N&A1.4 Students identify representations of numerals. (Identify the numeral with other numerals present in random order).
Teaching Strategies
Attribute meaning »Correcting errors »
Errorless learning »
Questioning »
Take up time »
Incidental teaching »
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
ComputerNumeral cards
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
 Identifies numerals to 3.
 Identifies numerals to 5.
 Identifies numerals to 10.
 Identifies numerals to 20.
 WM Recognise numerals presented on cards or computer games in random order.
Teacher Language
Give an instruction
‘Look at the numbers’.
‘Show me number X’.
‘Point to number X’.
‘Give me the 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.
In order to teach this goal, students need to have prior knowledge and obtained goals N1.2 and N1.3.Teacher professional judgement needs to be used to determine the length of time and number of opportunities students are given in order to correctly identify a specific numeral. If at any point through the learning process a student is unable to progress to identifying the next sequential number, exposure to that number and following numbers should continue. This is to ensure the students are given the opportunity to identify all numbers irrespective of their order.
Identifies numerals to 20
Teacher places the numbers 1 and 2 in front of the student. Teacher states ‘Show me number X’. Once the student has correctly identified numbers 1 and 2, introduce the number 3. If the student is unable to distinguish between the numbers, reteach using teacher language stated above. Teacher places the number 1, 2 and 3 in front of the student in random order. Teacher states ‘Show me the number X’. Continue this strategy introducing one number at a time, up to the number 20.
Websites
Websites that contain resources, games or activities that could be used to support this goal include: