E X P L O R I N G. Bev Dunbar E X P L O R I N G M A T H S. Activities, blackline masters & assessment pages that are fun and easy to use

Transcription

1 E X P L O R I N G M A T H S E X P L O R I N G Numeration Bev Dunbar Activities, blackline masters & assessment pages that are fun and easy to use N U M B E R L O W E R P R I M A R Y 6

2 Exploring Numeration BEV DUNBAR

3 Introduction Exploring Numeration Here are over 60 teaching ideas for developing numeration skills for numbers to 100. Each activity has been carefully designed to maximise the way in which your students build up their knowledge of our Base 10 counting system. Making your life easier has been a major aim in this series. With the suggested activities included here, plus 50 blackline masters, sample programs and outcome indicators, you ll find planning your numeration program for the year is now so easy. Your students will think and work mathematically with an emphasis on mental recall and practical manipulation of objects. They will construct flexible images which enable them to tackle problems from different points of view. The easy-to-read activity cards will extend your small groups. By exploring each topic for a week at a time, you ll be able to cater for at least three ability groups, with plenty to challenge even your most confident youngsters. For example, you may have one group exploring numbers to 20, a second group exploring numbers to 99 and a third group studying numbers to 100 and beyond. Just browse through the section your students need to study next and find the activities you think will interest them most. There are enough suggestions in each section to have up to a whole class studying that topic for at least a week! See the Sample Weekly Program for more detailed ideas. A second book, Exploring (Operations) focusses on the four operations (+, -, x, ) with whole numbers to 100. There is also a third book, Exploring Calculators with 5-7 year olds, which complements the activities in both books. Together these three number resources provide you with the practical ideas you need to keep both you and your students keen and motivated. So look forward to the joys of exploring numbers to 100 with your students. Copyright Bev Dunbar Maths Matters 2000 Exploring (Numeration) 978 ISBN Reprinted 2006 (twice), 2009, 2011, 2015 Published by Blake Education Locked bag 2022 Glebe NSW 2037 Illustration and design by Janice Bowles Printed by Green Giant Press The blackline masters in this book may be reproduced by the original purchaser for use with their class(es) only.

4 Contents How to use this book 2 Revisiting Revisiting groups of Exploring Exploring Outcome Indicators 92 Sample Yearly Program 93 Sample Weekly Program 94

5 How to use the activities Over 60 easy-to-use activities exploring numeration to 100 have been placed into four separate sections to enable you to readily plan and implement activities for the whole class, groups and individuals. You ll never run out of ideas for what to teach your students again! The overall objective is to develop knowledge, skills and understandings for the numbers to 100 in a variety of fun, child-centred ways. The overall outcome for each unit is to estimate, count, compare, order and represent whole numbers to 100, with a special emphasis on the development of place value and mental recall. A complete list of Outcome Indicators is provided on p.92 to help you see how and when this objective has been reached. Grouping strategies ONE PAIR GROUP CLASS = individual = pair = small group = whole class Coded Outcome Indicators (see p.92) C = Counting P = Patterning M = Matching O = Ordering R = Recording PV = Place Value Outcome Indicators Record Sheet EXPLORING NUMBERS NUMERATION Each activity includes Outcome Indicators to help your planning, programming and unit assessment. Counting C1 Counts forwards/backwards by 1s to... C2 Counts forwards/backwards by 2s to... C3 Counts forwards/backwards by 5s to... C4 Counts forwards, backwards by 10s to... C5 Counts on from one specified number to another C6 Identifies 1 more, 1 less than a given number to 20 C7 Identifies 2 more, 2 less than a given number to 20 C8 Identifies 1 more, 1 less than a given number to 100 C9 Identifies 2 more, 2 less than a given number to 100 C10 Identifies 10 more, 10 less than a given number to 100 Patterning P1 Recognises, describes, creates number patterns NAME This example shows how easy it is to implement each activity in your classroom. P2 Predicts, continues the next few items in a number pattern P3 Identifies missing items in a number pattern P4 Identifies a group of objects, numbers as odd or even Matching M1 Estimates, models, counts 0-20 objects M2 Matches numerals, number words 0-20 to sets of objects M3 Estimates, models, counts objects M4 Matches numerals, number words to sets of objects M5 Estimates, models, counts objects M6 Matches numerals, number words to sets of objects Ordering O1 Places numerals/objects/words 0-20 into counting order O2 Uses "1st" to "20th" to identify positions O3 Places objects/numerals/words into counting order O4 Places objects/numerals/words into counting order How to use the sample programs Recording R1 Uses tally marks to record counting from 0-20 R2 Writes numerals 0-20 R3 Writes number words "zero" to "twenty" R4 Writes numerals R5 Writes number words "ten" to "ninety" R6 Writes numerals R7 Writes number words "zero" to "one hundred" Place Value PV1 Models numbers to 20 as bundles of 10 and extras PV2 Explains the value of each digit in numbers 0-20 PV3 Models numbers as bundles of 10 PV4 Explains the value of each digit in numbers PV5 Models numbers to 99 as bundles of 10 and extras PV6 Explains the value of each digit in numbers to 100 PV7 Models 100 as ten groups of 10 or one group of 100 PV8 Trades 10 ones for 1 ten to/from 100 PV9 Trades 10 tens for 1 hundred to/from E l i N i A special feature of this book is the Sample Yearly Program (see p.93). This shows one way to organise a 40 week teaching year for 7 year olds, exploring a unit in Number, Space, Measurement, Chance and Data for a week at a time. A second feature is the Sample Weekly Program (see p.94 for complete details). This shows you one way to organise a selection of activities from the Exploring 0-99 unit (see p.41-72) as a five day unit. OUTCOMES RESOURCES WEDNESDAY THURSDAY FRIDAY BLMs p. 43,45-47, 51, 53-55,57,59,69,71. 2 sets of digit cards (BLM p.9) for each student. Sample Weekly Program STRAND Number SUBSTRAND Numeration: Exploring 0-99 GRADE 2 TERM 2 WEEK 1 LANGUAGE count forwards/backwards by 1s, 2s, 5s, 10s "ten ones...", "one ten..." estimate, model, count objects to 99 "is more than...", "is fewer than..." is less than... model numbers to 99 as groups of 10s and 1s "there's - altogether in this group" match objects/numerals/words for 0-99 is in between order objects/numerals/words for 0-99 state 1,2,10 less/1,2,10 more than a number to 99 Scissors, glue, pencils. OHP transparencies (BLM p.43,45). Counters, paddle-pop sticks. Place value materials (beansticks/beans, pasta sticks/pasta, paddle-pop sticks/ elastic bands,beads/beadstring, playdough/candles). Spinners (BLM p.10) Introduce 0-99 chart Whole class game Mind munchers Whisper it Find a pattern, call and catch Adding 10, (2s, 5s,10s) Activity - Catch the ants Rotating Activities - Counting by 10s Digit card game, Activity - Discuss Digit eyes Grab the lion, Activity - Make your own Make it my way Make in small groups Draw it my way number chart Number caterpillars Activity cards Whole class challenge - Finish with some Finish with some Whole class challenge What number am I? Mind Munchers Mind Munchers What number am I? (Homework Sheet 0-99 Check-up ) Whole class game Number scramble General discussion of homework results Revise general issues Activity - Make your own number chart Make it my way Draw it my way Whole class game - 2 Exploring Numeration

6 Revisiting In this unit, your students will: Explore number patterns to 20 Identify 1 more/1 less than a given number to 20 Identify 2 more/2 less than a given number to 20 Estimate, model, count 0-20 objects Model numbers 0-20 as one group of 10 and extras Match and order objects, numerals, words for 0-20 Record 0-20 as numerals, words or tally marks Exploring Numeration 3

