N&A1.9 Students match numerals to collections of objects.
Teaching Strategies
Take up time »Questioning »
Errorless learning »
Distractors »
Correcting errors »
Attribute meaning »
Modelling »
Contingent responding »
Strategic pausing »
Prompting »
Match to sample»
Explicit teaching »
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
BINGO gamesComputer
Laminated folder activities
Dominos
Songs
Morning circle activities (e.g. people at school)
Stories
Numeral cards & physical objects
Matching dot cards
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
 Matches numerals to 3 objects.
 Matches numerals to 5 objects.
 Matches numerals to 10 objects.
 WM Count dinosaurs/teddy bears and match correct numeral cards in the range 3 to 10.
Teacher Language
Ask a question
‘How many are there?’
Give an instruction
‘Find the correct number card’.
Correction/prompt
‘Is that the same?’
‘Try again’.
‘Count again’.
‘Keep counting’.
‘Which number 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.
This activity is dependent on students’ ability to identify numerals to 10 and be able to count a group of objects. A set of number cards is required and a collection of objects. eg. Teddy bears, counters.
Matches numerals from 1 to 10 objects
Following the sequences outlined in the table below the teacher provides the students with opportunities to match the correct number card to the objects being presented. This activity commences with errorless learning. Teacher states ‘SN, how many are there?’ ‘Find the correct number card’. This is taught sequentially from 1 to 10. Students do not move on until they are able to complete the matching activity independently.
Websites
Websites that contain resources, games or activities that could be used to support this goal include: