Whole Numbers NUMBER AND ALGEBRA: Whole Numbers NUMERACY LEARNING CONTINUUM Goal N&A1.1 Students access / interact with the representation of a numeral. Possible Indicators •
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N&A1.2 •
Students match one numeral with another. •
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Teacher Language Activities/resources Working Mathematically Makes eye contact with a numeral. Reaches for a numeral. Makes physical contact with a numeral. Explores a numeral with senses Give an instruction ‘Touch/feel number X’. ‘Look at number X’. •
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Make a statement •
‘You have the number X’. ‘You are touching number X’. •
‘You are looking at number X’ Numeral cards Tactile resources Foam / sandpaper Switches Mobiles Song lists Explore with senses numeral cards and tactile resources including foam and sandpaper. Matches to sample 1-­‐1 Matches to sample 1-­‐3 Matches to sample 1-­‐5 Matches to sample 1-­‐10 Give an instruction ‘Match number X’. •
Make a statement ‘This is number X’. ‘You are matching number X’. Say and sign ‘Same’. •
Laminated number representations. Laminated folder activities Bingo cards Dominos Tactile resources Dice games Use numeral cards to match a range of numerals from 1 to 10. Correction/prompt ‘Are they the same/ Do they match?’ ‘Try again’. •
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WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning) NUMBER AND ALGEBRA: Whole Numbers NUMERACY LEARNING CONTINUUM Goal N&A1.3 Possible Indicators •
Students learn the names of numerals in •
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them. (Identify the numeral without other numerals present). •
N&A1.4 Students identify representations of numerals. (Identify the numeral with other numerals present in random order). •
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Learns names of numerals to 3. Learns names of numerals to 5. Learns names of numerals to 10. Learns names of numerals to 20. Teacher Language Give an instruction ‘Look at the number X’. ‘Show me number X’. ‘Point to number X’. ‘Give me number X’. Activities/resources • Number cards • Computers • IWB Make a statement ‘This is number X’. Correction/prompt ‘This is number X’. ‘Try again’. Give an instruction ‘Look at the numbers’. ‘Show me number X’. ‘Point to number X’. ‘Give me the number X’. Correction/prompt ‘This is number X’. ‘Try again’. Identifies individual or isolated numerals presented on cards or computer games. WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.3 Describes mathematical situations using everyday language, actions, materials and informal recordings (Communicating) WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning) Identifies numerals to 3. Identifies numerals to 5. Identifies numerals to 10. Identifies numerals to 20. Working Mathematically • Number cards • Computers • IWB Recognise numerals presented on cards or computer games in random order. WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.3 Describes mathematical situations using everyday language, actions, materials and informal recordings (Communicating) NUMBER AND ALGEBRA: Whole Numbers NUMERACY LEARNING CONTINUUM Goal N&A1.5 Students can rote count. N&A1.6 Possible Indicators • Rote counts up to 3 • Rote counts up to 5 • Rote counts up to 10 • Rote counts up to 20 • Distributes 1 object. Students demonstrate • Distributes 3 objects. • Distributes 5 objects. an understanding of 1:1 correspondence • Distributes 10 objects. through matching. Teacher Language Make a statement ‘We are going to count’. Give an instruction ‘It’s your turn to count’.
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Correction/prompt ‘What number is next?’ ‘Keep counting’. Songs Games Visuals Class routines (lining up etc.) Working Mathematically Rote count within the range 3 to 20 in a variety of contexts or games. WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.3 Describes mathematical situations using everyday language, actions, materials and informal recordings (Communicating) Give an instruction ‘Give a ….. to ….….’. ‘Give everyone a …..’. ‘Put one newspaper in each letterbox’. •
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Correction/prompt ‘Only one’. ‘Has he/she got one?’ •
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Setting tables Gives out paint brushes Gives out newspapers Hands out play equipment Give one book to each student in the class WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) NUMBER AND ALGEBRA: Whole Numbers NUMERACY LEARNING CONTINUUM Goal N&A1.7a Students demonstrate an understanding of 1:1 correspondence through counting. Possible Indicators •
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Counts objects to 3.
Counts objects to 5.
Counts objects to 10
Teacher Language Make a statement •
‘We are going to count to …’. •
Give an instruction ‘Count the........’. ‘Count the students at school today’.’ Correction/Prompt ‘Try again’. N&A1.7b Students are able to stop counting objects at the number indicated without continuing to count on. •
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Counts objects to 3.
Counts objects to 5.
Counts objects to 10.
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Make a statement •
‘We are going to count to …….’. •
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Give an instruction ‘Give me X ……..’. Correction/Prompt ‘Try again’. Working Mathematically Morning circle
activities (e.g. people
at school)
Counting dot
patterns
Laminated folder
activities
Dominos
Bingo
Songs
Computers /IWB
Stories
Count the number of students present and correlate with photographs during morning circle. Laminated folder
activities
Counters
Computers /IWB
Give the teacher the requested number of items, ensuring there is more than necessary. WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning) WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning) NUMBER AND ALGEBRA: Whole Numbers NUMERACY LEARNING CONTINUUM Goal N&A1.8 Possible Indicators •
Students make groups of objects up to 10. •
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N&A1.9 •
Students match numerals to collections of objects. •
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Makes a group of any number of objects. Makes a group of 2 objects. Makes groups of 3 to 10 objects. Matches numerals to 3 objects. Matches numerals to 5 objects. Matches numerals to 10 objects. Teacher Language Make a statement ‘I have made a group of ….’. ‘Here is a group of ….’. Give an instruction ’It’s your turn to make a group of ….’. Correction/Prompt ‘Try again’. ‘Count the ………..’. ‘Too many’. ‘Keep counting’. ‘How many have you given me?’ Ask a question ‘How many are there?’ Give an instruction ‘Find the correct number card’. Correction/prompt ‘Is that the same?’ ‘Try again’. ‘Count again’. ‘Keep counting’. ‘Which number have you given me? Activities/resources •
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Laminated folder activities Computers / IWB Number lines Blocks Working Mathematically Make a group of teddy bears/cars/dolls in the range 3 to 10. WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) •
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Numeral Cards & physical objects Morning circle activities (e.g. people at school) Matching dot cards Laminated folder activities Domino Bingo. Computers / IWB Stories Songs Count dinosaurs/teddy bears and match correct numeral cards in the range 3 to 10. WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.3 Describes mathematical situations using everyday language, actions, materials and informal recordings (Communicating) NUMBER AND ALGEBRA: Whole Numbers NUMERACY LEARNING CONTINUUM Possible Indicators Goal N&A1.10 •
Students make comparisons between groups of objects according to number. •
N&A1.11 Students sequence numbers to 10. •
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Indicates bigger and smaller groups when displayed in lines. Indicates bigger and smaller groups when displayed in bundles. Teacher Language Make a statement ‘This line/bundle has ….’. ‘This line/bundle is bigger’. This line/bundle is smaller’. Give an Instruction ‘Let’s count the …’. Ask a question ‘Which line is bigger/smaller?’ ‘Which bundle is bigger/smaller?’ Correction/prompt ‘Try again’. ‘Count again’. ‘Have another look’. Make a statement Sequences numbers to 3. ‘I am putting the numbers in the correct order…’. Give an instruction Sequences numbers to 5. ‘It’s your turn now’. ‘Put the numbers in the correct order’. Ask a question Sequences ‘Which number is first?’ numbers to ‘Which number is next?’ 10 Correction/prompt ‘What number is that?’ ‘Is that in the right order/place?’ ‘Have another look.’ Activities/resources •
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Working Mathematically Straws and cotton balls Toy cars and animals Red counters/blue counters Big blocks/little blocks Computers/ IWB Student award charts Number lines Describe groups that have been made and compare the sizes of the groups. e.g. ten cotton balls and two pegs. Ordering number cards Finding the missing number activities Laminated folder activities Computers/ IWB Explain or demonstrate how to place numeral cards in correct order. WMES1.3 Describes mathematical situations using everyday language, actions, materials and informal recordings (Communicating) WMES1.5 Links mathematical ideas and makes connections with generalisations about existing knowledge and understanding in relation to Early Stage 1 content (Reflecting) WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning) NUMBER AND ALGEBRA: Whole Numbers NUMERACY LEARNING CONTINUUM Goal N&A1.12 Students write numerals 0-­‐9 (Students may use different tools in order to write). N&A1.13 Students will familiarise themselves with money. Possible Indicators •
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Teacher Language Make a statement ‘We are going to write the number x’. Give an instruction ‘Trace number X’. ‘Copy number X’. ‘Write number X’. Correction/prompt ‘What number is that?’ ‘What number did you write?’ ‘Try again’. ‘Have a look’. Makes eye contact with Make a statement money or ‘This is money’. representations of ‘You have the money’. money. ‘You are touching the money’. Reaches for money or ‘I am touching/picking up the money’. representations of Give an instruction money. ‘Look at the money’. Makes physical contact ‘It’s your turn’. with money or ‘Touch/pick up the money’ (when representations of given a choice between money and a money. non-­‐money item). Identifies what is and Ask a question what is not money. ‘What do you need to buy the …...’. Recognises money is Correction/prompt used to purchase goods. ‘Try again’. ‘Have a look’. Writes with physical assistance. Traces numerals. Copies a model of a numeral. Independently creates numerals.
Activities/resources Working Mathematically •
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Computers/ IWB Numeral cards 0-­‐9 Worksheets Numeral stamps Trace dotted numerals relating to illustrations, such as animal booklets. WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) •
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Money Playing shops Community programs Computers/IWB Indicate that a coin is used to purchase items (from a selection of a coin or a non money item). WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning) Glossary Term/Word Definition Activity/schedule board An individual activity sequence board using pictorial representation of work to be covered. Augmentative communication Communication support such as: visual/pictorial representations, sign/gesture, real objects, remnants and adaptive technology. Baseline (starting point) A designated starting point to measure or compare length. Boardmaker Commercially produced software program (Mayer-­‐Johnson) to support the development of augmentative communication. Communication books A communication tool used between school and the home. Distractor(s) One or more items that are placed with the correct item to enable a choice to be made. Errorless Learning Providing only the correct option so there is no chance for error. Explore with senses Students use their senses to interact and access learning activities, e.g. using touch to explore the perimeter of a tactile shape. Finished box/symbol A pictorial representation to indicate the finish/conclusion of an activity. Pictorial representations of activities may be placed into a finished box. Identify Select/name a numeral in isolation. Laminated folder activities Teacher made folders containing a myriad of activities such as: matching colours, numbers, shapes and number sequencing and matching numerals to collections of objects. Match to sample Matching one object to an identical sample. Morning circle An introductory lesson to the day’s activities, including content such as: days of the week, daily timetable, who is at school, the weather, class/school rules. Now and then board A visual representation of the current activity and the following activity to support the transition from one activity to the next (This can also be used as a reward system). Recognise Select a numeral from a group of numerals. Special Olympics Specific round robin style sporting activities modified to support the needs of students with intellectual and physical disabilities. Tactile resources Resources/objects with different textures used to cater for students who learn through touch or have a visual impairment. Therapy Equipment Any form of equipment used to meet the needs of students with physical disabilities, for example: standing frames, wheelchairs, walkers and wedges. Timers Timers are used to give a timeframe for an activity and to indicate that an activity is about to begin or finish (useful for students with an ASD). Visual/Tactile timetables Daily or session timetables represented by the use of different media (e.g. pictorial or real objects) to communicate/represent activities that occur throughout the school day (Boardmaker is a commonly used tool in developing these timetables).