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NA1-5: Generalise that the next counting number gives the result of adding one object to a set and that counting the number of objects in a set tells how many.

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Elaboration on this Achievement Objective

This means students will understand the link between the cardinal and ordinal aspects of counting. The ordinal aspect refers to the fact that counting numbers have a conventional order. The last number in a count tells how many objects are in a set if all the objects are matched in one-to-one correspondence to the sequence of counting numbers. The next number in the counting sequence tells the result of adding an object while the number before in the sequence tells the count when an object is removed. The cardinal aspect involves knowing that when counting a set of items the last number describes all the items in the set, no matter their colour, size, arrangement or other attributes. This count can be trusted and built upon.

 

Teaching resources for this Achievement Objective
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Baker's dozen

Level One
Number and Algebra
Rich learning activities
The purpose of this activity is to engage students in generalising the difference between two sequential counting numbers, in context.
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Card collections

Level One
Number and Algebra
Rich learning activities
The purpose of this activity is to engage students in logical thinking and simple addition and subtraction.
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Counting on Counting

Level One
Number and Algebra
Units of Work
This unit supports students to count with both proficiency and conceptual understanding.
  • Understand that the number of objects in a set stays the same as changes are made to the following attributes of each object:
    • spatial layout
    • size
    • colour
  • Understand that the count of a collection of objects can be trusted and worked from as:
    • objects are added or taken away
    • the set is rearranged into parts
  • U300
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Learning to count: Counting one-to-one

Level One
Number and Algebra
Units of Work
This unit develops students’ understanding of, and proficiency in, counting one-to-one.
  • Understand that the number of objects in a set stays the same as changes are made to spatial layout, size, or colour.
  • Understand that the count of a collection of objects can be trusted and worked from as objects are added or taken away, or the set is rearranged into parts.
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Learning to count: Exploring collections

Level One
Number and Algebra
Units of Work
This unit supports students in using counting to compare and combine collections.
  • Use counting to find the number when two different collections are compared (difference).
  • Use counting to find the number when two or more collections are joined (addition).
  • Use counting to find the number when objects are removed from a collection (subtraction).
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Manu's song

Level One
Number and Algebra
Problem solving activities
This problem solving activity has an algebra focus.
  • Describe and continue a repeating number pattern.
  • Use ordinal numbers (i.e. numbers used to represent order).
  • Devise and use problem solving strategies to explore situations mathematically (guess and check, make a drawing, use equipment).
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Skip it to multiply it

Level One
Number and Algebra
Units of Work
This unit explores early multiplication where ākonga are encouraged to skip count to solve story problems, rather than counting all.
  • Skip count in twos and fives.
  • Skip count to solve simple multiplication problems with a sum of up to 20.
  • Solve simple multiplication problems in various ways and talk about how they found the answer.
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Ten in the Bed - Patterns

Level One
Number and Algebra
Units of Work
The unit uses the poem “Ten in the Bed” as a context for the students to begin to explore patterns in number and patterns within texts.
  • Identify a number pattern.
  • Identify repeating patterns in texts.
  • Guess and check for the next number in a pattern.
  • Predict "what comes next" based on the understanding of the pattern in number and text.