BEST START 2008 EARLY LEARNING PLAN



|Early Arithmetical Strategies |

Level |Emergent |Perceptual |Figurative |Counting-on-and-back |Facile | |Where are students now?

|Cannot count visible items.

Does not know the number words or cannot coordinate the number words to count items. |Counts visible items to find the total count. Builds & subtracts numbers by using materials or fingers to represent each number. Objects or fingers remain constantly in view while counting. |Visualises concealed items & determines the total by counting from one.

May use fingers to represent the concealed items when the total of two screened parts is greater than 10. |Counts on or back to solve problems. A number takes the place of a completed count. Counts on rather than counting from one to solve + or missing addends tasks. Uses a count-down-from strategy to solve – tasks. |Uses known facts and other non-count-by-one strategies (e.g. compensation) to solve problems (involving one or two digits.) | |What concepts do I need to teach? |Recognises numerals to 10

• Counts visible items to 10 using 1:1 correspondence

• Counts to 10 in sequence

• Uses 1:1 correspondence to count

• Forward number sequence 1-10

• Demonstrates 1:1 correspondence to form groups to 10

• Count number sequence from 1

• Can recognise and name numbers 1-10

• Coordinates number words to count items

• Identifies numerals

• Uses items to represent a number

• Numbers can be represented by symbols

• Items taken from a group leaves a smaller total

• Numeral Identification

• Backward number word sequence

• 1 more 1 less

• When you remove an object from a group that becomes less

• Able to match 1:1

• Able to count using BNWS from 10

• Identifies and co-ordinates the number word with items

• Knows that a number is a collection

• Remove objects one at a time and count in sequence

• Identify and name the number before

• Subtract numbers using materials count from 1

• Counts backwards from a given number eg 10 below using concrete material

|Visualising items concealed from over decade

• Combining groups to make a total

• Subitise

• Counts FNWS to 30+

• Adds numbers using materials

• Adds 2 groups together to make a total

• Correctly vocalises forward number sequence to 20

• Demonstrates 1:1 correspondence to form groups to 20

• Adds two small groups to reach a total

• Counts concealed items and visualises the items

that can’t be seen

• Counts forward number sequence from 1

• Says number before and after

• Visualise concealed items

• Makes friends of ten with concrete materials

• Cross decade to 20 in number count

• To visualise a number uses forward number word sequence from 1

• Oral counting backwards in range 0-15

• Correspond to symbol on 100’s chart etc

• Identifies concealed items in activities

• Subtracting one number is the number before in the backward word number sequence

• Knows that subtraction results in a lesser (smaller) number total

• Identifies friends of ten / numbers

• Say the number word that comes before a given number word in the range 10-1 |Uses number before or after in forward & backward number sequence starting from any number

• Uses / verbalises / continues forward & backward number sequence starting from any number

• Orally manipulates backward number sequence starting from any number

• Backward number sequence starting from any number 30-1

• Recognising a group is made up of individual items and these make 1 group

• Forward and backward number sequence

• Use count on strategy to solve problems

• Counts backward from a given number to identify the amount left (difference)

• The backward word number sequence is used for subtraction of numbers

• Immediate recall of one more, one less

• Identifies number before any given number without dropping back

• Uses backward counting sequence to find total from a given number |Broadening problem solving to include many strategies (doubles, doubles + / - 1 or 2, bridging to 10, difference)

• Uses place value

• Counts from larger number to find total of 2 or more groups

• States number after for any given number

• Counts off decade from any number eg 3, 13, 23

• Uses known facts and other non-count-by-one strategies

• Uses combinations to 10 and 20

• State doubles, near doubles etc

• States number after

• Manipulates numbers into parts eg doubles, 10 and 5

• Knows doubles

• The backward word number sequence is used for subtraction in a count down from strategy

• Using near doubles and doubles

• Counting backwards 100-1 |Applying to problem solving situations – real life link – using larger numbers

• Can apply flexible strategies

• Using 2 digit numbers

• Uses friends of ten confidently

• Applies friends of ten to higher numbers

• Uses known facts such as doubles, near doubles

• Work with numbers greater than 20

• Off decade

• Place value sequences multiples of 10

• Builds upon ten as a unit and ten as a group of 10 ones | |Short, sharp, frequent activities |2 dice roll and add

• Domino patterns – match to numerals

• Match to 10 frame pattern to digit card

• Roll dice (dots) later numeral dice – match counters on ten frame

• Number lines

• Number tracks

• Sing number rhymes and poems

• Buzz Off

• Cross brain counting

• Flashcard

• Pegs on board

• Mother bear / Baby bear

• Fence posts

• Roll dice – count dots

- make on ten frame

• Flashcards 1-10

• Subitising

• Clothesline 1 – 10

• Roll the dice and take the number of counters

• Posting blocks

• Count 5 colours

• Counting equipment

• Counting children – boys, girls

• Counting teddies

• Ten frame in order 0-10 (called Silent Ten)

• Buzz – Ten is the number with power – stand up and be a superpower. Then all copy. Keep going until everyone is in

• Counting items ................
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