![]() They match individual objects with counting sequences up to and back from five. Students connect number names and numerals with sets of up to five elements. Students respond to a simple pictorial representation of their activities related to a short time-frame. They develop an awareness of chance by playing with materials or objects that involve cause and effect (actions that will happen) and playing games where the outcome is unpredictable. Students participate in class activities that explore object, events and displaying information. Students respond to specific instructions relating to manipulating the movement and location of self and objects. They can match identical familiar three-dimensional shapes that are ‘the same’. They demonstrate an awareness of object permanence by searching for objects that have been hidden and participate in class activities that explore three-dimensional objects. They explore routine events and show an awareness of time and daily routines by responding to a routine signal from the teacher. Students demonstrate beginning understanding of basic measurement concepts such as ‘long or short’, ‘heavy or light’. Students participate in everyday activities that explore measurement and use measurement attributes in practical situations. They manipulate objects and build a tall tower by using ‘more’ blocks and take blocks away from a tower to make the tower ‘less’ tall. Students identify ‘one’ and ‘lots’ of objects and show an understanding of ‘more’ in familiar situations. Students participate in everyday activities that involve numbers and counting, comparing groups of objects, and pattern activities. They respond to major changes to regular games and activities associated with chance, surprise and predictability, such as moving a switch to activate a toy. Students begin to display a similar and predictable reaction to regular events. Students observe objects and events within their daily life. Students explore space by moving and changing position and location, and respond to changes in position. Students explore and respond to objects of varying textures, colours, sizes and shapes. Students respond to a signal from a timer, used to indicate the end of an activity. They show an awareness of time and daily routine by responding to a signal from the teacher, and items being brought out or removed. Students explore objects of varying weights, lengths, capacities and materials. They react and respond to objects and experience measurement attributes in practical situations. Students observe and explore objects within daily life. Students participate in making piles, groups or bundles of familiar everyday objects and respond to objects being put together and taken apart. They experience and respond to ‘one for you, one for me’, ‘gone’, ‘no more left’ and ‘give me more’. Students demonstrate awareness of counting by responding to number rhymes, songs, stories and finger games. They begin to respond to numbers in everyday experiences. The generalization of the notion of a sequence is that of a generalized sequence.Students observe the use of number within their daily life. See also Double sequence Multiple sequence. the sequence of all positive prime integers in ascending order). the sequence of Bernoulli numbers) or simply by a verbal description with a certain degree of efficiency (e.g. an arithmetical sequence), by a recurrence formula (e.g. ![]() Is called the number (or index) of the term $ x _ $,Ī sequence can be given by a formula for its general term (e.g. Is the given set, is an ordered pair $ ( n, x ) $, ![]() Is the set of positive integers and $ X $ A function defined on the set of positive integers whose range is contained in the set considered.Īn element, or term, of a sequence $ f : \mathbf N \rightarrow X $,
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