N&A1.5 Students can rote count.

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

 

  • Rote counts up to 3.
  • Rote counts up to 5.
  • Rote counts up to 10.
  • Rote counts up to 20.
  • WM Rote count within the range 3 to 20 in a variety of contexts or games

Teacher Language

 

Make a statement

‘We are going to count’.

 

Give an instruction

‘It’s your turn to count’.

 

Correction/prompt

‘What number is next?’

‘Keep counting’.

 

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.

 

This activity can be used for students who are verbal, nonverbal but are able to sign, touch or point and students with physical disabilities who can use eye gaze to indicate they are rote counting. Students who rote count may not necessarily have an understanding of one to one correspondence. This is a sequential learning activity. It should become obvious to the teacher when not to progress any further.

 

Opportunities to teach this activity can occur multiple times throughout the day through both structured and incidental teaching. This includes counting students in line, counting items of food, counting the books on the table, IWB activities and structured desk work. 

 

Rote counts up to 3

Teacher discretion is needed to decide whether or not to use a visual aide to assist e.g. counting chart. Teacher states ‘SN, we are going to count’.  Teacher demonstrates counting 1 to 3. ‘SN, it’s your turn to count’. Nonverbal students may indicate they are rote counting by touching or pointing at each number as the teacher says it.

 

Rote counts up to 5, 10 and 20

Follow teaching procedure as stated above. 

 

Websites

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

 

Suggested Apps

 

Bee Dot-to-Dot Lite
Toddler Counting 123 Free
Ladybug Number Count
Kids Learning - My First Numbers Counting
dot to dot - animals
Dots for tots Free
Counting 123 - Learn to count challenge
Count123 - math counting fun
Connect the Dots Ultimate HD
Connect the Dots Dinosaurs - HD
Toddler's Count 123