S&P1a Students access/interact with objects that are the same and different.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

DES1.1 Students recognise there is a difference between the characteristics of two objects.

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)

WMS1.5 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-3WM Uses concrete materials and/or pictorial representations to support conclusions and informal recordings.

MAe-17SP Represents data and interprets data displays made from objects.

 

 

Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-2WM Applies mathematical strategies to solve problems.

MALS-3WM Uses reasoning to recognise mathematical relationships.

MALS-35SP Recognises data displayed in a range of formats.

MALS-36SP Gathers, organises and displays data. 

MALS-37SP Interprets information and draws conclusions from data displays.

 

HSC Life Skills 11-12 Outcomes 2007

6.3  Reads and interprets a variety of graphs and tables.

Framework Indicators


  • Makes eye contact with objects that are the same and different.
  • Reaches for and makes physical contact with objects that are the same and different.
  • WM Uses eye gaze and explores with senses objects that are the same and different.

 

Teacher Language

 

Give an Instruction

Look at the  …..…’.


Make a Statement

‘They are the same’.

‘They are different’.

‘You are touching the …..….’.

‘You have the ……… ’.

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 objects that are the same and different

Place two identical objects e.g. two water bottles directly in the student’s eyesight and state ‘Look at the …… (name objects). They are the same’. The student may make eye contact with the item for a brief period of time. Immediately reinforce the student for looking at the identical object even if it’s a fleeting look. If the student does not make any eye contact, the teacher mirrors student head movement and eye gaze with the identical objects so that the objects are in front of the student’s eyes. The teacher would reinforce the language of  ‘They are the same’. 

Place two different objects e.g. keys and a bottle of water, directly in the student’s eyesight and state ‘Look at the …….. (name object 1). Look at the …… (name object 2) They are different’. The student may make eye contact with the item for a brief period of time. Immediately reinforce the student for looking at the objects even if it’s a fleeting look. If the student does not make any eye contact, the teacher mirrors student head movement and eye gaze with the different objects so that the objects are in front of the student’s eyes. The teacher would reinforce the language of ‘They are different’.

 

Reaches for and makes physical contact with objects that are the same and different

Repeat the above activity with a focus on encouraging the student to reach for and interact with both objects that are the same and both objects that are different and state ‘You are touching the ……. (name objects)’. Once the student grasps the objects reinforce them immediately by saying ‘You have the …… (name objects.) They are the same’.  ‘You have the ……. (name objects). They are different’.

 

Websites

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

 

Suggested Apps

 

Autism iHelp – Same and Different