1 Invite children, in turn, to count a set of objects. 1 Link this activity to the main picture:

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1 Introduction Numbertime: First Big Book of Number can be used throughout the year to support work in Number and Calculation. El Nombre, Little Juan and many of their friends from the popular BBC Education series Numbertime help to make maths fun and accessible to all children. These teacher s notes suggest how to get maximum value from the book. They show how each page can be used several times, leading to many activities. In addition to the main activities, most pages have a border containing useful mathematical work. Using page 3 Introducing the characters Counting to 5 1 Use this page to introduce the children to the main characters who live in Santa Flamingo. Meet Little Juan, Mama, Pedro and Juanita (Little Juan s best friends) and El Nombre, the mysterious mathematical stranger who so often comes to the rescue when Little Juan or his friends struggle with numbers. Encourage the children to talk about each character in turn. 1 Describe each character and challenge the class to guess his or her identity. As the children become familiar with the characters, the book and the mathematics within it will become increasingly enjoyable. 1 Count the 5 characters on the page with the children, reinforcing one-to-one correspondence (1 character, 1 count). Show them that it does not matter which character they count first the total number does not change. 1 Now look at the items that the characters are holding. Little Juan is holding 1 football and Pedro has 2 football boots. Ask the children: How many things is Mama holding Can you count El Nombre s balloons 1 Ask more-able children to compare the number of items: Who is carrying the most things Hidden surprise An additional character, Tanto, is hiding in the picture. Tanto is Little Juan s pet spider, a very sensible little animal who often makes helpful suggestions. Using Tanto as a sixth character, link this page to the next, which takes counting beyond 5. Tanto appears somewhere in every scene from now on. 1 Along the bottom of the page are picture cards displaying arrangements commonly found on dice, playing cards and dominoes. If children become familiar with these patterns, it will help them to develop the skill of recognising a number of objects without having to count them. 1 Invite children, in turn, to count a set of objects. Draw attention to the numerals. Encourage the children to draw the numerals on the carpet or on each other s back. 1 Link this activity to the main picture: Here is the number 4. Who is holding 4 things in the picture 1 The border at the side of the page contains sets of objects with the number words written beneath. Extend the matching game by inviting the children to find a number word, numeral and character holding the appropriate number of objects. Using page 4 Manuel s fruit-and-vegetable stall Counting 6 to 10 1 The fruit-and-vegetable stall is owned by Manuel, who can often be found snoozing in the sunshine. He is often so dozy that he makes mistakes when he is counting the items on his stall. Can the children help him 1 Manuel does not always understand that the final number word spoken represents the number of objects in the set. Count the bunches of bananas together with the children: Manuel counts 1, 2, 3, 4, 5, 6. There are 7 bunches of bananas. Is Manuel right 1 Manuel is not very good at one-to-one correspondence (1 fruit or vegetable, 1 count). Count along a row with him, deliberately counting some objects twice or missing out an object: Manuel counts 1, 2, 3, 5, 6, 7 apples. There are 7 apples. Is he right 1 Manuel sometimes makes mistakes in the sequence of number words: Manuel counts 1, 2, 3, 5, 6, 7, 8 bunches of carrots. Is he right 1 Exploring the number of items in each bunch or pile will encourage more-able children to develop the skill of looking for a rule. The number of fruit or vegetables in each group is the same as the number of groups, i.e. there are 7 carrots in each of the 7 bunches of carrots. 1

