Linking Count Me In Too Activities with the Mathematics …numeracylinks123.wikispaces.com/file/view/DENS...Linking Count Me In Too Activities with the Mathematics K-6 Syllabus (Based

Linking Count Me In Too Activities with the Mathematics K-6 Syllabus (Based On Developing Efficient Numeracy Strategies, Stage 1)

A 123 Count With Me resource

The Developing Efficient Numeracy Strategies Stage 1 resource is organised into four main sections:

1. Emergent counting2. Perceptual counting3. Figurative counting4. Counting on

Each section contains teaching ideas to support student learning and information which illustrates the links between the activitiesand the Mathematics K-6 Syllabus. The teaching activities are embedded within a teaching and learning cycle which addresses thefollowing questions:

ß What do my students currently know?ß What do I want them to know?ß How will I help them to learn this?

This document provides a summary of this information to highlight the link between Count Me In Too and the Syllabus andOutcomes.

Stage: Emergent countingWhere are they

now?Where to next? Learning

Framework inNumber

Reference

Key Ideas Outcomes Activities

ß When asked tocount from one,students producesome number words.

ß They may havesome knowledge ofnumber words, butnot in the correctsequence.

Students:ß count orally to ten in

the correct orderß name the number

word before or aftera given number

ß Emergent countingß Forward number

word sequenceß Numeral

identification

• Countforwardsto 30,from agivennumber

The suggested activities provide opportunities forstudents to demonstrate progress towards thefollowing outcomes.

A student:

See DENSStage 1,pp. 23-31.

some knowledge ofnumber words, butnot in the correctsequence.

a given numberß match each number

word to one, andonly one, objectwhen counting.

number• Continue

simplenumberpatternsthatincreaseordecrease

ELFM 4: demonstrates one-to-onecorrespondence

NES1.1Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20

PAES1.1Recognises, describes, creates andcontinues repeating patterns and numberpatterns that increase or decrease

Students are unable toidentify and name allnumerals 1-10.

Students automaticallyrecognise numerals 1-10.

ß Numeralidentificationß Forward number

word sequence

• Compare,order,read andrepresentnumbersto at least20.


A student:ELFM 4: demonstrates one-to-one

correspondenceNES1.1

Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20


Students are unable torecognise and state thenumber of dotsarranged in a standarddie pattern for numbersone to six withoutcounting the dots.

Students automaticallyidentify and name anumber when shownstandard dice patterns.

Subitising and spatialpatterns

• Compare,order,read andrepresentnumbersto at least20.

The suggested activities provide opportunities forstudents to demonstrate these outcomes.

A student:ELFM 2: demonstrates an awareness of patternWMES1.5

Links mathematical ideas and makesconnections with, and generalisationsabout, existing knowledge andunderstanding in relation to Early Stage1 content

NES1.1Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20


Stage: Perceptual countingWhere are they


Framework inNumber

Reference

Key Ideas Outcomes Activities

Students say theforward number wordsequence andbackward number wordsequence to tencorrectly.

Students say theforward number wordsequence andbackward numberword sequence totwenty or beyondcorrectly.

ß Backward numberword sequence:levels 2-4ß Forward number

word sequence:levels 2-4

ß Countforwards to30, from agivennumber

• Countbackwardsfrom agivennumber inthe rangeof 0-20


A student:NES1.1


PAES1.1Recognises, describes, creates andcontinues repeating patterns andnumber patterns that increase ordecrease

See DENSStage 1, p.79.

Students:ß can say the forward

number wordsequence from oneto ten

ß cannot say thenumber word justafter a given numberword in the range ofone to ten. Studentsmay be able to countbeyond ten.

Students:ß are able to say the

number word justafter a given numberword in the rangeone to tenß are able to say the

forward numberword sequence totwenty or beyond.

ß Perceptualcountingß Forward number

word sequenceß Backward number

word sequence

ß Countforwards to30, from agivennumber



A student:NES1.1


PAES1.1Recognises, describes, creates and continues

repeating patterns and number patternsthat increase or decrease

WMES1.2Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems


Students can identifynumerals to ten.

Students can identifynumerals totwenty.

Numeralidentification: level 2

• Compare,order, readandrepresentnumbers toat least 20.


A student:NES1.1


See DENSStage 1, p.83 and 85.

