Quantify and compare collections to at least 20 | Foundation Maths

👀 Model and worked examples

Count once and keep the total

TOUCH OR MOVE

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Move each counter once while saying 1, 2, 3…

STATE THE TOTAL

The last number said answers “How many?”

REARRANGE

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Still 7. Spreading objects does not create more.

Think aloud: Build or point to the model first, explain what each part shows, then state the answer.

Compare by matching

A: ● ● ● ● ● ● ● ●
B: ● ● ● ● ● ●

Line items up one-to-one. Collection A has 2 more.

🇦🇺 Australian Curriculum coverage

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

These are curriculum teaching examples used as a breadth check, not separate mandatory outcomes.

First Nations teaching guidance: Use a locally appropriate, community-approved source; name the relevant Peoples and Country/Place; respect cultural authority and permissions; and do not present one example as universal across First Nations Australians.

E1

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, saying numbers in sequence while playing and performing actions

Teaching example: Move 12 counters one at a time into a counted area. Say the total, spread them out and count again. Ask why the total stays 12.

E2

using counting to compare the size of two or more collections of like items to justify which collection contains more or less items

Teaching example: Compare 8 closely spaced counters with 6 widely spaced counters. Match one-to-one, then count. Ask which group has more and how the child knows.

E3

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

Teaching example: Set out 6 toy animals and 5 plates. Match one plate to each animal. Ask how many more plates are needed; add one and check.

E4

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

Teaching example: With an accurately sourced example of a counting representation from a named culture, ask an adult to demonstrate how it records a small quantity. Compare that same quantity using classroom counters; do not assume one representation is used throughout Asia.

E5

using body-tallying that involves body parts and one-to-one correspondence from counting systems of First Nations Peoples of Australia, to count to 20

Teaching example: Use a locally appropriate, community-approved demonstration of a named body-tallying system. Follow the authorised sequence and guidance; do not invent a generic First Nations counting system.

Teacher resource

AC9MFN03 fixed teacher slides

The authored presentation uses the same models, vocabulary and checks as this lesson.

Open Classroom View

Worked teaching sequence and checks

Count small groups, then build to 20

Start with 5 objects. Move each object once as you count. Say the total. Repeat with 12, then 20 objects; use a counted area to avoid counting an object twice.

Point to every counter. How many are in collection C?