7 Counting by 1s CLASS GROUP Activity Can you count by 1s to 30? In less than a minute? To 50? To 100? Forwards? Backwards? Starting at any number and counting on or back? Practise as a whole class as well as with small groups or individuals. Ask a student to call out a random number from Count on by ones from that number. C1 Variation Count the number of $1 coins in a piggy bank, matches in a matchbox, Smarties in a medium size packet, marbles that fit in a jar, words on the favourite page of a book... Guess first then check by counting. Counting by 2s Resources Counters for each table, pencils/paper. CLASS C2 Activity Count eyes, ears, feet, socks, shoes. Count how much money in a pile of $2 coins. Give each table a large pile of counters. Each person records their guess for how many objects altogether. One person from each table checks, counting out by 2s. Variation Count forwards or backwards by 2s starting at any even number (e.g. 26). For a super challenge, count forwards or backwards by 2s starting at any odd number (e.g. 17). Counting by 5s Activity Count fingers on each hand, toes on each foot. Count sides on pentagons. Count how much money in a pile of $5 notes. Stand in a circle. Count by 5s. Anyone who makes a mistake bobs down. What s the highest multiple of 5 you can count to? Counting by 10s CLASS CLASS Activity Count how many fingers or toes on all the students in the class. Collect 10 letter words and write them in a class book. Count by 10s to find how many letters altogether. C3 C4 Variation How many groups of 10 in the whole grade? The whole school? 4 Exploring Numeration

8 ClassBookabout0-20 Resources A3 pages stapled to make a large book, felt-tip pens. CLASS M1,2 R2 Activity Collect interesting facts or stories about each of the numbers from Illustrate and write the best ones into the large class book (e.g. I know a grandma who was one of nineteen children. Imagine how much food they had to cook ). Variation Once the students are familiar with the book, play a version of What am I? by giving clues as to which page you are thinking of (e.g. There were one ten and nine children in this story ). Bunch up Resources A large hall or playground area. CLASS M1 Activity Give the class directions for how to move around freely (e.g. walk quickly in a clockwise direction; jump up and down on the spot...). At random time intervals, call out Bunch up and a number from 1-20 (e.g. Bunch up 15 ). Everyone forms groups with that many students in them. How many groups like this can you make? How many students left out? Repeat several times. Revising tally marks Resources Skipping ropes, chalkboard, chalk. CLASS C3 R1 Activity Practise counting forwards by 5s. Discuss how counting by 5s is easier than counting out every number in turn. Revise how to record counting with tally marks. Demonstrate how to make tally marks in groups of 5. Again see how much easier it is when there are lots of numbers to count if we can skip count by 5s instead. In pairs, one student skips with a rope while the other student records the skips as tally marks. Exploring Numeration 5

9 10 fascinating things to do with 20 counters Resources 20 small plastic counters (dinosaurs, farm or zoo animals, tiny teddies...), a set of 10 activity cards (BLM p.7-8), 2 sets of 0-9 digit cards (BLM p.9), a spinner (BLM p.10) for each pair. Activity Shuffle the activity cards and place them face down in the centre. Turn over the top card to see your activity for that round. Encourage each pair to do as many cards as possible within a time limit (e.g. 5 minutes). Variation Use more than 20 counters. Adapt the activities to fit. PAIR C2,3,4,7 P1,2 M1 R2 PV1 8 scintillating things to do with number word and tallycardsfor0-20 GROUP C6 P4 M2 O1 R2,3 Resources 8 activity cards (BLM p.11-12), zero to twenty cards (BLM p.13 - copied onto red paper, cut up as individual cards), one ten to two tens /tally cards (BLM p.14 - copied onto yellow paper, cut up as individual cards), pencils/paper for each group. Activity Shuffle the 8 activity cards and place them face down in the centre. Shuffle the small cards and place these face down in the centre. Take turns to turn over the top activity card and carry out the instructions. Continue until everyone has had at least one turn. Variation Use these cards to assess student understanding on an individual basis. 6 Exploring Numeration

10 COUNTER ACTIVITY CARDS Count the objects two at a time. Is there an odd or an even number? Guess first, then check. Count the objects five at a time. How many groups of five? How many extras? Make a pattern with the objects. Ask your partner to guess your pattern and then to add extra pieces. Say a number between 10 and 20. Ask your partner to grab this many objects. Count and check. Were they close? Grab a handful each. Guess how many. Make this number using digit cards. Who has the most? Exploring Numeration 7

11 COUNTER ACTIVITY CARDS Grab a handful. Guess how many groups of 10 and extras. Check. Match with digit cards. Take a group of 10. Use the spinner to see how many extras. Race to make this number with cards. Give your partner a pile of objects. Ask them to count how many with their eyes shut. What strategies are used? Grab a handful. Count how many. Ask your partner to make the number 2 more or less than this with digit cards. Make up your own activity about using 20 objects. 8 Exploring Numeration

12

13 Spinners Exploring Numeration

14 NUMBER WORD / TALLY ACTIVITY CARDS Give everyone 6 cards. On a signal, race to sort your cards into counting order. In turn, look at the top card and say the number before and after. Give everyone three cards. Arrange the cards in order from the largest to the smallest number. Turn over a card. Ask everyone to write this number as a numeral (e.g. 17). Exploring Numeration 11

15 NUMBER WORD / TALLY ACTIVITY CARDS Secretly take the top card. Call out the name and ask everyone to write it as a number word. Find the set of three matching cards for each number. (e.g. one ten and five, fifteen, ). Sort the cards into odd and even piles. Sort each pile into order. Try to count forwards by odd numbers without looking at the cards. Turn all the cards face down. Play a memory game together. Look at 3 cards. If 2 or more match you keep the matching card.

16 zero one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty Exploring Numeration 13

17 zero one ten and three one ten and six one ten and nine one ten and one one ten and four one ten and seven two tens one ten and two one ten and five one ten and eight Exploring Numeration

18 10 fabulous things to do with digit cards 0-9 Resources 10 activity cards (BLM p.16) for each group, one set of 0-9 digit cards (BLM p.9) for each student, 6 small counters. Activity Shuffle the 10 activity cards and place them face down in the centre of the group. Take turns to turn over the top card. Everyone races to carry out the instructions with their digit cards. Continue until everyone has had at least one turn. Encourage everyone to discuss their answers together. (e.g. an even number could be 10, 12 or 14. It could also be 8, 52 or 104. Students respond according to their level of ability. Try to help them see that many numbers may fit the instructions). Variations 1. Shuffle the 10 activity cards and place them face down in the centre. Everyone makes a random number between 10 and 20 with their digit cards. Turn over the top activity card to see who wins a counter. 2. Each student has a set of number cards zero to twenty (BLM p.13) in place of the digit cards. Use the 10 activity cards as in the suggested Activity or as for Variation Each student has a set of number cards one ten and one to two tens (BLM p.14) in place of the digit cards. 4. Each student has a set of the tally cards (BLM p.14) in place of the digit cards. Possum Storehouses Resources Possum Storehouses card (BLM p.17), 20 multilink counters, 0-9 digit cards (see p.9) for each person, a spinner (see p.10), optional 4 activity cards (BLM p.18), word cards (see p.13-14). Activity These possums store apples in groups of 10. Pretend the multilinks are apples. Grab a handful of apples each. Guess how many tens, how many units (or extras) altogether. Place the apples onto your possum storehouse cards to check. Use your digit cards to make this number too. Compare your discoveries with other people in your group. Who has the largest number of apples? The smallest number? Does anyone have the same number of apples as you? Variation Select one of the 4 activity cards and follow the instructions. GROUP GROUP C7 P4 M2 O1 R1 PV1 C2 P4 O1 PV1,2 Exploring Numeration 15

19 Make an even number Make a number larger than 17 Make a number 2 more or less than 13 Make an odd number Make a number 2 more or less than 16 Make the smallest number Make a number smaller than 14 Make a number between 9 and 13 Make the largest number Make a number between 13 and 17

20 Possum Storehouses

21 NUMBER WORD / TALLY ACTIVITY CARDS Turn over a word card. Collect that many apples. How many patterns can you make? Start with 20 apples. Spin and remove the apples. Who is the first to have 0 apples? Turn over a word card. Race your partners to place matching apples on your storehouses. Start with empty storehouses. Spin and collect apples in turn. Who is the first to have exactly 20 apples?

22 0-20 Number Charts Resources Possum Storehouses (see p.17 - these can be reduced on the photocopier to save paper), pencils, a sample possum storehouses worksheet with all the numbers from 1-20 written in order. Activity Discuss the sample. Show how each of the numbers from 1-20 can be written in order on the two storehouses. Fill in random numbers from 1-20 on your possum storehouses. Swap with a partner. Try to be the first to write in all the missing numbers within a given time limit. Can you do it in less than two minutes? Variation Shuffle the one to twenty cards and place them face down in the centre. Take turns to turn over a card (e.g. thirteen). Find the thirteenth position and write the number. The first to get three numbers in a line wins a counter. Odd or even? Activity One player is odd, the other player is even. On a given signal, each player holds up any number of fingers from Add them all together. If the total is an odd number, the odd player scores 10 points. If the total is an even number, the even player scores 10 points. Try to be the first player with exactly 50 points. PAIR PAIR O1,2 R2,3 P4 Join the dots 0-20 Resources Join the dots (BLM p.20 - cut into three), scrap paper, pencils, tracing paper. ONE C1 O1 Activity Join the dots forwards or backwards to discover the hidden pictures. Guess first what you think each picture will be. Variation Try making your own picture for a friend to solve. Draw your picture first then try to fit up to 20 connection points. Use tracing paper to copy the new dot version of your picture. Write in the number clues. Try it out on a friend! Exploring Numeration 19

23 Join the Dots Exploring Numeration

24 1-20 Number line-up PAIR GROUP Resources 0-20 Number line-up (BLM p.22), coloured pencils, scissors, glue, 20 small counters for each student; a set of one to twenty cards (see p.13) for each pair. C6 M2 O1,2 Activity Cut the worksheet into four pieces along the dotted lines. Colour in the 20 children. Glue the tabs behind the previous right ends to make a long 1-20 number line. Write in the numbers in order from Turn over a one to twenty card and place a counter on the matching child on the number line. Place a counter on the number before and the number after. Try to be the first to have all 20 children matched with a counter. Variation Call out any number between 1 and 20 (e.g. 14). Ask your partner to find the number 1 less than or 1 more than this number. Use the number line-up to count by 1s, 2s, 5s forwards and backwards from Tricky Questions Resources 0-20 Number Line-up (see above) for each pair. PAIR O1,2 Activity Discuss some examples of tricky questions to ask each other using the 1-20 number line e.g. What number is 2 more than 5 then 4 more? Go to the start. Jump six groups of two children. What number do you land at? Start at 17. Go forward two then back three. What number are you on now? Start at 13. How many more children do you need in the line to jump to 19? Counting on PAIR Resources 0-20 Number Line-up (see above), a spinner (see p.10) for each pair. Activity Take turns to spin the spinner. This tells you which number to start at (e.g. 7). Spin the spinner again to tell you how many more to count on (e.g. 8). Guess where you will land first then check by counting on (e.g. start at 7 and make 8 jumps to 15). How close was your guess? C5 Exploring Numeration 21

25 0-20 Number Line-up glue this section glue this section glue this section 22 Exploring Numeration

26 Mental Mind Munchers 0-20 Try these sample questions daily to encourage fast oral responses and the development of mental number images. Encourage your students to make up similar examples to ask each other. Count back by 1s starting at 20. Stop when you reach 10. (C1,5) I m counting forward by 2s. 6, 8, 10, What are the next four numbers in my pattern? I m counting backwards by 2s. Try to spot the missing number in my pattern. (C2,5 P2) 24, 22, 20, 16, 14, What number did I miss? Count backward by 5s starting from 30. Stop when you reach 5. Close your eyes. Listen carefully. 35, 30, 25, 15, What number is missing? What s one less than 13? What s one more than 18? What s two more than 14? What s two less than 17? What sort of pattern is this? (counting forwards by 2s...) How do you know if a number is odd? Nod your head if the number you hear is odd. Ready? How do you know if a number is even? Clap your hands if the number you hear is even. Ready? (Hold up some counters then hide them). Guess how many counters I have (reveal and check). Write this number as a word. I m thinking of a mystery number. You ll know it when I finish clapping my hands. Record my claps as tally marks. Show me 18 counters. Write this number as a word. (Write 3 numbers at random on the chalkboard). Rewrite these in order from the smallest to the largest. Tell me a number larger than 11 but smaller than 15. There are 15 children standing in a line. A boy is first, then a girl, then a boy and so on. Is the tenth person a boy or a girl? Exploring Numeration 23

27 Tens and ones Resources Two students, standing at the front of the class. CLASS PV1, 2 Activity One student is the tens and holds up 10 fingers. The other student is ones and on a given signal, this student holds up 0-10 fingers. The rest of the class state the number formed. e.g. 17 is ten and seven. Variation The class asks the two students to model a given number with their fingers. e.g. Show us 11. What a lot of beans Resources Small dried beans (e.g. brown beans), paddle-pop sticks, hobby glue, 3 dice, newspaper for desks (to protect table tops), small counters for each group. Activity Revise how to make beansticks. Throw the dice, add the numbers and take that many beans. Every time you collect a total of 10 beans you can make a beanstick or a 10s stick by gluing 10 beans to a paddle-pop stick. The person who collects the most beans each turn wins a counter. At the end of the time limit count up to see who has the most beans altogether. When you have plenty of beansticks for the group to use, use the pre-prepared sticks rather than gluing new ones. (NB. Use these beansticks later when exploring numbers 0-99). Variation Shuffle the zero to twenty, tally or one ten and one word cards, then place them face down in the centre of the group. Take turns to turn over a card. The first person to match that number with the beansticks and loose beans wins a counter Checkups Resources BLMs p GROUP M1,2 PV1,2 Activity Use these towards the end of this unit to check students written understandings. Use the Outcomes Indicators Checklist (see p.92) to record individual details. 24 Exploring Numeration

28 Numbers to 20 Colour the triangles to make a twos pattern. Continue the number patterns Fill in the missing numbers Circle the aliens with an odd number of legs. Put a box around the even numbers Exploring Numeration 25

29 Numbers to 20 Circle the largest number on each butterfly Which position is the spider? The spider is... Which insect is second last? The... is second last. Draw a line from each card to a matching ant. tenth sixteenth last not seventeenth Draw tally marks to match the objects. Write these words as numbers. thirteen eleven 26 Exploring Numeration

30 Numbers to 20 My guess. The actual number. Draw spots to match this number. 19 Match the labels to the marble bags How many beans? 1 5 Draw beansticks and beans to match. 1 8 Exploring Numeration 27

31 Numbers to 20 What s 1 more than each number? What s 1 less than each number? What s 2 more than each number? What s 2 less than each number? The largest The largest odd number I know is... odd number The largest I know even is... number I know is... The largest even number I know is... Write the word for each number Here is my story problem about a number from Exploring Numeration

32 Revisiting groups of In this unit, your students will: Reinforce counting forwards/backwards by 10s Model groups of 10 ones as 1 ten Estimate, model, count groups of objects Match objects, numerals, words for Order objects, numerals, words for Record as numerals or words Exploring Numeration 29

33 Call and catch Resources A large ball for each pair. PAIR C4 Activity Students stand facing each other. The first person throws the ball saying 10. The second person says 20 as they catch it. Repeat, continuing to count by 10s as far as you can go without stumbling. What s the furthest you can count by 10s? Silent 10s CLASS Activity Ask everyone to close their eyes and count silently by 10s as you clap your hands. Stop at any time and ask what number they are up to. Variation Try this backwards too. Start at a given multiple of 10 (e.g. 150) and count backwards by 10s silently. C4 Draw a ten Resources Scrap paper, pencils for each pair. PAIR C4 M3 Activity Secretly draw some 10-sided polygons. These are called decagons. Show them to your partner for a few seconds and ask them to guess how many sides there are altogether. Count by 10s to check. Build a 10s tower PAIR Resources A pile of multilinks, DUPLO or LEGO bricks, construction equipment for each pair. C4 M3 Activity Build the tallest tower using groups of 10 objects at a time (e.g. 10 red, 10 yellow, 10 green...). How many groups of 10 high is your tower? 30 Exploring Numeration

34 How many 10s? Resources A large pile of beansticks (see p.24), a spinner (see p.10), a set of 0-9 digit cards (see p.9) for each group. Activity In turn, take a handful of beansticks. Guess how many beans altogether. Count by 10s to check. Match this number with the digit cards. Variation Use the spinner to see how many 10s to take. Count out beansticks by 10s and match with the digit cards. Bundle a 10 GROUP PAIR M3 R4 PV3,4 PV3,4 Resources A large pile of paddle-pop sticks, elastic bands, 2 spinners for each pair. Activity Take turns to spin the two spinners, add the numbers and take that many sticks. Every time you get 10 sticks you can make a bundle with an elastic band. Tell your partner how many groups of 10 you have altogether each time (e.g. Now I have 3 groups of 10. I only need 2 more groups of 10 to have 5 altogether ). Try to be the first to get 5 bundles of ten. Variations Use matchsticks/elastic bands to make bundles of 10. Use beads/bead string to make bracelets of 10 beads. Use empty matchboxes and small counters to make boxes of 10. Use playdough cakes and candles to make groups of 10. Use pasta bows, tongue depressors and hobby glue to make pasta sticks with 10 pieces of pasta glued to each stick. 10 brilliant things to do with number word cards for GROUP Resources Number word cards (BLM p.32 e.g. green, cut up as individual cards), activity cards (BLM p.33, 34), beansticks (see p.24), 0-9 digit cards (see p.9). C4,10 M4 O3 R4 PV3,4 Activity Shuffle the 10 activity cards and place face down. Place the 20 number cards face down with the beansticks and the digit cards. When it is your turn, look at the top activity card and follow the instructions. Exploring Numeration 31

35 no ten one ten two tens three tens four tens five tens six tens seven tens eight tens nine tens zero ten twenty thirty forty fifty sixty seventy eighty ninety twenty 32 Exploring Numeration

36 Turn over a number card. Make this number using the beansticks. Turn over a number card. Make this number using the digit cards. Turn over a number card. Find the match. e.g. zero, no ten, 0. Sort three number cards into order from the smallest to the largest. Turn over a number card. Count by 10s from this number as far as you can go. Exploring Numeration 33

37 Take a number card and say it aloud. Ask a player to spell it for you. Ask a player to find a number card following your instructions. e.g. Find a number larger than 70. Turn over a number card. What is ten less than this number? What is ten more than this number? Turn over two number cards. Is the first number larger than the second number? Make up your own activity using the number cards. 34 Exploring Numeration

38 Mental Mind Munchers Try a selection of the following oral questions for 3-5 minutes daily. I m counting forwards by 10s. 60, 70, What are the next three numbers in my pattern? I m counting backwards by 10s. 150, 140, What are the next three numbers in my pattern? (C4,5 P2) I m counting by 10s but I m going to skip a number. Can you discover it? 30, 40, 50, 60, 80, 90. This time I m counting backwards by 10s. I m going to skip a number. 130, 120, 100, 90, 80, 70. What number did I miss? (C4,5 P3) (Show up to 9 beansticks for a few seconds then hide them) How many beans did you see? Were there more than 60? Less than 100? (e.g. 7 beansticks - that s 70 beans altogether). (M3 O3) What s my number? It s a group of ten. It s larger than 70 but smaller than 90. (O3) (Give three students beansticks each e.g. 3, 6, 8 sticks) Who has the most? The least? Sort yourselves into counting order from the smallest to the largest number of beans. (O3) (Call out a multiple of 10) When counting by 10s, tell me the number before this, the number after. (O3) (Call out a multiple of 10) Write this number in the air as large as you can, as small as you can. (R4) (Call out a multiple of 10) Write this as a number word. (R5) (Show a bundle of beansticks) Show me 70 beans. Find 6 groups of 10 beans. (PV3) (Write a multiple of 10 on the board) How many groups of ten? (PV4) Exploring Numeration 35

39 What a lot of legs Resources Alien (BLM p.37), 10 pegs (e.g. green), felt pen for each student, number cards (see p.32). Activity Decorate your alien. Laminate (optional). Cut out around the body outline. Write the multiples of 10 from 10 to 100 on each peg. These are the alien s legs that you attach to the body! Mix up all the pegs. Try to sort the legs into counting order in less than a minute. Can you do this backwards starting with 100? Variations Use a second set of 10 pegs. Write multiples of 2 (e.g. red pegs) or 5 (e.g. blue pegs). Sort the legs into order on your alien s body, then mix up two pegs. Ask a friend to identify the mixed up legs and to sort them back correctly. Using the number cards, look at a card and place the matching leg on your alien. The first player to get three legs in order wins a counter. Start with all the legs on your alien. Take turns to turn over a number card and remove this number leg. The first to have three legs in counting order removed wins a counter. PAIR O3 M3,4 What s my number? Resources BLMs p. 38. ONE O3 Activity Use these puzzles to check students understanding. Encourage everyone to invent a similar puzzle for a friend to solve. Build up a large class collection Check-ups Resources BLMs p Activity See how your class is progressing in their understanding about groups of 10. Record individual responses on the Outcomes Indicators Checklist (see p.92) 36 Exploring Numeration

40 Exploring Numeration 37

41 What s my number? It is not eight tens. It is larger than 50. It is not the number between fifty and seventy. It is not the number after eighty My shirt is number 80 What s my number? It is not six tens. It is larger than 30. It is smaller than seventy. It is not the number between forty and sixty My cat is number Exploring Numeration

42 How many groups of 10? Exploring Groups of 10 My guess. There are groups of 10 ants. Write the number to match each picture. Draw beansticks to match. 4 tens 8 tens Colour beansticks to match each number How many tens? Exploring Numeration 39

43 Join the dots in counting order. Exploring Groups of 10 Colour sets of matching clouds. six tens eighty nine tens 8 tens sixty fifty 90 seven tens ninety 40 Write these numbers as words Fill in the missing numbers Write your own 10s counting pattern here. 40 Exploring Numeration

44 Exploring Explore number patterns to 99 Identify 1 more/1 less than a given number to 99 Identify 2 more/2 less than a given number to 99 Identify 10 more/10 less than a given number to 99 In this unit, your students will: Estimate, model, count up to 99 objects Model numbers to 99 as groups of 10 and extras Match, order objects, numerals, words for 0-99 Record 0-99 as numerals or words Exploring Numeration 41

45 Find a pattern CLASS Resources 0-99 Number Chart (BLM p.43) as an OHP transparency and copies for each student. Activity Look down the column on the far left. What do you notice? (e.g. You see all the multiples of 10 from ). Look down all the columns. What do you notice? (e.g. The last digit is the same in each column, The 10s digit goes from ). Look across all the rows. What do you notice? (e.g. All the rows include the numbers from 0-9 in counting order, The tens number is the same across each row...). What other patterns can you discover? (e.g. When you look down diagonally from the top left both numbers go up by one each time...). Variation Place a copy of the 0-99 Number Chart on each student s desk for quick reference. P1 O4 Adding 10 Resources 0-99 Number Chart (as above). CLASS C10 P1 Activity Select a number at random. Look at the number immediately below it. What do you notice? (e.g. The tens number is one more than the number...). Count how many numbers further on it is (10). Look at the number immediately above it. What do you notice? (e.g. The tens number is one less than the number...). Count how many numbers further back it is (10). In other words the 0-99 chart helps us quickly find 10 more or 10 less than any given number. Variation Students work in pairs with a number chart between them. Challenge each other to say the number 10 more or 10 less than any given number. Can you do it without looking at the chart? Counting by 10s Resources 0-99 Number Chart (as above). CLASS C4 M5 Activity Use the chart to try counting by 10s from any number in the top line (e.g. 3, 13, 23, 33, 43, 53...). Can you do it backwards too? Can you count by 10s without looking at the chart? 42 Exploring Numeration

46 Exploring Numeration

47 Make your own Number Chart Resources Blank 0-99 Number Chart (BLM p.45) as an OHP transparency and copies for each student. Activity Discuss the empty chart. Demonstrate ways to write in all the numbers from Challenge students to fill in numbers (e.g. Start at 5 and write all the numbers adding 10 each time, Write all the numbers from 80 to 89...). Variation Work with a partner. Secretly write in some of the numbers on your blank chart. Swap charts. Race to fill in all the missing numbers within a given time limit. Make it my way Resources Tens/ones place value board (BLM p.46), 2 sets of 0-9 digit cards for each student; beansticks/beans, pasta sticks/pasta, matchsticks/elastic bands, paddle-pop sticks/elastic bands, beads/beadstring, playdough cakes/candles... (one resource on each desk), a spinner (see p.10) for each group. Activity Spin twice to identify your 2-digit number. Model this as 10s and 1s with place value material on the board. Make the digit card number too. At the end of each round, discuss who has made the largest number, the smallest number, a number exactly the same as yours. Put all the numbers in order from the largest to the smallest. Swap tables. Repeat until everyone has modelled with each material. Draw it my way Resources A Draw it my way recording sheet (BLM p.47) for each student; two sets of 0-9 digit cards face down for each group. Activity Turn over 2 digit cards to identify your 2-digit number. Record your number by colouring matching materials on your sheet. Write the number underneath. Draw a circle around your drawing if your number is the largest for that round. Draw a square around your drawing if your number is the smallest. Variation Record numbers on the sheet following instructions from the activity cards on p.50. ONE GROUP GROUP P1,2 O4 M5,6 PV5,6 M5,6 PV5,6 44 Exploring Numeration

48 Exploring Numeration 45

49 Tens Ones 46 Exploring Numeration

50 Exploring Numeration 47

51 Whisper it Resources Two students standing at the front of the class. CLASS PV6 Activity One person represents the tens and the other represents the ones. On a signal they hold up a random number of fingers from 0-9 fingers. The rest of the class whispers the 2-digit number they see to the person next to them. Variation Individuals ask the two players out the front to construct a number from his/her instructions (e.g. Larger than 50 but smaller than 70 ). Number scramble Resources Ten large 0-9 digit cards for each team of 10 students. CLASS R6 PV5,6 Activity Each member of the team holds one of the digits from 0-9. (If there are fewer than 10 in each team give some students more than one number). Call out a 2-digit number which only uses one of each digit (ie. not 77). Each team then scrambles to send its two team members out the front holding their numbers in the correct place value order. The fastest team scores a point. Repeat up to 5 times. Variation Call out instructions that have more than one unique answer. (e.g. A number between 60 and 75 ). In between Resources Two sets of 0-9 digit cards (see p.9), scrap paper and pencils for each pair. Activity Shuffle the digit cards and place them face down in the centre. Take four cards each and rearrange them to make two 2-digit numbers. Now take another two cards each. Try to make a number that fits in between your first two numbers. Score 10 points if you succeed. e.g. PAIR O4 PV6 48 Exploring Numeration

52 Grab the lion What are you trying to do? Sort random numbers from (O4) What will you need? 50 paddle-pop sticks with random numbers from 0-99 written on one side. A small plastic animal (eg. a lion). 6 small plastic counters. How many can play? 2-6 players. How do you play? Mix up all the sticks, face down in the middle. Put the plastic animal in the centre too. Elect someone to be the leader. Each player selects 6 face-down sticks at random. When the leader says Go, turn your sticks over. Sort them into counting order from the smallest to the largest number. The first person to finish silently grabs the animal. Everyone checks that the sticks are in the correct counting order. If correct, this player wins a counter. Return all the sticks face-down to the centre and play again. Finish when all six counters have been won. Variations Sort the sticks backwards. Write number words from 0-99 (e.g. seventy-three). For an easier game, write random numbers from 1-50 (e.g. in red). For a more difficult game, write random numbers from (e.g. in green) or even (e.g. in purple). Exploring Numeration 49

53 Number caterpillars What are you trying to do? Count on by 1s, 2s 5s, 10s to/from 99. (C1-5) Write numerals (R6) What will you need? Caterpillars (BLM p.51) for each student. One 0-9 spinner (see p.10). One 0-99 chart (see p.43) - face down in the centre. Counters for each group. How many can play? 2-6 players, or up to the whole class. How do you play? The first player spins the spinner twice. The first number is the tens digit, the second is the ones digit. Everyone writes this number at the start of their caterpillar. Decide whether your group is counting by 1s, 2s, 5s or 10s. Decide whether your group is counting forwards or backwards. On a signal, race to complete your counting pattern as agreed. Check number patterns by looking at the 0-99 chart. The person who finishes first wins a counter. Variation Try counting by 3s or 4s forwards or backwards from the starting number. 50 Exploring Numeration

54 Exploring Numeration 51

55 Digit eyes What are you trying to do? Record and order numbers to 99. (O4, R6) What will you need? A gameboard for each player (BLM p.53 - cut into two boards). Two sets of 0-9 digit strips for each player (BLM p.54 - cut into four strips). Coloured pencils, scissors, glue. Digit eyes activity cards (BLM p.55). How many can play? 2-6 players, or up to the whole class. How do you play? Decorate your Digit eyes face. Cut along the top and bottom dotted line of each eye. Thread a 0-9 digit strip behind each eye and through the slots. Glue the ends together to form a circle. Take turns to be the leader. Call out an instruction for everyone to follow. e.g. Make a number that is smaller than 20. Make a number with 7 in the 10s place. Make a number between 80 and 90. Make a number that has an even number in the ones place. Variation Shuffle the activity cards and place them face down in the centre of the group. Everyone makes a 2-digit number at random. Turn over the top card. Win a counter if your digit eyes match the instructions on the card. 52 Exploring Numeration

56 Exploring Numeration 53

57

58 Make an even number Make the smallest number Make an odd number Make a number between 10 and 30 Make a number more than 70 Make a number between 60 and 80 Make a number less than 40 Put all the numbers in order Make the largest number Make up your own rule

59 Digit card game What are you trying to do? Order random numbers from (O4) Explain the value of each digit in numbers to 99. (PV6) What will you need? Two sets of 0-9 digit cards. A gameboard for each player (BLM p.57). How many can play? 2-6 players How do you play? Mix up all the cards, face down in the middle of the group. Decide on a rule for the first round. e.g. The largest number wins. In turn take a card, secretly look at it and decide if it will be your tens or your ones card. Tell the other players your decision (e.g. This is my tens card ). Place the card face down on your gameboard. When everyone has had their first turn, take another card. Look at it, state aloud where it will go and place it face down on your gameboard. When all players have two cards, turn your cards face up. Score 5 points if your cards match the rule for that round. Variations Make the smallest number. Make the number closest to 50. Make an odd number. Make a number between 60 and Exploring Numeration