Students are able to saythe forward numberword sequence andbackward number wordsequence to ten.

Students:ß are able to identify

numerals to twentyor beyondß can say the forward

number wordsequence andbackward numberword sequence totwenty or beyond.

ß Forward numberword sequence:levels 2, 3ß Backward number

word sequence:levels 2, 3


• Countforwards to30, from agivennumber


The suggested activities provide opportunities forstudents to demonstrate progresstowards the following outcomes.

A student:NES1.1




Students:ß can identify numerals

one to tenß are able to say the

forward number wordsequence andbackward numberword sequence to ten.


numerals to twentyor beyondß are able to say the

forward numberword sequence andbackward numberword sequence totwenty or beyond.

ß Numeralidentification: level2ß Forward number

word sequence:levels 2, 3ß Backward number

word sequence:level 4



The suggested activities provide opportunities forstudents to demonstrate progresstowards the following outcomes.

A student:NES1.1





number patterns that increase ordecrease


one to tenß can say the forward

number wordsequence andbackward numberword sequence to ten.

Students:ß can identify

numerals to twentyor beyondß are able to say the

forward numberword sequence andbackward numberword sequence totwenty or beyond.








A student:NES1.1






number wordsequence from one toten.ß cannot say the

number word just aftera given number wordin the range one toten. Students may beable to count beyondten.

Students:ß are able to say the

number word justß after a given number

word in theß range one to ten.ß are able to say the

forward numberß word sequence to

twenty.

ß Perceptualcountingß Numeral

identification: level2ß Forward number


word sequence



A student:NES1.1




decreaseWMES1.2

Uses objects, actions, imagery,technology and/or trial and error toexplore mathematical problems


number wordsequence from one totenß cannot say the

number word just aftera given number wordin the range one to tenß may be able to say the

forward number wordsequence beyond ten.

Students:ß say the number word

just after a givennumber word in therange one to ten,then one to twentyand beyondß are able to say the

forward numberword sequence andbackward numberword sequence totwenty.

ß Numeralidentificationß Perceptual

counting



A student:NES1.1






to tenß are able to say

correctly the forwardnumber wordsequence andbackward numberword sequence to ten.


numerals to twentyß are able to say the

forward numberword sequence andbackward numberword sequence totwenty.




ß Compare,order, readandrepresentnumbers toat least 20.


A student:NES1.1



See DENSStage 1, p.101 and103.

decrease

Students:ß can count visible

items but not thosein concealedcollections

ß raise their fingerssequentially whenasked to show anumber from one toten using theirfingers. That is, theyneed to count eachfinger as it is raised.

Students:ß are able to count

items without relyingon visualrepresentationsß automatically raise

the correct numberof fingers whenasked to show anumber from one toten.

Finger patterns ß Compare,order, readandrepresentnumbers toat least 20.


A student:NES1.1




Students can countvisible items but are notable to visualise the setwhen the concretematerials are removed.

Students:ß are able to picture

items mentally for agiven numberß are able to recognise

instantly the dotpatterns for thenumbers one to six.

ß Spatial patternsß Subitising

ß Compare,order, readandrepresentnumbers toat least 20.


A student:NES1.1




Students are able tocount perceiveditems but are not able tovisualise thegroup when theconcrete material isremoved.

Students instantlyrecall numbercombinations to ten.They have a visualimage of a set of itemsfor a givennumber.

ß Spatial patternsß Partitioning and

combining

• Combinegroups tomodeladdition

• Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction


A student:NES1.2

Combines, separates and comparescollections of objects, describes usingeveryday language and records usinginformal methods


informalrecordingmethodsfor additionandsubtraction

informal methodsNS1.2

Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers


Students are able tocount perceived itemsbut are not able tovisualise the set whenthe concrete material isremoved.

Students instantlyrecall numbercombinations to ten.They have a visualimage of a set of itemsfor a given number.

ß Perceptualcountingß Spatial patternsß Combining and

partitioningß Quinary based

strategies

ß Combinegroups tomodeladdition

• Modeladditionandsubtractionusingconcretematerials


A student:NES1.2


NS1.2Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers



Students are able tocount perceived itemsbut are not able tovisualise the set whenthe concrete materialsare removed.

Students instantlyrecall numbercombinations to ten.They have a visualimage of a set of itemsfor a given number.

ß Perceptualcountingß Spatial patternsß Combining and

partitioningß Quinary based

strategies

• Compare,order, readandrepresentnumbers toat least 20


A student:NES1.1


strategies Counts to 30, and orders, reads andrepresents numbers in the range 0 to 20

Students are able tocount objects they cansee, hear or feel. Theyare not able to visualisethe set when theconcrete materials areremoved.

Students represent anumber in a variety ofways and support theirknowledge of numberpatterns throughpartitioning andcombining.

ß Perceptualcountingß Combining and

partitioning

• Takes partof a groupaway tomodelsubtraction



A student:NES1.2





visible items but arenot able to visualisethe set when theconcrete materials areremovedß demonstrate the

meaning ofsubtraction by takingan object or groups ofobjects from a groupof objects.

Students:ß are able to complete

tasks with hidden orscreened itemsß demonstrate the

difference betweentwo groups ofobjects by using thelanguage ofcomparison.

Perceptual counting • Modeladditionandsubtraction usingconcretematerials


A student:NES1.2





explore mathematical problems


visible items but arenot able to visualisethe set when theconcrete materials areremovedß demonstrate the

meaning ofsubtraction by takingan object or groups ofobjects from a groupof objects.

Students:ß are able to complete

tasks with hidden orscreened itemsß demonstrate the

difference betweentwo groups ofobjects by using thelanguage ofcomparison.

Perceptual counting • Comparegroups todetermine‘howmanymore’


A student:NES1.2




Stage: Figurative countingWhere are they


Framework inNumber

Reference

SyllabusReference

Outcomes Activities

Students do not see tenas a countable unit. Thestudents’ focus is on theindividual items thatform a unit of ten.

Students see ten as aunit composed of tenones and are able touse the unit of tenwhen counting, aidedby visualrepresentations of ten,such as ten strips.

ß Backward numberword sequenceß Forward number

word sequenceß Numeral

identificationß Base ten

strategies:intermediateconcept of ten

• Read,order andrepresenttwo-digitnumbers


A student:NS1.1

Counts, orders, reads and representstwo- and three-digit numbers

WMS1.2Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems


Students: Students: ß Forward numberword sequence

• Develop arange ofstrategiesandinformalrecordingmethodsfor additionandsubtraction



ß are able toautomaticallyrepresent a numberon their fingers. Theycan usually producethe number word aftera given number wordin the range of one totwenty.ß are able to find the

total of two groups ofobjects withouttouching the objectsbut need to start from“one”.

ß are able to count onfrom a given numberto find the total oftwo groupsß automatically

produce the numberword after a givennumber within therange of one to thirtyß are able to count

forwards to thirty andbackwards fromthirty or beyond.


word sequenceß Counting on

range ofstrategiesandinformalrecordingmethodsfor additionandsubtraction

students to demonstrate progress towards thefollowing outcomes.

A student:NS1.2


Stage 1, p.157.

Students:ß can produce the

number word thatfollows a givennumber word, in therange of one to twentyß can say the backward

number wordsequence from“twenty” to “one”ß can say the number

word just before agiven number word,but may drop back tocounting from “one”when doing so.

Students:ß are able to count on

from a given numberß automatically recall

number facts for tenß automatically say the

number word beforeor after a givennumber.

ß Figurative countingß Quinary strategiesß Base ten strategies

• Develop arange ofstrategiesand informalrecordingmethods foraddition andsubtraction


A student:NS1.2




Students :ß are able to identify

numerals in the rangeof one to twentyß are competent in

saying the forwardnumber wordsequence to twenty.


one- and two-digitnumeralsß are able to say the

forward numberword sequence to100.

Numeralidentification

• Createrepresentandcontinue avariety ofnumberpatternsand supplymissingelements


A student:PAS1.1

Creates, represents and continues avariety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships


missingelements

• Makegeneralizations aboutnumberrelations

variety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships

WMS1.5Links mathematical ideas and makesconnections with, and generalisationsabout, existing knowledge andunderstanding in relation to Stage 1content

Students are able tocomplete additiontasks, but count from“one” to find thetotal, rather thancounting on from thelarger group.

Students use countingon as a strategy tosolve additionproblems.

Counting on • Modeladditionandsubtractionusingconcretematerials


A student:WMS1.2

Uses objects, diagrams, imagery andtechnology to explore mathematicalproblems



Students are able tosolve additionproblems up to ten orbeyond, but theycount from one to do so.

Students automaticallyrecall addition numberfacts to ten.

ß Figurative countingß Finger patterns



A student:WMS1.2




Students:ß instantly recognise die

patterns to “six”ß are able to add two

screened groups afterbeing told the amountin each group, butcount the total startingfrom “one”.

Students:ß use the strategy of

counting on from thelarger group whenadding two groups tocomplete additiontasksß recall number facts

to “ten”.

ß Counting onß Subitising




A student:WMS1.2


NS1.2Uses a range of mental strategies and informal

recording methods for addition andsubtraction involving one- and two-digitnumbers


When adding twogroups, the studentscount from “one” to findthe total.

Students use thestrategy of counting onfrom the larger groupwhen adding twogroups.

Counting on • Modeladditionandsubtractionusingconcretematerials


A student:WMS1.2




Students add twogroups by counting from“one” rather thancounting on from thelarger group.

Students use thestrategy of counting onfrom the larger of twogroups to solveaddition tasks.

ß Counting onß Combining

procedures

• Buildnumberrelationshipsby relatingaddition andsubtractionfacts to 20


A student:NS1.2


facts to 20 Uses a range of mental strategies andinformal recording methods for additionand subtraction involving one- and two-digit numbers

PAS1.1



Students demonstratetheir understanding ofthe process of additionby joining two groups.They are able to find thetotal of the two groupsby counting all of theitems, starting from“one”.

Students automaticallyrecall number facts to10.

ß Counting onß Partitioning and

combiningstrategies

ß Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction

• Use theequal signto buildnumberrelations


A student:NS1.2


PAS1.1



See DENSStage 1, p.175 and177


from one to twentyß are able to say the

forward number wordsequence to twentyß confidently repeat the

backward numberword sequence fromtwenty.

Students:ß can identify

numerals to 100 orbeyondß are able to say the

forward numberword sequence to100 or beyond,confidently crossinginto the next groupof ten numbers.

Numeralidentification: Level 3



A student:NS1.1




Students can solveaddition tasks but countfrom one to find the totalof two groups. Studentsare able to solvesubtraction tasks whenconcrete material isavailable.

Students are able tocomplete addition andsubtraction tasks usingthe strategies of“counting on” and“counting down from”.

Combining andpartitioning

• Modeladdition andsubtractionusingconcretematerials

• Develop arange ofmentalstrategiesandinformedrecordingmethods foraddition andsubtraction


A student:NS1.2



Students are able tofind the total of twogroups by counting from“one”.

Students:ß use a counting on

strategy to solveaddition tasksß count in a forward

and backwardsequence to 100 andbeyondß have automatic

recall of addition andsubtraction facts toten.

ß Figurative countingß Subtraction 1, 2

Combiningß Spatial patternsß Forward number


word sequence

• Develop arange ofmentalstrategiesandinformedrecordingmethods foraddition andsubtraction


A student:NS1.2



subtraction facts toten.

digit numbers

WMS1.2


Students are able tosolve addition tasks, butcount from one to findthe total ofthe two groups.

Students completeaddition or missingaddend tasks usingthe strategies ofcounting on orcounting back.

Figurative counting • Develop arange ofmentalstrategiesandinformedrecordingmethodsfor additionandsubtraction


A student:NS1.2


WMS1.2



Students:ß understand and

demonstrate themeaning ofsubtraction by takingan object, or a groupof objects, from agroup of objects.ß are able to count in a

backward numberword sequence fromtwenty.

Students are able touse addition or tocount down from anumber to find theanswer to asubtraction problem.

Figurative counting • Modeladditionandsubtractionusingconcretematerials



A student:NS1.2


WMS1.2



andsubtraction

Stage: Counting onWhere are they


Framework inNumber

Reference

SyllabusReference

Outcomes Activities

Students:ß know the forward

number wordsequence andbackward numberword sequence to 30or beyondß understand the use of

both cardinal (howmany) and ordinal(what comes before orafter) numbers.

Students are able to:ß identify numerals to

100 and beyondß sequence multiples,

for example, knowthat 60 comes after50ß recognise ten as a

unit composed of tenones.

ß Numeralidentificationß Forward number


word sequence



A student:NS1.1


WMS1.1Asks questions that could be exploredusing mathematics in relation to Stage 1content


Students are able toidentify numerals to100.

