FISH Kiit CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMNA005 Sort and Numbers tell us how Forming sets of Observation Checklist Class Sort: Ask Pairs of socks classify familiar many and how objects Find one that is the same. students to sort (from home) or objects and explain much-Developing Find one that is different. themselves into use the the basis for these number strategies Why do these belong groups depending students’ classifications. Copy, together? on a different socks/shoes continue and create Sort and classify a group of array of attributes. Concrete patterns with objects familiar objects into For example: the materials: for and drawings. smaller groups colour of the shoes eg.:Collection of Recognise that a group of they are wearing. animals; toys; P.1.4 objects can be sorted and Capture grouping transport; Sort & Classify classified in different ways and attribute people; fruit; Make connections between using a camera. coloured shapes counting and patterns Label with student Sorting Use the term ‘is the same ideas as’ to express equality of groups 2D Shapes blocks Early Years FISH Kit CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMNA002 Connect There are many Numbers in Observation Checklist Lining Up: Line the Concrete number names, ways to represent sequence class up in many materials recognise numbers in a numerals and numbers different (Collection of variety of contexts quantities, including combinations animals; toys; communicate use of zero, initially up to (rows of 2, rows of transport; numbers through everyday 10 and then beyond. 4 and so on). With people; fruit; language, actions, ACMNA289 each new coloured materials and informal Compare, order and combination count shapes; recording make the number od counters) estimate the number of P.1.5 correspondences students in the Felt pieces objects of up to 20 and Trust the Count between collections, class. Discuss how Ink Pad check the count initially to 20, and the number stays Early Years Fish Use 5 as a reference explain reasoning. the same Kit count with one to one correspondence make correspondences between collections compare and order numbers or groups of objects
FISH Kiit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.1.4 Sort & Classify ACMNA005 Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings. Numbers tell us how many and how much-Developing number strategies Forming sets of objects Observation Checklist Find one that is the same. Find one that is different. Why do these belong together? Sort and classify a group of familiar objects into smaller groups Recognise that a group of objects can be sorted and classified in different ways Make connections between counting and patterns Use the term ‘is the same as’ to express equality of groups Class Sort: Ask students to sort themselves into groups depending on a different array of attributes. For example: the colour of the shoes they are wearing. Capture grouping and attribute using a camera. Label with student ideas Pairs of socks (from home) or use the students’ socks/shoes Concrete materials: for eg.:Collection of animals; toys; transport; people; fruit; coloured shapes Sorting 2D Shapes blocks Early Years FISH Kit TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES P.1.5 Trust the Count ACMNA002 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond. ACMNA289 Compare, order and make correspondences between collections, initially to 20, and explain reasoning. There are many ways to represent numbers Numbers in sequence Observation Checklist recognise numbers in a variety of contexts communicate use of numbers through everyday language, actions, materials and informal recording estimate the number of objects of up to 20 and check the count Use 5 as a reference count with one to one correspondence make correspondences between collections compare and order numbers or groups of objects Lining Up: Line the class up in many different combinations (rows of 2, rows of 4 and so on). With each new combination count the number od students in the class. Discuss how the number stays the same Concrete materials (Collection of animals; toys; transport; people; fruit; coloured shapes; counters) Felt pieces Ink Pad Early Years Fish Kit