2 1 Encourage the children to make predictions: If there are 9 piles of oranges, how many oranges do you think are in each pile Is it true for every pile of oranges 1 Use the border to reinforce the counting of sets, numerals and number words, as on page 3 of the Big Book. 1 Play a game in which a number card in the lower border is covered up. Can the children identify the hidden card Using page 5 The shopping lists Reinforcement of numerals and number words to 10 1 This page presents a puzzle. Little Juan is running errands for his friends and neighbours and he needs some help. Ask the children to look at each list in turn and find the correct set of objects from the selection in the centre of the page. This allows the children to practise and demonstrate their skills in counting, identifying numerals and recognising number words. 1 Point out that there is more than 1 set of each item so just looking for the set that matches the picture on the list will not really help 1 To support children in reading the number words, encourage them to refer back to the borders on the previous pages. 1 This activity can be carried out in reverse, i.e. point to a set of objects and ask which character has asked for that set: Who has asked Little Juan to buy 10 cakes 1 Challenge the children to look for pairs in the lists: Which 2 lists ask Little Juan to buy 7 things Which 2 people want Little Juan to buy eggs How many eggs do they want 1 Compare the number of items on the lists: Who has asked Little Juan to buy the greatest number of things Who has asked for the smallest number of things 1 Challenge more-able children to count more than 1 set of items: How many ice-creams is Little Juan going to buy altogether Using pages 6 and 7 The fiesta Counting up to 10 objects that are not positioned together The counting game 1 It s fiesta time The villagers of Santa Flamingo are all celebrating together. Encourage the children to talk about the picture, enjoying the detail of the illustrations and spotting new surprises. 1 Draw attention to the number line at the top of the picture. Talk about the position of the numerals: Who can spot number 8 Which number is between 3 and 4 Which number comes after 7 1 Move on to the main content of the picture: Who can spot Little Juan What is he doing Explain to the children that finding Little Juan in the picture is the first of several hunting challenges. 1 The border tells the children how many of each item can be seen at the fiesta (e.g. 7 fireworks and 4 donkeys). Invite children to take turns to stand near the book and touch the hidden objects as they are found and counted. 1 As the children look for the hidden objects in the picture, talk about ways of keeping count using fingers or marks on a white board to record how many items they have found so far. 1 Ask questions to remind the children of the number of items that they are looking for: 1, 2, 3, 4, 5 chickens. Have we found them all Do we need to look for any more 1 Talk about the dangers of counting more than once: Here s another ice-cream or have we already counted that one 1 Encourage more-able children to use positional language as they hunt for items in the picture: next to, in between, in front of, behind, and so on. Looking at hats 1 In the picture there are a number of characters wearing Mexican hats. Talk to the children about the size and shape of the hats, introducing vocabulary such as tall, wide, narrow, large and small. 1 Use comparative vocabulary: Which do you think is the biggest hat in the picture Can you see a hat that is taller than this one Which hat is wider this one or this one Are all the tall hats being worn by tall people 2

3 Using page 8 Little Juan and the ice-cream Introducing one more 1 Tell the children this story using the pictures: 1 Little Juan and Tanto are both feeling very hot. 2 Juanita has been to see Señor Gelato. She has 1 icecream for herself and one more for little Juan. 3 Little Juan is very pleased with his ice-cream, and Tanto would like one too. 4 Pedro comes along. He has been to Señor Gelato s. He has 1 ice-cream for himself and one more for Little Juan. 5 Little Juan already has 1 ice-cream. Now that he has one more, he has 2. Tanto is getting fed up. He would really like some ice-cream 6 Now Maria comes along. She has also been to Señor Gelato s. She has bought 1 ice-cream for herself and one more for Little Juan. 7 Little Juan already has 2 ice-creams. Now that he has one more, he has 3. But Little Juan does not have one more hand What should he do 8 Poor Tanto Little Juan finally notices his desperate friend and gives his new ice-cream to him. 1 Help the children to act out the story, using props such as building blocks to represent the ice-creams. Take every opportunity to reinforce the vocabulary of one more. 1 Use the ice-cream border to introduce the idea of repeating patterns. Talk about the sequence of colours (or flavours) and encourage the children to describe the pattern to you. 1 Cover up an ice-cream with your hand. Challenge the children to tell you about the hidden ice-cream, and to explain how they were able to use the pattern to solve the mystery. Using page 9 Mama and the disappearing cakes Introducing one less 1 Tell the children the story using the pictures: 1 Mama has been very busy in the kitchen. She has been baking and has made 3 cakes. She has put the cakes near the window to cool. 2 A mysterious rope appears through the window and takes 1 cake away. 3 Now Mama is puzzled. She had 3 cakes and now she has only 2. She has one less. (What is Tanto trying to tell Mama) 4 The 2 cakes are left to cool. But oh dear a gloved hand reaches through the window and takes another cake away. 5 Mama is looking even more puzzled. She had 2 cakes and now there is only 1. There is one less. (Where is Tanto pointing) 6 One cake is left on the plate. But oh no whose is this hand appearing through the window and taking the last cake away (What is Tanto doing) 7 Mama is very cross. She had 1 cake and now it has gone. There is one less, which means that there are no cakes left. 8 Mama looks outside the door to find the mysterious cake-taker 1 The border has a repeating pattern that can be used in a similar way to the one on the previous page. This time the focus is on the shape of the cakes rather than the colour. To avoid later confusion with 3-D shapes, talk about the shape of the tops of the cakes when describing them as round, square and either oblong or rectangular. 1 If you have already introduced the children to the the naming of 3-D shapes, you can describe the cakes as cylinders, cubes and cuboids. If not, ask the children to talk about the shapes in terms of their similarity to other familiar objects (e.g. drum, cereal packet, brick). 1 Invite children to select shapes from a classroom set of blocks to match those of the cakes in the pictures. Using page 10 More and less More and less: comparing sets 1 This page invites children to respond to Little Juan and El Nombre s questions by comparing the number of objects in the sets. Before counting the number of donkeys in the first two sets, ask the children to say which they think has more donkeys. (Since the number of items in any of the sets is less than 5, the children will be able to tell you which has more or less by visual comparison.) 1 Now suggest the children check this by counting. 1 Count out sets of cubes or counters to represent the two sets of donkeys. Line them up side by side so that the difference between the 2 sets can be seen. Reinforce the idea that the set of 3 is more than the set of 2. 3

4 1 Now point out El Nombre s question at the bottom of the page. He wants to know which set is less. Again, invite the children to offer their ideas before checking by counting and referring to the supporting apparatus. 1 Repeat for the remaining pairs of sets. There are two snakes of each design in the border pattern, which continues on page 11. Challenge the children to find the matching pairs and talk about their choices. Encourage them to describe the colour, pattern and length of the snakes. Using page 11 The dice game More and less: comparing numbers 1 Little Juan and El Nombre are playing a game of dice. Show the children the first picture of El Nombre. He has thrown a 6 in the first game. To find out what number little Juan has thrown, the children will need to follow the trail. 1 Having reached the picture in which Little Juan throws a 5, talk to the children about which score is the greater. 1 Make the number sentence: El Nombre won that game because 6 is greater than 5. 1 Repeat for the remaining picture pairs. 1 Once the page has been completed, ask the children to think how they might decide who has won the most games. See Using page 10. Using pages 12 and 13 Sports Day Ordinal numbers 1 Talk to the children about the picture. Draw attention to El Nombre s rope, which is being used as the finishing line. 1 Talk about the winner of the race. Introduce the term coming first. Go on to talk about the positions second and third. 1 Point out the number line at the top of the page. It is not an ordinary number line. It shows the order of things: 1st, 2nd, 3rd, and so on. Show the children how the runners in the race line up with the numbers in the number line, and how the terms 1st, 2nd and 3rd are written. 1 Look together at the row of donkeys at the bottom of the page. The donkey at the far left of the page is the first in the line: What is special about this donkey 1 Look at the rest of the donkeys in the line. Each one has something special about it. 1 Use ordinal numbers when asking questions, and encourage the children to use ordinal numbers in their replies: What is special about the third donkey in the line Which donkey is Tanto riding 1 Now look at the row of spectators. Each one is wearing a sombrero with a different pattern on it. Talk about the colours and patterns. The sombreros are in alternating colours, and there is a repeating pattern of spots, stripes, zig-zags, checks and stars. 1 Repeat the questioning process: What is the pattern on the sixth sombrero in the row Which sombrero has blue stars on it Using page 14 Addition stories Addition as the combination of sets 1 Explain to the children that there are two short stories on this page. In the first story, Little Juan and Pedro want to play football. 1)Encourage the children to affirm that there are 2 children in the first picture: Little Juan and his friend. 2)In the second picture, Juanita and Pepita walk by. This picture also has 2 children in it. 3)In the third picture, all the children are playing football together. 1 Emphasise the number sentence: Two children and two more children make 4 children altogether. Show the children that this number sentence can be written as: = 4 1 In the first picture of the second story, Mama buys 3 ice-creams from Señor Gelato. In the second picture, Pedro buys 2 ice-creams. In the final picture, we can see that there are 5 ice-creams altogether. 4

5 1 Again, express the number sentence both in words and as symbols: Three ice-creams and 2 more ice-creams make 5 ice-creams altogether = 5 1 Encourage the children to enact number stories of their own, which must have 2 sets of objects combined together. 1 Finally, ask the children: Who bought an ice-cream for El Nombre 1 Use the balloons in the border for matching and sorting on the basis of size, colour and shape. The pattern of the left-hand border is: 1, 2, 3, 1, 2, 3, 4, 5, 6, 4, 5, 6, 7, 8, Describe balloons for the children to spot. 1 Ask the children to count how many balloons there are of each variety. 1 Encourage them to look at the numbers on the balloons: Can you see any patterns What balloons might come next 1 Cover up a balloon and challenge children to identify the covered number. Using page 15 Little Juan and the balloons More addition as the combination of sets 1 In this story, addition is represented as the combination of sets. However, this time there is a cumulative element to the process, building a story that demonstrates the addition of 3 numbers. 1 Talk to the children about the pictures: Little Juan starts the story with 1 red balloon. Mama has a set of 2 blue balloons. She gives her 2 balloons to Little Juan, who now has 2 more balloons. He now has 3 balloons altogether. 1 The original sets of 1 and 2 balloons can still clearly be seen, because of the different colours. Record this as a number sentence: = 3 1 Talk to the children about the remaining pictures: Little Juan now has 3 balloons. El Nombre comes along holding 3 green balloons. He gives them to Little Juan. Little Juan had 3 balloons and now he has 3 more. Little Juan now has 6 balloons altogether. Record this as: = 6 1 Look at the final picture. Talk about what is happening to Little Juan now 1 Return to the beginning of the story: Little Juan had 1 balloon, Mama gave him 2 more, and El Nombre gave him 3 more. At the end of the story, Little Juan had 6 balloons altogether. So we can record the story as: = 6 See Using page 14. Using page 16 Mama s washing line Subtraction as the partitioning of a set 1 This story illustrates subtraction as the partitioning of a set, as items are blown away from Mama s washing line. Look at the first picture: At the beginning of the story, Mama is finishing hanging out her washing. Encourage the children to help you count the items on the line from left to right. 1 Now look at the second picture: The wind blows hard and Mama s two hankies are blown right away. How many things are left on the line Encourage the children to verbalise the process: There were 5 things on the line. Two things blew away. Three things were left on the line. 1 Show the children how this can be recorded as: 5 2 = 3 1 Now look at the rest of the pictures: Fortunately, Little Juan finds the hankies and returns them to Mama, who pegs them back on the line. There are 5 things on Mama s washing line once again. The wind blows hard, and this time the tablecloth blows away. How many things are left on the line now There were 5 things on the line and 1 thing blew away. There are 4 things left on the line. 1 Record the process as: 5 1 = 4 1 Finally, ask the children: Who finds the tablecloth for Mama 5

6 1 In the border, Tanto is removing his football boots and socks. Encourage the children to count his legs: How many boots does Tanto have How many football socks 1 As the children follow Tanto s progress around the page, ask them to talk about what is happening in each picture, making up number stories to describe their observations: Tanto had 8 football boots. He has taken off 1 boot. That leaves 7. 1 As the children become more confident at doing this, invite them to record the processes: 8 1 = 7 1 Enact the process with children at the front of the group: The children are going to take off their shoes and socks, just like Tanto. How many children will we need to show all of Tanto s legs 1 Once all the boots have been removed, the story starts again, this time with socks. 1 To extend more-able children, the border can be used to show the relationship between subtraction and addition: Tanto had 8 boots. He has taken 3 off. He has 5 boots left. 8 3 = 5 Conversely: Three legs without boots and 5 legs with boots makes 8 legs altogether = 8 Using page 17 El Nombre s magnificent juggling act More subtraction as the partitioning of sets 1 In this story, subtraction continues to be represented as the partitioning of sets. This time there is a cumulative element to the process. 1 Look at the first picture: At the beginning of the story, El Nombre is juggling. The villagers are clearly impressed Encourage the children to join in as you count the balls and make a sentence to describe this count: El Nombre is juggling with 6 balls. 1 Now look at the second picture: In the next picture, El Nombre drops 2 balls, much to the horror of the villagers. How many balls is he still juggling 1 Confirm the count of 4 balls remaining, then encourage the children to combine all the elements of the story into a number sentence: El Nombre was juggling with 6 balls. He dropped 2. He has 4 balls left. 1 Record the process as: 6 2 = 4 1 Look at the remaining pictures: Now El Nombre is juggling with 4 balls. But disaster happens and he drops 3 of them How many balls does he have left to juggle with Poor El Nombre only has 1 ball left. The villagers are not very impressed now 1 Record the process verbally as before, and also as the number sentence: 4 3 = 1 1 Extend more-able children by retelling the whole story: El Nombre was juggling with 6 balls. He dropped 2 of them, and then dropped 3 more. At the end of the story he has 1 ball left. 1 Explain that we could record this as: = 1 See Using page 16. Using pages 18 and 19 El Nombre s puzzle Complements of 5 1 El Nombre challenges the children to find as many ways as they can to make sets of 5. 1 Encourage the children to choose sets of sombreros that combine to give a total of 5. Initially, encourage them to find any 2 sets that combine to give a total of 5. Collect and record the suggestions: = = = 5 Some of these may be offered in a reversed form: = = = 5 Discuss with the children whether or not these are different answers. 1 Ask questions: How many hats would you need to add to this group of 3 to make 5 hats altogether 6

7 1 Once the game has been played on several occasions and the children are confident, extend the rules so that more than 2 sets can be combined. Again, collect ideas: = = 5 1 The snakes in the border display the various twonumber complements of 5. Challenge the children to use them to describe the number sentences. 1 Invite children to decorate their own snakes to show different addition sentences. 1 Challenge older children by asking them to see how many different snakes they can make. Each snake must have 5 stripes, and only 2 colours can be used. Remember, some snakes may be all one colour 1 Extend more-able children by saying that 3 colours can be used. Using pages 20 and 21 Number-line games Counting forwards and backwards along number lines Using the houses 1 Talk to the children about the row of houses, which are numbered from left to right. Start by drawing attention to the number on each house, counting along the line with the children. 1 Ask questions about the houses: What is different about house number 4 Which house has someone looking out of the window 1 Little Juan is delivering newspapers to the houses. He has to deliver them to every house in turn. Use this as a context for revision of positional language and ordinal numbers: Which is the last house that Little Juan will go to What is different about the third house Which house will Little Juan go to before house number 8 1 Explain that it takes one step to get from one house to the next. Encourage the children to think about counting steps between the houses: Little Juan is at house number 4. How many steps do you think it will it take Little Juan to reach house number 6 1 Little Juan is not the only person travelling between the houses; El Nombre is swinging on his rope between the rooftops. The presence of the 2 characters gives opportunities for games in which they race along the house number line. You will need a couple of counters and a dice or spinner labelled 1, 1, 2, 2, 3, 3. 1 Divide the group in half. Each small group then generates numbers using the dice or spinner and takes one of the characters along the line. One child from each group is given the responsibility of moving the group s counter along the house line. 1 Encourage prediction skills as characters are moved: Little Juan is at house number 3. He has to move on 2 houses. Where will he be 1 Introduce the vocabulary of number line addition: What is 3 count on 2 Draw the children s attention to the idea that this is the same as add on or plus. 1 As the children become confident at moving the counter with one-to-one correspondence, introduce additional rules. Changing the dice so it is labelled 0, 0, 1, 2, 2, 3 gives opportunities for hazards. If a 0 is thrown, Little Juan drops his papers and must stay in the same place while he picks them up again. If El Nombre throws a 0, his rope misses its target on the next house and he must stay where he is while he retrieves it 1 Additional rules can be introduced by placing question marks on three of the dice faces. If the question marks are thrown, a question (either verbal or from a card) must be answered before the character can move forward. 