MAE2240 Lecture Notes - Lecture 3: Kwadukuza, Australian Curriculum, Barcode
29 May 2018
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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!WEEK!3!
Teaching!numbers!1-10!and!place!value!in!the!primary!school!
Some%numbers%do%not%refer%to%quantity,%EG;%postcodes,%phone%number,%bar%code%
%%
Australian!Curriculum:!%
Foundation:*%
• Establish%understanding%of%the%language%and%processes%of%counting%by%naming%
numbers%in%sequences,%initially%to%and%from%20,%moving%from%any%starting%point.%
Connect%number%names,%numerals%and%quantities,%including%zero,%initially%up%to%10%and%
then%beyond.%Subitise%small%collections%of%objects.%%
Year*1:*%
• Develop%confidence%with%number%sequences%to%and%from%100%(place%value%awareness%
that%there%are%100%numbers,%not%necessarily%working%with%numbers%up%to%100)%by%ones%
from%any%starting%point.%Skip%count%by%twos,%fives,%and%tens%starting%from%zero.%
Recognise,%model,%read,%write%and%order%numbers%to%at%least%100.%Located%these%
numbers%on%a%number%line.%Count%collections%to%100%by%partitioning%numbers%using%
place%value.%
Year*2:*%
• Investigate%number%sequences,%initially%those%increasing%and%decreasing%by%twos,%
threes,%fives%and%ten%from%any%starting%point,%then%moving%to%other%sequences.%
Recognise,%model%represent%and%order%numbers%to%at%least%1000.%%
Year*3:*%
• Recognise,%model,%represent%and%order%numbers%to%at%least%10000%
o Placing%four%digit%numbers%on%a%number%line%using%an%appropriate%scale%
• Reproduce%numbers%in%words%using%their%numerical%representations%and%vice%versa.%%
%%
Animals%and%very%young%children%can%quantify%number.%The%first%teachers%for%most%children%
are%their%carers%in%the%home.%"Mathematics%is%part%of%the%cultural%world%of%infants%and%
toddlers%as%much%as%for%pre-schoolers%and%children%in%the%early%years%of%schooling'%
(MacmIllan,%2009)%%
%
'Mathematical%meanings%are%produced,%and%children%make%sense%of%those%meanings,%by%
participating%in%activities.%The%mathematical%activities%of%counting,%measuring,%locating,%
designing,%playing%and%explaining'.%Before%children%understand%number%they%may%take%part%in%
number%activities%as%a%peripheral%participant.%"Whereas%grown-ups%count%to%get%closer%to%the%
truth%about%the%world,%children%count%to%get%closer%to%the%grown%ups'%(Sfard,%2008)%
%%
Counting:!more%complex%than%what%we%might%imagine,%to%count%accurately%a%child%must:%%
• Decide%what%is%to%be%counted%
• Isolate%what%is%to%be%counted%
• Arrange/order%items%to%be%counted%
• Know%the%numbers%names%in%conventional%order%
• Know%sufficient%number%names%for%items%to%be%counted%
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Document Summary
Teaching numbers 1-10 and place value in the primary school. Some numbers do not refer to quantity, eg; postcodes, phone number, bar code. Foundation: establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point. Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond. Year 1: develop confidence with number sequences to and from 100 (place value awareness that there are 100 numbers, not necessarily working with numbers up to 100) by ones from any starting point. Skip count by twos, fives, and tens starting from zero. Recognise, model, read, write and order numbers to at least 100. Count collections to 100 by partitioning numbers using place value. Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences. Recognise, model represent and order numbers to at least 1000.
