Children count backwards. Children count from 0 or 1, or any given number. Increase the range of numbers used as appropriate.

Size: px

Start display at page:

Download "Children count backwards. Children count from 0 or 1, or any given number. Increase the range of numbers used as appropriate."

Suzan Hilda White
5 years ago
Views:

Getting Started Number Number and place value Counting voices Resource 91: 0 20 number track (per class) Ask the class to recite the number sequence 0, 1, 2, 3, etc.

Children count from 0 or 1, or any given number. Increase the range of numbers used as appropriate. Count in your head Say: Count in your head until I say stop. Ask: What number did you reach?

1 Getting Started Number Number and place value Counting voices Resource 91: 0 20 number track (per class) Ask the class to recite the number sequence 0, 1, 2, 3, etc. in the following ways: very slowly; very loudly; alternately loudly and quietly; angrily; happily; like a lion; like a monkey; clapping as they say each number; singing. s Children count backwards. Children count from 0 or 1, or any given number. Increase the range of numbers used as appropriate. Count in your head Say: Count in your head until I say stop. Ask: What number did you reach? Say: Now count aloud to that number. s Children count backwards from 10 or 20 in their heads, then count aloud from the number they reached until they get to zero. Increase the range of numbers used, as appropriate. Counting singing selection of counting songs or number rhymes Sing together: One, two, buckle my shoe. Three, four, knock at the door Sing Five Cheeky Monkeys, Ten Green Bottles etc. Counting on or back Say: I ll say a number and you start counting on from there. Children count back from the given number. 26

2 Counting stick (1) counting stick a metre-long stick marked with 10 equal divisions (per class) Point to one end of a counting stick and name it with an appropriate number, e.g. 6. Ask children to count on from this number. Point to each division on the stick as they count. Repeat, changing the starting number. Children count backwards. Counting stick (2) counting stick a metre-long stick marked with 10 equal divisions (per class) Call one end of a counting stick 6 and the other end 16. Point to another division of the stick and ask children which number it represents. Repeat for other divisions. Change the start and end numbers. Stand up on Tell children a target number, e.g. 8. Point to individual children, and ask them to count from 0 to 20. The child who says the target number stands up. s Change the target number. Children count backwards. What s the missing number? Say a sequence of numbers in order, leaving one out, e.g. 1, 2, 3, 5, 6. Children say the missing number. Count backwards, e.g. 7, 6, 4, 3. 27

3 Who is number? Counting sets of up to 20 objects Children sit in a circle. Ask: If we counted on round the circle, with [child s name] beginning by saying 5, who would say 11? Work it out in your head and tell me the answer. Repeat for other start and end numbers and individuals. Ask the same question but for counting back. Counting cards 0 30 number cards (per child) Hand out a 0 30 number card to each child. Go around the room and ask each child to say the number on their card and hold it up for the class to see. Ask children to call out and show the number on their cards again, but this time in order, starting with the child (or children) who has 0, then 1, 2, and so on, up to 30. s Children count back from 30 to 0. Alter the numbers used appropriate to the level children are working at. What s my number? two 0 9 number fans or tens and ones place value cards (per child) Give each child two 0 9 number fans or place value cards for two-digit numbers, Say: I am thinking of a number with one ten and two ones. What s my number? (12) Repeat for other numbers in the range Say: I am thinking of a number with two tens and five ones. What s my number? (25) Repeat for other numbers in the range Repeat for further number ranges, as appropriate (three tens and, four tens and etc.). Show me my number two 0 9 number fans or tens and ones place value cards (per child) 28 Give each child two 0 9 number fans or place value cards for two-digit numbers. Say: I am thinking of a number with one ten and four ones. Show me my number. (14) Repeat for other numbers in the range Say: I am thinking of a number with two tens and five ones. Show me my number. (25) Repeat for other numbers in the range Repeat for further number ranges as appropriate (three tens and, four tens and etc.).

4 Tens and ones number cards (per class/group) Hold up a number card showing a two-digit number. Ask: Can you tell me this number? Choose a child to answer. Ask: How many tens in this number? How many ones? Match-the-number game 0 9 number cards (per pair); 0 9 dice or spinners (per pair); 14 counters 7 of one colour, 7 of another (per pair) Ask children in pairs to spread a set of 0 9 number cards face up in front of them. They take turns to throw a dice or spin a spinner and place a counter on the number card that matches the number generated. They cannot place more than one of their counters on a card. The first to place all their counters is the winner. Use 0 20 dice or spinners and 0 20 number cards. How many cubes? interlocking cubes (per class/group); 5 10 blank cards (per class); pen (per pair); tens and ones place value cards (per class/group, optional) Show children some interlocking cubes in sets of tens and ones, e.g. 2 tens and 6 ones. Choose two children and give each a blank card. Ask: How many sets of ten are there, and how many ones? Ask one child to count the sets of ten and the other to count the ones. Children write their numbers, e.g. 2 and 6, on their cards. Ask the two children to hold up their numbers for the class to see. Say: Point to the number that shows how many tens there are. Point to the number that shows how many ones. What two-digit number do these numbers make, which gives the number of cubes in this set? (26) Display the number cards next to the set of cubes. Repeat for further two-digit numbers. Use place value cards to show children a one- or two-digit number up to 20. Children work in pairs to show the number as sets of tens and ones using interlocking cubes, e.g. for 14, children show one tower of ten cubes and four separate cubes. 29

5 Rearranging the number track 0 10 number cards (per class/group) Arrange number cards 0 10 to look like a number track. Say: Look at the number track. Count on in ones from zero to ten. Say: Now count back from ten to zero. Ask children to close their eyes. Swap the positions of two number cards. Ask children to identify the two numbers that are in the wrong positions on the number track. Repeat for further pairs of numbers, then move on to swapping three numbers at a time. Use higher numbers, according to the level children are working at. Rearrange 0 20 number cards (per pair) In pairs, children shuffle a set of 0 20 number cards and lay them face down on the table in a row to make a number track. The first child chooses any card, says the number and places it face up in the correct position on the number track. The card already in that position is picked up by the other child, who places it face up in the correct position. The activity continues in this way until all the number cards are in the correct positions. s Children use a set of 0 20 number name cards. Children use a set of 0 20 number picture cards. How many fingers? large 0 10 number cards (per class) Say: I m going to show you a number. Show me the same number of fingers. Hold up 0 10 number cards one at a time, in random order, for children to hold up the same number of fingers. Say: Tell me the number! Children call out the number together. Use a set of 0 20 number cards and ask children to work in pairs to show the numbers. 30

6 Before and after Identify one more and one less than a given number Ask questions such as: Which number comes after six? Can you tell me the number before nine? Increase the range of numbers used as appropriate. Children call out the number together. More or less Identify one more and one less than a given number Ask questions such as: Which number is one more than seven? Which number is one less than 14? Display a number card showing a one-digit or two-digit number. Ask children to say the number that is one more or one less. Children call out the number together. One more or one less? Identify one more and one less than a given number 0 10 number cards (per pair); 0 9 dice or spinners (per pair); about 12 counters, 6 of one colour, 6 of another (per pair) In pairs, children lay a set of 0 10 number cards face up on the table in front of them. They take turns to roll a dice or spin a spinner to generate a number in the range 0 9. They place a counter on a card that shows a number either one more or one less. They cannot place more than one of their own counters on a card. The first to place all their counters is the winner. s Use 0 20 dice or spinners and a set of 0 20 number cards. Use number picture cards. Counting objects Counting sets of up to 20 objects interlocking cubes (per class) Hold up a tower of cubes. Say: Count this tower of cubes. Ask: What number did you reach? Say: Now count aloud to that number. s Use other objects for children to count. Ask children to count things they can t touch or reach, e.g. number picture cards, window panes, the chairs in the room. 31

