Tasks to Move Students On

Transcription

1 Maths for Learning Inclusion Tasks to Move Students On Part 1 Maths for Learning Inclusion (M4LI) Tasks to Move Students On Numbers 1 10 Structuring Number Maths for Learning Inclusion (M4LI) Tasks to Move Students On Numbers 1 20 Addition and Subtraction Maths for Learning Inclusion (M4LI) Tasks to Move Students On Using the Base 10 System

2 Maths for Learning Inclusion Tasks to Move Students On Part 2 Maths for Learning Inclusion (M4LI) Tasks to Move Students On Saying, Reading and Writing Numerals Maths for Learning Inclusion (M4LI) Tasks to Move Students On Beginning Multiplication and Division Maths for Learning Inclusion (M4LI) Tasks to Move Students On Multiplication and Division

3 Maths for Learning Inclusion Intervention Kit Tasks To Move Students On

4 Maths for Learning Inclusion Maths for Learning Inclusion Tasks to Move Students On Tasks to Move Students On Part 2 Part 1

5 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 10 Structuring Number Question 1 COUNTING Trusting the count Counting a collection to find out how many Tasks to move students on: a) A Scattered Collection (Objects such as counters, shells, teddy bears etc) Show a scattered collection of objects and ask how many? Put objects in a line and ask now how many. Have the student count from each end and from the middle. Make groups, how many in each group, and how many altogether. b) Counting a collection (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 2 s? 3 s? 4 s? etc c) Making a necklace (Beads and thread) Have the student count out eg. 6 beads to make a necklace (choose other numbers) d) Children and Ages (Pictures of Children and their Ages) Show student the pictures. Have them group them and count how many in each group. e) Rearranging a Collection (Objects such as counters, shells, teddy bears etc) 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. f) Constant Function (Calculator) Use the constant function (1 + 1===) on the calculator to: Count by one s, Skip count. 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. h) Counting using MAB (MAB) Arrange MAB eg place out 2 ones then ask students to count on. i) 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. j) Ten New Students (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. k) How Many Now? (Objects to count) Put a selection of items in a circle - number depending on child). Ask how many objects are there? If the student doesn t stop where they started you need to discuss stopping where you started so that you don t 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

6 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 10 Structuring Number Question 2 SUBITISING Seeing how many at a glance Thinking of numbers in parts Tasks to move students on: a) Pick up Blocks (Blocks or counters or objects) Without counting ask the student to pick up 2 blocks, 3 blocks etc. b) How many? (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. c) Dropping Counters (Counters or blocks or objects) Who is the quickest to say how many are dropped? d) Dice Rolling (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? e) What 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 f) Making Dot Cards (Cards and dots) 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. h) Blank Ten Frames (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. i) Take a Quick Look (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

7 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 10 Structuring Number Question 3 Making finger patterns Tasks to move students on: The student needs to be able to raise the fingers automatically and not one after the other (i.e. if you asked a student to show you seven fingers you want them to be able to do this automatically and not put up 5 then add on 2) a) Show me using your fingers (Model if necessary) 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. c) Show me using two 2 hands (Model if necessary) etc fingers Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

8 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 10 Structuring Number 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

9 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 10 Structuring Number 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

10 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 10 Structuring Number Question 6 A Pair Pattern on a Ten Frame Tasks to move students on: a) Double it Using Unifix (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. b) Double it Using Arrays (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. c) Double on a Ten Frame ( 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. d) Flashing Doubles (Doubles Cards) Flash the doubles cards and ask student how many are there? e) Blank Ten Frames (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. f) Doubling Counters (Counters) Repeat the above activity, but use counters to demonstrate doubles for larger numbers that won t fit on a 10 frame. g) Memory/Snap (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. h) Doubling Dice (Dice) Use dice to practice doubles. Roll a die - ask the student to say the double of that number. i) 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 = 20). (The student might need counters.) Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

11 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 10 Structuring Number Question 7 & 8 Combining to Make 10 and Missing Addend Problems Tasks to move students on: a) Number Combinations of 5 (Cards 1-5) Show them all the 2 number combinations that add up to 10. Have them solve them. b) Number Combinations of 10 (Cards 1-10) Show them all the 2 number combinations that add up to 10. Have them solve them. c) How Many More To Make 10? (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? d) Making 10 (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. 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. f) Unifix Cubes (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. 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

12 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 10 Structuring Number Question 7 & 8 Number combinations of 5 and 10 i) 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? j) Number Bonds to 10 (Using game board) Game board and instructions in resource folder. k) Birds in a Tree (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. 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.

13 Children & Their Ages 10 years old 9 years old 10 years old 7 years old 9 years old 10 years old 10 years old 10 years old 9 years old 6 years old 5 years old 10 years old Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

14 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 Numbers 1 10 Structuring Number (Yellow)

15 Number Cards Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

16 Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

17 Subitising Cards Standard Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

20 Subitising Cards Non-Standard Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

23 Subitising Cards Doubles Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

25 Blank 10 Frames Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

26 Five Frames with Dots Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

27 Blank Five Frames Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

28 Double on a Ten Frame Card Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

31 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 Numbers 1 10 Structuring Number (Yellow)

32 Part Part Whole Grid part part whole 1. Using the part-part-whole grid separate 10 unifix cubes and place on the grid. 2. Say and write the number sentence. 3. Can you write it another way? 4. 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. Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

33 Number Line Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

34 Number Bonds to 10 Gameboard Each player gets counters of the same colour (about 10). Player 1 spins a 1-9 spinner and then identifies the number on the grid that needs to be added to the spinner number to make 10. When a player gets 4 counters in a row they win. Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow)

