N&A4.3 Students make parts from a whole object or activity.
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Teaching Strategies
Touch cues »Take up time »
Role play »
Questioning »
Correcting errors »
Attribute meaning »
Modelling »
Independent practice »
Strategic pausing »
Prompting »
Shaping »
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
Food itemsPuzzles
Lego / Duplo
Train tracks
File folder
Opening containers / lunch boxes
Cutting / ripping paper
Play dough
Assessment Record
Download Assessment Record »
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Early Stage 1 Outcome 2012 NES 1.4 Describes halves, encountered in everyday contexts, as two equal parts of an object. WMES1.1 Asks questions that could be explored using mathematics in relation to Early Stage 1 content (Questioning) WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies) WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating) WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning) |
Early Stage 1 Outcome 2015 MAe-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings. Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions. MAe-7NA: Describes two equal parts as halves.
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Life Skills 7-10 Outcome 2015 MALS-8NA Recognises and compares fractions in everyday contexts.
HSC Life Skills 11-12 Outcomes 2007 1.6 demonstrates knowledge, understanding and application of basic fractions and decimals. |
Framework Indicators
- Interacts with a whole object, activity or puzzle and separates into parts.
- WM Cut a play dough snake into pieces and report on the number of pieces.
Teacher Language
Give an instruction
‘SN now you take the pizza apart’.
Make a Statement
‘This is a picture of a …..’.
‘I am taking this ….. apart and making X pieces’.
‘These X pieces make a whole ……’.
‘You have made x pieces’.
Ask a question
‘How many pieces do you have?’
‘Can you make a whole…..’.
Correction/prompt
‘Is it in parts?’
‘Are there more parts?’
When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at thebeginning of Number. Fade this support as the student works towards developing independence.
Teachers are to give a student the opportunity to interact with puzzles/items that have more than two parts. Teacher states, ‘This is a picture of a …..e.g. pizza’. (Picture has 6 pieces / parts). Teacher is to ensure the picture is complete and all parts are in their correct place. The teacher models first, taking the picture/puzzle apart into more than two pieces. Teacher states, ‘I am taking this pizza apart and making 6 pieces. These 6 pieces make a whole pizza’. Once this is done, the teacher puts the pizza back together and states ‘SN, now you take the pizza apart. You have made 6 pieces’.
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