between their words. Usually uses the enter key and spacebar on a keyboard appropriately. Early mathematical understandings Learning statement: Children build early mathematical understandings about number, patterns & algebra, measurement, chance & data and space by: investigating and communicating ideas about quantities and their representations, and attributes of objects and collections investigating and communicating ideas about position, movement and direction investigating and communicating ideas about order, sequence and pattern. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child With support, the child With prompts, the child The child identifies and uses Mathematics participates in discussions investigates early mathematical investigates own and shared strategies to solve early Identify, distinguish about early mathematical ideas ideas by experimenting with mathematical problems using mathematical problems and between and use relevant and sometimes uses modelled objects, representations and familiar objects and communicates about number, mathematical knowledge, practices. modelled strategies to solve representations, sometimes patterns & algebra, procedures and strategies problems of personal interest. suggesting strategies needed measurement, chance & data in life-related situations at to proceed. and space. Level 1. Investigating and communicating ideas about number Mathematics: number N 1.1 Mimics counting, e.g. Recites number names to at Counts small collections in Counts consistently using the “One, Students identify, least five by rote. () different arrangements and standard counting sequence. four, seven, five”. compare and order small from different starting points. () whole numbers, make Recognises familiar numbers, and match e.g. five like ( ) “That’s me”. Randomly assigns familiar representations of these numbers to collections. numbers and identify Identifies in a coins, notes and their “how many” small collection, to at least five uses. Counts objects to 10 with Counts small collections to objects. correspondence. approximately three. () Responds to suggestions Makes and rearranges
between their words. Usually uses the enter key and spacebar on a keyboard appropriately. Early mathematical understandings Learning statement: Children build early mathematical understandings about number, patterns & algebra, measurement, chance & data and space by: investigating and communicating ideas about quantities and their representations, and attributes of objects and collections investigating and communicating ideas about position, movement and direction investigating and communicating ideas about order, sequence and pattern. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child participates in discussions about early mathematical ideas and sometimes uses modelled practices. With support, the child investigates early mathematical ideas by experimenting with objects, representations and modelled strategies to solve problems of personal interest. With prompts, the child investigates own and shared mathematical problems using familiar objects and representations, sometimes suggesting strategies needed to proceed. The child identifies and uses strategies to solve early mathematical problems and communicates about number, patterns & algebra, measurement, chance & data and space. Mathematics Identify, distinguish between and use relevant mathematical knowledge, procedures and strategies in life-related situations at Level 1. Investigating and communicating ideas about number Mathematics: number Mimics counting, e.g. “One, four, seven, five”. Randomly assigns familiar numbers to collections. Responds to suggestions Recites number names to at least five by rote. () Counts small collections to approximately three. Makes and rearranges Counts small collections in different arrangements and from different starting points. Recognises familiar numbers, e.g. “That’s five like me”. ( ) Identifies “how many” in a small collection, to at least five objects. Counts consistently using the standard counting sequence. () Counts objects to 10 with correspondence. () N 1.1 Students identify, compare and order small whole numbers, make and match representations of these numbers and identify coins, notes and their uses.