N&A2.2 Students separate one group of objects in order to make two or more groups.

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 a group of objects.
  • Remove items from a group of objects.
  • WM Make two or more groups of counters / pencils / blocks from one pile.

 

 

 

 

 

 

Teacher Language

 

Give an instruction

‘Look at the group’.

‘Make two groups of……’.

 

Make a Statement

‘This is a group of …’.

‘I am making two groups of….’.

‘It’s your turn’.

‘I/ You now have two groups of….’.

 

Ask a question

‘How many groups are there?’

 

Correction/prompt

‘Is there more than one group?’

‘Have you made more than one group?’

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 a group of objects.

Place one group directly in the student’s eyesight and state ‘This is a group of….. Look at the group’.

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.

 

Remove items from a group of objects.

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

Suggested Apps

 

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