Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 57

Lynch, Smith, Howarth
Table 5.9: NSW Mathematics Curriculum Stage 1 (Sourced from p. 43) 19
Whole Numbers Early Stage 1
NES1.1 Key Ideas
Counts to 30, and orders, reads and represents numbers in the range 0 to 20
Counts forwards to 30, from a given number
Counts backwards from a given number, in the range 0 to 20
Compares, orders, reads and represents numbers to at least 20
Reads and use the ordinal names to at least ‘tenth’
Uses the language of money
Working Mathematically
Students learn to-
ask questions involving counting numbers to at least 20 eg ‘How many
pencils are in the tin?’ (Questioning)
apply counting strategies to solve simple everyday problems (Applying
Strategies)
communicate an understanding of number using everyday language, actions,
materials and informal recordings (Communicating)
justify answers by demonstrating the process used
(Applying Strategies, Reasoning)
recognise numbers in a variety of contexts, including on classroom charts, a
calculator, shop cash register, computer keyboard and telephone (Reflecting)
count rhythmically to identify number patterns
eg stressing every second number
(Applying Strategies)
estimate the number of objects in a group of up to 20 objects, and count to
check
(Reflecting, Applying Strategies)
exchange money for goods in a play situation
(Reflecting)
Knowledge and Skills
Students learn about -
counting forwards to 30, from a given number
counting backwards from a given number, in the range 0 to 20
identifying the number before and after a given number
counting with one-to-one correspondence
reading and writing numbers to at least 20, including zero
recognising a dot pattern instantly for numbers up to seven (substituting)
representing numbers to at least 20 using numerals, words, symbols and
objects (including fingers)
comparing and ordering numbers or groups of objects
making and recognising different visual arrangements for the same number
eg
   
    
  
using 5 as a reference in forming numbers from 6 to 10
eg ‘Six is one more than five’.
using 10 as a reference in forming numbers from 11 to 20 eg ‘Thirteen is
three more than ten’.
reading and using the ordinal names to at least ‘tenth’
recognising that there are different coins and notes in our monetary system
using the language of money in everyday contexts
eg coin, note, cents, dollars
A Resource for constructing
Instructional Learning Outcomes
Background Information
At this Stage, the expectation is that students count to 30. Many classes have
between 20 and 30 students and it is a common activity to count the
number of students. Students will also encounter numbers up to 31 in
calendars.
These numbers are only guides and should be adapted to suit the needs of
individual students.
Counting is an important component of number and the early learning of
operations. There is a distinction between counting by rote and counting
with understanding.
Regularly counting forwards and backwards from a given number will
familiarise students with the sequence.
Counting with understanding involves counting with one-to-one
correspondence and developing a sense of the size of numbers, their order
and relationships.
Representing numbers in a variety of ways is essential for developing
number sense.
The teen numbers are often the most difficult for students. The oral
language pattern of teen numbers is the reverse of the usual pattern of ‘tens
first and then ones’. Consequently some teachers prefer to teach the teen
numbers after first teaching the numbers 0 to 10 and 20 to 30.
Language
Students may use incorrect terms since they are frequently used in everyday
language eg ‘How much did you get?’ rather than
19
‘How many did you get?’ when referring to a score in a game.
Sourced from http://k6.boardofstudies.nsw.edu.au/go/mathematics
57