EDU20002 Assignment 3 - Folio
docx
keyboard_arrow_up
School
Swinburne University of Technology *
*We aren’t endorsed by this school
Course
20002SO
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
Pages
7
Uploaded by Ifrah101
EDU20002: Assignment 3
Setting:
Primary School
Age group/Year level:
Foundation
Concept:
Number Sense: Counting
Curriculum Link/s:
ACMNA002
“Connect number names, numerals, and quantities,
including zero, initially up to 10 and then beyond” (The Australian
Curriculum, Assessment and Reporting Authority [ACARA], 2018, version
8.4)
INTRODUCTION:
An introduction that outlines how children develop number sense. This explanation should focus on the
chosen age group/year level, take into consideration the developmental nature of mathematics
learning, and ensure it is linked to relevant research literature (500 words).
Number sense is the ability to understand and work with numbers in a flexible and intuitive way. It is a
foundational skill that is essential for success in mathematics, as well as many other areas of life.
Developing number sense begins in the early years of a child’s education and continues to be developed
throughout their academic journey.
In the first years of schooling, a variety of activities are employed to
enhance children's comprehension of counting and to assist them in identifying and generating numbers
within the counting sequence from 0 to 20. Activities involving whole-number counting can be conveniently
incorporated into children’s learning. (Reid & Andrews, n.d.).
In foundation, developing number sense involves learning the basics of the number system, such as
counting, recognizing, and writing numerals, and understanding the relationships between numbers.
Children also learn about basic arithmetic operations such as addition and subtraction and begin to explore
more advanced concepts such as multiplication and division as well as numeracy. However, number sense is
not just about memorizing formulas and rules. It also involves developing the ability to reason with
numbers, to make connections between mathematical concepts, and to solve problems using a variety of
strategies. This requires students to develop their critical thinking skills and to become confident in their
ability to think mathematically. Encouraging mathematical thinking includes describing, reasoning, and
recording information. (Nrich, 2014).
To develop mathematical knowledge, it is important for students to think critically, with number sense and
Assignment 3 template
numeracy playing a significant role in this process. Counting and addition skills are crucial components of
number sense development, as they reinforce a student's understanding of number names and concepts.
According to Bishop (1989), counting stimulates cognitive processes such as classification and pattern-
seeking. Counting activities can help students extend their natural learning and develop a deeper
understanding of numbers. To fully experience numerical concepts, it is essential for students to have the
opportunity to work with concrete objects and developing crucial number skills begins with learning to
count. (Way, 2014). Counting reinforces and expands students' natural learning capabilities. Engaging in
counting-focused activities has demonstrated success in helping students comprehend the notion of
numbers. Offering students, the chance to interact with numbers through a range of objects and contexts is
crucial (MacMillan, 2009). Incorporating hands on experiential activities promotes the acquisition and
understanding of mathematical principles, such as counting.
The Australian Curriculum specifies that children in their first year of school, known as the Foundation year,
should acquire the ability to comprehend language and count numbers in the correct order from 0 to 20. This
is a fundamental skill that enables them to develop more advanced mathematical concepts and gain essential
number sense abilities. As they become proficient in counting, they will be able to count larger numbers,
skip count, and identify patterns that emerge during counting. Furthermore, children well develop the ability
to recognize the size of a number, its relative position in the number system and the relationship between
different numbers. Which will lay the foundation for more advanced mathematical concepts and problem-
solving skills.
ACTIVITIES:
Five activities that will assist children in the chosen age group/year level build number sense (100
words for each activity—500 words in total). An image can be included in each section.
Activity
One:
Math Jenga
1. Number the Jenga blocks from 1 to 20 and
write a task on each numbered block, for
example “count backwards from 10”, “skip
count by 2s or “what is next number after 6”?
2. Students would take turns pulling out the
Figure 1: Jenga sheet
Activity
Two:
Activity
Three:
Figure 2: Jenga blocks
Number Match Game
1.
Use a laminated sheet with numbers
0-10 and round counters to count.
2.
Mix the number pieces and ask the
students to match the number with
its quantity using round counters.
3.
Students will need to create the
number using the counters.
4.
Encourage students to count the
objects in each square as they work
on the number match.
This number match activity helps students to
develop counting skills by connecting
numbers to quantities and helping them
understand number recognition.
The benefit is this activity helps students
develop problem solving and critical thinking
skills, as students match quantity to
numeral.
Figure 1: Laminated number sheets
with Instructions
Figure 2: Translucent Round Counters
Number Bingo
1.
Provide students with bingo cards and board
form 1-10.
2.
Each board has several different items for
students to match with their number cards.
3.
Students will each roll the dice and then will
need to find the corresponding numeral on
their bingo card.
4.
When students complete the numbers, they
shout “bingo”.
Figure 1: Number bingo
resource
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Activity
Four:
Activity
Five:
Figure 2: 10-sided dice
Counting jars
1.
Fill a clear jar with a set of small objects,
such as buttons, beads or small toys.
2.
Ask the students to guess how many
objects are in the jar and record their
guesses on paper.
3.
Once students make their guess, they
will count the object in the jar and write
the number of the object of the jar.
4.
Students then use a sheet of paper to
skip count in 2, 5 or 10s.
This counting objects in a jar activity helps
students develop their estimation and counting
skills. The benefit is students develop the ability
to skip count forward or backwards in a visual
and hands on way.
Figure 1: Jar fill with objects
Figure 2: Counting Jar Worksheets
Rainbow number game
1.