60 Tens Ones Tens Ones Tens Ones

61 What are you trying to do? Sort random numbers from (O4) What will you need? Gameboards for each player (BLM p.59). A pile of counters. How many can play? 2-6 players. How do you play? Catch the ants Write ten random numbers from 0-99 anywhere on your gameboard. Swap gameboards with another player. On a signal, race to catch all the ants by joining them with a line from the lowest number to the highest number. The person who finishes first calls out Caught them all. The other players all finish catching their ants, then check the order on the winning gameboard. The winner takes a counter if their order is correct. Variations Write random numbers from Write random numbers from Write random numbers from Write random multiples of 10. Write random even numbers. 58 Exploring Numeration

62 Exploring Numeration 59

63 Place value Bingo What are you trying to do? Explain the value of each digit in numbers (PV6) What will you need? A gameboard for each player (BLM p.61). A set of 0-9 digit cards for each player (see p.9). A set of Caller s Cards (BLM p.62 - cut up and placed in an envelope). A pile of counters. A calculator for each player (optional). How many can play? 4-6 players How do you play? Elect someone to be the Caller. Each player places 6 digit cards at random on his/her gameboard to make three 2-digit numbers. e.g The Caller pulls out cards from the envelope and calls out the number each time. Place a counter on any matching digit cards on your gameboard. The first player to have all six cards covered by a counter calls out Bingo. Variations The Caller calls out an instruction. Everyone makes a matching 2-digit number. After three turns, add the numbers with a calculator. The person with the largest total is Caller for the next game. Make your own 3-digit gameboard. 60 Exploring Numeration

64 Place value Bingo Tens Ones Exploring Numeration 61

65 0 in the ones place 0 in the tens place 1 in the ones place 1 in the tens place 2 in the ones place 2 in the tens place 3 in the ones place 3 in the tens place 4 in the ones place 4 in the tens place 5 in the ones place 5 in the tens place 6 in the ones place 6 in the tens place 7 in the ones place 7 in the tens place 8 in the ones place 8 in the tens place 9 in the ones place 9 in the tens place 62 Exploring Numeration

66 What s on my forehead? What are you trying to do? Explain the value of each digit in 2-digit numbers. (PV6) Place numbers 0-99 into counting order. (O4) What will you need? Small, sticky post-it notes Pencils. How many can play? 2-6 players up to the whole class, working in pairs. How do you play? Each player secretly writes a 2-digit number on paper, then attaches this to a partner s forehead. Everyone should now have a mystery number attached to their forehead. Try to guess your secret number by asking your partner questions in turn. Your partner can only answer yes or no to each question. Can you guess your secret number in fewer than 10 questions? What is a useful starting question? Variations Write number words in place of numerals. For a less advanced game, write the numbers from For a more advanced game, write random numbers from Exploring Numeration 63

67 What are you trying to do? Explain the value of each digit in a 2-digit number. (PV6) Place numerals 0-99 into counting order. (O4) What will you need? Roll away gameboard for each student (BLM p.65 - cut into six strips along the dotted lines). A die Pencils How many can play? 2-6 players How do you play? Roll away Take turns to roll the die and write the number in one of the four spaces on one game board. Once a number is written it can t be changed. Continue filling spaces, trying to make the number statement true. Win 5 points if after 4 rolls your Roll Away statement is correct. e.g. 3 8 is less than 5 7 Play at least 6 rounds. Try to be the player with the highest total score. Variation Roll two dice each go. Record the numbers anywhere in the spaces on your board. 64 Exploring Numeration

68 is less than is more than is less than is more than is less than is more than Exploring Numeration 65

69 Say my number What are you trying to do? Count forwards/backwards by 1s, 2s, 10s. (C1,2,3) Identify 1 more/less than a given number. (C8) Identify 2 more/less than a given number. (C9) Identify 10 more/less than a given number. (C10) What will you need? Two sets of 0-9 digit cards for each player (see p.9). A set of Say my number activity cards (BLM p.67 - cut up into 10 small cards). A tens/ones place value board (see p.46) for each player. How many can play? 2-6 players How do you play? Shuffle the activity cards and place them face down in the centre. Each player takes 2 digit cards at random on his/her gameboard to make a 2-digit number. One player then turns over the top activity card. In a clockwise direction, each player then says the number which matches his/her digit card number. e.g. 10 more than 67 is 77. Play at least 6 rounds. Variation Spin a 0-9 spinner twice to make a 2-digit number in place of the digit cards. 66 Exploring Numeration

70 10 more than 10 less than 2 more than 2 less than 1 more than 1 less than Count on by 10s Count back by 10s Count on by 2s Count back by 2s Exploring Numeration 67

71 What number am I? What are you trying to do? Identify odd/even numbers. (P4) Place numbers into counting order. (O4) Use problem solving skills. Identify a mystery number from clues. What will you need? Puzzle cards BLM p.69 - cut up into 6 separate cards). How many can play? 2 players How do you play? Shuffle the cards and place them face down in the centre. Turn over the top card. Look at each of the number statements carefully. With your partner, try to find at least one matching number. Can you discover more than one match? Can you discover a match in less than 5 minutes? Variation Make up your own puzzle card like this for another team to solve. Try to write a puzzle that has more than one answer. 68 Exploring Numeration

72 I am odd. I am between 50 and 80. My digits add to 12. What number am I? I am even. I am between 30 and 70. My digits add to 8. What number am I? I am odd. I am smaller than 50. My digits add to 10. What number am I? 10 more than me is the same number as 10 less than 62. What number am I? 2 more than me is the same number as 2 less than 87. What number am I? Exploring Numeration 69

73 Mental Mind Munchers 0-99 Try a selection of the following oral questions for 3-5 minutes daily. Count backwards by 1s staring at 73. Count forwards by 2s starting at 11. Count backwards by 5s starting at 95. Count forwards by 10s starting at 6. (C1,2,3,4,5) Tell me the number before 54, the number after 89. What number is 2 more than 44, 2 less than 33. What s 10 more than 78, 10 less than 65. (C8,9,10) What sort of pattern is this? (counting back by 10s). (P1) Tell me the next four numbers in my pattern (P2) This time I m going to skip a number What number did I miss? (P3) I m going to say some numbers slowly. Clap if you hear an odd number. Nod your head if your hear an even number (P4) (Hold up some counters in a clear container). What s your estimate? (check by counting). (M5) (Show some beansticks and beans then hide them). How many did you see? (reveal and check). (M5) Write a number that s more than 60. Write a number word that s smaller than 30. (O4 R6) (Write 3 numbers at random on the chalkboard). Rewrite these in counting order from the smallest to the largest. (O4 R6) (Call out a random number). Write this on the board as a number word. (R7) What number am I? I m 3 ones and 6 tens. (PV5) (Call out a random number). How many tens? How many in the ones place? (PV6) What s my number? It s larger than 60, smaller than 80 and has an even digit in the ones place. (e.g. 62, 74). (O4 PV6) 70 Exploring Numeration

74 Complete this number pattern Check-up Colour the squares to match Rearrange two of these numbers to make the largest number possible Tick if even. Circle if odd Write a number between 50 and 70. Write a number less than 30. Write a number more than 90. How many in the tens place? How many in the ones place? Exploring Numeration 71

75 Put these numbers in order from the largest to the smallest Check-up Write 10 more than each number Write 2 less than each number Guess how many balls. Find a way to check. Fill in the matching numbers. Tens Ones Tens Ones thirty-two Write your own amazing number pattern here. 72 Exploring Numeration

