BEST START 2008 EARLY LEARNING PLAN - Weebly
|Aspect 1A Forward number word sequences |
|Where are they |Emergent – 0 |Initial (10) – 1 |Intermediate(10) - 2 |Facile (10) – 3 |Facile (30) – 4 |Facile (100) –5 |
|now? |NES1.1 |NES1.1 |NES1.1 |NES1.1 |NS1.1 |NS1.1 |
|Where to next? |Can count to 10 but cannot give the|Can count to 10 and give the number |Can count to 10 and give the |Counts to 30 and gives the |Counts to 100 and gives the |Counts to 1000 and gives the |
| |number after. |after, but counts from 1. |number after. |number after. |number after. |number after. |
|Teaching |Hang it on the line- 0-10 |Hang it on the line- 11-20 |Hang it on the line- 20-30 |Number before / after sheets |Number before / after sheets |Number before / after sheets |
|resources and |Colourful Clowns – roll the dice |Number before / after 0-20, |Number bingo +1 |to10-30 |to 100 or beyond |to 100 or beyond |
|activities |and fill the clowns pants. |Buses – writing numbers to 10 |Number before / after sheets |Caterpillars – writing numbers|Creating hundreds charts with |Creating hundreds charts with |
| |Teddy Line – roll the dice, place |forwards and backwards |Caterpillars – numbers to 20 / |to 30 .backwards from 30 |numbers cards |numbers cards |
| |teddies on the line. |Caterpillars – writing numbers |backwards from 30 |Sequencing -Ordering number |Hundred charts – fill in |Hundred charts – fill in |
| |Sequencing numeral cards or dot |Sequencing -ordering number cards to |Sequencing -Ordering number cards |cards to 30 then 50 |hundreds charts |hundreds charts |
| |cards 0-10 |20 |to 20 |Hundred charts – fill in |Missing numbers |Missing numbers |
| |Fences – sequence the paddle pops |Bingo +1 |Buses – writing numbers to 20 or |hundreds charts |Roll dice – keep counting |Roll dice – place value dice, |
| |sticks 0-10 |Buzz off hairy legs |adding teddies starting with 10 |Missing numbers |Hundreds jigsaw |keep counting |
| |Ten Frames – roll dice and match |Count on bucket |and counting on |Roll dice – keep counting | |Hundreds jigsaw |
| |counters. | |Buzz off hairy legs |Hundreds jigsaw | | |
| |Lilly Pads – whole class sequencing| |Count on bucket | | | |
| |and jumping on the number line | | | | | |
Not part of NEALS
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009)
| Aspect 1B Numeral identification |
|Where are they|Emergent – Level 0 |1-10 – Level 1 |1-20 – Level 2 |1-100 – Level 3 |
|now? |NES1.1 |NES1.1 |NES1.1, NS1.1 |NS1.1 |
|Where to next?|Can identify all numerals 1-10. |Can identify all numerals 1-20. |Can identify numerals 1-100. |Identifies one-, two- and three- digit |
| | | | |numerals. |
|Teaching |Teddy Race – singles |How hairy is Fred? – take a numeral card & place |Number Line – guess my number |Number Line – guess my number |
|resources and |Mother and Babies – match the baby card to the |that many paddlepops on Fred’s hair. 11-20 |Number Bingo – using blank number cards |Number Bingo |
|activities |mother. |Hang it on the line – 11-20 |What’s Missing? |What’s Missing? |
| |Colourful Clowns |Number Line – guess my number |Tens / Ones board – making with MABS– what comes |Hundreds / Tens / Ones board – making with |
| |Hang it on the line |Number Bingo – using blank number cards 11-20 |next? |MABS – what comes next? |
| |How hairy is Fred? – take a numeral card & place |What’s Missing – using class hundreds chart |Hundreds chart – missing numbers |Place Value Dice – roll dice write the |
| |that many paddlepops on Fred’s hair. |Concentration – using numerals, words and dots to 20|Place Value Dice – roll tens and ones add together –|numbers and the number that comes before & |
| |Zebras – same as Fred |CMI2 website – |keep counting or writing on whiteboards |after |
