Assignment 3 template

EDU20002: Assignment 3 Template

Student Name: Rumeysa Ongel

Student ID: 103011788

Setting: Primary School

Age group/Year level: Year One
Concept: Sequencing
Curriculum Link/s: ACMNA012: “Develop confidence with number sequences to and from
100 by ones from any starting point. Skip count by twos, fives and tens
starting from zero” (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 be flexible with numbers (Bobis, 1996). It helps students understand what

numbers mean, how our number system works, and how numbers relate to each other. Students start to

develop number sense even well before they start school. As they develop number sense they can grasp a

range of mathematical strategies at their disposal. They know when to use them and how to adapt them to

meet different situations. Number sense develops over time through opportunities to explore and play with

numbers. Visualizing numbers in different contexts, spotting relationships between numbers, and predicting

the patterns all contribute to good number sense (Gelman & Gellistel, 1978).

Representations of concepts can take a variety of forms (e.g., manipulatives, pictures, diagrams, gestures, or

symbols). By simply presenting objects (such as stamps on a flashcard) in various arrangements, different

mental strategies can be prompted. Year 1 students who use manipulatives or pictorial materials to represent

a mathematical concept are more likely to understand the concept. Their attitudes towards mathematics are

improved when teachers effectively use manipulatives to teach difficult concepts (Sowell, 1989; Thomson

& Lambdin, 1994). However, they need to be guided in their experiences with concrete and visual

representations so that they make the appropriate links between the mathematical concept and the symbols

and language with which it is represented.

Year 1 students develop their understanding of numbers by learning about different ways of representing

numbers and about the relationships among numbers. They learn to sequence in various ways, developing a

sense of magnitude. Games can be very useful for reinforcing and developing ideas and procedures

previously introduced to students. Although a suggested age group is given for each of the following games,

it is the student's level of experience that should determine the suitability of the game. Several

demonstration games should be played until they become comfortable with the rules and procedures of the

games.

Sequencing is a very important concept for preschool children to develop since it allows children to

recognize patterns that make the world more understandable and predictable. Children naturally encounter

several sequences and patterns in everyday life. That being said, having the right resources makes all the

difference teachers need to push their students far enough to develop their numerical literacy, without

overwhelming them either.

When teachers give attention to key pieces of knowledge that surround the operations, they help students to

develop a sense of how numbers and operations work together. Students who have this sense gain a deeper

understanding of the basic principles of the entire number system and are better able to make connections

with more abstract concepts (e.g., rational numbers) when those concepts are introduced.

Students with good number sense enjoy playing with and exploring numbers and number relationships. As a

result of these strategies, they can often find the most efficient solution to the problem. As grade 1 students

practice counting, they’re learning one-to-one correspondence, or how to match each object they’re

counting to each number they’re saying. To help them practice this concept, teachers should ensure to

provide students large groups of objects to count, and also allow them to work independently. By asking

them to double-check their answers. By allowing them to find their own mistakes, you'll better facilitate their

understanding of number sense.

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.
 Figure 1: Skip
counting song by 10.

ACTIVITY
1. Students will be able to explore Skip Counting by 10 Song,
where they will develop an understanding of sequencing in 10’s
2. Attention to this clip can be drawn to the patterns by the loud,
enthusiastic music and vibrant colors.
3. Identify the number of patterns in skip counting from 10's.
Activity
4. Nature gives us ten fingers, and so it is natural for us to count
One: in tens.
5. Predict what number to expect with a starting number and skip
counting numbers.

 This activity encourages number sense as it allows children to

develop confidence with number sequencing by 10’s.
 Students can engage and immerse in this experience with their
peers, where the teacher can keep track of the student's social
skills.
 Using videos for learning makes it a lot easier for students to
understand various topics and ideas. It's one of the best
learning tools that you can use for sure.

Activity
Two:

Figure 1: Skip counting

by 2's, 5's, and 10's.
 ACTIVITY
1. This activity encourages children to develop their patterns
of sequencing by 2's, 5's, and 10’s, as they use their gross
motor skills to hop onto each number.
2. Throughout this activity, the teacher will call out different
numbers using the sequencing method where children will
hop over to.
3. Students can engage and immerse in this experience with
their peers, where the teacher can keep track of student's
different sequencing skills.

 This activity encourages number sense as it allows children to

develop confidence with number sequencing by 2's, 5's, and
10's.
 This activity is beneficial as it can be completed
independently, which then allows the teacher to keep track and
document each child’s developmental levels.

Activity
Three: Figure 1: Fill in the
missing number.

