EARLY COUNTING GROUPING 4_INVESTIGATION AND REFLECTION
(Kindergarten/Reception/Prep) ACMNA001, NSW MAe-4NA
Identify the numbers before and after a number. Identify a number from the number before and after.
GUIDED AND INDEPENDENT INVESTIGATIONS and REFLECTION
These investigations allow children to investigate and explain the concept in new and varied situations, providing formative
assessment data for both the child and the teacher. ‘Doing’ mathematics is not enough and is not a good indicator of
understanding.
Children investigate and explain independently over many lessons at just beyond their current level of understanding, informing
both themselves and the teacher of their current level of understanding. It is during independent investigation that deep understanding and
metalanguage develops.
As they investigate, allow children to experience confusion (problematic knowledge) and to make mistakes to develop
resilience and deep understanding, If children knew what it was they were doing, it wouldn’t be called learning!
GUIDE children through the INVESTIGATION process until they are ready to investigate INDEPENDENTly.
Children DISCUSS then RECORD their response to the REFLECTION question.
Teaching Segment and Video 1:
Place numeral cards in order
according to current level of
understanding.
These investigations and reflections are directly linked to Explicit Teaching, and also appear on the Explicit Teaching Plan. Instructions for students
appear on this PDF, on the corresponding Video and on the Explicit Teaching PowerPoint.

In pairs, each child selects a range of numeral cards according to their current level of understanding. They
place the numbers in order. They identify the number before and after numbers (EXTENSION - identify the
numbers 2 before and after, 3 before and after). They take turns to turn over one of their friend’s numbers
(EXTENSION – turn over 2 or 3 consecutive numbers). They identify which number has been turned over by
naming the number before and after the number (EXTENSION – turn over 2 or 3 consecutive numbers, the
child identifies the middle number using the numbers 2 before and after). NB: Allowing children to select the
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range of numbers that they are comfortable with, allows them to independently investigate number before
and after. 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. Reflection: How can we tell the number before and the number after?
More investigations.
These investigations are not directly linked to Explicit Teaching. Instructions for students appear here and on the Explicit Teaching PowerPoint.
Record before and after number.

In pairs, each child has a range of numeral cards according to their current level of understanding. They
select one of the numbers. They name the number before and after their number. They record the numbers.
For example, they select number 4. They identify that 3 is the number before and 5 is the number after. They
record 3 4 5. (EXTENSION - identify the numbers 2 before and after, 3 before and after).
Record the number before and
after, and the number 2 before and
after.

In pairs, each child has a range of numeral cards according to their current level of understanding. They also
have a page divided into 3 columns. They place a numeral card in the centre column. They record the
number before and after their number. (EXTENSION – the page is divided into 5 or 7 columns, children
identify the numbers 2 before and after, 3 before and after).
Guess my number.

In pairs, children play ‘guess my number’. One child says, ‘my number comes after 5’, or ‘my number comes
before 4’, or ‘3 is the number before my number’, or ‘6 is the number after my number’. Their friend
identifies the number. (EXTENSION - identify the number from a number 2 before and after, 3 before and
after).
Numeral Card Dance

In groups, children each have a numeral card. The music plays and the children move about in a defined area.
When the music stops, they arrange themselves in order. They describe their number as ‘I am number 5. I
come after 4. I come before 6’, and ‘I am number 5. Number 4 comes before me. Number 6 comes after me’.
(EXTENSION - describe the numbers 2 before and after, 3 before and after).
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PROBLEM SOLVING directly linked to explicit teaching, investigations and reflections
Problems allow children to investigate concepts in new and varied situations. Any problem worth solving takes time and effort
– that’s why they’re called problems!
Problems are designed to develop and use higher order thinking. Allowing children to grapple with problems, providing minimal
support by asking strategic questions, is key. Differentiating problems allows children to solve simpler problems, before solving
more complex problems on a concept.
Problems may not always be solved the first time they are presented – or at all. The focus of problem solving is the development
of problem solving understanding and capacity – not mastery! Returning to a problem after further learning, develops both
resilience and increased confidence as children take the necessary time and input the necessary effort.
After solving problems, children also create their own problems.
Create 3 levels of a problem. GUIDE children through the first level using the problem solving steps. Allow children to investigate the second level
with friends, with minimal guidance. Allow children to investigate the third level INDEPENDENTly. Children create their own problem.
Teaching Segment and Video 1:
Number before and after
These problems are directly linked to Explicit Teaching, are embedded in the Explicit Teaching Plan, and appear on the Explicit Teaching PowerPoint.
These, and more problems, appear as blackline masters on the Problem Solving PDF and are differentiated on the Problem Solving PowerPoint.

Jill is counting forwards. What number will she say after 6? (7)

Frank is counting forwards. What number will he say before 8? (7)

Sally placed some numbers in order, but then she lost one. What number did she lose? How do you know? (4, 4
comes after 3 and before 5)
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Numerals 0 – 10 (print, cut out and distribute to each child)
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Investigating Number Before and After
EARLY COUNTING AND GROUPING 4 Number Before and After.
Select the number cards that are neither too easy nor too challenging, that you are
ready to investigate.
Place them in order from lowest to highest.
Read the numbers forwards.
Read the numbers backwards.
Have a friend turn one number face down.
Identify the number by the number before and the number after.
Reflection: How can we tell the number before and the number after?
Problem Solving
Jill is counting forwards.
What number will she say after 6?
Hint: Change the number, and allow children to solve again!
Problem Solving
Frank is counting forwards.
What number will he say before 8?
Hint: Change the number, and allow children to solve again!
Problem Solving
Sally placed some numbers in order, but then she lost one.
What number did she lose? How do you know?
Hint: Change the number cards, and allow children to solve again!
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Investigating Number Before and After
EARLY COUNTING AND GROUPING 4 Number Before and After.
Record the number before and after
4
6
3
8
Select your own
number!
Select your own
number!
Reflection: How can we tell the number before and the number after?
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Investigating Number Before and After
EARLY COUNTING AND GROUPING 4 Number Before and After.
Record the number before and after, and the number 2 before and after
4
6
3
8
Select your
own number!
Select your
own number!
Reflection: How can we tell the number before and the number after?
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Investigating Number Before and After
EARLY COUNTING AND GROUPING 4 Number Before and After.
Sit with a friend.
Play ‘guess my number’.
One of you says,




‘my number comes after 5’, or
‘my number comes before 4’, or
‘3 is the number before my number’, or
‘6 is the number after my number’.
Your friend identifies the number.
(EXTENSION - identify the number from a number 2 before and after, 3 before and
after).
Reflection: How can we tell the number before and the number after?
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