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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

Year level(s) Foundation, Year 1, Year 2, Year 3, Year 4
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

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
National numeracy learning progression Quantifying numbers - QuN6
Additive strategies
Multiplicative strategies

Copyright details

Organisation

International Centre of Excellence for Education in Mathematics

Copyright

© University of Melbourne. Creative Commons BY-NC-ND 3.0