Representing whole numbers
Mathematics K–10 (2022) · Early Stage 1 · View this focus area on the NESA NSW Curriculum website ↗
Outcomes
MAE-RWN-01 demonstrates an understanding of how whole numbers indicate quantityMAE-RWN-02 reads numerals and represents whole numbers to at least 20Content dot points
Each dot point has its own page with resources matched to it.
Instantly name the number of objects within small collections
- Instantly recognise (subitise) the number of items in small groups of up to four items without counting
- Identify the number of items in different arrangements
Use the counting sequence of ones flexibly
- Count forwards to at least 30 and state the number after or before a given number, without needing to count from one
- Identify and distinguish the ‘teen’ numbers from multiples of ten with the same initial sounds
- Count backwards from a given number 20 or less
- Identify the number before as 'one less' and the number after as 'one more’ than a given number
Recognise number patterns
Connect counting and numerals to quantities
- Count with one-to-one correspondence, recognising that the last number name represents the total number in the collection
- Count out a specified number of objects (from 5 to 20) from a larger collection, keeping track of the count
- Make correspondences between collections (Reasons about quantity)
- Read numerals to at least 20, including zero
- Represent numbers as quantities to at least 20 using objects (such as fingers), number words and numerals
- Compare and order numbers to 20
- Use the term ‘is the same as’ to express equality of groups (Reasons about quantity)
Focus area resources
- Unit/PlanningAnnotated work samples – Early Stage 1, activity 1: combining and separating quantities
Early Stage 1 planning resources
Stage- or course-wide documents (scope and sequences, guides) that cover this focus area alongside others.
- Unit/PlanningMaking connections – Early Stage 1 (parallel content)
- Unit/PlanningSample scope and sequence – Early Stage 1