say and sign ‘same’ when two numbers are a match to reinforce the concept.
Matches to sample 13
Once the student has mastered the skill of matching number to number, one distractor would be added. This distractor would be a blank card.
Once the student can match number to number with one distractor, display three cards. Cards consist of number X plus two distractors. To begin with, distractors would be blank cards. Provide the student with one card with the number X printed on it. Model how to match the identical numbers and then provide the student with opportunities to do the same. Repeat this activity up to the number 3. Teacher states ‘SN this is number X. Match number X. You are matching number X’. Always say, sign and gesture ‘same’ when two numbers are a match to reinforce the concept.
Once the student has mastered the skill of matching number to number, distractors could be changed to include pictures, then other numbers to increase the complexity of the task. Teachers are encouraged to use the teacher language above throughout these activities.
The following table provides an example of the sequence you could follow to carry out this activity. Throughout this sequence number X stays the same. Once the sequence has been completed begin again, choosing a different number as number X up to and including number 3.
Match to Sample 15
As the student has already mastered the skill of matching same number with the same number for numbers 1 to 3, errorless learning is not necessary. Display fivecards. Cards consist of number X plus four distractors made up of numbers, blank cards and pictures. Provide the student with one card with the number X.
Follow teaching procedure as stated above in match to sample 13.
Match to sample 110
Display ten cards. Cards consist of number X plus nine distractors made up of numbers, blank cards and pictures. Provide the student with one card with the number X.
Follow teaching procedure as stated above in match to sample 13.
Websites
Websites that contain resources, games or activities that could be used to support this goal include: