N&A2.1 Students combine groups of objects in order to make one group.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

NES 1.2 Combines, separates and compares collections of objects, describing using everyday language and records using informal methods.

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)

WMES1.1 Asks questions that could be explored using mathematics in relation to Early Stage 1 content

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems

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-5NA: Combines, separates and compares collections of objects, describing using everyday language and records using informal methods.

 


 

Life Skills 7-10 Outcome 2015

MALS-10NA Selects and uses strategies for addition and subtraction.

 

HSC Life Skills 11-12 Outcomes 2007

2.1 Demonstrates knowledge and understanding of addition, subtraction, multiplication and division processes.

Framework Indicators

 

  • Engages with two or more groups of objects.
  • Moves two groups of objects towards each other and combines them.
  • WM Make one group of blocks from two piles.

 

 

 

 

 

 

 

 

 

Teacher Language

 

Give an instruction

‘Look at the group’.

‘Look at this group’.

‘Put the two groups together’.

 

Make a Statement

‘This is a group of …’.

‘Here is another group of…’.

‘I am putting two groups of ….together’.

‘I have now made one group of…’.

‘It’s your turn’.

‘We have two groups’.

‘Now you have one group of …..’.

 

Ask a question

‘How many groups are there?’

 

Correction/prompt

‘Are they all together?’

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.

 

There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.

 

For this activity, teachers can assist students to understand the concept of grouping by placing one large circle and two smaller circles on the table in front of the student as a guide for where to position objects to form and combine groups. These guides could be cut out cardboard circles or large and small cork placemats. Objects used to form groups need to be identical e.g. groups of counter, teddy bears etc.

 

Engages with two or more groups of objects.

Place two or more groups directly in the student’s eyesight and state ‘This is a group of….. Look at the group. Here is another group of…. Look at this group. We have two groups’. The student may make eye contact for a brief period of time. Immediately reinforce the student for looking at the groups even if it’s a fleeting look in order to shape this behaviour into an intentional action. If the student does not make any eye contact, the teacher mirrors student head movement and eye gaze with the groups so that it is in front of the student’s eyes.

 

Moves two groups of objects towards each other and combines them.

On the two smaller grouping guides, place ‘x’ amount of objects e.g. pegs. These objects must be identical including colour, size and number. Teacher may model how to combine the two groups to make one group. Teacher states ‘I am putting the two groups of pegs together. I have now made one group of pegs’.  The teacher states ‘SN it’s your turn. Put the two groups together’. Once student has done this teacher states ‘SN you now have one group of pegs’.

Suggested Apps

 

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