This Mathematics unit addresses a range of number concepts involving identifying, sequencing and representing.
It consists of 10 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
An assessment task for monitoring student understanding of the unit objectives is included and will require an additional lesson.
Overview
Objectives
To identify the numbers from 0 to 10.
To identify numbers in our environment.
To sequence the numbers from 1 to 10.
To sequence the numbers from 1 to 20 and identify missing numbers.
To identify number patterns to 20.
To understand how number stories and rhymes can help with counting.
To count small collections to identify 'how many'.
To connect numbers by their name, numeral and quantity.
To use subitizing to count small collections.
To quickly identify a small collection of objects with the use of subitizing.
Preparing for Learning
Prior to commencing the unit, develop a numbers display in the classroom. Display posters, word wall vocabulary and learning goals that the students will engage with throughout the unit to stimulate their learning. For examples of such resources, browse the Place Value category on the Teach Starter website.
There are many concepts to address when introducing numbers to younger students. The lessons in this unit cover a range of these concepts, many of which have varying degrees of complexity. Teachers are encouraged to select lessons from the unit that best suit the learning needs of their students, or to adapt lessons accordingly.
Some of the resources which accompany this unit plan will need to be prepared prior to teaching. For this reason, it is advised that teachers browse through all lessons before commencing the unit.
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