76 Exploring In this unit, your students will: Model 100 as ten groups of 10 or one group of 100 Explain the value of each digit in numbers to 100 Trade 10 ones for 1 ten to/from 100 Trade 10 tens for 1 hundred to/from 100 Explore number patterns on a 100s chart Exploring Numeration 73

77 Trade up Resources Beansticks/beans (see p.24), 10s/1s boards (see p.46), dice. GROUP PV8 Activity In turn, throw the dice, add the numbers and take the matching number of beansticks and place them on your tens/ones board. Every time you collect 10 loose beans you can trade them for a beanstick. Try to be the first player to collect 10 beansticks. At the end of a time limit (e.g. 5 minutes), check to see who has the most beans. Variation Replace the beansticks/beans with pasta sticks/pasta (see p.31), paddle-pop stick bundles, matchstick bundles, playdough cakes/candles, bead bracelets/beads, matchboxes/counters. Trade down Resources Beansticks/beans (see p.24), 10s/1s boards (see p.46), dice. GROUP PV8 Activity Every player starts with 10 beansticks on his/her tens/ones board. In turn, throw the dice, add the numbers and remove the matching number of beansticks each time. Every time you need loose beans you can trade one tens-stick for 10 beans. Try to be the first to have no beans. At the end of a time limit (e.g. 5 minutes), check to see who has the fewest beans. Variation Use pasta sticks/pasta (see p.31), paddle-pop stick bundles, matchstick bundles, playdough cakes/candles, bead bracelets/beads, matchboxes/counters. 3 digits at last Resources Two sets of large 0-9 digit cards, blu-tac. CLASS GROUP PV7,8,9 Activity Discuss what happens when you have 99 beans and you add just one more. Explain how 100 is the first 3-digit number. Attach the cards for 1, 0 and 0 to model the numeral for 100 on the chalkboard. Instead of just using two digits, we can now use three digits to write any number from 100 to 999. Variation Repeat the Trading games above, but at the end of each turn, match the number with digit cards. 74 Exploring Numeration

78 Let s celebrate Resources The 100th Day of School website: CLASS PV7 Activity With your class, plan a week of celebration for the number 100. Joan Holub, a children s book illustrator, has collected over 150 ideas from teachers all over the world on a special website. Ask your students for ideas on how to celebrate 100 together. Here are some of Joan s suggestions: Bring in a 100 year old grandmother. Write 100 words you know. How many things can you do in 100 seconds? Make a class book called: I wish I had Collect 100 jokes. Estimate how far 100 bodies end-to-end would stretch. Variation Read Joan s book, written by Angela Medearis (1997) The 100th Day of School (Ashton Scholastic). Interesting Facts Resources Guiness Book of Records (or similar). CLASS PV7 Activity Collect real-life facts about 100. e.g. Famous people who have scored a century in cricket. The fastest time for swimming 100 metres freestyle. Variation Make your own Interesting Real-life Facts about 100 book. e.g. Record the fastest time for your students running 100 metres. All about 100 Resources All about 100 (BLM p.76, 77 - cut up into 6 cards) GROUP PV7 Activity Use the activity cards as starting points for each group. Challenge each group to create their own all about 100 problem for another team to solve. Variation Try to collect 100 challenges in total. Exploring Numeration 75

79 All about 100 How heavy is $100 in $1 coins? Guess first. Find a way to check your guess. All about 100 Where will you be in 100 steps from here? Guess first. Find a way to check your guess. All about 100 Predict whether 100 objects will fit inside a container. Guess first. Find a way to check your guess. 76 Exploring Numeration

80 All about 100 How much space would you need to fit a crowd of 100 people? Guess first. Find a way to check your guess. All about 100 What would be the height of a stack of 100 books? Guess first. Find a way to check your guess. All about 100 What would be your favourite way to spend 100 minutes? Make a list. Find the favourite class suggestion. Exploring Numeration 77

81 What are you trying to do? Model numbers to 100. (PV7) Trade up 10 ones for 1 ten. (PV8) Trade up 10 tens for 1 hundred. (PV9) What will you need? Three copies of the worms. (BLM p.79 - coloured, laminated and cut out). Eight copies of the fish. (BLM p.80 - coloured, laminated and cut out). Four copies of the shark. (BLM p.81 - laminated and cut out). Two dice. A suitable storage container. How many can play? 4 players. How do you play? Win-a-shark Place the sharks, fish and worms in the centre of the group. When it is your turn, throw the 2 dice, add the numbers and take that many worms. Pass the dice clockwise to the next player. As soon as you have 10 worms, you can swap them for one fish. As soon as you have 10 fish, you can swap them for the shark. Try to be the first person to win the shark! Variation Lose-a-shark Each player starts with a shark. Remember that this is worth 10 fish. This time when you throw the dice, add the numbers then remove this many fish by first swapping one shark for 10 fish. Later one fish can be swapped for 10 worms. Try to be the first person to have no worms left! 78 Exploring Numeration

82 Exploring Numeration 79

83 80 Exploring Numeration

84 Exploring Numeration 81

85 Lose-a-T-Rex What are you trying to do? Model numbers to 100. (PV7) Trade down 1 hundred for 10 tens. (PV9) Trade down 1 ten for 10 ones. (PV8) What will you need? Four A3 copies of the T-Rex. (BLM p coloured, laminated and cut out). Four A3 copies of the dinosaurs (BLM p.84 - coloured, laminated and cut out). Four copies of the dinosaur eggs (BLM p.85 - coloured, laminated and cut out). Two dice. A suitable storage container. How many can play? 4 players. How do you play? Each player starts with a T-Rex. Place the other dinosaurs and the dinosaur eggs in the centre of the group. Each T-Rex can be traded for 10 dinosaurs. Each dinosaur can be traded for 10 dinosaur eggs. When it is your turn, throw the 2 dice, add the numbers and remove that many dinosaurs by trading down your T-Rex. Pass the dice clockwise to the next player. Try to be the first person to have no dinosaur eggs! Variation Win-a-T-Rex Each player starts with no dinosaurs. Remember that 10 eggs can be traded up for 1 dinosaur and 10 dinosaurs can be traded up for one T-Rex. This time when you throw the dice, add the numbers and collect the matching number of dinosaur eggs. Try to be the first to win a T-Rex. 82 Exploring Numeration

86 Exploring Numeration 83

87 84 Exploring Numeration

88 Exploring Numeration 85

89 How many tens? What are you trying to do? Record numbers as groups of tens and ones. (PV6) Write numerals to (R6) What will you need? Recording sheets (BLM p cut into strips of 4 squares). Three dice. Two sets of 0-9 digit cards (see p.9). Pencils. How many can play? 2-6 players. How do you play? Take turns to roll 3 dice and add the numbers. Colour in the matching number of small squares on one of your 100s squares. Discuss how many tens there are in each number. Discuss who has made the largest or smallest number each round. Try to be the first player to have all 100 squares filled. Variations Turn over 2 digit cards. The first is your ones number, the second is your tens number. Colour your number on a 100s square. Record your number as a number word underneath. The player with the largest number declares the rule for the next round. Each player records a mystery number by colouring it in on his/her 100s square. On a signal, everyone reveals their number. Turn over an activity card (see p.55). Win a counter if your number matches the rule. Instruct a partner how to colour in a number on his/her 100s square. e.g. Show me a number larger than 70, smaller than 90 and odd. 86 Exploring Numeration

