Early Counting and Grouping 3
Recognise a numeral when seeing its numeral
Resources: numeral cards, pencil, paper
EXPLICIT LEARNING
What could we do?
Focuses
children’s
Children think about, talk and listen to a friend about, then have
thoughts on
the opportunity to share what they already know.
the concept,
exposing
current
understanding
and any
misconceptions
As children count to 10, record the numbers on the board, for
example, 1 2 3 4 5 6 7 8 9 10
Reviews the
As children count backwards, point to each number
forward and
Each time children count forwards, having them immediately
backward
count backwards develops their understanding that the
sequence of
sequence is the same, just reversed, and ensures their capacity
numbers
to count backwards is as well-developed as their capacity to
count forwards.
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What language could we use to explain and ask questions?

Today we’re going to investigate numbers.

What do you already know about numbers?

Talk to a friend about numbers.

Is anybody ready to share what they are thinking about
numbers?

Let’s count forwards from one to ten – 1, 2, 3, 4, 5, 6, 7, 8, 9,
10

Let’s count backwards from ten – 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0

When we count, what do we say?

Do we say numbers when we count?

When we count forwards and backwards, do we say the
same numbers?

What are these symbols I've recorded here?

Are these symbols, numbers?
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Display the numeral cards 1 to 5, in random order, for example,
Introduces the Point to the numeral 1.
numeral 1 from
sight
Children
describe the
numeral 1
Children describe the numeral 1 to a friend.
Introduces the
numeral 3 from Point to the numeral 3.
sight
Children
describe the
numeral 3
Children describe the numeral 3 to a friend.
Introduces the
numeral 2 from Point to the numeral 2.
sight
Children
describe the
numeral 2
Children describe the numeral 2 to a friend.

Let's investigate these numbers

What number is this?

How do you know?

What does 1 look like?

Describe number 1 to a friend.

What number is this?

How do you know?

What does 3 look like?

Describe number 3 to a friend

What number is this?

How do you know?

What does 2 look like?

Describe number 2 to a friend.
Continue with other numerals
Children move to Guided and Independent Investigation now to investigate the concept at increasing levels of understanding over many learning sessions
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GUIDED INVESTIGATION
Resources: numeral cards, pencil, paper
What could we do?
Children:
1. count forwards as guided by
the teacher
2. count backwards as guided by
the teacher
3. name a number when its
numeral is pointed to by the
teacher
4. describe the numeral to a
friend
What language could we
use to ask questions and
explain?
 How could we count
forwards?
 How could we count
backwards?
 What number is this?
 How do you know?
 How could you describe
this number?
INDEPENDENT INVESTIGATION
What could we do?
Children:
1. sit in pairs
2. count forwards
3. count backwards
4. watch their friend point to a
numeral card
5. name the number
6. explain how they know what
number it is
7. describe the numeral to a
friend
REFLECTION
What language could we
use to explain?
 I counted forwards …
 I counted
backwards …
 What number is this?
What questions
could children
discuss and record a
response to?
When we count,
what do we say?
How could you
describe number …?
 I know this is
number … because …
 I could describe
number …
Children may be investigating concepts at a level that varies from other children. In one class, there may be children investigating the concept at
Level 1 while another child is investigating the concept at Level 4, Level 12 or even higher.
Regardless of the child's current grade, children need to investigate concepts at the level of their current understanding. This means that a child in
a given grade, who has current understanding at Level 5, will investigate at Level 6, then Level 7 etc.
If this makes you worried that they are investigating at a level much lower than their grade level, consider this: If the child is made to try to
investigate at a higher level than their current level of understanding, they will be building on an unstable knowledge base with gaps, and will
continue to use inefficient strategies often based on misconceptions, guaranteeing that their level of understanding will be the same at the end of
the year as it was at the beginning of the year. If the child is allowed to investigate the concept at their current level of understanding, they will
correct misconceptions, fill gaps in their understanding and build a firm knowledge base, as they move through the levels, investigating at a higher
level by the end of the year.
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CONGRUENT LEARNING
EARLY COUNTING AND GROUPING 3 RECOGNISE A NUMBER WHEN SEEING ITS NUMERAL
These learning activities allow children to investigate and explain the concept in new and varied situations. ‘Doing’ mathematics is
simply not enough and is not a good indicator of understanding. As Einstein said, ‘If you can’t explain it simply, you don’t
understand it’! Investigation takes time as children develop both the capacity and meta-language to explain mathematical concepts
at their current level of understanding. Differentiate learning for children working at all levels of the concept, including those
requiring extension, and allow children to differentiate their own learning, by varying the range and size of numbers investigated.

In pairs, each child has a range of numeral cards according to their current level of understanding. For example, a child who
recognises and can record only the number 1, has the numeral cards 1 and 2 only. A child who recognises and can record the
numbers 1, 2, 3, and 4, has the numeral cards 1, 2, 3, 4 and 5. Their friend points to a numeral. The child names the number,
explaining how they know that it is that number. The child describes the number. NB: Giving children the numbers that they
are comfortable with, plus the next number, allows them to independently investigate the numbers. This is because they
know all but one of their numbers, so developing understanding of the new number. In this way, regardless of their current
level of understanding, EVERY child can investigate independently. As the child demonstrates understanding of their current
range of numbers, they ‘level up’ by being given the next number.

In small groups, children have a range of numeral cards. One child points to a numeral card. Children take turns to name the
number, explaining how they knew what number it was and describing the numeral. As the child demonstrates
understanding of their current range of numbers, they ‘level up’ by being given the next number.

In pairs, each child has a range of numeral cards according to their current level of understanding. For example, a child who
recognises and can record only the number 1, has the numeral cards 1 and 2 only. A child who recognises and can record the
numbers 1, 2, 3, and 4, has the numeral cards 1, 2, 3, 4 and 5. Children take in turns to select a numeral card and tell their
friend what number it is, how they know, and describe the numeral to their friend. As the child demonstrates understanding
of their current range of numbers, they ‘level up’ by being given the next number.

In pairs, each child has a range of numeral cards according to their current level of understanding. They place their numeral
cards in order, recording each number.

Children complete dot-to-dot pictures (available on the Internet), using numbers that are within their current range.

In pairs, each child has a range of numeral cards according to their current level of understanding. They peg their numeral
cards in order on a clothes line. They name each number in order.

Read, and allow children to look at / read counting books. See list ‘101 Counting Books’
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Numerals 0 – 10 (back)
0
l
2
3
4
5
6
7
8
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