N&A1.8 Students make groups of objects up to 10.
Teaching Strategies
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Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
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Verbal (V) »
Independent (I) »
Activities & Resources
BlocksComputes/IWB (e.g. Tux Paint)
Laminated folder activities
Number lines
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
 Makes a group of any number of objects.
 Makes a group of 2 objects.
 Makes groups of 3 to 10 objects.
 WM Make a group of teddy bears/cars/dolls in the range 3 to 10.
Teacher Language
Make a statement
‘I have made a group of ….’.
‘Here is a group of ….’.
Give an instruction
’It’s your turn to make a group of ….’.
Correction/Prompt
‘Try again’.
‘Count the ……………...’.
‘Too many’.
‘Keep counting’.
‘How many have you given me?’
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.
In this activity, students may need to be introduced to the concept of ‘group’. Students are to gather (count) a specified number of objects and place them into a group.
Makes a group of any number of objects
At this stage, modelling would be done by the teacher to reinforce the concept of ‘group’. Any objects could be used. For example, teacher would pick up a random number of teddy bears and place them in front of the student and state ‘I have made a group of teddy bear’. Teacher would then say ‘SN, it’s your turn to make a group of teddy bears’.
Makes a group of 2 objects
Modelling would be done by the teacher to reinforce the correct number of objects in the group. In this activity, teachers would have many more objects than is required, accessible to the student. Teacher states ‘I am going to make a group of 2 teddy bears’. Teacher takes 2 teddy bears from the larger group and places them on the table and states ‘Here is a group of 2 teddy bears’. Teacher then states ‘SN, it’s your turn to make a group of 2 teddy bears’.
Makes groups of objects from 3 to 10
Implement as above. Do not move onto the next number of objects in a group unless 100% accuracy has been achieved.
Websites
Websites that contain resources, games or activities that could be used to support this goal include: