Sometimes match number and quantity correctly. Recognise groups with one two or three objects. >Count up
to three or four objects by saying one number name for each item. Count out up to six objects from a larger
group. Count actions or objects that cannot be moved. Begin to count beyond 10. Select the correct numeral to
represent 1-5, then 1-9 objects. Count an irregular arrangement of up to 10 objects. Estimate how many
objects they can see and check by counting them. Know that numbers identify how many objects are in a set.
(Numbers as Labels and for Counting)
Begin to make comparisons between quantities. Know that a group of things changes in quantity when
something is added or taken away.> Show an interest in number problems. > Use own methods to work through
a problem. (Calculating)
Engage in activities requiring hand-eye coordination. Use one-handed tools and equipment. Understand that
equipment and tools have to be used safely. >Practise some appropriate safety measures without direct
supervision. (Using Equipment and Materials)
Counting and Cutting sheets
Transport sorts
Glue scissors and paper
Put a few transport sorts together in a pile and ask the children to guess how many there are. Count them
slowly moving each one to the side as you count. Did any of the children guess correctly? Give them lots of
praise. If the children appear to enjoy this estimating game, try it a few more times changing the amount
of objects each time.
Play with the transport sorts in the sand.
Older children
Counting/sticking transport sheets. Work in small groups and encourage the children to cut out the
pictures and stick the correct number in each box. Deliberately give the children the sheets to share
so that they need to cooperate, and discuss how many more they need from each other.
How, where, and by whom will the activity be delivered?
What is the focus for observations?
Make notes relating to “Numbers as Labels and for Counting”.
How did the children respond to the task?
What changes would you make to this activity before delivering
it again?