Hazel who is 4 years old sat on the mat with Ben who is 4 years old too.The children had numbered blocks in a container on the floor before them. Hazel picked each block individually, placing them side by side on the floor. The other child copied Hazel's actions of placing blocks beside each other. Hazel said, "I have that block. It has the number 5, and it goes after this block". Ben handed her the block, and she placed it beside the number 4. Ben picked up another block and continued stacking the blocks beside each other. Hazel and the other child continued this cycle until they were comfortable that they had finished. Ben said, "I have a big snake". Hazel replied, "My snake is bigger". Ben placed one hand at the beginning of his snake and one at the end. "See, mine is bigger". Hazel pointed to each block, counting each block individually. "1,2,3,4,5, 7,9,10", she counted. Hazel then pointed to each of ben blocks individually before counting "1,2,3,4,5,7". See, mine is biggest, and yours is smallest," Hazel said. Ben replied, "No, mine has more blocks too, see 1,2,3,5,6,8,10

Is this an ok observation?

Based on the scenario which I have provided above

What would be the Connections to the ELYF/ ACARA

I thought that would be

Engage in interactions with others whilst demonstrating an increasing understanding of measurement and numbers using vocabulary to describe size, length, volume, capacity and names of numbers.

Is this correct? Is there more that I should look at?

What next? Provide and experience

I thought I could provide number cards where children have to line the cards up in order from one to ten and then count them in the correct sequence.

I am not sure if this is correct. Can you please explain if this is right and if not how I would go about completing this question?