![]() More efficient strategies for counting groups Teaching implications – introduction and development Teaching implications – consolidation and establishmentĬonsolidate or establish the ideas and strategies introduced or developed in the Some evidence of multiplicative thinking as equal groups or shares are seen as entities that can be counted systematically. For example, partially correct ordering of times in For example,Ĭan list some of the options in simple Cartesian product situations. Recognises multiplication is relevant, but tends not to be able to follow this through to solution. For example, can count equal group and skip count by twos, threes and fives Recognises small numbers as composite units. For example:Ĭan share collections into equal groups/parts. For example:Ĭounts large collections efficiently and systematically keeps track of count (for example, may order groups in arrays or as a list) but needs to ‘see’ all groups. Trusts the count for groups of 2 and 5, that is, can use these numbers as units for counting. ![]() Learning Plan, the title is linked so you can download the relevant document. ![]() If your students are across several zones, you should access information for each of the zones where they are located. ![]() Teaching implications – introduction and developmentĮight zones in the LAF.Teaching implications – consolidation and establishment. ![]()
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