N&A1.9 Students match numerals to collections of objects.

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

 

  • 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:

 

 

Suggested Apps

 

123 Games Lite
123 Number Magic
Kids Learn Numbers
Matching Game - My First Numbers
Monkey Math School Sunshine
Numbers and Number Words Matching Game
Numbers Memory Match!
Toddler Counting 123 Free
Toddler Counting 123