Level: Foundation and Year 1

Author: Janine Sprakel

Description:

The purpose of counting is to find ‘how many’ we have altogether. The focus of this activity is for students to count a variety of objects in their home environment, and write the number for each.

List of resources

• Pencils and paper OR a copy of this worksheet for each child
• Clock with a second hand (or a stopwatch, or stopwatch app on a phone)

What to do:

Print the mind map, or draw your own

Instructions:

• Print the worksheet, or the child could copy and answer each item
• Encourage counting out loud. It is OK to touch and count
• The child records the number for each set of objects counted. There is no single, correct answer
• Students should complete as many as they are able

We want children to:

• Use the language of counting.
• Assign numerals to the quantities they count.
• Record the numeral for the quantity counted correctly.
• Explain that the purpose of counting is to find how many we have altogether.

Notes for parents:

• Writing numbers is hard at this age, students often mirror the numbers. See this webpage for a suggested way to write numbers. Children do get better at writing numbers with more practice.
• Encourage the child to count out loud as they go. Your mindset is as important as your child’s. Foster a growth mindset. Instead of thinking “I can’t do this”, encourage them to say, “I can’t do this, yet!”
• Some children will need an adult or older child to read these items to them.
• Modify to suit your child. For example, if you live in an apartment and don’t have a back door… change it to How many … steps from your front door to your television?
• Let the child do their best and keep it light and fun.

This activity covers the following Australian Curriculum – Mathematics Content:

Foundation

• Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)
• Connect number names, numerals and quantities, including zero, up to 10 and then beyond (ACMNA002)

Year 1

• Count to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)
• Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)
• Count collections to 100 by partitioning numbers using place value (ACMNA014)