Description
Intentional teaching activities to develop counting skills.
Designed for early childhood teachers’ right through to Year 2 this book includes a variety of practical ideas and games suited for young children. Clear links between the strategies and the Australian Curriculum are made so that teachers can be sure they ‘are on track’ with the latest curriculum developments. The book includes a set of colour game-boards that teachers may copy for use in their classrooms.
Full A3 Games can be found in the Book Extras section in Downloadables.
This book is based on research of how children learn early number concepts and features a map of development and a series of checklists so teachers can monitor progress.
Written in collaboration with Kelly Norris.
| Make it Count | |
| Australian Curriculum Links | |
| AC Link(s) | Mathematics Concept |
| ACMNA001 | Practising the verbal counting sequence |
| ACMNA002 | Establishing the principles of counting collections |
| ACMNA002 | Counting out to 6 |
| ACMNA003 | Subitising to 6 |
| ACMNA002 | 1:1 correspondence, adding and subtracting one |
| ACMNA002 | |
| ACMNA001 | Adding/subtracting small quantities from a collection |
| Linking ‘how many’ with position on a numbered track | |
| ACMNA002 | Count out to 6 |
| ACMNA002 | |
| ACMMG009 | Counting and counting-out to 6 |
| Recognising the number of sides on familiar 2D shapes | |
| ACMNA001 | |
| ACMNA004 | Developing the forward counting sequence from one |
| Developing the backwards counting sequence from various numbers | |
| Adding a subtracting with small quantities | |
| ACMNA002 | |
| ACMNA003 | Cardinality (how many in a set) |
| Subitising in a ten frame | |
| ACMNA001 | |
| ACMNA002 | |
| ACMNA015 | Verbal counting sequence |
| Cardinality | |
| Adding to an unseen collection (to develop counting-on) | |
| ACMNA001 | |
| ACMNA002 | Cardinality (how many in the set) by subtracting one from a small collection |
| ACMNA002 | |
| ACMNA015 | Cardinality, adding to a known but unseen collection to develop counting-on |
| ACMNA289 | |
| ACMNA003 | Comparing unit lengths |
| Subitising small numbers in domino patterns | |
| ACMNA289 | |
| ACMNA003 | Comparing unit lengths |
| Subitising small numbers in domino patterns | |
| ACMNA289 | |
| ACMNA003 | Comparing unit lengths |
| Subitising small numbers in domino patterns | |
| ACMNA289 | |
| ACMNA001 | |
| ACMNA003 | Comparing numbers one more/one less |
| Starting the count sequence at any point | |
| Subitising using playing cards 1-10 | |
| ACMNA015 | Using conceptual subitising (pattern recognition) to partition small numbers in different ways |
| ACMNA015 | Using conceptual subitising (pattern recognition) to partition small numbers in different ways |
| ACMNA012 | Reading and reciting the counting sequence |
| ACMNA002 | |
| ACMNA013 | Rapid recognition of numerals |
| Visual tracking applied to numerals | |
| ACMNA015 | Counting hidden collections to develop counting-on |
| ACMNA289* | |
| ACMNA013 | |
| ACMNA027 | Understanding relative magnitude, plotting numbers on empty number lines |
| ACMNA015 | Counting-on with objects |
| ACMNA015 | Counting-on using a number line |
| ACMNA015 | |
| ACMNA030 | Counting-on with numbers |
| ACMNA015 | Learning doubles facts to 9+9 with concrete/picture aids |
| ACMNA015 | |
| ACMNA030 | Learning doubles to 9+9 and using doubles to calculate related facts (+1/-1) |
| ACMNA015 | Learning number combinations to 10 |
| ACMNA030 | Using a bridging-ten strategy for addition |
| ACMNA030 | Adding ten to two-digit numbers |
