N&A1.7a Students demonstrate an understanding of 1:1 correspondence through counting
Teaching Strategies
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Levels Of Support
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Activities & Resources
BINGO gamesComputes/IWB (e.g. Tux Paint)
Laminated folder activities
Dominos
Songs
Morning circle activities (e.g. people at school)
Counting dot patterns
Stories
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
 Counts objects to 3.
 Counts objects to 5.
 Counts objects to 10
 WM Count the number of students present and correlate with photographs during morning circle.
Teacher Language
Make a statement
‘We are going to count to …’.
Give an instruction:
‘Count the........’.
‘Count the students at school today’.
Correction/Prompt:
‘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.
When this activity is implemented, objects such as counters, teddy bears must be identical to ensure that the student is counting rather than attributing characteristics to numbers e.g. red counters symbolise 1, yellow counters symbolise 2 etc.
Whenever a specific number is being counted, only that number of objects is placed in front of the student.
Counts objects to 3
Only one object is presented to the student. Teachers states ‘We are going to count to 1. Count the ………’. Once the student has independently counted one object, move onto two objects and then three. Encouraged students to touch the objects as they count.
Counts objects to 5 and to 10.
Follow teaching procedures as stated above. Do not move onto the next number unless 100% accuracy has been achieved.
Activities that involve counting with one to one correspondence include:
Counting students in class, counting chairs for students, pencils for each student etc.
Websites
Websites that contain resources, games or activities that could be used to support this goal include: