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`Aligned with the Foundation Year Maths Australian Curriculum 9.0, these maths activities will keep your students on-task and engaged throughout their maths lessons. This pack includes hands-on, colourful and fun number activities for your maths centres, lesson plans, teacher checklist, assessment tasks and an editable marking rubric, all aligned closely with ACARA 9.0. THIS PACK COVERS...Foundation Year Maths: Number - Quantifying and Comparing Collections SAVE 30% BY PURCHASING The Foundation Year Maths 9.0 Number Bundle Contained in this pack you will find: ➡️ 5 lessons aligned with each elaboration:How can we tell who has more or less?How can we tell 'How many'?How can we use counting to help us?How do different cultures count?How can we use body-tallying to help us count? ➡️ 3 PowerPoints you can use as a whole class for an introduction to topics or as revision before the start of each lesson ➡️ 14 different hands-on printable activities you can use to teach each lesson and as reinforcement activities for math centres in subsequent lessons ➡️ Assessment checklist➡️ Assessment booklet (to use as a formative or summative assessment)➡️ Editable marking rubric You may also enjoy my other ACARA 9.0 packs:Foundation Year HASS BundleFoundation Year Science Bundle * Please Note: If you are having any trouble saving this large zipped file due to the length of the title or the file size, try saving the file to your desktop and unzipping there first.`

Foundation Year Maths Number Quantifying and Comparing Collections ACARA 9.0

SKU: MATHFYN-QCC
\$15.00Price
• File Info

1 x PDF (101 pages), 3 x PPT, 1 x PPT editable rubric

• ACARA Alignment

ALIGNED WITH ACARA 9.0

Foundation Year Maths - Number

AC9MFN03

quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning

• using counting to compare the size to two or more collections of like items to justify which collection contains more or less items
• establishing the language and process of counting, 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 question of "How many?"; for example saving numbers in sequence while playing and performing actions
• using counting and one-to-one correspondence to quantify the number of items required for a purpose; for example, when asked to collect enough scissors for each member of their group to have a pair, counting each member and using the total count to know how many to collect
• discussing how different cultures may have alternative ways of representing the count; for example, discussing how people of the Asia region use an abacus or Chinese hand gestures
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