Embedded Files
Core concept: Numbers can be represented in a variety of ways.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- using rhythm and movement can help to understand the counting sequence and positional language
- the number before is one less and the number after is one more than a given number.
Success Criteria:
Success Criteria:
Students can:
Students can:
- count and move forwards to 30 and backwards from 20 without needing to count from one
- find a number that is one less and one more.
Daily number sense: Stick tapping – 15 minutes
Daily number sense: Stick tapping – 15 minutes
Activity: Quoll-ity counting – 30 minutes
Activity: Quoll-ity counting – 30 minutes
Quade lives in a den made from a hollow log in a forest. Quade loves to count the birds, reptiles, and insects in his environment. Quade has also tried counting the spots on his fur, but unfortunately, he has not had much success.
Quade lives in a den made from a hollow log in a forest. Quade loves to count the birds, reptiles, and insects in his environment. Quade has also tried counting the spots on his fur, but unfortunately, he has not had much success.
Students use Resource 3: Quoll counting to keep track of the count by placing a finger on the number one and finger trace numbers as they count forwards to 30. Emphasise the final sounds ‘ty’ and ‘teen’ to distinguish the ‘teen’ numbers from multiples of 10 with the same initial sounds such as 13 from 30.
Students use Resource 3: Quoll counting to keep track of the count by placing a finger on the number one and finger trace numbers as they count forwards to 30. Emphasise the final sounds ‘ty’ and ‘teen’ to distinguish the ‘teen’ numbers from multiples of 10 with the same initial sounds such as 13 from 30.
Students find and place a finger on number 20. Students finger trace numbers as they count backwards from 20.
Students find and place a finger on number 20. Students finger trace numbers as they count backwards from 20.
Vary the game by counting forwards to 30 and then backwards from 20 from different starting points. Students finger trace numbers as they count. Once students understand the game, they can also be selected to choose a number to count forwards to 30 or backwards from 20.
Vary the game by counting forwards to 30 and then backwards from 20 from different starting points. Students finger trace numbers as they count. Once students understand the game, they can also be selected to choose a number to count forwards to 30 or backwards from 20.
Model choosing a number between 0 to 30 by placing a finger on a given number. Identify the number before as 'one less' and the
Model choosing a number between 0 to 30 by placing a finger on a given number. Identify the number before as 'one less' and the
Consolidation and meaningful practice: Disappearing items – 15 minutes
Consolidation and meaningful practice: Disappearing items – 15 minutes
Continue to use Resource 3: Quoll counting as a game board.
In pairs, students take turns to roll a 6-sided number dice and dice with dot patterns. Once they have a number and dot pattern showing on the dice, they move their game piece forward to reflect the 6-sided number dice and continue counting on by the number of dots shown on the dice dot pattern by moving a game piece (see Figure 2).
Provide time to play ‘keep counting’ in pairs. The aim of the game is to practise counting on from a given number without needing to count from one.
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