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### Where are they now?

Read numerals to 10

Compares and orders

to 10**collections**### Where to next?

Reads numerals to 30

Compares and orders

to 10**numerals**### Purpose

**Purpose:**Understanding about the size of numbers, and how this relates to their order and their ‘distance’ from other numbers, gives students the ability to work with numbers more meaningfully and helps students to build skills such as estimatio

### Activities and Assessments (designed to move students from step 2 to step 3)

**Bigger, Smaller, Same as – Numeral Cards to 10 (Video Example)**

Adapted from ‘More, Fewer or the Same?’, Developing Efficient Numeracy Strategies Stage 1 page 47. NSW Department of Education and Training, Professional Support and Curriculum Directorate 2003

**Focus: **In comparing the size of written number symbols up to 10 this activity provides practice in reading the number symbols and encourages students to think about the collection size that these number symbols represent. This activity helps students to learn the idea and language around the comparative size of numbers.

**One Before – One After**

**Focus: **Identifying numbers that are one more (“after”) or one less (“before”) a given number. If playing cards are used instead of the provided numeral cards, the students’ attention can be drawn to both the numerals and collections displayed on each card.

**How: **See instruction sheet provided

**Questions to ask students during this activity: **“What is that number?”, “How many (hearts, clubs, diamonds, spades) are there on that card?”, “Can you count them?”, “Can you find a card one higher than that?”, “Which card should go before this one?”, “Which card should go after this one?”

**Sequencing Numeral Cards to 10 (Video Example)**

**Focus: **Correct sequencing of numerals based on ability to read numerals and recognise the collection size each numeral stands for. Build understanding of the language; ‘one more’ and ‘one less’, and ‘before’ and ‘after’ in terms of a consecutive number sequence.

**How: **See Video Example

**Questions to ask students during this activity: **“What is that number?”, “What will the next number be?”, “Which number is one more than this one?”, “Which number is one less than this one?”, “Which number should go before this one?”, Which number should go after this one?”

**Assessment – What my number looks like**

An appropriate number (for the stage of the student) is written in the centre of the sheet – the student then must try to make the number in a number of different ways (as indicated on the sheet.)

### Links

References to Other Resources