ACTIVITY
1. This activity encourages children to develop their patterns
of sequencing the missing numbers from 0-10.
2. Throughout this activity, the teacher will place a few
numbers on the Velcro board, where the students will then
stick the correct numbers in the slots.
3. Students can engage and immerse in this experience with
their peers, where the teacher can keep track of each
student's different sequencing skills.
 This activity encourages number sense as it allows children to
develop confidence with number sequencing and having an
understanding of number patterns.
 Number lines are important because they present numbers in
real life. 
 This activity is beneficial as it can be completed
independently, which then allows the teacher to keep track and
document each child’s developmental levels.
Activity
Four:
Figure 1:
Sequencing students
measurements

Figure 2: Rulers

ACTIVITY
1. This activity encourages children to develop their patterns
of sequencing by measuring themselves.
2. Throughout this activity, the teacher will verbally record
each student's measurements.
3. Students will be able to use flashcards to place their
measurements accordingly.
4. Students can engage and immerse in this experience with
their peers, where the teacher can keep track of each
student's different sequencing skills.

 This activity encourages each student to work on their number

recognition skills.
 Using visuals for learning makes it a lot easier for students to
understand various topics and ideas. It's one of the best
learning tools that you can use for sure.
Activity
Five:

Figure 1: 1-100
number chart.

Figure 2: transparent
counters.

ACTIVITY
1. This activity encourages children to develop their patterns
of sequencing by applying the transparent counters on 2's,
5's, 10's.
2. Attention will be drawn to this experience as students can
use transparent counters to apply on the grid map.
3. Students can predict what patterns to expect with a starting
number and skip counting numbers.

 Students can build on their confidence by exploring number

sequencing.
 Students can engage and immerse themselves in this experience
individually where the teacher can keep track of each student's
different sequencing skills.
OVERVIEW:
An overview of what you will see that will demonstrate learning (250 words).

Through positive relationships, students can develop a growing awareness of mathematical dimensions in
the world around them. Each student is confident and involved learner. They are confidently able to develop
a strong understanding of number sequencing using a variety of different methods. Students can sequence to
and from 100 by one from starting at any given point. They can skip count by twos, fives, and tens, as they
start from zero (ACMNA012). When teaching sequencing teachers need to deliver intentional teaching to
each students learning capabilities. By using games students can be strongly motivated to use additional
steps and plan to achieve their desired goals. By students interacting in visual learning for sequencing, they
can ensure that the information they take in will get stored as long-term memory. Visual learning is also
engaging and exciting for students.

The teacher will collect the evidence of learning by observing the students as they apply the correct method
of sequencing with the resources provided. The purpose of experience it to see the development and

learning of students and how they understand, helping the teacher to plan the next task in correspondence to
it. The teacher also observes students accelerate their learning by fulfilling the gaps.
EXPLANATION:
An explanation of how children’s understanding of number sense could be further developed (250 words).

As some students may be quiet competent with sequencing, the teacher will provide more challenges to
stimulate the student's cognitive development and advance their knowledge to their learning capabilities.
However, students who may need excessive support, teachers will continue to provide encouragement and
additional ideas to support them to engage in both individual and collaborative activities. It is important for
teachers to continuously reflect on their teaching styles, to plan environments with appropriate levels of
challenge Teachers will ensure to provide opportunities and support students to engage in meaningful
learning relationships provide, sensory and exploratory experiences with natural and processed materials.

References

https://www.youtube.com/watch?v=dSdjzFl9H6k&t=35s

https://www.pinterest.com.au/pin/613334042974188042/

https://www.pinterest.com.au/pin/844917580076383017/
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%20because,%2C%20%2D%E2%88%9A2%2C%20etc.

https://www.pinterest.com.au/pin/358599189066882825/

https://www.pinterest.nz/pin/92253492354223815/

https://www.kindalin.com.au/eylf/4-0-children-are-confident-and-involved-learners/

https://www.pinterest.com.au/pin/335096028515295710/

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&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=A
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https://www.australiancurriculum.edu.au/media/3680/mathematics_-_sequence_of_content.pdf

https://padlet-
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https://research.acer.edu.au/cgi/viewcontent.cgi?article=1028&context=monitoring_learning

Trafton, P. (1992). Using number sense to develop mental computation and

computational estimation. In C. Irons (Ed.) Challenging Children to Think when they
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Gelman, R. & Gallistel, C. (1978). The Child's Understanding of Number. Cambridge,

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Fischer, F. (1990). A part-part-whole curriculum for teaching number to

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