N&A1.7b Students are able to stop counting objects at the number indicated without continuing to count on.

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

 

  • Counts objects to 3.
  • Counts objects to 5.
  • Counts objects to 10.
  • WM Give the teacher the requested number of items, ensuring there is more than necessary.

Teacher Language

 

Make a statement

‘We are going to count to …….’.

 

Give an instruction:

‘Give me X ……..’.

 

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.

 

Whatever number is being counted, place more objects than is required in front of the student. The student has achieved this goal when they are able to stop counting at the number indicated without continuing to count on.  A visual representation of the number to be counted may be shown to the student.

 


Counts objects to 3 and stops at the appropriate number

Teacher states ‘We are going to count to 1. Give me 1 ….’, (ensuring there is a minimum of two objects in front of the student). Once the student has independently counted one object and stopped at the appropriate number, move onto two objects and then three, always ensuring there are more objects than is required. Encouraged students to touch, move or pick up the objects as they count.

 

Counts objects to 5 and to 10, and stops at the appropriate number

Follow teaching procedures as stated above. Do not move onto the next number unless 100% accuracy has been achieved.

 

Websites

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

 

Suggested Apps

 

Count and Write Numbers 1-30
Dino Teach PreSchool Math