3. Example 1. Block Building
1. Check that you have enough space for two
people at least on the mat
2. Decide on size and shape of blocks
3. Discuss the height width of the construction
4. Calculate how many blocks are required
5. Build to specification
4. Example 1: Links to maths and numeracy
Step Links to EYLF or AC
1, Contribution and participation in
organising
1. Develop a range of skills and processes such as problem
solving, inquiry, experimentation, researching and
investigating, they explore their environment EYLF 4;2
2. Sorting size and shapes, counting
required items
2. Transfer and adapt what they have learned from one
context to another, they make connections between
experiences, concepts and processes EYFL 4:3
3. Identifying to specifications 3.Resource their own learning through connecting, they
manipulate resources to investigate, take apart, assemble,
invent and construct EYLF 4:4
4.a. Using units of measurement to
calculate
4.b.Finding solutions
4a. Interact, demonstrating understanding of
measurement and number, size, length EYLF 5:1
4.b. Ask questions, gather information, consider
possibilities and come to tentative conclusions (Connor,
2009, p. 26).
5.Shape dictates how object is
made to fit
5.Understand how symbols and pattern systems work, use
symbols in play to represent and make meaning, begin to
recognise patterns and relationships EYLF 5:4
This activity has been linked to Early Years Learning and shows evidence that play
based learning leads to confidence, creativity, imagination.
5. Example 2: Going on a Holiday
1.Decide on location and check maps and milage
2.Check travel catalogues for fares
3.Check how much luggage is required and
allocate space for each person’s clothes, shoes
etc
4. Make a budget
5.Shop for essentials to take on the trip
6. Example 2: Links to maths and numeracy
Step Links to EYLF or AC
1. Locating places and distances 1, Location .Give and follow direction to familiar locations
ACMMG023. Interpret simple maps and identify the
relative positions of key features ACMMG044
2. Adding, checking prices, making
comparisons
2. Number: Develop confidence with number sequences
to and from 100 by ones from any starting point Skip
count ACMNA012
3.a..Size and capacity
3.b. Knowledge of space
3.Units of measurement: Compare and order several
shapes objects based on length ,area ACMMG037
3.b. Children have highly sophisticated understanding of
measurement (Driscoll, 2013, P. 19).
4.Value of money, adding,
subtracting
4. Number & Place value: Explore the connection between
addition and subtraction ACMNA029
5. Lists and importance of planning 5. Number: Recognise, model, represent and order
numbers ACMNA027. Group, partition, and rearrange
collections up to 1000 in hundreds, tens and ones to
facilitate efficient counting ACMNA028
This activity has been linked to Year 1 & 2 Maths and also shows evidence of cross-
curricula general capabilities for Literacy and Numeracy.
……..
7. Example 3:Planning a Birthday party
1. Make a guest list
2. Budget
3. Plan food and beverage requirements
4. Decide on location for the party
5. Book entertainment i.e clown, face
painting, music
8. Example 3: Links to maths and numeracy
Step Links to EYLF or AC
1.Familiarising with numbers,
planning and organising
1.Data representation & interpretation: Collect check and
classify data ACMSP049
2. Adding, checking prices, making
comparisons
2. . Number: Develop confidence with number sequences
to and from 100 by ones from any starting point Skip
count ACMN012
3. How much how many (portions) 3.Numbers: Recognise and describe one-half as one of
two equal parts of a whole ACMNA016
4.Locating appropriate place to
hold the party
4..Location; Give and follow directions to familiar
locations ACMMG023. Interpret simples maps of familiar
locations and identify the key features ACMMG044
5.Planning and identifying events Statistics & Probability: Identify practical activities and
everyday events ACMSP047
This activity has been linked to …Year 1 & 2 Maths and also shows evidence of cross-
curricula general capabilities for Literacy and Numeracy. .
9. References
• Australian Curriculum Assessment and Reporting Authority (n.d). Australian
Curriculum Mathematics Learning area.
• Australian Government Department of Education, Employment and Workplace
Relations for the Council of Australian Governments (2010).
Belonging, Being, Becoming: The Early Years Learning Framework of Australia.
• Connor, J., (2009). Developing an Inquiring Mind, 15(4), 26-27
• Driscoll, K., (2013), Measurement: Are We Moving Too Slowly, Prime Number, 28 (4),
• p. 19
