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Counting and place value
This comprehensive guide descibes the stages involved as children learn to count. Each developmental stage is described in detail and illustrated with classroom activities.
Additional details |
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Year level(s) | Foundation, Year 1, Year 2, Year 3, Year 4 |
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Purpose | Content knowledge, Teaching strategies |
Format | Downloadable resources |
Teaching strategies and pedagogical approaches | Worked examples, Metacognitive strategies, Concrete Representational Abstract model |
Keywords | counting,, place value, subitising, cardinality, order |
Curriculum alignment |
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Curriculum connections | Numeracy |
Strand and focus | Number, Build understanding, Apply understanding |
Topics | Place value, Addition and subtraction |
AC: Mathematics content descriptions |
ACMNA001
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
ACMNA002
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
ACMNA003
Subitise small collections of objects
ACMNA004
Represent practical situations to model addition and sharing
ACMNA005
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings
ACMNA012
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
ACMNA013
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
ACMNA014
Count collections to 100 by partitioning numbers using place value
ACMNA015
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
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National numeracy learning progression |
Quantifying numbers
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QuN6
Additive strategies Multiplicative strategies |
Copyright details |
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Organisation | International Centre of Excellence for Education in Mathematics |
Copyright | © University of Melbourne. Creative Commons BY-NC-ND 3.0 |
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