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Elaboration ACMNA001

reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures

Elaboration (1) ACMNA001

identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built

Elaboration (2) ACMNA001

developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes

Elaboration (3) ACMNA001

understanding that numbers are said in a particular order and there are patterns in the way we say them

Elaboration ACMNA002

understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are, and that the last number counted answers the ‘how many’ question

Elaboration (1) ACMNA002

using scenarios to help students recognise that other cultures count in a variety of ways, such as the Wotjoballum number systems

Elaboration ACMNA003

using subitising as the basis for ordering and comparing collections of numbers

Elaboration ACMNA289

comparing and ordering items of like and unlike characteristics using the words ‘more’, ‘less’, ‘same as’ and ‘not the same as’ and giving reasons for these answers

Elaboration (1) ACMNA289

understanding and using terms such as ‘first’ and ‘second’ to indicate ordinal position in a sequence.

Elaboration (2) ACMNA289

using objects which are personally and culturally relevant to students

Elaboration ACMNA004

using a range of practical strategies for adding small groups of numbers, such as visual displays or concrete materials

Elaboration (1) ACMNA004

using Aboriginal and Torres Strait Islander methods of adding, including spatial patterns and reasoning

Elaboration ACMNA005

observing natural patterns in the world around us

Elaboration (1) ACMNA005

creating and describing patterns using materials, sounds, movements or drawings

Elaboration ACMMG006

comparing objects directly, by placing one object against another to determine which is longer or by pouring from one container into the other to see which one holds more

Elaboration (1) ACMMG006

using suitable language associated with measurement attributes, such as ‘tall’ and ‘taller’, ‘heavy’ and ‘heavier’, ‘holds more’ and ‘holds less’

Elaboration ACMMG007

knowing and identifying the days of the week and linking specific days to familiar events

Elaboration (1) ACMMG007

sequencing familiar events in time order

Elaboration ACMMG008

choosing events and actions that make connections with students’ everyday family routines

Elaboration ACMMG009

sorting and describing squares, circles, triangles, rectangles, spheres and cubes

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Cross Curriculum Priorities