Description
No longer in print, eBook only.
Richly illustrated with 72 full colour pages.
Early Mathematical Experiences is designed for teachers working with 4 – 6 year old children. It includes a variety of ‘play-based’ experiences that lay the foundation for learning mathematics. Background explanations are provided along with the associated language to use when providing young children with the experiences. While children are participating in these experiences they will be developing fine and gross motor skills.This well illustrated book will help teachers draw the most from the mathematical experiences.
Some examples of experiences are using jigsaws, sand & water play, construction and cooking.
Most of the activities are built around ubiquitous manipulatives.
| Early Mathematical Experiences | |
| Australian Curriculum Links | Concept |
| MNA 1: | name the last number in the count that represents how many in the set (cardinal value) |
| KMNA 2: | count objects by using one-to-one correspondence |
| KMNA 3: | know that numbers always happen in a conventional order (stable order) |
| KMNA 4: | begin to understand that the starting point and order in which you count them does not affect how many (order irrelevance) |
| KMNA 5: | begin to understand that the arrangement, size or differences of the objects doesn’t affect how many (abstraction) |
| KMNA 6: | recite number names in order, initially to 5, then to 10 consistently |
| KMNA 7: | recall what number is missing in a number line 1 to 10 |
| KMNA 8: | recognise numerals initially to 5 and then to 10 and begin to order them |
| KMNA 9: | partition small numbers (part, part, whole) |
| KMNA 10: | subitise small quantities of objects or standard patterns on a die |
| KMNA 11: | compare collections of objects and describe whether there is more, less, the same or not the same |
| KMNA 12: | copy and create simple two part patterns |
| Develop knowledge of measurement and geometry | |
| KMMG 1: | use the appropriate language of measurement to describe, compare and order: length, size, mass, height |
| KMMG 2: | describe the sequence of familiar events and routines and use the everyday language of time such as morning, afternoon, daytime |
| KMMG 3: | use language words to describe duration and relative duration, such as quick, slow, fast, it takes a long time |
| KMMG 4: | use positional language, such as on, under, behind, between |
| KMMG 5: | recognise names, sort and match basic two-dimensional shapes such as square, triangle and circle |
| Develop knowledge of statistics and probability | |
| KMSP 1: | sort, classify and match objects according to attributes, for example colours, sizes and shapes |
| KMSP 2: | order objects according to one attribute |
| KMSP 3: | answer simple questions to collect information, such as using yes/no and group items in response to questions such as favourite pets |
| Number | |
| ACMNA001: | Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point |
| ACMNA002: | Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond |
| ACMNA003: | Subitise small collections of objects |
| ACMNA289: | Compare, order and make correspondences between collections, initially to 20, and explain reasoning |
| ACMNA004: | Represent practical situations to model addition and sharing |
| Patterns and algebra | |
| ACMNA005: | Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings |
