Planning tool

Students:

• recognise, read, write and order numbers from 0 to at least 20
• use one-to-one correspondence when counting, understanding that each object must be counted only once
• know that the last number counted answers the question of ‘how many?’
• conserve number – understand that a quantity doesn’t change if it is rearranged
• identify the number that is ‘one less’ than a given number and the number that is ‘one more’.

Some students may:

• be able to recite the number sequence accurately (e.g. say 1, 2, 3, 4) but have difficulty maintaining one-to-one correspondence when counting a set of objects: for example, they do not coordinate saying the number names with pointing to or moving counters one by one. To address this, provide repeated occasions to count sets of objects, as well as sounds such as claps and drum beats.
• be unable to conserve numbers – for example, they are unable to see how two sets of the same number of counters (e.g. 6) are the same if arranged differently (e.g. one group of 6 and one row of 6 – the row is longer, so they see it as having more). To help address this, provide repeated opportunities to count and rearrange small collections.
• produce the number word just after/before a given number word in the range 1–10 but drop back to 1 when doing so. To address this, use counting songs, storybooks and a regular counting routine, such as ‘100 days of school’, to bring in repeated counting practice from different starting numbers.
• have difficulties with the number naming sequence from 12, particularly with the start of the teen sequence. They may say, ‘twelve, thirty, forty, fifty, sixty, seventy, eighty, ninety’ when counting aloud by ones from 12. To help address this, provide repeated opportunities to practise reading and naming numbers, emphasising teen numbers.
• frequently write teen numbers backward to match how they are said (for example, writing the 4 first in fourteen but producing 41). To address this, involve students in a discussion about the difficulty of teen number names: for example, provide tens frames and counters and say, ‘Make 1 ten and 4 ones (it should be called ‘onety-four’). Now write that number, “onety-four”. What’s the real name? Yes, “fourteen!”.’

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning to count forwards to and backwards from 10, then 20.

Why are we learning about this?

• We use numbers and counting in everyday contexts.

What to do

1. Listen to songs and rhymes. For example:

• Five little ducks
• Ten in the bed
• 1, 2, 3, 4, 5, once I caught a fish alive
• Ten green bottles
• Five little monkeys
• 1, 2, buckle my shoe.

2. Count every day. For example:

• When fruit is cut into pieces, count the number of pieces.
• Count the number of people at the bus stop.
• Count the number of houses as you walk along the street.
• Count how many steps it takes to walk from one part of the house to another.
• Count when grocery shopping together, for example, count the number of apples you put into the bag.
• Talk about the number of things in pictures.

3. Move with maths. For example:

• Count each toss of the ball as you play a game.
• Estimate how many jumps it will take to get to … Then count how many jumps it takes to get to ...
• Count the number of stairs. Coordinate each number name with each stair.
• Count while skipping.

4. Play games. For example:

• Go on a number hunt. Look for and recognise the numbers around you, for example, look at and say numbers on signs, calendars, speed signs and houses.
• Board games are a fun way to involve the whole family with maths. When rolling the dice, count, move and stop after moving the number shown on the dice.

Success criteria

I can:

• count forwards to 10 starting at any number, then 20
• count backwards from 10 starting at any number, then 20
• say which number comes before and after each number to 20
• match number names to each object when counting.