1 Practise score-keeping skills by repeating the game several times. Encourage the children to work out who is winning the most number of games Using the river 1 The lower part of the page shows a wide river. The number lines are formed on rows of crocodiles and flat stones. Again, the lines are numbered from left to right. 1 Little Juan and El Nombre both need to cross the river. Because they are standing on the right bank, they must cross the number lines backwards. This provides opportunities to introduce subtraction by counting back along the number lines. 1 Little Juan chooses the safe way to cross the river, using the flat stones. El Nombre, of course, chooses a much more daring route, leaping between the noses of snoozing crocodiles 1 Start by taking one of the characters across the river, using a counter and a dice labelled 1, 1, 2, 2, 3, 3. 1 Talk about the direction of movement along the line: When we throw the dice and move the counter, will El Nombre be on a bigger number or a smaller number Little Juan is on stone number 8. We have thrown a 2. Where will he be 7

8 1 Introduce the vocabulary of subtraction: What is 8 count back 2 Is this the same as 8 take away 2 1 Introduce a racing game as before. As the children become more confident, hazards can be introduced Moving in both directions Once the children are competent players of these games, introduce additional dice that have operation symbols on them (+, +, +, +,, for the houses;,,,, +, + for the river). In this way, you will reinforce the links between counting on and counting back with addition and subtraction. Using pages 22 and 23 The playground Counting in twos 1 Look at the picture with the children. Start by looking at the snake in the playground. Ask the children to think about what is unusual about this number line. Through discussion, reach the decision that because every other number is missing, the snake line is counting in twos. 1 Remind the children that sometimes it is useful to count in twos, because it helps us to count things more quickly. 1 Look for examples of objects in the picture that can be counted in twos: Señor Gelato s ice-creams, children in the three-legged race, Pedro s footprints in the sand. 1 The twin children by the gate offer further opportunities for counting in twos. Invite two children to enact the parts of the twins, and encourage the class to count eyes, socks, shoes, hands, ears, and so on. Using page 24 Santa Flamingo Estimating 1 Talk to the children about the view of Santa Flamingo. Ask: Where would you need to be to see the village like this 1 Draw the children s attention to the objects in the border. These are some of the objects that can be seen in the picture. 1 The border does not tell the children how many of each object is in the picture. Explain that the idea is to estimate the number of each object. 1 Introduce the term estimate as a thinking guess. Encourage the children to look carefully at the picture for a few seconds before making their estimates (e.g. the number of people in the picture). 1 The estimates can then be checked by counting. 1 Talk about why estimating can be very useful. A good example is to talk about planning a party where the number of guests is not certain and catering has to be provided. 1 Use the picture to develop the language of shape. Talk about the different shape of the houses, and use comparative vocabulary to describe their relative size. 1 Use positional language to describe the whereabouts of various objects in the picture, and to talk about the routes that could be taken to get around the village. Use terms such as near, far, next to, in between, next but one, opposite, straight, corner, right and left. 1 Use the border to reinforce aspects of counting in twos. Start by counting round the number track, clapping on the even numbers. Keep a rhythm going of whispering a number (odd) and then saying a number and clapping (even). Eventually, phase out the whispering so that the rhythm becomes think a number, say a number. 1 Point out the repeating pattern of endings in the family of 2: 0, 2, 4, 6, 8. 1 Introduce the term even number to describe these numbers. Use the context of the twins in the picture to show that even numbers of objects can be shared equally between two. 8