90 Exploring Numeration 87

91 Pattern search Resources One Chart (BLM p cut into two) for each student, an OHP transparency for whole class use. CLASS P1 O4 Activity You can now explore patterns together using the chart, in place of the 0-99 chart. Try adding digits, looking at diagonals, looking down columns or across rows. How many different patterns can you discover in a given time limit (e.g. 5 minutes)? Variation Use the Blank Grid (see p.45) to practise recording numbers from in different ways (e.g. record in columns such as 1, 11, first, or record random rows such as 41, 42, ). Mix it up Resources Two A3 copies of a Chart (BLM p e.g. one yellow, one red, laminated), scissors, storage container. Activity Cut up one of your 100s charts into about 20 pieces. Make each piece at least three squares and at most 6 squares. Make some of the shapes irregular. Ask a friend to rearrange the 20 pieces to make a complete chart with all the numbers in order. Variation Use the second chart as a base for those students who need the visual clues. Desk charts PAIR Resources Chart (BLM p. 89) for each student, clear adhesive-backed sheets (e.g. Contact), scissors. P1 O4 P1 O4 Activity Attach a chart at the top of each student s desk for quick reference throughout the year. Work in pairs to ask each other questions or state challenges (e.g Count by 10s forwards or backwards from a given number, multiplication patterns, adding or subtracting numbers). ONE 88 Exploring Numeration

92 Exploring Numeration

93 How many tens? How many ones? 100 Check-up tens ones Colour the squares to match. sixty-three ninety-five eighteen ninety-six Rearrange two of these numbers to make the smallest number possible Tick if even. Circle if odd Write a number between 55 and 75. Write an even number smaller than 42. Write an odd number larger than 68. How many in the tens place? How many in the ones place? Rearrange two of these numbers to make the largest number possible Exploring Numeration

94 100 Check-up Put these numbers in order from the smallest to the largest Write 2 more than each number Write 10 less than each number Fill in the missing middle numbers Fill in the matching numbers. Tens Ones 6 5 Tens Ones seventy-eight Write your own amazing number pattern here. Exploring Numeration 91

95 Outcome Indicators Record Sheet EXPLORING NUMBERS NUMERATION NAME Counting C1 Counts forwards/backwards by 1s to... C2 Counts forwards/backwards by 2s to... C3 Counts forwards/backwards by 5s to... C4 Counts forwards, backwards by 10s to... C5 Counts on from one specified number to another C6 Identifies 1 more, 1 less than a given number to 20 C7 Identifies 2 more, 2 less than a given number to 20 C8 Identifies 1 more, 1 less than a given number to 100 C9 Identifies 2 more, 2 less than a given number to 100 C10 Identifies 10 more, 10 less than a given number to 100 Patterning P1 Recognises, describes, creates number patterns P2 Predicts, continues the next few items in a number pattern P3 Identifies missing items in a number pattern P4 Identifies a group of objects, numbers as odd or even Matching M1 Estimates, models, counts 0-20 objects M2 Matches numerals, number words 0-20 to sets of objects M3 Estimates, models, counts objects M4 Matches numerals, number words to sets of objects M5 Estimates, models, counts objects M6 Matches numerals, number words to sets of objects Ordering O1 Places numerals/objects/words 0-20 into counting order O2 Uses "1st" to "20th" to identify positions O3 Places objects/numerals/words into counting order O4 Places objects/numerals/words into counting order Recording R1 Uses tally marks to record counting from 0-20 R2 Writes numerals 0-20 R3 Writes number words "zero" to "twenty" R4 Writes numerals R5 Writes number words "ten" to "ninety" R6 Writes numerals R7 Writes number words "zero" to "one hundred" Place Value PV1 Models numbers to 20 as bundles of 10 and extras PV2 Explains the value of each digit in numbers 0-20 PV3 Models numbers as bundles of 10 PV4 Explains the value of each digit in numbers PV5 Models numbers to 99 as bundles of 10 and extras PV6 Explains the value of each digit in numbers to 100 PV7 Models 100 as ten groups of 10 or one group of 100 PV8 Trades 10 ones for 1 ten to/from 100 PV9 Trades 10 tens for 1 hundred to/from Exploring Numeration

96 Mathematics Topics SAMPLE YEARLY PROGRAM Week Term 1 Term 2 Term 3 Term 4 Revisiting 0-20 Week D Space Exploring +/ - Length 2D Space Volume Revisiting Time Exploring x Revision Exploring D Space Exploring +/ - Area Fractions Mass Exploring x Money Position Revision Exploring D Space Exploring +/ - Length Exploring x Time/Temperature Exploring Chance/Data Fractions Revision Exploring 100 3D Space Exploring +/ - 2D Space Exploring x Volume Exploring Measurement Revision Number Revision Space Revision Number of weeks Chance/Data:1 Space: 8 Measurement: 9 Number: 19 Revision: 3 Total: 40 Exploring Numeration 93

97 Sample Weekly Program OUTCOMES count forwards/backwards by 1s, 2s, 5s, 10s estimate, model, count objects to 99 model numbers to 99 as groups of 10s and 1s match objects/numerals/words for 0-99 order objects/numerals/words for 0-99 state 1,2,10 less/1,2,10 more than a number to 99 STRAND Number SUBSTRAND Numeration: Exploring 0-99 GRADE 2 TERM 2 WEEK 1 LANGUAGE "ten ones...", "one ten..." "is more than...", "is fewer than..." is less than... "there's - altogether in this group" is in between RESOURCES BLMs p. 43,45-47, 51, 53-55,57,59,69,71. 2 sets of digit cards (BLM p.9) for each student. Scissors, glue, pencils. OHP transparencies (BLM p.43,45). Counters, paddle-pop sticks. Place value materials (beansticks/beans, pasta sticks/pasta, paddle-pop sticks/ elastic bands,beads/beadstring, playdough/candles). Spinners (BLM p.10) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Introduce 0-99 chart Find a pattern, Adding 10, Counting by 10s Activity - Make your own number chart Finish with some Mind Munchers Whole class game call and catch (2s, 5s,10s) Activity - Make it my way Number caterpillars Finish with some Mind Munchers Mind munchers Activity - Catch the ants Discuss Digit eyes Make in small groups Activity cards Whole class challenge What number am I? Whisper it Rotating Activities - Digit card game, Grab the lion, Draw it my way Whole class challenge - What number am I? (Homework Sheet 0-99 Check-up ) Whole class game Number scramble General discussion of homework results Revise general issues Activity - Make your own number chart Make it my way Draw it my way Whole class game - Digit eyes challenges 94 Exploring Numeration

98 EXPLORING NUMBER LOWER PRIMARY The Exploring Maths series is designed to provide busy teachers with practical resources that are mathematically up-to-date, fun and easy to use. Each book contains a wealth of activities, blackline masters and assessment tasks for a whole life-time of teaching. These activities encourage your children to think mathematically by exploring, experimenting, being creative and taking risks. By asking questions and active discovery, children learn to enjoy using mathematics as part of their everyday lives. Exploring Numeration includes: Assessment checkups for each unit Number outcomes and indicators A sample weekly maths program A sample yearly maths overview More than 60 activity-based, easy-to-use teaching ideas Four carefully sequenced units to develop place value Over 50 blackline masters Useful activity cards for independent small group work In fact, everything you need to bring the numbers alive in your classroom. About the author Originally a primary school teacher, Bev Dunbar is now actively involved in teacher education as a Mathematics Consultant and University Lecturer in Mathematics Education working in both the State and Catholic Education systems. Bev is a passionate believer in fun, practical resources which help teachers make maths lessons a highlight of the day. Titles in the Exploring Maths series NUMBER Exploring 1-5 Exploring 6-10 Games and Activities for 0-10 Numbers to 50 Picture Pack Exploring Numeration Exploring Operations Exploring Fractions Exploring Money Exploring Calculators Exploring 0-50 Numeration Exploring 0-50 Operations E X P L O R I N G M A T H S