7 Count the chimes Counting sets of up to 20 objects chime bars and a beater, or another percussion instrument (per class/group) Play 1 10 or 20 notes on a set of chime bars (or other percussion instrument). Say: Count these sounds to yourself, then tell me how many you heard. Begin by playing the same note with the same note length (i.e. with a consistent interval between notes), then progress to different notes of different lengths. Invite individual children to turn over a 0 20 number card, and then play the same number of notes to the rest of the class. Children count the beats and say how many there were. Hold up the number card to allow them to check their answers. Counting number cards Counting sets of up to 20 objects large 0 10 number picture cards (per class/ group) Choose a card from a set of 0 10 number picture cards at random. Hold it up for children to see. Ask children to count the objects on the card, and then say the number that is one more or one less. Repeat for further cards. Recite a suitable counting rhyme or song with children, e.g. Ten Green Bottles or Five Cheeky Monkeys. s Display the cards in a row as the number of objects on each one is identified. Then work with children to arrange them in the correct order. Point to each card in turn as you count on with children from 0 to 10, and back from 10 to 0. Increase the range of numbers used as appropriate. Counting picture cards Counting sets of up to 20 objects 0 10 number picture cards (enough for one per child) Give a 0 10 number picture card to each child. Say (for example): If you have the card with three stars on it, hold it up. Repeat for the remaining numbers, in random order. s Use 0 20 number picture cards. Use number name cards. Hold up large 0 10 number picture cards, in random order, for children to hold up the matching 0 10 number cards. 32

8 Roll the dice, choose a card Counting sets of up to 20 objects three 1 6 dice (per pair); 3 18 number cards (per pair) In pairs, children spread a set of 3 18 number cards face up in front of them. They take turns to throw three 1 6 dice, count the total number of dots and choose the matching number card. If a total is repeated, the player misses a turn. The winner is the child with the most cards at the end. Use a set of 3 18 number name cards Pass them over Counting sets of up to 20 objects 1 6 dice (per group); 20 counters (per child) In groups, children start with 20 counters in front of each of them. They take turns to throw a 1 6 dice and pass the same number of counters to the next player. If they throw a number that is greater than the number of counters they have left, they cannot move their counters and therefore miss a turn. The winner is the first player to get rid of all their counters, or the player with the fewest counters. More, less and in between Say two numbers between 0 and 20, e.g. 7 and 16. Children say which is greater and which is smaller, and say a number that lies in between. Increase the range of numbers used as appropriate. Larger, smaller Arrange the class in a circle. The first child says a number, e.g. 6. The second child says a number that is larger, e.g. 17. The third child says a number that is smaller, e.g. 12. The fourth child says a number that is larger, e.g. 28. The activity continues around the circle with children saying numbers that are alternately larger and smaller than the previous number. Direct children to find either a larger or smaller number, so that a sequence might be, e.g. 17, (larger) 25, (larger) 30, (larger) 42, (smaller) 19, etc. 33

9 More or less two sets of 0 10 number cards (per pair) In pairs, children shuffle two sets of 0 10 number cards and deal them equally. Each child places their cards face down in a pile in front of them. They reveal their top card. The child with the larger number wins the round and takes both cards. If the cards show the same number, both children take their card back. The winner is the child with the most cards at the end. s The winner of each round is the child with the lowest number. Use two sets or a selection of 0 20 number cards. Ordering 0 10 number cards (per child) Children shuffle the cards and lay them out in a line in front of them in random order. When you say Go, children put their set of cards in order as quickly as possible, putting their hands on their heads when they finish. The winner is the first to finish. s Use a set or a selection of 0 20 number cards. Use number picture cards. Class ordering 0 50 number cards (per group/class) Arrange the class in a circle. Give each child three number cards. Children place their three cards face up in front of them and put them in order, smallest to largest. They then turn to the person next to them and together order all six cards. As a class, place all the cards in order from 0 to 50. Increase or decrease the range of numbers used as appropriate. 34

Number Addition and subtraction

Number Addition and subtraction Quickfire additions addition Ask: Three plus two equals? Say: If you know the answer put your hand on your nose/ear/head/shoulder. Ask a child to answer. (5) Repeat for