N&A1.6 Students demonstrate an understanding of 1:1 correspondence through matching.
Teaching Strategies
Attribute meaning »Correcting errors »
Errorless learning »
Take up time »
Modelling »
Contingent responding »
Incidental teaching »
Prompting »
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
Setting tablesGives out paint brushes
Gives out newspapers
Hands out play equipment
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
 Distributes 1 object.
 Distributes 3 objects.
 Distributes 5 objects.
 Distributes 10 objects.
 WM Give one book to each student in the class.
Teacher Language
Give an instruction
‘Give a ….. to ….….’.
‘Give everyone a …..’.
‘Put one newspaper in each letterbox’.
Correction/prompt
‘Only one’.
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.
Teacher provides students with opportunities to distribute objects ensuring there is a corresponding place for each object. For example, ‘Put one newspaper in each letterbox’.
Distributes 1 object.
Errorless learning. The teacher provides students the opportunity to distribute one object to one other student. For example, a cup. Teacher says ‘SN, give a ….. to ……..’.
Distributes 3 objects.
The teacher provides students the opportunity to distribute:
two objects to two students. Teachers says ‘SN, give everyone a cup……..’. three objects to three students. Teachers says ‘SN, give everyone a cup……..’.
The teacher must ensure there is the exact amount of objects for each person. For example, when distributing two objects, ‘everyone’ would be two people.
Distributes 5 and 10 objects.
Follow teaching procedures as stated above.
Websites
Websites that contain resources, games or activities that could be used to support this goal include: