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[Presenter’s hands touch the 9 teddies on the right side indicating more, then touch the 3 teddies on the left side indicating less again.]

Ok, so over here I can see 3 and 3, and I actually, I know three and 3 is 6 because I've learned that by looking at dice patterns.

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[Presenter points with finger and counts the pom poms on each plate. They circle the pom poms on each plate with their finger to indicate that each side has 6 pom poms.]

A thinking mathematically targeted teaching opportunity focused on building relationships using the language of more, less or the same.

[Presenter moves one cube and the teddy next to each other on the edge of the pages in the middle and moves the other 4 cubes down the page.]

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[Presenter places 2 full ten-frames, showing 20 dots, on the left side and one ten-frame with 4 dots on the right side.]

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[Presenter moves the 3 teddies on the left into a triangle and the 3 teddies on the right like a dice pattern. Presenter removes the teddies.]

Learn about the NSW education department, who we are and how we operate. Explore our people, accountabilities, jobs, opportunities and much more.

[Presenter moves the 3 teddies on the left into a triangle. The presenter counts as they move the teddies on the right into 4 rows based on colour. There are 4 green teddies in the top row, 1 blue in the next row, 2 red in the next row and 2 yellow in the bottom row. Altogether there are 9 bears. Presenter points to the left side indicating less, then the right side indicating more.]

So, what was the mathematics we were just playing with? Well, we used our skills of subitising this time to talk about and determine some really important relationships, like more, less and the same.

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ES1 and Stage 1 – a thinking mathematically context for practise resource focused on building number relationship knowledge of 1 or 2 before or after a number.

Are they the same? No. And I don't actually have to count this one either because I can see this would correspond to that block.

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[Screen shows 2 A4 pieces of paper, laid side-by-side. The page on the left is pink and the page on the right is black. In the middle of the 2 pages at the top it reads ‘More, less, same’.]

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And again, we don't have to count because we can see here that that's one, ten-frame and it's not full, but over here there's 2 ten-frames and both of them are full.

Which one has more? That's right, it is this one, isn't it? And I think you can tell that it has more without even counting.

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NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support.

[Presenter points to the 3 teddies on the right side indicating more and then the one teddy on the left side indicating less.]

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So, they both have the same amount, and I could count to check as well. Look.1, 2, 3 like a triangle and 1, 2, 3 like a dice.

And what you might have noticed is that when the collections got really big or, or one of the collections got really big, or when the collections were really close together or the same, it was sometimes really hard to work out more, less the same, just through subitising.

[Presenter lays down 2 ten-frames, one on each piece of paper. The ten-frame on the left is full and shows 10 dots and the one on the right has one dot.]

They can't be the same. And, actually what we're using here is we're subitising aren't we? To see which one has more and which one has less.

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Access info for students, parents and carers including: calendars, school operational status, key initiatives, visitor check-in procedures, and translated documents.

Haha, which one has less? You're right, this time it's the same. So, I can line them up. These ones have a pair that match. These ones match and this one matches.

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ES1 and Stage 1 – a thinking mathematically targeted teaching opportunity focused on using mathematical imagination to visualise numbers being taken away.

You can use your skills in visual recognition and subitising because look, this one has dots in every box and this one has a dot in one box. So, this one has to be more, which means this one has to be less.

Oh, you're having to count aren't you? Yeah, 'cause it's so close, it's hard to tell. Should we count them together, and see?

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Stage 1 – a thinking mathematically targeted teaching opportunity focused on recreating a hidden quantity by looking and thinking.

I'm going to show you two different collections and I'd like you to think about, which one is more, or which one has less or are they the same?

[Presenter places 2 plates on each piece of paper. The plate on the left has 3 red and 3 orange pom poms, and the plate on the right has 4 orange, one green and one red pom pom.]

Information about working in or operating early childhood education services including outside school hours care. Plus, information for parents including how to choose a service and supporting your child for their transition to school.

The NSW Department of Education is committed to employing the best and brightest teachers who can teach and make a difference in NSW public schools.

So, 1, 2, 3 like a triangle and on this side. Ok. 1, 2, 3, 4, 5, 6, 7, 8, 9 bears. This side has 3 bears, which is less than 9 bears.

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[Presenter places 3 yellow teddies on the left side and a collection of 4 green, 2 yellow, 2 red and one blue teddy on the right side.]