Name, represent and order numbers, including zero to at least 20, using physical and virtual materials and numerals
<ul>
<li>responding to a request to collect a quantity of objects or reading a numeral and selecting the associated quantity of items from a collection to match the number required; for example, collecting 9 paintbrushes after hearing the word ‘nine’</li>
<li>recognising the order in the sequence of numbers to 20 and identifying the number that is ‘one less’ than a given number and the number that is ‘one more’; for example, playing instructive card games that involve reading and ordering number cards, or using counting songs, storybooks and rhymes to establish the forwards and backwards counting sequence of numbers in the context of active counting activities</li>
<li>understanding and using terms to indicate ordinal position in a sequence; for example, filling in the missing term in ‘first’, ‘second’, ‘third’, … ‘fifth’ …, or creating a number track using cards with the numerals zero to 20 and describing positions using terms such as ‘first’, ‘last’, ‘before’, ‘after’ and ‘between’</li>
<li>recognising, writing and reading numerals written on familiar objects; for example, recognising and reading numerals in images, text or illustrations in storybooks, or writing a numeral on a container as a label to show how many objects it contain</li>
<li>connecting quantities to number names and numerals when reading and reciting stories and playing counting games or determining and reasoning about the size of sets of objects within Aboriginal and/or Torres Strait Islander Peoples’ instructive games, for example, Segur etug from Mer Island in the Torres Strait region</li>
</ul>
Recognise and name the number of objects within a collection up to 5 using subitising
<ul>
<li>recognising how many objects are in a collection or in images on a card with a quick look and saying the associated number without counting</li>
<li>playing instructive card games that rely on the recognition of numbers represented in different ways (for example, playing memory games, or matching pairs of quantities on dot cards or similar where the arrangement on each is different) or using subitising to compare and order collections and to say who has more when sharing items in a game</li>
</ul>
Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts
<ul>
<li>recognising numbers represented in physical or virtual ten-frames, and describing their reasoning: ‘It’s 7 because there is 5 there and 2 more’</li>
<li>partitioning collections of up to 10 objects in different ways and saying the part-part-whole relationship; for example, partitioning a collection of 6 counters into 4 counters and 2 counters and saying, ‘6 is 4 and 2 more, it’s 2 and 4’, then partitioning the same collection into 5 and 1 or 3 and 3</li>
<li>representing part-part-whole relationships in numbers up to 10 using physical or virtual materials; for example, identifying numbers represented by dots in standard number configurations such as on dominoes and dice by recognising parts that form the whole</li>
<li>exploring number groupings in Aboriginal and/or Torres Strait Islander Peoples’ counting systems and the different ways of representing these groupings to form and partition numbers, applying this to quantify collections of objects in the environment on Country/Place up to 10</li>
</ul>
Sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons
<ul>
<li>sorting a collection of shapes into groups based on different features, such as the number of sides, colour or size, and describing how they have been sorted</li>
<li>creating a picture using a variety of shapes and a range of materials, including objects to trace around, describing the shapes they have created or used and sharing why they chose each shape in their picture</li>
<li>creating familiar shapes using groups of people; for example, holding hands and creating a circle</li>
<li>recognising and naming shapes that are (close to) rectangles, squares, triangles and circles in component parts of everyday items, for example, on bicycles, toy vehicles or kitchen pantry items</li>
<li>describing and naming shapes within objects that can be observed on Country/Place, recreating and sorting into groups based on their shape</li>
</ul>
Interact in informal and structured situations, using appropriate voice levels and listening while others read or speak
<ul>
<li>exchanging ideas with peers in pairs and small groups, engaging in class discussions, listening to others and contributing ideas</li>
<li>showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker, if culturally appropriate</li>
<li>altering volume for inside and outside situations and when speaking to an audience</li>
<li>participating in informal interaction situations, for example play-based experiences that involve the imaginative use of spoken language</li>
<li>listening to and following instructions</li>
</ul>
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the read or spoken contributions of others, and contributing ideas and questions
<ul>
<li>using turn-taking in group and pair work</li>
<li>building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and attentively, asking relevant questions, providing useful feedback and prompting</li>
<li>participating in informal and structured class, group and pair discussions about content area topics, ideas and information</li>
<li>interacting appropriately with peers, teachers and visitors</li>
<li>formulating different types of questions to ask a speaker or someone reading aloud, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions</li>
</ul>
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situationsElaborationslistening to, remembering and following simple instructions (Skills: Literacy, Critical and Creative Thinking)sequenci...
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contactElaborationslearning how to use different voice levels appropriate to a situation, for example lear...
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and paceElaborationsidentifying turn-taking patterns in group and pair work (for example initiating a topic, changing...
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
A fun activity to be used to reinforce a variety of mathematical concepts.
This teaching resource includes an aerial view of an empty shopping trolley and a collection of cards depicting groceries. The shopping trolley has a grid marked on it with various ‘teen’ numbers and 2D shapes placed in the grid.
This resource is a barrier game played in pairs, with the players separated by a barrier. There is a speaker and a listener. Prior to beginning the game, the speaker ‘goes shopping’, choosing grocery cards and placing them in their trolley on the grid squares. The listener does not see the speaker’s trolley. During the game, the speaker gives directions to the listener about which groceries to choose and where to place them on the grid. The listener must listen carefully and place the groceries correctly on their shopping trolley grid.
Use this resource as the ideal introduction to using simple grid maps to show position while reinforcing counting skills.
Name, represent and order numbers, including zero to at least 20, using physical and virtual materials and numerals
<ul>
<li>responding to a request to collect a quantity of objects or reading a numeral and selecting the associated quantity of items from a collection to match the number required; for example, collecting 9 paintbrushes after hearing the word ‘nine’</li>
<li>recognising the order in the sequence of numbers to 20 and identifying the number that is ‘one less’ than a given number and the number that is ‘one more’; for example, playing instructive card games that involve reading and ordering number cards, or using counting songs, storybooks and rhymes to establish the forwards and backwards counting sequence of numbers in the context of active counting activities</li>
<li>understanding and using terms to indicate ordinal position in a sequence; for example, filling in the missing term in ‘first’, ‘second’, ‘third’, … ‘fifth’ …, or creating a number track using cards with the numerals zero to 20 and describing positions using terms such as ‘first’, ‘last’, ‘before’, ‘after’ and ‘between’</li>
<li>recognising, writing and reading numerals written on familiar objects; for example, recognising and reading numerals in images, text or illustrations in storybooks, or writing a numeral on a container as a label to show how many objects it contain</li>
<li>connecting quantities to number names and numerals when reading and reciting stories and playing counting games or determining and reasoning about the size of sets of objects within Aboriginal and/or Torres Strait Islander Peoples’ instructive games, for example, Segur etug from Mer Island in the Torres Strait region</li>
</ul>
Recognise and name the number of objects within a collection up to 5 using subitising
<ul>
<li>recognising how many objects are in a collection or in images on a card with a quick look and saying the associated number without counting</li>
<li>playing instructive card games that rely on the recognition of numbers represented in different ways (for example, playing memory games, or matching pairs of quantities on dot cards or similar where the arrangement on each is different) or using subitising to compare and order collections and to say who has more when sharing items in a game</li>
</ul>
Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts
<ul>
<li>recognising numbers represented in physical or virtual ten-frames, and describing their reasoning: ‘It’s 7 because there is 5 there and 2 more’</li>
<li>partitioning collections of up to 10 objects in different ways and saying the part-part-whole relationship; for example, partitioning a collection of 6 counters into 4 counters and 2 counters and saying, ‘6 is 4 and 2 more, it’s 2 and 4’, then partitioning the same collection into 5 and 1 or 3 and 3</li>
<li>representing part-part-whole relationships in numbers up to 10 using physical or virtual materials; for example, identifying numbers represented by dots in standard number configurations such as on dominoes and dice by recognising parts that form the whole</li>
<li>exploring number groupings in Aboriginal and/or Torres Strait Islander Peoples’ counting systems and the different ways of representing these groupings to form and partition numbers, applying this to quantify collections of objects in the environment on Country/Place up to 10</li>
</ul>
Sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons
<ul>
<li>sorting a collection of shapes into groups based on different features, such as the number of sides, colour or size, and describing how they have been sorted</li>
<li>creating a picture using a variety of shapes and a range of materials, including objects to trace around, describing the shapes they have created or used and sharing why they chose each shape in their picture</li>
<li>creating familiar shapes using groups of people; for example, holding hands and creating a circle</li>
<li>recognising and naming shapes that are (close to) rectangles, squares, triangles and circles in component parts of everyday items, for example, on bicycles, toy vehicles or kitchen pantry items</li>
<li>describing and naming shapes within objects that can be observed on Country/Place, recreating and sorting into groups based on their shape</li>
</ul>
Interact in informal and structured situations, using appropriate voice levels and listening while others read or speak
<ul>
<li>exchanging ideas with peers in pairs and small groups, engaging in class discussions, listening to others and contributing ideas</li>
<li>showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker, if culturally appropriate</li>
<li>altering volume for inside and outside situations and when speaking to an audience</li>
<li>participating in informal interaction situations, for example play-based experiences that involve the imaginative use of spoken language</li>
<li>listening to and following instructions</li>
</ul>
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the read or spoken contributions of others, and contributing ideas and questions
<ul>
<li>using turn-taking in group and pair work</li>
<li>building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and attentively, asking relevant questions, providing useful feedback and prompting</li>
<li>participating in informal and structured class, group and pair discussions about content area topics, ideas and information</li>
<li>interacting appropriately with peers, teachers and visitors</li>
<li>formulating different types of questions to ask a speaker or someone reading aloud, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions</li>
</ul>
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situationsElaborationslistening to, remembering and following simple instructions (Skills: Literacy, Critical and Creative Thinking)sequenci...
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contactElaborationslearning how to use different voice levels appropriate to a situation, for example lear...
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and paceElaborationsidentifying turn-taking patterns in group and pair work (for example initiating a topic, changing...
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
Sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons
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