EDU10003 A3: Developing Number and Algebra Skills in Year 1 Folio

This assignment presents a Year 1 folio template focusing on the Number and Algebra concept, specifically addressing the content descriptor ACMNA012, which involves developing confidence with number sequences to and from 100. The template includes curriculum connections, explaining how the concept is addressed and progresses. It features a resource, the 'Numbers counting line (0 - 100)' from Twinkl.com.au, along with a rationale supported by academic literature, justifying its use in teaching counting and skipping numbers. The assignment aligns with the Australian Curriculum and emphasizes the importance of basic numeracy skills for life development. The resource is described as a worksheet that can be used to teach the children about skipping count. The resource provides a hands-on approach for children to learn about the number system and counting. The assignment showcases how this resource can be used to teach counting, calculations, and numerical chronology.

Assignment 3: Folio template
Concept: Number and Algebra ensure that the concept clearly builds on the concept you explored in Assignment 2:
Presentation. Provide a brief explanation if necessary.)
Selected levels: 1, 2 and 3.
Template (3 in total, 1 per year level)
Year level: 1
Content descriptor
Select one content descriptor to focus on in each
level that directly correlates to your concept and
shows a clear progression.
ACMNA012 – Develop confidence with number sequences to and from 100 by ones from any
starting point. Skip count by twos, fives and tens starting from zero (The Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2017, version 8.3).
Curriculum connections
Description of how the concept is addressed, and
how it progresses throughout each level.
In the first year, the content descriptor for the selected concept (Number and Algebra) establishes
the justification that the basic numeracy skills are important for the child in their life. The aspect of
counting that the content descriptor expands upon highlights that children at the year that has
been selected, should be able to identify the descriptor as a learning outcome. That is, the skills
required for counting from the numbers 1 to 100 should be embedded in their mind by the end of
the year, not just as individual alignments of digits but also in their proper chronological order.
Therefore, they should be able to identify any random number at any point and recall what comes
before that number and what comes after. At the same time, this learning should not be a result of
rote memorisation but should also be procedural in nature. That is they should be able to actually
count and identify, for instance, what comes after a number when the immediate number is
skipped.
The Australian Curriculum highlights this aspect significantly well, thereby making sure that
following the curriculum becomes important for all educational institutions.
Resource Title: Numbers counting line (0 - 100)

Include the name of the resource, evidence of the
resource and a brief description.
Please note, 2 out of the 3 resources must be ICT
resources.
Twinkl.com.au (u.d.)
This resource is a simple and primary worksheet that helps the children learn counting. As shown
in the picture, it is a series of four lines each consisting of 25 numbers. Progression along the
number line shows how the children are able to learn about the number system and counting. This
sheet, once printed and provided to the children can be used as a hands on resource for the
children to look at and calculate the numbers. At the same time, this resource can also be used by
the educators to teach the children about skipping numbers. By asking the children to count the
numbers and only circle alternate numbers, like 1, 3, 5 etc. can be a starting point for the children
to be able to learn about counting and skipping numbers.
Rationale
Justification for your resource selection. This must
be supported by academic literature.
This resource provides an all - round connection with the Australian Curriculum Content
Description for number and algebra in the primary year 1. At the outset, the content descriptor can
be divided into two specific segments. Firstly, the aspect of counting from 1 to 100 and secondly
the aspect of being able to skip numbers based on a particular count. The resource can be aligned
with both the segments.
For the first segment, the resource aligns directly as it is basically an outline of the numbers from 1

to 100 on four different lines with 25 numbers each. According to research done in the early years
numeracy acquisition skills, being able to identify and count the numbers is the most basic
numeracy outcome that the children must achieve (Linder, Powers-Costello & Stegelin, 2011).
Being able to count from 1 to 100 is not only a requirement for school achievement but also one
that is crucial for life development. Most of the financial aspects of everyday adult life is based on
the ability to count and calculate (Sophian, 2017). Therefore learning counting from childhood
helps in the development of financial competency better.
For the second segment, the resource also acts as a worksheet if proper guidelines are given to the
children. As outlined in the previous section of this template, the resource itself can be used to
teach the children about skipping count. By explaining them the concept of counting by skipping
and asking them to circle or highlight the numbers appropriately, this resource can help in teaching
them this particular element. As a primary practice, this action can help the children learn
counting, calculations as well as numerical chronology better (Jordan, Glutting & Ramineni, 2010).

References.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Foundation to year 10 curriculum: Language
for interaction Version 8.3 (ACELA1428). Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-
10?layout=1#cdcode=ACELA1428&level=F
Jordan, N. C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and
third grades. Learning and individual differences, 20(2), 82-88.
Linder, S. M., Powers-Costello, B., & Stegelin, D. A. (2011). Mathematics in early childhood: Research-based rationale and
practical strategies. Early Childhood Education Journal, 39(1), 29-37.
Sophian, C. (2017). The origins of mathematical knowledge in childhood. Routledge.
twinkl.com.au. (undated). Numbers 0 to 100 on a Number Line. [Image]. Retrieved from
https://www.twinkl.com.au/resource/t-n-4417-numbers-0-to-100-on-a-number-line