supplementary numeracy interview - · pdf file• whose rate of progress needs to be...

The Supplementary Numeracy Interview has been created out of the need to adapt theEarly Years Interview to cater for students who may be:• working at pre level one Curriculum Standard Framework’s (CSF) points of growth,• whose rate of progress needs to be monitored /viewed in smaller stages.

The Supplementary Numeracy Interview expands the Growth Points for level one intoBeginning and Consolidating Stages of Mathematical Development in Number, Space andMeasurement, it also includes pre level one stages of Mathematical Development in Number.

The Supplementary Numeracy Interview’s Stages of Mathematical Development are crossed referenced with the Early Years Points of Growth which indicate established Level One and CSFLearning Outcomes for Level One.

The Supplementary Numeracy Interview has been designed to be used in a similar way as theEarly Years Interview in that it:• is administered by class teachers with students individually• has set tasks and scripted directions• is user friendly with resources clearly set out• has documents which are reproducible for the purpose of carrying out this interview.

The documents are provided on CD for ease of printing.

The Supplementary Numeracy Interview includes:• Stages of Mathematical Development• Directions• Recording sheets• Kit -

- student worksheets- templates- equipment list.

Concord School - 411 Grimshaw Street, Bundoora VIC Australia 3083Phone: (03) 9467 3272 • Fax: (03) 9467 8018 • email: [email protected]

Design, Illustration and Mutimedia Presentation: Chris Petrie - email: [email protected]

CONCORD

Supplementary Numeracy Interview

Introduction

Copyright © 2004 Concord School

All rights reserved.

Except for the original purpose for which this product was purchased and is intended, this manual and its contents may not be reproduced by any means of copy or electronic transfer in whole or in part without prior written approval of the Concord School.

CONCORD


CONTENTSStages of Mathematical Development

NUMBER - Pre Level One 6Beginning Level One 6Consolidating level One 7

SPACE - Beginning Level One 8Consolidating level One 8

MEASUREMENT - TIME Beginning Level One 9Consolidating level One 9

- LENGTH Beginning Level One 9Consolidating level One 9Beginning Level One 10Consolidating level One 10

Directions

NUMBER - 1. Pre Level One 112. Beginning Level One 123. Consolidating level One 13

SPACE - 4. Beginning Level One 145. Consolidating level One 15

MEASUREMENT - TIME 6. Beginning Level One 167. Consolidating level One 16

- LENGTH 8. Beginning Level One 179. Consolidating level One 17

- MASS 10. Beginning Level One 1811. Consolidating level One 18

Recording Sheets

NUMBER - Pre Level One 19Beginning Level One 20Consolidating level One 21

SPACE - Beginning Level One 22-23Consolidating level One 24-25

MEASUREMENT - TIME Beginning Level One 26Consolidating level One 26-27

- LENGTH Beginning Level One 28Consolidating level One 28

- MASS Beginning Level One 28Consolidating level One 28

Kit

NUMBER 29SPACE 29MEASUREMENT 30

©Concord School Supplementary Numeracy Interview

CONCORD


CONTENTSTemplates

NUMBERTemplate No.1 Number cards 0 – 20 31-34 Template No.2 Ordinal Number Card 35

SPACETemplate No.3 Shape Cards 36-37Template No.4 Shapes Picture 38Template No.5 Location Pictures 39

MEASUREMENTTemplate No.6 Day and Night Card 40Template No.6a & 6b Sleeping / Playing 41Template No.7 Sequence Cards 42Template No.8 Clock 43Template No.9 Length Card 44

Student Worksheets

NUMBERStudent Worksheet No.1 Record Single Digit Numbers 45Student Worksheet No.2 Record Numbers to 20 46

SPACEStudent Worksheet No.3 Maze 47Student Worksheet No.4 Copy Shapes 48Student Worksheet No.5 Draw a Face 49Student Worksheet No.6 Draw Shapes 50

MEASUREMENTStudent Worksheet No.7 Drawing Lines 51


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6

Stages of Mathematical Development

NUMBER1. Pre Level One1.1 Uses 1-to-1 correspondence. Object to object. eg match one knife to each fork.1.2 Matches number symbols.1.3 States some number names (but not in sequence).1.4. When counting objects, knows the last number stated is the amount of the

collection.1.5 Rote counts to 5.1.6 Uses 1-to-1 correspondence; oral number to object.1.7 Identifies number symbols up to 5 by pointing.

2. Beginning Level One2.1 Rote counts to 10.2.2 Can conserve number (understands that the number of objects in a collection

does not change by the collection being moved around or spread out).2.3 Reads some single digit numbers.2.4 Records some given single digit numbers.2.5 Continues a simple pattern.2.6 Makes a collection of up to 10 objects.2.7 Can touch count a given collection up to 10.2.8 Compares two small collections (eg same, more, less).


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3.1 Can sequence number symbols to 10.3.2 Rote counts to 20.3.3 Can place objects in order 1st to 5th.3.4 Reads all numbers to 10, some numbers to 20.3.5 Records all numbers to 10, some numbers to 20.3.6 Makes a collection of up to 20.3.7 Can touch count a given collection up to 20.3.8 Knows numbers after a given number to 10.3.9 Knows numbers before a given number to 10.

3. Consolidating Level One

7


NUMBER

Early Years BranchPoints of growth which indicate established Level One.• Rote count the number sequence to at

least 20.• Confidently count a collection of around

20 objects.• Read, record, interpret and order

single-digit numbers.• Count all to find the total of two

collections.

Curriculum Standard Frameworks IILearning Outcomes - Level One

• Count, compare and order collections of at least 20 objects.

• Model numbers up to at least 10 and use counting strategies to find and verbalise relationships between small numbers.

• Recognise and write numerals from 1 to 10 and use them to record simple addition and subtraction facts and doubles

• Use knowledge of numbers, counting and addition and subtraction relationships to explore and describe simple, everyday numerical situations including the use of money.

• Use materials and calculator to recognise,generate and represent simple number patterns.


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Early Years Branch

8


SPACE

4.1 Matches basic colours.4.2 Identifies basic colours by pointing.4.3 Matches simple shapes.4.4 Identifies simple shapes by pointing.4.5 Follows a short path on a simple drawing.4.6 Copies simple shapes.4.7 Makes a representation of a face by drawing.4.8 Understands simple location words to follow oral directions.

4. Beginning Level One

• Sort and compare shapes using some geometrical language to describe their features.

• Recognise static images in embedded situations.

• Recognise and name some simple shapes and objects and use everyday language to describe shape and function.

• Make and draw reasonable representationsof simple shapes.

• Copy reasonable representations of simplespatial pictures and patterns.

• Use shapes and orientation to fit several simple shapes together by coping or by matching lines.

• Use and understand simple everyday location words to follow an oral direction.

• Follow short paths on simple drawings and models.

• Represent parts of familiar environments by building models.

5.1 Names basic colours.5.2 Names simple shapes.5.3 Draws reasonable representations of simple shapes.5.4 Recognises shapes in a picture.5.5 Describes features of shapes using everyday language (eg corners, round, sides).5.6 Uses location words to describe the position of an object.5.7 Understands location words to follow oral directions.


Points of growth which indicate established Level One.



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9


MEASUREMENT - TIME6. Beginning Level One6.1 Identifies day and night.6.2 Relates activities to correct time of day.6.3 Describes current time (day or night).6.4 Orders daily activities in a sequence.

7. Consolidating Level One7.1 States some days of the week.7.2 States all days of the week in order.7.3 Relates days of the week to their own life.7.4 States some months of the year.7.5 States all months of the year in order.7.6 States what clocks are used for.

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MEASUREMENT - LENGTH

8. Beginning Level One8.1 Matches objects of same length.8.2 Uses appropriate language of comparison for length.8.3 Identifies between long and short.

9. Consolidating Level One9.1 Orders objects by length.9.2 Measures length using informal methods.


CONCORD MEASUREMENT - MASS

10.1 Identifies between heavy and light.10.2 Matches objects of the same mass.


10


Early Years Branch

• Compare, order and match objects by length.

• Compare, order and match objects by mass.Knows some clock times, some days of the week and months of the year, and relates key events (personal, community) to these.

• Identify attributes of object and describe those attributes in the everyday language of measurement.

• Estimate, measure and compare the size of objects using informal methods.

• Relate time to, and describe time in terms of, familiar recurring phenomena within their lives.

• Relate the function of clocks in the telling of time.

• Recognise that some events involve chance. Investigate and describe events that involve chance and recognise the unpredictable outcome of particular outcomes.

• Pose questions with guidance and collect information in order to answer the questions posed.

• Represent, summarise and discuss data using concrete and pictorial displays and oral descriptions.

11.1 Orders objects by mass.11.2 Compares the mass of two objects using a balance scale.


Points of growth which indicate established Level One.



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STAGES TASK / SCRIPT MATERIALS

Place number cards on table, notin order.‘Point to number 4’‘Point to number 2’ etc.

Place out six knives.‘Can you put one fork witheach knife’

Place out number cards 1 to 5,not in order. Give child the otherset.‘Can you match these cards withthe ones on the table’

‘Can you tell me some numbers’

Place animal counters on the table.‘Can you count the animals’pause and collect animals.‘How many animals were there’

‘Can you count for me’

Place animal counters on table.‘Can you count them’

11

Directions

NUMBER1. Pre Level One

Six plastic forks and knives.

Two sets of number cards1 to 5.(Template No.1)

Oral.

Five animal counters.

Oral.

Five animal counters thesame colour.

One set of number cards.1 to 5.

1.1 Uses 1-to-1 correspondence. Object to object eg match one knife to each fork.

1.2 Matches number symbols.

1.3 States some number names (but not in sequence).

1.4 When counting objects,knows the last number stated is the amount of the collection.

1.5 Rote counts to 5.

1.6 Uses 1-to-1 correspondence; oral number to object.

1.7 Identifies number symbols up to 5 by pointing.


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Place six animal counters on thetable.‘Can you tell me how many animals there are’Increase or decrease the numberuntil they reach their limit.


Place animals counters (between 5 and 10) in a line on the table.‘How many animals are there’Place all these animals in a group,‘How animals many are therenow in this group’

Place number cards on the table(not in order)‘What is this number, etc’

‘Can you write number 3’‘Can you write number 8 etc’

Construct a pattern alternatingtwo different colours, of animalcounters. eg, red, blue, red, etc‘Can you finish the pattern thatI have started’

‘Can you make me a group of ……6 animals etc’Increase or decrease the numberuntil they reach their limit.

12

Directions

NUMBER2. Beginning Level One

Oral.

Ten animal counters thesame colour.

One set of number cards 0 to 9.

Student worksheet No.1 andpencil.

Animal counters – all colours.

10 animal counters

10 animal counters


2.2 Can conserve number.(Understands that the number of objects in a collection does not change by the collection being moved around or spread out.)

2.3 Reads some single digitnumbers.

2.4 Records some given single digit numbers.

2.5 Continues a simple pattern.

2.6 Makes a collection of up to 10 objects.

2.7 Can touch count a given collection up to 10.

2.8 Compares two small collections (eg same,more, less).

Make three groups (two with fiveanimals, one with two animals)‘Which groups are the same’Make another three groups (onewith two animal counters, one withfour animals counters and one withsix animal counters).‘Which group has less’‘Which group has more’

12 animal counters – all thesame colour.


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Place sixteen animal counters onthe table.‘Can you tell me how many animals there are’

Increase or decrease the numberuntil they reach their limit.


Scatter the cards out of order onthe table.‘Can you put these in order’


If they stop before 20 ask them tocontinue.

Place Template No.2 on the table andshow the child where the start is.‘Can you place this animal onthe second dot, this one on thefourth dot, this one on the firstdot, this one on the third dot,and this one on the fifth dot.’

Place all number cards on table,out of order.‘What is this number’

‘Can you write number 4’‘Can you write number 12’, etc.(if cannot write use calculator).

‘Can you make me a group of ……16 animals etc’.Increase or decrease the numberuntil they reach their limit.

13

Directions

NUMBER3. Consolidating Level One

One set of number cards, 1to 10.

Oral.

Five different coloured animal counters.(Template No.2)

Set of number cards totwenty.

Student worksheet No.2 orcalculator.

20 animal counters.

20 animal counters.

3.1 Can sequence number symbols to 10.


3.3 Can place objects in order 1st to 5th.

3.4 Reads all numbers to 10,some numbers to 20.

3.5 Records all numbers to 10,some number to 20.

3.6 Makes a collection of up to 20.

3.7 Can touch count a given collection up to 20.

3.8 Knows numbers after a given number to 10.

‘What number comes after 6’

Increase or decrease the numberuntil they reach their limit.

Oral.

Oral.‘What number comes before 6’Increase or decrease the numberuntil they reach their limit.

3.9 Knows numbers before a given number to 10.


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‘Can you draw a face’‘with eyes’ etc.


Place out one set of colour cards.‘Can you match these colourcards with the ones on thetable’

Place colour cards out on table.‘Point to blue, point to pink’ etc.

Place out one set of shapes.‘Can you match these shapeswith the ones on the table’

Place shapes out on table.‘Point to triangle, point to circle’ etc.

‘Can you draw a line on thepath’

‘Can you copy these shapes’

14

Directions

SPACE4. Beginning Level One

Two sets of (10) colour cards.

Yellow, blue, red, green,purple, orange, pink, brown,white and black.

One set of (10) colour cards.

Two sets of (5) shape cards(Template No.3)

Circle, square, triangle, ovaland rectangle.

One set of (5) shape cards.

Student Worksheet No.3



4.1 Matches basic colours.

4.2 Identifies basic colours bypointing.

4.3 Matches simple shapes.

4.4 Identify simple shapes by pointing.

4.5 Follows a short path on a simple drawing.

4.6 Copies simple shapes.

4.7 Makes a representation ofa face by drawing.

4.8 Understands simple location words to follow oral directions.

‘Can you point down’‘Can you put the animal inthe box’‘Can you put the animal onthe box’‘Can you put the animalunder the box’‘Can you point up’

Small box, one animal.


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Place colour cards out on table.‘What colour is this’

Place shapes on the table.‘What shape is this’

‘Can you draw a circle, triangle,square, rectangle, oval’

‘What shapes can you see in thispicture’

Place the square on the table.‘What does this shape look like’

Place the circle on the table‘Why is this one different’

Place the triangle on the table.‘What can you tell me aboutthis shape’

‘Where is the car’‘Where is the girl’‘Where is the frog’‘Where is the dinosaur’‘Where is the bear’

15

Directions

SPACE5. Consolidating Level One

One set of colour cards.

One set of shape cards.

Student worksheet No.6.

Shape picture

Shapes - circle, square,triangle.

Location Pictures(Template No.5)

5.1 Names basic colours.

5.2 Names simple shapes

5.3 Draws reasonable representations of simple shapes.

5.4 Recognises shapes in a picture.

5.5 Describes features of shapes using everyday language,(eg corners, round, sides).

5.6 Uses location words to describe the position of an object.

5.7 Understands location words to follow oral directions.

‘Can you go beside the chair’‘Can you go behind the chair’‘Can you go around the chair’‘Can you go in front of the chair’‘Can you go between the chairand me’

Student chair.


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Place out Template No.6. Point to picture of night. ‘When is this.’

Point to day. ‘When is this’

Give Card No. 6a to student,(to match to Template No.6).‘When would you go to bed’

Give Card No. 6b to student,‘When would you play’

Using Template No.6.‘Which time is it now’

Place sequence cards out.‘Which one comes first, next’ etc.

16

Directions

MEASUREMENT - TIME6. Beginning Level One

Day and Night picture(Template No.6)

Day and Night pictureSleeping / Playing cards(Template No.6, 6a and 6b)

Day and Night picture

Sequencing cards(Template No.7)

6.1 Identifies day and night.

6.2 Relates activities to correct time of day.

6.3 Describes current time (day or night).

6.4 Orders daily activities in a sequence.

‘Can you tell me some days’

‘What are the days of the week’

‘What days do you come toschool.What do you do on theweekend’

‘Can you tell me some months’


Oral.

Oral.

Oral.

Oral.

7.1 States some days of the week.

7.2 States all days of the weekin order.

7.3 Relates days of the week to their own life.

7.4 States some months of theyear.

7.5 States all months of the year in order.

‘What are the months of theyear’

Oral.

7.6 States what clocks are used for.

‘What are clocks used for’ Clock(Template No.8)


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‘Can you put these straws inorder from shortest to longest’

Place the straw on the table.‘Can you measure the straw withthe paper clips’


4 different length straws.

1 long straw, large paper clips.

9.1 Orders objects by length.

9.2 Measures length using informal methods.


Directions


17

Place straws on table.‘Which straw is the same lengthas this stick’

‘What can you tell me aboutthese lines’

‘Draw me a long line’‘Draw me a short line’

4 different length straws,1 pop stick.

Length Card(Template No.9)


8.1 Matches objects of the same length.

8.2 Uses appropriate languageof comparison for length.

8.3 Identifies between long and short.


CONCORD


18

Directions

MEASUREMENT - MASS

‘Please take these things out of thebox and put them on the table’‘Which things are heavy andwhich things are light’

Hand student the feather‘What is about the same weightas the feather’


Toy car, string, ball, tin of food, feather, rock.

Toy car, string, ball, tin of food, feather, rock.

10.1 Identifies between heavy and light.

10.2 Matches objects of the same mass.


‘Can you put these things in order from heaviest to lightest’

‘Can you put these on the scales.Which is heavier’


Feather, ball, rock.

Balance scale, tin of food,tennis ball.

11.1 Orders objects by mass.

11.2 Compares the mass of two objects using a balance scale.


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19

Recording Sheet

NUMBER

Name:

1. PRE LEVEL ONE Date:

1.1 Uses 1 : 1, matches one knife to one fork.

1.2 Matches number symbols. 1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

1.3 States some number names (but not in sequence).

1.5 Rote counts to 5. Record the highest number which correct sequence was stated up to.

1.6 Uses 1 : 1 correspondence; oral number to object.

1.7 Identifies number symbols up to 5 by pointing. 1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

1.4 When counting objects,knows the last numberstated is the amount ofthe collection.

Last number statedwhen counting:

Number statedfor collection:


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2. BEGINNING LEVEL ONE Date:

2.1 Rote counts to 10.Record highest number which correct sequence was stated up to.

2.2 Can conserve number.Tick correct if they don't need to recount.

2.3 Reads some single digit numbers. 0. 5. 0. 5. 0. 5.

1. 6. 1. 6. 1. 6.

2. 7. 2. 7. 2. 7.

3. 8. 3. 8. 3. 8.

4. 9. 4. 9. 4. 9.

2.4 Records some given single digit numbers. 0. 5. 0. 5. 0. 5.

1. 6. 1. 6. 1. 6.

2. 7. 2. 7. 2. 7.

3. 8. 3. 8. 3. 8.

4. 9. 4. 9. 4. 9.

2.5 Continues a simple pattern.

2.6 Makes a collection of up to 10 objects.Record number tested; tick or cross response.

2.7 Can touch count a given collection up to 10.Record number tested; tick or cross response.

2.8 Compares two small collections. same

more

less

20

Recording Sheet

NUMBER

Name:


CONCORD

3. CONSOLIDATING LEVEL ONE Date:

3.1 Can sequence number symbols to 10.Record highest number which correct sequence was made up to.

3.2 Rote counts to 20. Record highest number which correct sequence was stated up to.

3.3 Can place objects in order 1st to 5th. 2nd 2nd 2nd

4th 4th 4th

1st 1st 1st

3rd 3rd 3rd

5th 5th 5th

3.4 Reads all numbers to 10, some numbers to 20. 1. 11. 1. 11. 1. 11.

2. 12. 2. 12. 2. 12.

3. 13. 3. 13. 3. 13.

4. 14. 4. 14. 4. 14.

5. 15. 5. 15. 5. 15.

6. 16. 6. 16. 6. 16.

7. 17. 7. 17. 7. 17.

8. 18. 8. 18. 8. 18.

9. 19. 9. 19. 9. 19.

10. 20. 10. 20. 10. 20.

3.5 Records all numbers to 10, some numbers to 20.

3.6 Makes a collection of up to 20.Record number tested; tick or cross response.

3.7 Can touch count a given collection up to 20.Record number tested; tick or cross response.

3.8 Knows number after a given number to 10.Record number tested; tick or cross response.

3.9 Knows number before a given number to 10.Record number tested; tick or cross response.

21

Recording Sheet

NUMBER

Name:


CONCORD


4.1 Matches basic colours. yellowbluered

greenpurpleorange

pinkbrown white black

4.2 Identifies basic colours by pointing. yellow

bluered

greenpurpleorange


4.3 Matches simple shapes. circlesquare

triangleoval

rectangle

22

Recording Sheet

SPACE

Name:


CONCORD


4.4 Identifies simple shapes by pointing. circlesquare

triangleoval

rectangle

4.5 Follows a short path on a simple drawing.

4.6 Copies simple shapes. circlesquare

triangleoval

rectangle

4.7 Makes a representation of a face by drawing.

4.8 Understands simple location words to downin

onunder

up

23

Recording Sheet

SPACE

Name:

follow oral directions.


CONCORD


5.1 Names basic colours. yellowbluered

greenpurpleorange


5.2 Names simple shapes. circlesquare

triangleoval

rectangle

5.3 Draws reasonable representations circlesquare

triangleoval

rectangle

5.4 Recognises shapes in a picture. circlesquare

trianglerectangle

5.5 Describes features of shapes squarecircle

triangle

24

Recording Sheet

SPACE

Name:

of simple shapes.

using everyday languages.(eg corners, round, sides)


CONCORD


5.6 Uses location words to describe car girl

frogdinosaur

bear

5.7 Understands location words to besidebehindaroundin front

between

25

Recording Sheet

SPACE

Name:

the position of an object.

follow oral directions.


CONCORD


6.1 Identifies day and night. nightday

6.2 Relates activity to correct time of day. nightday

6.3 Describes current time (day or night).

6.4 Orders daily activities in a sequence.

26

Recording Sheet

MEASUREMENT - TIME

Name:


7.1 States some days of the week.

7.2 States all days of the week in order.


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Recording Sheet

MEASUREMENT - TIME

27

Name:


7.3 Relates days of the week schoolto their own life

weekend

7.4 States all months of the year.

7.5 States all months of the year in order.

7.6 States what clocks are used for.


CONCORD


8.1 Matches objects of the same length.

8.2 Uses appropriate language of comparison for length.

8.3 Identifies between long and short.

28

Recording Sheet


Name:


9.1 Orders objects by length.

9.2 Measures length using informal methods.


10.1 Identifies between heavy and light.

10.2 Matches objects of the same mass.


11.1 Orders objects by mass.

11.2 Compares the mass of two objects using a balance scale.

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Recording Sheet

MEASUREMENT - MASS


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29

Kit

NUMBEREquipment• Six plastic knives and forks

• Animal counters (Bears)– 12 of one colour, 4 of another colour, 2 of another and 1 of two other colours

• Calculator

• Pencil

TemplatesNo.1 – Number cards 0 – 20 (2 sets to be copied onto coloured card)

No.2 – Ordinal number card

Student WorksheetsNo.1 – Record single digit numbers

No.2 – Record numbers to 20

Equipment• Two sets of (10) colour cards - yellow, blue, red, green, purple, orange, pink, brown,

white & black. (Suggested size - same as Number Cards.)

• Pencil

• Small box

• One plastic animal

TemplatesNo.3 - Shapes card (2 sets to be copied)

No.4 - Shapes picture

No.5 - Location pictures

Student WorksheetsNo.3 – Maze

No.4 – Copy shapes

No.5 – Draw a face

No.6 – Draw shapes

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Kit

SPACE


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30

Kit

MEASUREMENTEquipment• 4 straws - 20cm, 11cm, 6cm, 3cm

• one pop stick - 11cm

• 10 large paper clips

• match box car, piece of string (similar weight to the feather), ball, tin of baby food

• feather, rock (similar weight to the tin of food)

• balance scales

TemplatesNo.6 – Day and night pictures

No.6a – Sleeping / No.6b – Playing

No.7 – Sequence cards

No.8 – Clock

No.9 – Length card

Student WorksheetsNo.7 – Drawing lines

Template No.1

NUMBER CARDS 0 –20 Sheet 1 of 4

©Concord School Supplementary Numeracy Interview 31

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4 52 30 1

Template No.1



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6 78 910 11

Template No.1



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12 1314 1516 17

Template No.1



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18 1920

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Template No.3

SHAPE CARDS Sheet 1 of 2


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Template No.3

SHAPE CARDS Sheet 2 of 2


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Template No.4

RECOGNISING SHAPES IN A PICTURE


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Template No.5


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7e

7c 7d

7a 7b

LOCATION

Template No.6

DAY & NIGHT


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Template No.6a & No.6b

SLEEPING / PLAYING

Tem

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No.

6a –

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Template No.7

SEQUENCE


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Template No.8

CLOCK


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1. Cut out Clock Face and Hands.2. Attach Hands through centre of Clock Face using Split Pin

12

6

9 38

7 54

10 211 1

Template No.9

LENGTH


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RECORD SINGLE DIGIT NUMBERS


Name:

45

CONCORD

Date:

Date:

Date:


RECORD NUMBERS TO 20


Name:

46

CONCORD

Date:

Date:

Date:


FOLLOW THE MAZE


Name: Date:

47

CONCORD


Name: Date:

COPY SHAPES


Name: Date

48

CONCORD


CONCORD

Date:

Date:

Date:


Name:

DRAW A FACE


CONCORD

Circle

Triangle

Square

Rectangle

Oval

Name: Date:


DRAW SHAPES


CONCORD


Name: Date:

DRAW LINES

supplementary numeracy interview - · pdf file• whose rate of progress needs to be...

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