Numbers 1 10
Structuring Number
Numbers 1 20
Addition and Subtraction
Part 2
Part 1
Question 1
COUNTING
(Objects such as counters, shells, teddy bears etc) Have students count a small collection of objects. Could we find out how many if we count by 2s? 3s? 4s? etc (Beads and thread) Have the student count out eg. 6 beads to make a necklace (choose other numbers)
(Pictures of Children and their Ages) Show student the pictures. Have them group them and count how many in each group.
Have the student rearrange a collection of objects so its easier to count. For example put the counters into groups of 2 or 5 or 10. (Calculator) Use the constant function (1 + 1===) on the calculator to: Count by ones, Skip count.
f) Constant Function
g) Which is Bigger?
(Counters) Ask student to say which is bigger 3 or 4. Have the student convince you of this in some way (they can use concrete materials if they want). Do this with other numbers. (MAB) Arrange MAB eg place out 2 ones then ask students to count on. Numbers Bag (Number bag with numbers appropriate for student) Draw out a number then get the student to write the number sequence that follows the number eg. If they pull out 3 they write 4, 5, 6 etc.
(Pencil and paper) Say to the student imagine that ten new students were coming to school next term. Draw a picture to show me how many boys and girls could there be. (Objects to count) Put a selection of items in a circle - number depending on child). Ask how many objects are there? If the student doesnt stop where they started you need to discuss stopping where you started so that you dont count objects twice. Put out a number of objects in a row and ask how many move the objects into a different arrangement then ask how many again. Repeat this activity a few times putting the objects in different arrangements. The child should recognise that although the objects have moved the number is still the same.
Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008
Question 2
SUBITISING
Seeing how many at a glance Thinking of numbers in parts
(Cubes or counters, cloth or large piece of paper, dominoes and dice). Put out counters on the table in a familiar dice pattern, uncover the pattern for a short time and ask the student to identify how many counters there are. As the student gets quicker at recognising the patterns, increase the amount of counters. (Counters or blocks or objects) Who is the quickest to say how many are dropped? (Dice) Roll a die, and ask the student How many dots do you see? When they can do this quickly, Roll two dice, and ask How many dots do you see? (Subitising Cards non standard and standard) Flash What Do You See Cards. Rotate the card so that it is in a different direction and ask students to look for different groups. Draw attention to groups of in the patterns, example 5 and 2 is 7. Play snap and memory with the cards
Have students make their own pairs of cards with groupings of up to six dots on them, randomly placed. Play snap. Have student use increasingly larger numbers as they become confident.
g) How Many Fingers?
(No resources) Have two students face each other, then clap their hands three times before holding up between five and ten fingers. Have them show all the fingers on one hand and some extra fingers on the second hand. Together, students say how many fingers are held up together. (Blank Ten frames and counters) Using 2 different coloured counters, put some counters in groups on a blank 10 frame and state the number sentence for the groups they see e.g. 8 and 2 is 10.
(Cubes or counters, cloth or large piece of paper, dominoes and dice) Put out counters on the table in a familiar dice pattern, uncover the pattern for a short time and ask the student to identify how many counters there are. As the student gets quicker at recognising the patterns increase the amount of counters. Using dominoes ask the student to show you the patterns they now know.
Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008
Question 3
10
b) Show me with fingers (Model if necessary) Show me 6 fingers. Show me 6 a different way. Continue with other numbers Record eg. 4 is 4 and 0, or 3 and 1 or 2 and 2.
Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008
Question 4
Partitioning Five Tasks to move students on: a) Five Frames (Five frames) Show student a five frame. If it has, for example 2 dots in it, tell the student you see two dots and three empty squares. Flash the student another Five Frame and ask what did they see? Repeat this with all frames.
b)
Empty Five Frames (Blank five frames) Put counters in some of the blank squares and ask the student what do you see?
c)
Five Counters (Counters) Put out 5 counters and ask the student to make groups, for example you can make two groups 1 group could have one counter in it and the other would have 4.
d)
Make 5 (Two sets of five frame cards) Place the cards face up and have the student try to find two cards that together total 5. To challenge the student turn the cards face down.
Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008
Question 5
A Five Pattern on a Ten Frame Tasks to move students on: a) Making 5 (1 5 number cards) Put out a number and have student tell you the other number needed to put with it to make 5.
Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008
Question 6
(Unifix cubes or counters) Put out 1 unifix cube or counter, show student how you can double it by putting the same out again. Do this with other numbers. Have the student count the doubles. Record.
(Paper and Pencil, counters) Draw 2 objects in an array and write how many there are. Draw 6 objects in an array and write how many there are. Do this with other numbers. Do this same activity but use counters.
(Doubles on a Ten Frame Cards) Flash doubles on a ten frame and ask student how many are there? When student knows their doubles on the ten frame add one to it. Show them how they can use their knowledge of doubles to work out how many there are. (Doubles Cards) Flash the doubles cards and ask student how many are there?
d) Flashing Doubles
(Blank Ten Frame and Counters) Use ten frames to show doubles. For example, use a blank ten frame, and place 3 counters in one row. Ask the student to place three in the other row (to make 6) and explain that double three is six. Repeat this for other numbers. (Counters) Repeat the above activity, but use counters to demonstrate doubles for larger numbers that wont fit on a 10 frame. (Memory/Snap Double Cards) In this game the pairs are doubles (i.e. 4 and 8 match). (Play with either the dot or number cards). Use the cards as flash cards - ask the student to say the double for the number.
f) Doubling Counters
g) Memory/Snap
h) Doubling Dice i)
(Dice) Use dice to practice doubles. Roll a die - ask the student to say the double of that number.
Halve it Double it (Number cards and counters) Use number cards and ask students to say which number is half of it (i.e. number on card is 10: answer is 5), and double it (number on card is 10: answer is 10 + 10 = 20). (The student might need counters.)
Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008
Question 7 & 8
(Cards 1-5) Show them all the 2 number combinations that add up to 10. Have them solve them. (Cards 1-10) Show them all the 2 number combinations that add up to 10. Have them solve them. (Blocks, straws, counters, objects, or pictures) Put out 2 blocks, straws, counters, objects, or pictures and ask the student how many more to make 10 (do this with other numbers - up to 10). Roll a large dice. Have the student say the number, and then ask how many more to make ten? (Cards 0-10) Scatter the number cards 0-10 in front of the student and ask the student to put two cards together so they add up to 10. Ask if they know any other 2 numbers that add up to 10. Repeat question but have the student answer it without using cards.
b) Number Combinations of 10
d) Making 10
e) Dot Cards
(Card) Have students make own dot cards 1-10 and when finished ask them what two cards can they put together to make 10. (10 Unifix Cubes) Give the student 10 unifix cubes joined together. Have them break them into parts to discover the different number combinations that make 10. Record.
f) Unifix Cubes
g) Flip Blocks
(Flip Block Toss Game Board) Using 10 flip blocks of the same colours play Flip Block Toss. Rules: Hold 10 flip blocks in the palm of your hand and gently toss the blocks on the table. Students sort them into the two coloured groups and record onto the frame. Have student say and write the number sentence.
h) Part-Part-Whole
(Using Part-part-whole grid and 10 unifix cubes) Using the part-part-whole grid separate 10 unifix cubes and place on the grid. Have student say and write the number sentence. Ask if they can write it another way? Explain the concept of the grid to the student. i.e if we know the whole and one part, we can find the other part? How would we do this? What would the number sentence be? What if the other part was missing? What number sentence would we write? After the initial session, ask how many different ways could you say and write this number sentence? Encourage student/s to learn the 4 ways for any number sentence up to 10. Repeat this activity using an Abacus. As student becomes more confident work with combinations to 20.
Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008
Question 7 & 8
Number Line 1-10 (Number line) Introduce a number line 0-10 on a stick or floor mat. Jump along eg. Start at 0 and jump two spaces forward, and then 8 more. Ask student What number do you land on? Number Bonds to 10 (Using game board) Game board and instructions in resource folder. (Birds and Trees Pictures) Show the student five bird pictures and tell the student how many there are. Place out the pictures of trees in front of the student. You put one bird in a small tree and four in a large tree. Say: there are four birds in the first tree and one bird in the second tree. Move one bird so that there are three birds in one tree and two birds in the other. Then ask: Are there still five birds altogether? Repeat the activity for combinations of 2 and 3, 1 and 4 and 0 and 5. Repeat using 10 birds.
j)
k) Birds in a Tree
l)
Combining Two Groups (Beads, two pieces of card or paper, number cards) Ask the students to count ten beads checking the students counting skills. Ask the students to split the beads into two groups then cover each group with a piece of paper. Q: How many beads are there altogether? If the student has difficulty with this let them look under one piece of paper at a time. Q: How can you work out how many altogether? Repeat this activity with different amounts until the student can combine the two groups.
9 years old
6 years old
5 years old
10 years old
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
5 years old
5 years old
6 years old
5 years old
12 years old
5 years old
7 years old
7 years old
6 years old
12 years old
8 years old
8 years old
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Cards
0 1 2 3
4 5 6 7
8 9 10 11
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
12 15 18 13 16 19 14 17 20
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Blank 10 Frames
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
Flip Block Toss Gameboard Toss 10 flip blocks. Separate the colours on the frame. Say what the number sentence is and write it underneath. Date:
Number Sentence:
Date:
Number Sentence:
Number Intervention Kit Resources to support Tasks to Move Students On - July 2008. Numbers 1 10 Structuring Number (Yellow)
whole
1. 2. 3. 4.
Using the part-part-whole grid separate 10 unifix cubes and place on the grid. Say and write the number sentence. Can you write it another way? Explain the concept of the grid to the student. i.e if we know the whole and one part, we can find the other part? How would we do this? What would the number sentence be? What if the other part was missing? What number sentence would we write?