Class Trends & Teaching Plans
Sunnyvale Primary • Foundation B • Ms Chen • Term 2 2026
CLASS READINESS SUMMARY
46% of the class is meeting or exceeding the expected Foundation standard (11 of 24 students). 13 students are not yet meeting the standard and would benefit from targeted support.
RECOMMENDED SEQUENCING
Teach the top focus as whole-class instruction. Secondary focus runs as small-group rotations alongside. Tertiary focus runs as targeted individual support.
SMALL-GROUP FOCUS — Teen numbers as 10 + n7/24
Students who would benefit: Bella, Isaac, Kai, Mateo, Noah, Quincy, Uma
Why this matters: Children write 10 + 4 as '104' — they string the digits together rather than seeing 14 as one number.
▶ ACTIVITY (15 minutes, 3 times per week for 2 weeks.)
Stacking number cards. Start with the '10' card. Slide a '4' card over the ones place. The 4 covers the 0. Read together: 'fourteen.' Repeat for 11 through 19. Pair with ten counters plus extras.
Try these specific numbers / patterns: 10 + 4 = 14 (NOT 104). 10 + 7 = 17. 10 + 9 = 19. Reverse: 7 + 10 = 17 (same result).
Materials: Stacking number cards (10–90 plus 0–9), counters, paper trays.Say this: 'The ones-digit sits ON TOP of the 0. The 1 in the tens place doesn't move.'
Curriculum codes: AC9MFN04 (Partition and combine collections to 10) | Internal: K.PVN.11 (Decompose teens)
TARGETED SUPPORT — 'Fewer' alongside 'more'6/24
Students who would benefit: Aarav, Bella, Daisy, Ethan, Priya, Uma
Why this matters: 'Fewer' is acquired later than 'more'. Many children treat 'fewer' as 'more' and pick the larger pile.
▶ ACTIVITY (10 minutes daily for one week.)
Same pair of groups, two questions. Show 5 vs 8 counters. Ask 'which has MORE?' then 'which has FEWER?' Always both questions. Vary pairs: 3 vs 7, 4 vs 9, 5 vs 6.
Try these specific numbers / patterns: 5 vs 8: more = 8, fewer = 5. 4 vs 9: more = 9, fewer = 4. Close counts: 6 vs 7 (no perception shortcut).
Materials: Counters, two trays.Say this: 'Fewer means LESS. The smaller pile.'
Curriculum codes: AC9MFN03 (Quantify and compare collections to 20) | Internal: K.PVN.09 (Compare collections)
TARGETED SUPPORT — Counting past nineteen to twenty6/24
Students who would benefit: Charlie, Daisy, Finn, Mateo, Uma, Wren
Why this matters: The 19→20 transition is a sequence break for many children.
▶ ACTIVITY (5 minutes daily for 2 weeks.)
Rote counting 1 to 20 daily with extra emphasis on '...eighteen, nineteen, TWENTY.' Whisper teens, shout TWENTY. Count starting from different teens (14 to 20).
Try these specific numbers / patterns: Count 1→20. Count 14→20. Count down 20→10.
Materials: Visible number line 1–20.Say this: 'After nineteen comes TWENTY. It starts a new ten.'
Curriculum codes: AC9MFN01 (Numerals and numbers to 20) | Internal: K.PVN.06 (Count to 20)
TARGETED SUPPORT — Ten is a unit, not a digit5/24
Students who would benefit: Aarav, Charlie, Finn, Vince, Wren
Why this matters: Children compute 10 + 4 as '1+0+4 = 5' because they treat every digit as a separate small number.
▶ ACTIVITY (15 minutes daily for 1–2 weeks.)
Concrete-to-symbolic. Bundle ten popsicle sticks with a rubber band — 'ten'. Add four loose sticks. Count: 'ten, eleven, twelve, thirteen, fourteen — FOURTEEN, not five.'
Try these specific numbers / patterns: Bundle of 10 + 4 loose = 14. Bundle of 10 + 7 loose = 17. Two bundles = 20.
Materials: Popsicle sticks with rubber bands, OR blocks that show tens and ones (MAB), OR ten counters in a tray plus extras.Say this: 'The 1 in 10 means TEN. The whole bundle. Not 'one'.'
Curriculum codes: AC9MFN04 (Partition and combine collections to 10) | Internal: K.PVN.11 (Decompose teens)
TARGETED SUPPORT — Counting all rows of a grid4/24
Students who would benefit: Hana, Jia, Priya, Riley
Why this matters: Children stop counting after one row of an array (saying 'four' for 2×4 = 8).
