Language Stage

Materials

Language

Recording

Childrens Language

Materials for childrens language should

comprise of familiar objects, objects
which are common to the students daily
lives. This may be apples, teddy bears,
books, pens, pets, mats with settings
and images etc.

NO symbols during this stage. Students

will be drawing pictures only. This
pictures will reflect the common
materials used for the problem solving
tasks. Lines may be drawn to show the
actions of taking away or going into.

Materials Language

Materials language is very similar to

childrens language, however during this
stage the teacher may use more
general and open ended materials. This
may include but are not limited to MAB
blocks, unifix blocks, paddle pop sticks,
counters, cardboard cut outs, the
students may feel comfortable enough
not us mats or sheets to create the
whole concept.
Students shouldnt be relying on
materials during this stage although
MAB blocks and counters may be used
to assist and confirm the mathematical
concept/problem solving.

The language for subtraction in the

childrens language stage will be
primarily using words with a basic
concept. This may include have
lost give how many sharing
fair take away subtract
I have ten strawberries. I have five
friends. How many strawberries
can I give to my friends?
The language in this stage is
progressing further towards the
symbolic phrase and the teacher
may alternate between include
have lost give how many
sharing fair take away subtract
out of make from
Ten counters. Five groups. How
many in each group?
Teachers should be moving away
from the basic phrases by this
stage as students are developing a
strong concept of the tasks and
problems. Examples of language
may include word choices of total
equals division divide
We do not go in it. It is about
separation, coming out of. Ten
divided by five, equals?
10 / 5 = 2
The total
Equals
Divide
Division
remainder
Are phrases most common during
symbolic language, however the
use of numbers and symbols will
be referred to as common
language.

Students should be writing out the

numbers and perhaps using the words
divide total or equals in their
records. Pictures should not be
necessary for this stage in the language
model.

Mathematical Language

Symbolic Language

No materials should be needed.

Again NO symbols during this stage.

Students will be drawing pictures only,
teachers can encourage students to
start writing the words and problems out
as they occur. This pictures will reflect
the common materials used for the
problem solving tasks.

10 / 5 =2
The notion of drawing pictures shouldnt
be necessary as students are capable
of drawing the symbols to simply their
working and tasks. The amount of
words written should dramatically
decreased due to the capability of
writing in short hand/symbols to
represent their concept, skills and
strategies.