Points to consider The key focus in pre-counting is an understanding of the Order-irrelevance principle: When counting the number of objects in a concept more, less and the same and an appreciation of how set, the order they are counted in is irrelevant, as long as each object is these are related. Children at the early stages of Early level counted and pupils know and understand that the last number is ‘the develop these concepts by comparison and no counting is count’. Sometimes an item is counted more than once by pupils or two involved. items are counted for one number, e.g.... se-ven so lots of practice is required. Children often have some concept of this needs to be ‘more’; extended and refined. is a more difficult concept and Can at any animal the count stays the same. ‘Less’ – understanding can be developed by pairing the terms less and more to help develop an understanding of the relationship Once children become very familiar with counting collections they between the two. realise that numbers can be used to count anything. The number ranges e.g. 1 5 are guides only and should be The teen numbers are often the most difficult for pupils. The oral – adapted to suit the needs / ability levels of the pupils in your language pattern of teen numbers is the reverse of the usual pattern of class. first and then ones’, e.g....13 is and 31 is ‘tens ‘thir’ ‘teen’ ‘thirty’ ‘one’. There is often difficulty distinguishing between 12 and 21. Confusion can also arise when saying ty and teen endings.
Points to consider The key focus in pre-counting is an understanding of the concept more, less and the same and an appreciation of how these are related. Children at the early stages of Early level develop these concepts by comparison and no counting is involved. Children often have some concept of ‘more’; this needs to be extended and refined. ‘Less’ is a more difficult concept and understanding can be developed by pairing the terms less and more to help develop an understanding of the relationship between the two. The number ranges e.g. 1 – 5 are guides only and should be adapted to suit the needs / ability levels of the pupils in your class. Order-irrelevance principle: When counting the number of objects in a set, the order they are counted in is irrelevant, as long as each object is counted and pupils know and understand that the last number is ‘the count’. Sometimes an item is counted more than once by pupils or two items are counted for one number, e.g.... se-ven so lots of practice is required. Can at any animal – the count stays the same. Once children become very familiar with counting collections they realise that numbers can be used to count anything. The teen numbers are often the most difficult for pupils. The oral language pattern of teen numbers is the reverse of the usual pattern of ‘tens first and then ones’, e.g....13 is ‘thir’ ‘teen’ and 31 is ‘thirty’ ‘one’. There is often difficulty distinguishing between 12 and 21. Confusion can also arise when saying ty and teen endings.
Numeracy-Progression-1l3ayk6.docx