▶ ACTIVITY (10 minutes daily for 1–2 weeks.)
Show students a 2×4 array of counters. Ask 'how many?' Count aloud, pointing across both rows. Then rearrange into 4×2 and ask again. Then 3×3, 2×5, 3×4. Each time, run a finger across one row, then the next, counting all of them.
Try these specific numbers / patterns: 2×4 = 8, 3×3 = 9, 2×5 = 10, 3×4 = 12, 4×5 = 20.
Materials: Counters or dot cards in different array shapes (2×4, 3×3, 2×5, 3×4, 4×5).Say this: 'We count ALL the dots in ALL the rows.'
Curriculum codes: AC9MFN02 (Recognise and count collections to 10) | Internal: K.PVN.05 (Count to 10)
TARGETED SUPPORT — Tracking in scattered arrangements3/24
Students who would benefit: Charlie, Kai, Noah
Why this matters: Children count rows and grids well but lose track in scatters because there's no obvious path.
▶ ACTIVITY (10 minutes daily for 1 week.)
Scatter counters on a tray. Teach systematic scan (top-left to bottom-right). Use a finger to mark each counter as it's counted. Move counted counters into a separate pile.
Try these specific numbers / patterns: Scatter 8; count. Scatter 12; count. Build up to 20.
Materials: Counters or buttons, a tray with a defined area.Say this: 'Start in one corner. Move across. Each one gets one number.'
Curriculum codes: AC9MFN02 (Recognise and count collections to 10) | Internal: K.PVN.05 (Count to 10)
TARGETED SUPPORT — Subitising 4 and 5 as patterns2/24
Students who would benefit: Aarav, Isaac
Why this matters: Children recognise 1, 2, 3 by sight but need to learn 4 and 5 as patterns to free up counting capacity for bigger groups.
▶ ACTIVITY (5 minutes daily for 2 weeks.)
Daily 'flash and tell'. Show a card with 4 or 5 dots in standard patterns (dice 4 = four corners; dice 5 = corners + middle) for ONE second only, then hide. Students call out the number.
Try these specific numbers / patterns: Flash dice-4 → 'four'. Flash dice-5 → 'five'. Mix with 1, 2, 3.
Materials: Dot pattern cards (dice 1–5, finger 1–5).Say this: '4 is the corners of a square. 5 is the corners plus the middle.'
Curriculum codes: AC9MFN02 (Recognise and count collections to 10) | Internal: K.PVN.03 (Subitise 1–5)
TARGETED SUPPORT — Teen numerals: 'ten comes first'2/24
Students who would benefit: Ethan, Theo
Why this matters: Children count to 12 but write '21' — the digits go in the wrong order.
▶ ACTIVITY (10 minutes daily for 1–2 weeks.)
Anchor chart: 'Teen numbers START with a 1.' Pair each teen with its reversed form (12/21, 13/31, 14/41, 18/81). Show one card and ask 'which is twelve?'
Try these specific numbers / patterns: 'Which is twelve?' (12 vs 21). 'Which is thirteen?' (13 vs 31). 'Which is fourteen?' (14 vs 41). 'Which is eighteen?' (18 vs 81).
Materials: Anchor chart, numeral cards: 11–19 AND their reversals 21, 31, 41, 51, 61, 71, 81, 91.Say this: 'If you hear a teen, the 1 goes FIRST.'
Curriculum codes: AC9MFN01 (Numerals and numbers to 20) | Internal: K.PVN.06 (Count to 20)
TARGETED SUPPORT — Conservation of number1/24
Students who would benefit: Vince
Why this matters: Children judge 'more' by visual area. Bigger or spread-out dots LOOK like more even when they aren't.
▶ ACTIVITY (10 minutes, 3× per week for 1 week.)
Use the same 8 counters. Arrange tightly clustered, then wide spread, then big counters, then small counters. Each time count and confirm: 'still eight.'
Try these specific numbers / patterns: 8 spread vs 8 bunched: both 8. 5 big counters vs 8 small: 8 is still more.
Materials: Two sets of 8 identical counters; a second set of 5 bigger counters; trays.Say this: 'It's still 8 even when the dots look different. Don't look — COUNT.'
Curriculum codes: AC9MFN03 (Quantify and compare collections to 20) | Internal: K.PVN.09 (Compare collections)