All Modules B6-Development Matters in the early years | Page 37

6 Mathematics: Numbers, measure & sorting
A Unique Child:

Positive Relationships:

Enabling Environments:

observing what a child is learning

what adults could do

what adults could provide

Numbers:
39. Recognize some numerals of personal significance.
40. Recognizes numerals 1 to 9
41. Demonstrates one-to-one correspondence when counting.
42. Child demonstrates one-to-one correspondence to
determine if two sets are equal.
43. Shows understanding of how to count and construct sets
44. Child counts sets in the range of 10 to 15 objects.
45. Child constructs sets in the range of 10 to 15 objects.
46. Shows understanding by participating in the comparison of
quantities
47. Child compares two sets to determine if they are equal.
48. Child compares two sets to determine if one set has more.
49. Child compares two sets to determine if one set has fewer.
50. Child determines one set of objects is a lot more than
another set of objects.
51. Assigns and relates numerical representations among
numerals
52. Rote count up to 100
53. Recognizes numbers names up to 15
54. Understands the pattern of adding one by one
55. Reads, writes and model numbers up to 20
56. Count compare and order things up to 20
57. Uses ordinal numbers to describe position
58. Model number relationships up to 10 “show me one more
than 3”
59. Combines, removes numbers from sets of 10
Patterns & seriation
60. Recognizes describes and creates patterns and nonpatterns
61. Recognizes patter units and produces patters with at least
2 units
62. Sort, order, compares, contrasts objects according to
various attributes explaining rational
63. Compares the length and height on an object using
nonstandard references
64. Uses measurement vocabulary
65. Collects data to be graphed
66. Analysis data making charts, tables, graphs
40-60+
months

67. Predicts results of data collection
68. Measures time by day saying today, yesterday..

• Encourage estimation, e.g. estimate how many
sandwiches to make for the picnic.
• Encourage use of mathematical language, e.g. number
names to ten: ‘Have you got enough to give me three?’
• Ensure that children are involved in making displays, e.g.
making their own pictograms of lunch choices. Develop
this as a 3D representation using bricks and discuss the
most popular choices.
• Add numerals to all areas of learning and development,
e.g. to a display of a favorite story, such as ‘The Three
Billy Goats Gruff’.
• Allow children to explore freely
• Facilitate learning by prompting questions and having
Socratic dialogs
• Use the thinking keys’ questions
• Provide wide variety of collections of small objects to
be sorted, organized, seriate
• Compare and contrast multiple topics, people,
animals, objects, books etc
• Model counting at different times and situations like in
the park, at snack time, lunch, fieldtrips
• Invite children to compare measurement results using
different non-conventional elements
• Model how to measure using finger to mark place to
start and continue
•

• Provide collections of interesting things for children to
sort, order, count and label in their play.
• Display numerals in purposeful contexts, e.g. a sign
showing how many children can play on a number
track.
• Use tactile numeral cards made from sandpaper, velvet
or string.
• Create opportunities for children to experiment with a
number of objects, the written numeral and the written
number word. Develop this through matching activities
with a range of numbers, numerals and a selection