Students work in groups, choosing a number
card and then find the number using objects
in their bowl.
2.
Students go through the rainbow rice to find
objects using their hands or tweezers.
3.
The cards are a combination of different ways
numbers can be explored. For example,
number words, ten frames, tally marks and
numerals.
This activity helps students with number sense and
counting by reinforcing the idea of numbers matching
specific quantities of object. It helps develop counting
skills, spatial awareness and number recognition. It
provides children ability to use their fine motor skills
OVERVIEW:
An overview of what you will see that will demonstrate learning (250 words).
The activities described are aligned with the foundation year curriculum, specifically with regards to the
concepts of number sense and counting. These activities link to the content descriptor
‘ACMNA002,’connection between number names, numerals, and quantities, including zero, initially up to
10 and beyond.’ (ACARA, 2018, V.8.4). These activities enable students to learn new skills such as critical
thinking, mathematical expressions, skip counting and understanding the different ways numbers can be
represented. By using hands on manipulatives like dice, rainbow rice, small counters and objects students
can engage with and understand mathematical concepts better. The manipulatives’ tangible nature allows
students to use their senses in the learning process.
The activities are adaptable, as students can work alone, in pairs or in groups. Student led learning can be
established with these activities, as it allows students to take ownership of their own learning and work at
their own pace. The repetitive nature of the activities allows students to practice identifying and counting
numbers, while number name connections help them develop strategies in developing number recognition
and counting skills. These engaging activities develop students’ mathematical language and understanding
of their Zone of Proximal Development which contributes to the learning. Every lesson focuses in
establishing connections between numerals and words, as well emphasizes the concept that the order of
things does not impact the final quantity.
EXPLANATION:
An explanation of how children’s understanding of number sense could be further developed (250
words).
Providing the use of tangible materials can aid in the development of students' number skills. Continuing the
use of hands-on activities and interaction with their peers, students can engage in problem-solving,
Figure 1: rainbow rice, bowls,
prediction, reasoning, comparison, recall, counting, matching, and sorting. These activities enhance their
comprehension of mathematical concepts and language. Furthermore, hands-on activities provide
opportunities for students to practice calculations, which will help them demonstrate their understanding of
mathematical symbols. Counting-related activities have been proven to be effective in supporting students'
understanding of the number concept. Create simple number stories or word problems that involve counting
and connecting numerals, number names, and quantities. Encourage children to use manipulatives or
drawings to represent the quantities and solve the problems. Providing opportunities to include the use
interactive games or apps that require children to use ICT in developing number sense. Including practice of
choral counting with the whole class, start counting from zero and gradually increase the range of numbers.
Explicitly teach the concept of zero as a number. Use examples and activities that highlight the importance
of zero in counting and representing quantities. Scaffold children’s learning based on their ability and
progress. Encourage reflection by asking students to explain their thinking when connecting number names,
numerals, and quantities. This helps them develop a deeper understanding of the concepts and strengthens
their number sense. By incorporating these strategies and activities into your teaching and provide plenty of
opportunities for practice and differentiate your instruction to meet the diverse needs of your students would
help children further develop number sense.
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Australian Curriculum: F-10
overview: Numeracy: Australian Curriculum v.8.4. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/?
year=11751&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+
Probability&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Co
mmunication+Technology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&ca
pability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aborigin
al+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&sco
tterms=false&isFirstPageLoad=false
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018d). Australian Curriculum: F-10
overview: Mathematics aims: Australian Curriculum v.8.4. Retrieved from
https://www.scootle.edu.au/ec/search?accContentId=ACMNA002
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Bishop A (1988) Mathematical Enculturation: A Cultural Perspective on Mathematics Education. Dordrecht,
The Netherlands: Kluwer Academic Publishers.
Brady, K., & Winn, T. (2017). Maths Skills for Success at University. Oxford University Press.
Macmillan, A. (2009). Numeracy in Early Childhood: Shared Contexts for Teaching and Learning. Victoria,
Australia: Oxford University Press
Nrich. (2014). Counting and comparing numbers. Retrieved June 8, 2023, from
https://nrich.maths.org/11309
Reid, A., & Andrews, B. (n.d.). Fostering understanding of early numeracy development. Journal of Early
Childhood Mathematics, 6(2), 20-35.
https://research.acer.edu.au/cgi/viewcontent.cgi?
article=1028&context=monitoring_learning
Way, J. (2014). Number sense series: Developing number sense. National Council of Teachers of
Mathematics.
https://www.nctm.org/Store/Products/Number-Sense-Series--Developing-Number-Sense/
‘Math Jenga.’ Retrieved from
https://theprimaryparade.com/math-jenga/
‘Number Match Game.’ Retrieved from
https://www.pinterest.com.au/pin/number-formationrecognition-
and-matching-quantity-to-numeral--568649890434364310/
‘Translucent Round Counters.’ Retrieved from
https://www.teaching.com.au/product/RGP105
‘Counting Jar.’ Retrieved from
https://littlemisskindergarten.blogspot.com/2015/09/the-counting-jar-
freebie.html
‘Counting Jar Worksheets.’ Retrieved from
Counting Jar Math Activity | Math activities, Math, Math geek
(pinterest.com.au)
‘Rainbow Number Game.’ Retrieved from
https://blog.teaching.com.au/10-hands-on-numeracy-ideas-for-
children/
‘Number Bingo.’ Retrieved from
https://www.smartkids.co.nz/products/number-bingo
‘10-sided dice.’ Retrieved from
https://www.cleverclassroom.net.au/products/10-sided-dice