Whole Numbers

Learning Experiences

Whole Numbers

OUTCOME

A student:

MAe-4NA: counts to 30, and orders, reads and represents numbers in the range 0 to 20

TEACHING POINT | Students may use incorrect terms since these are frequently heard in everyday language, eg ‘How much did you get?’ rather than ‘How many did you get?’ when referring to a score in a game. To represent the equality of groups, the terms ‘is the same as’ and ‘is equal to’ should be used. In Early Stage 1, the term ‘is the same as’ is emphasised as it is more appropriate for students’ level of conceptual understanding. |

LANGUAGE | Students should be able to communicate using the following language: count forwards, count backwards, number before, number after, more than, less than, zero, ones, groups of ten, tens, is the same as, coins, notes, cents, dollars. |

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point | count forwards to 30 from a given number |

count backwards from a given number in the range 0 to 20 | |

identify the number before and after a given number | |

describe the number before as ‘one less than’ and the number after as ‘one more than’ a given number | |

read and use the ordinal names to at least ‘tenth’ |

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond | read numbers to at least 20, including zero, and represent these using objects (such as fingers), pictures, words and numerals |

estimate the number of objects in a group of up to 20 objects, and count to check | |

use 5 as a reference in forming numbers from 6 to 10, eg ‘Six is one more than five’ | |

use 10 as a reference in forming numbers from 11 to 20, eg ‘Thirteen is 1 group of ten and 3 ones’ |

Subitise small collections of objects | recognise the number of objects or dots in a pattern of objects or dots instantly, |

instantly recognise (subitise) different arrangements for the same number, eg different representations of five | |

Compare, order and make correspondences between collections, initially to 20, and explain reasoning | count with one-to-one correspondence |

make correspondences between collections, eg ‘I have four counters, you have seven counters. So you have more counters than me’ | |

compare and order numbers and groups of objects | |

use the term ‘is the same as’ to express equality of groups |

Use the language of money | use the language of money in everyday contexts, eg coins, notes, cents, dollars |

recognise that there are different coins and notes in our monetary system |

Learning Experiences

To be added

WE ARE CLOSED FOR THE HOLIDAYS – DECEMBER 21 – JANUARY 4 2021

NORMAL TIMES OF OPERATION

OFFICE OPENING TIMES

08:30AM – 4:00PM

SCHOOL DAY TIMES

09:00AM – 3:15PM

(02) 5632 1218

office@living.school

ADDRESS

63-67 Conway Street,

Lismore, NSW 2480

Australia