Students using perceptual strategies

The nature of the learner

Students working with perceptual strategies of counting rely on concrete representations of numbers. They are able to: 

  • count collections of objects that they can see, hear or feel
  • consistently apply the one-to-one principle of matching one number word to each object
  • demonstrate their understanding of the numerical value of a collection by counting and
  • labelling collections from zero to ten and beyond
  • identify and name numerals from zero to ten, or beyond, but may not necessarily be able to identify and name all the numerals to twenty
  • confidently produce the forward number word sequence from 1-10
  • confidently produce the backward number word sequence from 10-1

The size of the collection that students working with perceptual strategies are able to count will be dependent upon their knowledge of the forward number sequence, that is, how far they can count in sequence.

Students at this stage rely on the problem solving strategy of counting by ones and always begin at one when they count. This is the determining factor in how they find the number before or after a specified number. Typically, these students count from one when determining the number before, or the number after, a nominated number. Students confidently produce the forward and backward number sequences in the range one to ten, but they always begin at one when counting forward. Students at this stage are developing the ability to:

  • count without relying on concrete representations of numbers
  • consistently saying the forward and backward number word sequences
  • Apply the cardinal principle when counting ( the final word we say represents the total amount in the collection)
  • form conceptual models of numbers connecting symbolic, verbal, concrete and visual representations between 1 - 10 and beyond ten
  • understand that the order we count objects in a collection is irrelevant
  • add two collections together, initially when items are visible and then when items are concealed
  • subtract items from a collection, initially when they are visible and then when items are concealed
  • understand “is the same as” and “is equal to”
  • visually recognise a variety of standard patterns for a collection of up to ten items without counting them
  • know that numbers can be represented by a variety of combinations. For example, the number “five” can be represented in a variety of ways 

Domino patterns activity - Students using perceptual strategies