N&A1.3 Students learn the names of numerals in order to identify them. (Identify the numeral without other numerals present)

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

 

  • Learns names of numerals to 3.
  • Learns names of numerals to 5.
  • Learns names of numerals to 10.
  • Learns names of numerals to 20.
  • WM Identifies individual or isolated numerals presented on cards or computer games.  

Teacher Language

 

Give an instruction

‘Look at the number X’.

‘Show me number X’.

‘Point to number X’.

‘Give me number X’.

 

Make a statement

‘This is number X’.

 

Correction/prompt

‘This is number X’.

‘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 is instructional teaching so students are given the opportunity to learn the names of individual numerals in order to identify them. Numerals should be presented to students in their written form; that is the number 3 not the word three. At this stage the goal is not to teach counting. During this teaching activity, only the number that is being taught should be visible to the student. Teachers need to be aware that some students may only ever be able to name/identify a limited range of numerals and these may not be sequential.

 

Learns names of numerals 1-20

This activity is taught in the same way for each numeral 1-20. Teacher states ‘This is the number X’. ‘Look at the number X’. ‘Show me number X’. ‘Point to number X’. ‘Give me number X’. This may be taught as a one to one or group activity, depending on the ability levels of the students. 

 

Websites

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

 

Suggested Apps

 

A Number Learning Tool Games HD Free