Students using figurative strategies

The nature of the learner

Students using figurative strategies to aid counting are able to count collections which are totally or partially concealed. They do not need to see, feel or hear the items in a collection. They typically rely on the simple strategy of counting by ones, starting from one to find a total. For example, when asked to count a collection of six items and a collection of three items which are both concealed from view, the student would be able to count the nine items often using fingers to represent the items. At the figurative counting stage students have an understanding of numbers as entities. For example, to form six using fingers, a student at this stage will raise six fingers simultaneously. By comparison, at the perceptual counting stage, a student will construct six using fingers by raising them one at a time as they count to six. The total of six and three, however, is still found at the figurative stage by counting from one.

Students at this stage demonstrate an understanding of the conservation of number and can represent a number in a variety of ways through such strategies as separating (partitioning) and combining, developing a flexible view towards numbers.

Students are able to consistently produce the correct forward and backward number word sequences in the range of zero to twenty. Many may be able to go beyond this range. They are able to use their knowledge of forward and backward number word sequences to produce the number before and the number after a nominated number.

Students demonstrate their understanding of the numerical value of numbers by naming numerals and labelling collections of up to twenty items.

Students working with figurative strategies are working towards

• using counting on and up to solve addition tasks
• using counting down and back to solve subtraction tasks
• developing base ten knowledge
• forming equal groups and finding their total