Nursery and Reception

Transcription

1 Nursery and Reception Rapid Recall All pairs of numbers with total of 5 Counting Rote count to beyond 10 Count on from any small number Count in ones from any small number, Say a number that is one more/less than a given number from 1 to 10 Count in tens Begin to count in 2s Always ask children to explain their thinking: How did you know? How did you work it out? Did anyone work it out another way? Why do you think that.? Does anyone disagree? Model the correct mathematical language

2 Counting Stick Point to one end of the stick and name it zero. Point to the other end and name it ten. Starting from zero, move your finger along the stick, a division at a time, ask which number will go here? as you point. Move your finger from division to division while children count in unison; they must match your finger position and not race ahead with the counting. Always count forwards and backwards. Play sticky finger - stop part way through the count and move your finger back before carrying on e.g. 1, 2, 3, 4, (move finger back) 3, 2, (move forward) 3, 4, 5, 6.. Point to a division and ask which number goes here? How do you know? Ask what number comes before and after any given number. Start at 0 and count in 10s. Start at 0 and count in 2s. Hold the stick in the centre to show the position of 5 as halfway between 0 and 10. Use positions of 0, 5 and 10 to find positions of other numbers: I know where 4 is because it s one less than 5, 1 is one more than 0, 7 is 2 more than 5 Flik flaks Hold up the flik-flak and ask how many can you see? Fold the flik-flak How many can you see now? What is one more / one less than that number? Practise number bonds - How many can you see? So how many can I see? How did you know? Use the 1p and 2p flik-flaks How many coins can you see? What is the value of the coins?

3 Counting and Clapping Count together forwards and backwards with happy voices and a smile at the same time. Count together with cross voices and a frown. Count together looking very cold and again being very warm. Try being very bored, very slow, very fast, very quiet. Count: - Items which can moved - Items which can be touched but not moved - Items which can be seen but not touched - Sounds - Physical movements Count sets containing similar objects or unlike objects Count out a given quantity of items Practise reciting the number sequence, start from any number, count forwards and back. Start from one number and stop at another : start at 3 and stop at 6. Throw a dice to decide which number to start counting from. Roll a dice to decide where to start counting from. Count as far as possible with everybody joining in. Did we get further than yesterday? Children say the number sequence, when the teacher claps, the children start counting backwards, when the teacher claps again, children go forwards. Children count in their heads till teacher says stop. Ask what number did you reach? Now count aloud to that number and back again to 0. Count around the circle and every time a child says 10 they take a dinosaur. Try to keep going until everyone is holding a dinosaur, but stop if someone gets two dinosaurs.

4 Ask children to show the number 4 in as many ways as possible knocks on the floor, fingers, winks.. Children sit in a circle holding a number or cards with different numbers of objects on them (include each number more than once). Teacher calls out a number and the children holding it have to swap places. Extend by saying different commands e.g. swap if your number is smaller than 4, swap if your number is one bigger than 6. Start a clapping rhythm slap, clap, click, slap, clap, click practise number bonds to 5. Teacher says I say 3, children respond with we say 2, I say 4, we say 1 etc. Vary the speed. Snap and Bond game Give each child a digit card between 0 and 5. Teacher holds up large digit card, children look at teacher s card and their own card if their card is the same they jump up and shout SNAP, if the two cards make 5 they shout BOND. Number Fans and digit cards Use the fans for show me activities. Show me. The number 6, 1, 2 One more / less than 3, 6, 4 The total of 3 and 2, 4 and 1, 5 and 0.. The number after 3, after 5... The number before 5, 6, 8 With a partner, two numbers that add up to 5. Your favourite number. Who has the largest number? Can we order the numbers? Who goes first, who is next? A number smaller than 10.. A number bigger than 6 The number between 5 and 7, 1 and 3..

