S&P1b Students recognise there is a difference between the characteristics of two objects.

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 a distinction between two objects using eye gaze.
  • Makes a distinction between two objects by reaching/ pointing.
  • Makes a distinction between two objects by using augmentative communication.
  • WM Uses eye gaze and touch to select between two offered paint colours or food choices.

Teacher Language

 

Give an instruction

‘Look at the red….’.

‘Look at the blue…’.

‘Touch the red…...’.

‘Touch the blue….’.

 

Make a Statement

‘You are looking at/touching the red/blue….’.

‘The cars are different.

‘This one is red’.

‘This one is blue’.

 

Correction/prompt

‘Is that the red/blue…?’

Prior to beginning this activity, students need to have been exposed to the concepts of same and different (as taught above).

 

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 a distinction between two objects using eye gaze

For this activity, it is necessary to have two objects that are identical except for one characteristic e.g. colour. This could include toy cars, pegs, teddy bears etc.

Teacher would place the two objects in front of the student and instructs ‘SN, look at the red car’. Teacher would touch the red car whilst stating this. Teacher instructs ‘SN, look at the blue car’. Teacher would touch the blue car whilst stating this. Teacher states ‘The cars are different. This one is red (touching) this one is blue (touching). SN look at the red car. Look at the blue car’.

This activity could be done using a variety of characteristics including colour, size, and shape. There should only be one characteristic different for the objects used in each teaching activity.

 

Makes a distinction between 2 objects by reaching / pointing

 Teacher would place the two objects in front of the student and instructs ‘SN, look at the red car’. Teacher would touch the red car whilst stating this. Teacher instructs ‘SN, look at the blue car’. Teacher would touch the blue car whilst stating this. Teacher states ‘The cars are different. This one is red (touching) this one is blue (touching). SN, touch the red car. Touch the blue car’.

This activity could be done using a variety of characteristics including colour, size, and shape. There should only be one characteristic different for the objects used in each teaching activity.

 

Makes a distinction between two objects by using augmentative communication

Following the teaching sequence above, this teaching activity should be implemented using a progressive sequence of real objects to photographs and pictorials representations.

 

Websites

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

 

Suggested Apps

 

Autism iHelp – Same and Different