N&A4.1 Students access / interact with the representation of parts of objects.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

NES 1.4 Describes halves, encountered in everyday contexts, as two equal parts of an object.

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

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)

Early Stage 1 Outcome 2015

MAe-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions.

MAe-7NA: Describes two equal parts as halves.

 

Life Skills 7-10 Outcome 2015

MALS-8NA Recognises and compares fractions in everyday contexts.

 

HSC Life Skills 11-12 Outcomes 2007

1.6 demonstrates knowledge, understanding and application of basic fractions and decimals.

Framework Indicators

 

  • Makes eye contact with the parts of objects.
  • Reaches for the parts of objects.
  • Makes physical contact with the parts of objects.
  • Explores the parts of objects with senses.
  • WM Explore with senses the servings of a cut cake or muffin.

Teacher Language

 

Give an instruction

‘Look at the parts of the puzzle’.

‘Touch/feel the parts of the puzzle’.

 

Make a Statement

‘You are looking at the parts of the puzzle’.

‘You are touching/feeling the parts of the puzzle’.


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.

 


Makes eye contact with  the parts of objects

Place parts of an object e.g. a two piece puzzle directly in the student’s eyesight and state ‘SN look at the parts of the puzzle’. The student may make eye contact with the item for a brief period of time. Immediately reinforce the student for looking at the parts of the object 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 parts so they are in front of the student’s eyes. ’SN you are looking at the parts of the puzzle’.

 

Reaches for, explores  and makes physical contact with parts of an object

Repeat the above activity with a focus on encouraging the student to reach for and interact with the parts of an object e.g. a two piece puzzle and state ‘SN touch the parts of the puzzle’. Once the student grasps the parts, reinforce them immediately by saying ‘SN you are touching the parts of the puzzle’.

 

Websites

Websites with resources, games and activities that could be used to support this goal include:

 
   

Suggested Apps

 

Activity Jigsaw Puzzle
Farm Jigsaw Puzzles 123
Farm Puzzle for Babies Free
Jigsaw Puzzles for Kids
Photo Puzzle
Princess Pony Puzzles
Transport Jigsaw Puzzles 123