Number recognition and Numeral recognition and Numeral recognition and Numeral recognition and Numeral recognition and Numeral recognition and Numeral recognition and identification identification identification identification identification identification identification The student: The student: The student: The student: The student: The student: The student: recognises small quantities (<4) indicates the correct numeral recognises and identifies all recognises and identifies all points to the correct numeral in identifies all numerals up to 30 identifies numerals from 0 as being the same or different from a of different symbols numerals in the range 1–10 numerals in the range 1–10 as response to a verbal request, as well as 40, 50, 60, 70, 80, 90 to at least 100 (is shown without counting (subitises) for most numerals up to 10 selects the largest numeral well as 20, 30, 40, 50, 60, 70, for numerals up to 20 as well as and 100 (is the numeral 17 the numeral 45 and compares two quantities and (‘which is 3?’) from an unordered group of 3 80, 90 and 100 30, 40, 50, 60, 70, 80, 90 and and produces its name) produces its name) states which group has more produces the matching number or more, in the range 1–10. orders numerals to at 10. 100. orders numbers to at least 20 recognises a numeral and which less word for most numerals up to (determines the largest number from a given range up to matches one numeral with 10. in a group of numbers selected 100 (is shown the another (matches to a sample) from 1 to 20). numerals 70, 38, 56 and recognises some numerals, 26 and when asked which such as those associated with is 38, indicates the age or home address. numeral). Student learning in numeracy has beyond Mathematics in the Victorian Curriculum F–10. Teachers are encouraged to identify links within their teaching and learning plans.
Number recognition and identification The student: recognises small quantities (<4) as being the same or different without counting (subitises) compares two quantities and states which group has more and which less matches one numeral with another (matches to a sample) recognises some numerals, such as those associated with age or home address. Numeral recognition and identification The student: indicates the correct numeral from a of different symbols for most numerals up to 10 (‘which is 3?’) produces the matching number word for most numerals up to 10. Numeral recognition and identification The student: recognises and identifies all numerals in the range 1–10 selects the largest numeral from an unordered group of 3 or more, in the range 1–10. Numeral recognition and identification The student: recognises and identifies all numerals in the range 1–10 as well as 20, 30, 40, 50, 60, 70, 80, 90 and 100 orders numerals to at 10. Numeral recognition and identification The student: points to the correct numeral in response to a verbal request, for numerals up to 20 as well as 30, 40, 50, 60, 70, 80, 90 and 100. Numeral recognition and identification The student: identifies all numerals up to 30 as well as 40, 50, 60, 70, 80, 90 and 100 (is the numeral 17 and produces its name) orders numbers to at least 20 (determines the largest number in a group of numbers selected from 1 to 20). Numeral recognition and identification The student: identifies numerals from 0 to at least 100 (is shown the numeral 45 and produces its name) recognises a numeral from a given range up to 100 (is shown the numerals 70, 38, 56 and 26 and when asked which is 38, indicates the numeral). Student learning in numeracy has beyond Mathematics in the Victorian Curriculum F–10. Teachers are encouraged to identify links within their teaching and learning plans.
Quantifying_Numbers_Part_A.docx