5 Last man standing Write a sequence of about 6 numbers on the board 1, 2, 3, 4, 5, 6 4, 5, 6, 7, 8, 9 Circle three of the numbers. All children stand up and say the numbers on the board in turn around the class. If the number you say has a circle round it, you sit down. Last person standing wins. Puppets Use a puppet as a character that can t count. Count forwards or backwards in a sequence, missing out one of the numbers, e.g 5, 4, 2, 1. Children discuss in pairs which number was missing. They then explain so the puppet can correct the errors. What mistakes did it make? How did you know? What does it have to do to put it right? Number lines A large, long number line at a level which children can touch should be available. A washing-line with numbers pegged on or a number line with Velcro numbers is useful so that numbers that can be altered. Children themselves can form a number line by holding large numeral cards. Mix up the numbers on the line before the children come in and challenge them to: 1. Say what is wrong with the line; 2. Say how they can put it right and, most importantly, 3. Explain how they knew it was wrong. Children count, each child saying one number in the chant, e.g. Fred says, One, Gemma says Two, Chuy says, Three, and so on. Every two or three numbers, stop the count. The child who said the last number takes that number from the number line. Continue the count. When you reach the last number on the line, start again at the first number and continue counting. Keep stopping every three or four numbers for a child to unpeg a number. When all the numbers are removed, the children holding the cards

6 arrange themselves in a line in order. Finally, count in unison along their line of numbers. Remove the numbers from the number line 0 10 and give them out one per child or pair of children. Choose a child with a number which goes somewhere near the middle of the line and ask him or her to peg it up in the middle of the line. Read the number in unison. Point to the number and ask: Who has the number that comes after this number? That child pegs up the number. Point at the original number and ask: Who has the number that comes before this number? That child pegs up the number. Read all three numbers in sequence, e.g. five, six, seven. Continue to build up the number line from the middle outwards. Children will often find the number before harder than the number after. When the number line is complete, count along it in unison, first forwards, then backwards. Money tin / drum Opportunities for children to count sounds they hear rather things they see. Use an empty tin and coins. Children close their eyes, teacher drops pennies in the tin, children say how many pennies were dropped. Beat on the drum, children count the beats. Children close their eyes, count the beats on the drum and show that number of fingers. All children close eyes. One child is a drummer. Show a number card to the drummer and he beats the drum that number of times. Children hold up fingers to show how many beats and on a signal all say the number. Place Value Chart Use place value chart 1. Point to the numbers and chant in unison, first the ones, then the tens, forwards and back.

7 Target Boards Display a large target board and ask questions. Children choose the answer from the target board. Use Target Board 1a and ask: How many teddies am I pointing to? Show me two teddies. Show me I more than three. Which row has the most teddies? How many teddies are in the first row? Which column has the fewest teddies? I ll point to some teddies, you hold up that number of fingers. Find two groups of teddies that make 5 altogether. Use Target Board 1 and ask questions such as: What number am I pointing to? What is one more/less than this number? What is the largest/smallest number you can find? What is the biggest/smallest number in the first/second/third row/column? Put the numbers in the first row/second column in the right order. Start with the smallest/biggest. Read the numbers to me. Find a number smaller than 5 / bigger than 6. Find a number 1 more than 5, 1 less than 7 Find two numbers that total 5. Flash cards Hold up a card for a couple of seconds, hide it and ask: How many flowers were there? How did you work it out? Explore the groupings of flowers on the cards. You want children to count groups and not ones.

8 How many purple flowers? How many red? How many altogether? How many would there be if I added 1, took one off? Count the flowers. Is that number more or less than 6? How many more flowers do I need to make 6, squares Display a 100 square squares or 0 99 squares. The 0 99 has the advantage of showing 0 and having the convenient arrangement of numbers i.e. all the single digit numbers on the first line, all the tens on the second and so on. 100 squares with the numbers starting at the bottom are also useful as the numbers get bigger as you go up. The 100 square should be available so that children become aware of larger numbers. Encourage them to point to familiar numbers e.g. their door number, a bus number etc. Point to numbers as you chant forwards and back.