Foundation
Unit 1: Counting & cardinality to 5
Stable order & one-to-one correspondence
Saying one number word for each object as you touch it, in the right order.
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Efficient, essential-only instruction, closely aligned to the learning intention and to the practice material that follows. This is where the progression to the pictorial and the abstract happens, building directly on Phase 1 so that the two phases work together as a single instructional experience.
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The opening phase makes space for the smallest pieces of content knowledge to be developed properly, working in the concrete. These are the foundations that are often skipped past in the rush of explicit instruction, and their absence is what later shows up as cognitive overload and confusion.
Tier 1: Start here. Most students will get genuine value from these activities.
Tier 2: Essential, and some students will need to spend longer here than at Tier 1.
Tier 3: Highly relevant intervention instruction, and for students with specific learning difficulties, requiring extensive chunking and more time to acquire.
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Progress through rehearsal that replicates Phases 1 and 2, then moves into the generalising stage. Students who are competent here will need challenge problems to keep them genuinely working.
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Cardinality
Knowing that the last number said in a count names the total of the whole collection.
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Efficient, essential-only instruction, closely aligned to the learning intention and to the practice material that follows. This is where the progression to the pictorial and the abstract happens, building directly on Phase 1 so that the two phases work together as a single instructional experience.
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The opening phase makes space for the smallest pieces of content knowledge to be developed properly, working in the concrete. These are the foundations that are often skipped past in the rush of explicit instruction, and their absence is what later shows up as cognitive overload and confusion.
Tier 1: Start here. Most students will get genuine value from these activities.
Tier 2: Essential, and some students will need to spend longer here than at Tier 1.
Tier 3: Highly relevant intervention instruction, and for students with specific learning difficulties, requiring extensive chunking and more time to acquire.
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Progress through rehearsal that replicates Phases 1 and 2, then moves into the generalising stage. Students who are competent here will need challenge problems to keep them genuinely working.
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Perceptual subitising
Knowing how many without counting, for collections of up to 4.
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Efficient, essential-only instruction, closely aligned to the learning intention and to the practice material that follows. This is where the progression to the pictorial and the abstract happens, building directly on Phase 1 so that the two phases work together as a single instructional experience.
-
-
The opening phase makes space for the smallest pieces of content knowledge to be developed properly, working in the concrete. These are the foundations that are often skipped past in the rush of explicit instruction, and their absence is what later shows up as cognitive overload and confusion.
Tier 1: Start here. Most students will get genuine value from these activities.
Tier 2: Essential, and some students will need to spend longer here than at Tier 1.
Tier 3: Highly relevant intervention instruction, and for students with specific learning difficulties, requiring extensive chunking and more time to acquire.
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1. Flash & say| DOT |
2. Match the card | DOT |
3. I see you see| DOT |
4. Student flash| DOT |
5. Non-example| DOT |
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Progress through rehearsal that replicates Phases 1 and 2, then moves into the generalising stage. Students who are competent here will need challenge problems to keep them genuinely working.
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1. Practice
2. Extend
Counting forwards verbally
Saying the count sequence 0 to 5 fluently and flexibly, from any starting point within the range.
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Efficient, essential-only instruction, closely aligned to the learning intention and to the practice material that follows. This is where the progression to the pictorial and the abstract happens, building directly on Phase 1 so that the two phases work together as a single instructional experience.
-
-
The opening phase makes space for the smallest pieces of content knowledge to be developed properly, working in the concrete. These are the foundations that are often skipped past in the rush of explicit instruction, and their absence is what later shows up as cognitive overload and confusion.
Tier 1: Start here. Most students will get genuine value from these activities.
Tier 2: Essential, and some students will need to spend longer here than at Tier 1.
Tier 3: Highly relevant intervention instruction, and for students with specific learning difficulties, requiring extensive chunking and more time to acquire.
-
-
Progress through rehearsal that replicates Phases 1 and 2, then moves into the generalising stage. Students who are competent here will need challenge problems to keep them genuinely working.
-