| |Robot Race – roll a dice and match to robot |Washing line |Making numbers – using hands o represent numbers | |
| |Egg Game – roll dice and take that body part to |Number grid | | |
| |fill the board |Penguin count | | |
| |Coat Hangers | | | |
| |Teddy Race – Matching dot dice to teddy tummy. | | | |
|Aspect 2 Counting as a problem solving process – Addition/Subtraction |
|Where are |Emergent - 0 |Perceptual |Figurative - 2 |Counting-on-and-Back- 3 |Facile - 4 |
|they now? |NES1.2 |- 1 |NES1.2 |NS1.2 |NS1.2, NS2.2 |
| | |NES1.2 | | | |
|Teaching |Dice toss – Roll a dot dice & place teddies|Dice toss - using 1 dot & 1 numeral dice |Dice toss - using two numeral dice, record |Dice toss – Place Value Dice – roll a|Dice toss- Place value dice – |
|resources and|on teddy number line. |Teddy Race doubles – using fingers at |answer on whiteboards |tens, |hundreds,tens and ones and a dot dice|
|activities |Teddy Race – Singles |first |Teddy Race doubles |ones and dot dice, |Doubles +1 bingo / Teddy Race – skip |
| |Birds Nest – Use one dot dice, place that |Birds Nest – 2 dice at first, then move |Birds Nest – 2 numeral dice |Doubles bingo / Teddy Race to 20 |counting |
| |many counters on the board. |to one dot and one numeral dice. |Dominoes – parking lot – using number 0-18 |Dominoes – parking lot – encourage |Dominoes – parking lot |
| |Use two dot dice add together and place |Dominoes – follow the leader & addition |encourage students to put big number in |using number facts – doubles near |Pairs to 100 |
| |counters on the board. |writing number before or after or Parking|their head and count on or use knowledge of|doubles |Brainy Fish – Use one dot dice and |
| |Dominoes Matching |lot – encourage children to start from |doubles |Pairs to 20 - |the DENS Spinner |
| |Ten Frames Match counters to dots, then |the large number and count on to find the|Pairs to Ten / 2 sided counters – How many |2 sided counters – How many more? To |2 sided counters – how many more to |
| |roll dice and place counters on ten frame. |total |more? In pairs students hide one set and |15 |get to 20,25 etc |
| |Cube Addition – Using 2 towers, roll 2 dot |Ten frames – concentration & pairs to ten|the partner counts on to find how many more|Ten Frames – display in symbolic form|Addition wheel |
| |dice take cubes from tower and make a new |Brainy Fish – Using one dot dice and one |to make ten. |write the number sentence |Jump / split strategy – using no. |
| |tower. |numeral dice students add together and |Brainy Fish – Use one dot dice and the DENS|Brainy Fish – Use one dot dice and |blank lines or MAB’s |
| |Fish Bowls |find that number on the fish |Spinner |the DENS Spinner |Snakes and ladders |
| |2 sided counters |2 sided counters – students can write the|Number Lines – roll 2 dice start at the |Build a tower – add 3 or subtract 3 | |
| | |number sentence to 10 |larger number jump on number line using |first to 20 | |
| | | |whiteboard markers |Ghost Busters – roll | |
| | | |Tiffy Towers – What’s the difference? |a dice x by 10 | |
| | | | |Addition wheel | |
| | | | | | |
|Aspect 2 Counting as a problem solving process – Addition/Subtraction |
|Where are |Emergent - 0 |Perceptual |Figurative - 2 |Counting-on-and-Back- 3 |Facile - 4 |
|they now? |NES1.2 |NES1.2 |NES1.2 |NS1.2 |NS1.2, NS2.2 |
|Aspect 2 Counting as a problem solving process – Addition/Subtraction |
|Where are |Emergent - 0 |Perceptual |Figurative - 2 |Counting-on-and-Back- 3 |Facile - 4 |
|they now? |NES1.2 |NES1.2 |NES1.2 |NS1.2 |NS1.2, NS2.2 |
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Early learning plan
Numeracy
Term ____ Week ____
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