Students are able toidentify andsequence numeralsbeyond 100.

ß Strategies otherthan counting byoneß Numeral

identification


• Sort, orderand countmoneyusing facevalue


A student:NS1.1


WMS1.3Describes mathematical situations andmethods using everyday and somemathematical language, actions,materials, diagrams and symbols


Students:ß are able to count on

from the larger of twogroups to solveaddition tasks

Students:ß are able to use ten

as a countable unitto solve tasks

ß Forward numberword sequenceß Multiplication 1, 2

Backward numberword sequence

• Create,representandcontinue avariety ofnumberpatternsand supplymissing



groups to solveaddition tasksß are able to say

correctly the forwardnumber wordsequence up to 100ß have an

understanding ofcomposite units, forexample, that one fiveis composed of fiveones.

to solve tasksß have automatic

recall of numbercombinations for usewith addition,subtraction and earlymultiplication tasks.

Backward numberword sequenceß Numeral

identification: level 3

continue avariety ofnumberpatternsand supplymissing

A student:PAS1.1


Students rely on thestrategy of counting byones to solve additiontasks.

Students are able touse a range ofstrategies other thancounting by one tosolve addition tasks.

Facile counting • Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtraction


A student:NS1.2


WMS1.2



Students automaticallyrecall numbercombinations to ten.

Students automaticallyrecall numbercombinations totwenty.

ß Counting onß Facile countingß Forward number


word sequence


• Recordnumbersentencesusingdrawings,numerals,symbolsand words


A student:NS1.2



usingdrawings,numerals,symbolsand words



ß Counting onß Facile counting

ß Modeladditionandsubtraction usingconcretematerials


A student:NS1.2







A student:NS1.2


WMS1.2







See DENSStage 1, p.243, 245,247.

andinformalrecordingmethodsfor additionandsubtraction

• Recordnumbersentencesusingdrawings,numerals,symbolsand words

A student:NS1.2


WMS1.2






A student:NS1.2


WMS1.3Describes mathematical situations andmethods using everyday and somemathematical language, actions,materials, diagrams and symbols



Students are able touse strategies otherthan counting by onesto solve numberproblems. They areable to automaticallyrecall addition facts totwenty.



A student:NS1.2


See DENSStage 1, p.251, 253,255.

for additionandsubtraction

informal recording methods for additionand subtraction involving one- and two-digit numbers

PAS1.1


Students:ß use advanced count-

by-one strategiesß to solve addition tasksß automatically recall

number facts to ten.

Students:ß use a range of

strategies other thancounting by oneß automatically recall

number facts totwenty.

ß Strategies otherthan counting byoneß Quinary strategies

ß Develop arange ofmentalstrategiesandinformalrecordingmethodsfor additionandsubtractionß Record

numbersentencesusingdrawings,numerals,symbolsand words


A student:NS1.2


WMS1.2



Students use thestrategy of counting onto solve addition tasks.

Students use a rangeof strategies other thancounting by ones tosolve additiontasks.

Facile counting • Buildnumberrelationshipsby relatingaddition andsubtractionfacts to atleast 20


A student:PAS1.1



• Makegeneralisations aboutnumberrelations

• Modeladdition andsubtractionfacts usingconcretematerials

variety of number patterns, suppliesmissing elements in a pattern and buildsnumber relationships

NS1.2



Students confidentlyuse advanced count-by-one strategies.

Students are able tosolve addition andsubtraction tasksinvolving tens andones.

ß Base tenß Combining and

partitioningß Quinary strategies

• Create,representandcontinue avariety ofnumberpatternsand supplymissingelelments


A student:PAS1.1



Students confidentlyuse advanced count-by-one strategies.

Students are able tosolve addition andsubtraction tasksinvolving tens andones.

Partitioning • Buildnumberrelationships byrelatingadditionandsubtractionfacts to atleast 20

• Makegeneralisations aboutnumberrelations


A student:PAS1.1


NS1.2


ons aboutnumberrelations

• Modeladditionandsubtractionfacts usingconcretematerials

•


WMS1.2


Documents

Linking Count Me In Too Activities with the Mathematics …numeracylinks123.wikispaces.com/file/view/DENS...Linking Count Me In Too Activities with the Mathematics K-6 Syllabus (Based