35 Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 10 Structuring Number (Yellow) Birds and Trees

36 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 1 Additive Tasks Tasks to move students on: a) Flip Tile Toss (Flip tiles) Give students some flip tiles. Throw them and then count how many red tiles and how many yellow tiles. Create an addition equation for this. Use various amounts of tiles to create equations. b) Card Game (Deck of cards) Split a deck of cards into two piles. Turn over one card from each pile. The first person to call out the correct answer to the addition of these numbers takes the cards and adds them to their pile. The winner is the person with the most cards at the end of the game. c) Dice Roll (Two dice or two ten sided dice) Alternative: Roll two dice and add the numbers together. The first person to get 10 correct answers is the winner. d) How Many More? (Spinner) Roll a dice/spin a number spinner. How many more do you need to add to that number to make 10? (or 15, 20 etc). Use a number line to count on to find the missing addend. e) Beanbag Toss (Number cards, bean bags) Have numbers 1-20 placed on large cards the floor. Students throw a bean bag onto a card. They must then calculate the number that needs to be added to this number to make 20 (or 10/15 etc). If they are correct, they keep the card, the person with the most cards at the end of the game is the winner. f) Making 20 (Number cards 1-20) Have number cards (assorted to 20) face down on the table. Pick up one card. How many more to make 20? If the answer is correct, the student may keep the card. The winner is the person with the most cards at the end of the game. Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

37 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 1 continued Additive Tasks g) Calculator Adding (Calculator, number cards and symbols, counters or cubes) Ask the student to put a number sentence into the calculator, checking that the student can identify the + and = keys. Can the student construct a number sentence with the cards to match the one made on the calculator? Encourage the student to experiment with the calculator. h) Adding Stories (Cubes, hoops and dice) Tell the student you are going to create some stories which include adding. Let the student choose a context which is suitable to them e.g there are 4 children at the party and 3 more arrive. Q: How many are there altogether? Show me how you know that. Let s make a list of all the words you can think of that we use when we are adding. Some puppies are black and some are brown. Altogether there are 12 puppies. Q: How many black puppies and how many brown puppies could there be? i) Combining Two Groups (Beads, two pieces of card or paper) Ask the students to count seven 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. Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

38 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 2 Subtractive Tasks Tasks to move students on: a) Flip Tile Toss (Flip tiles) Give the students a pile of flip tiles. Ask the student to throw them up into the air and record the number of red and yellow tiles showing when they land. Write two subtraction equations for each. b) Card Game (Deck of cards) Shuffle a pack of cards. Turn over two cards and subtract the smaller from the larger. The first person to call out the answer keeps the cards. The winner is the person with the most cards at the end of the game. c) Subtraction Bingo (Bingo board) Play bingo. Instead of calling out the number, say a subtraction problem that has the number as the answers. i.e. for 5, say 12-7 = etc. d) Counter Removal (Counters) Start with a number of counters on the table. Ask the student to look away and remove some. Ask How many counters did I take? Ask the student to record a number sentence for this. e) Winning Equation (Number cards 1-20) Place the number cards 1-20 face down on the table. Ask students to pick two cards. i.e. 10 and 4. Ask students to create a subtraction equation where the answer is known (10 - [ ] = 4) and then answer it. If their answer is correct, they can keep the card. The winner is the person with the most cards at the end of the game. f) Frogs and Lily Pads (Green cubes to represent frogs, circles of green paper to represent lily pads) Ask the student to select eight or nine frogs and put each frog on a lily pad. Q: Can you count the frogs? Q: Can you count the lily pads? Q: What can you tell me about these two numbers? (That they are the same). Ask the student to take away some frogs, Q: How many frogs did you start with? Q: How many frogs did you take away? Q: How many frogs are left in the pond? Repeat the activity with a different number of frogs and lily pads. Q: Show me the ones you took away. Q: Show me the ones that are left. How many are left? Q: Let s write a number sentence about this. How many did we start with? g) How Many Left? (Cubes and pieces of paper to represent biscuits and plates, number line and felt pens) Put seven biscuits on a plate. Q: How many biscuits? Q: Take some biscuits away and tell me how many you have taken away. Q: How many are left? On a white board or on a number line or track relate the taking away to counting back on a number line. Encourage the student to verbalise and record some number sentences such as: 5 count back 2 means you land on 3, 5-2 = 3 Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

39 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 3 Double Dot Cards Tasks to move students on: a) Double Dice Roll (Dice) Roll a dice. What would double the number be? (Note: Can use a second dice to help student). b) Domino Add (Dominoes) Practice with flashcards/dominos. Ask - How many on each side? How many altogether? c) Ten Frame Doubles (Blank 10 frames, counters) Use ten frame cards. Put counters in the top row. Ask How many would there be if I put the same amount in the bottom row? Write sum to match i.e = 6 d) Observation Walk (No resources) Look for objects that have doubles in the environment. i.e = 2 - wheels on a bike, = 8 - legs on a spider etc e) Unifix Stacks (Unifix cubes) Make 2 equal stacks with unifix cubes. How many altogether? Write the equation for this. f) Number Line Doubles (Number line) Use a number line to show doubles (including large number line on the floor that students can step on) g) Doubles Snap/Memory (Deck of cards or number cards) Play snap/memory with number cards. Pairs are numbers and their doubles. i.e. 4 and 8 would be a pair. h) Two Towers (Cubes and a whiteboard) Make two columns or towers each of twelve inter locking cubes. Show the student one tower. Q: How many cubes are there in this tower? Show the student the second tower and place the two towers side by side. Q: How many cubes make up the second tower? Establish that the towers are the same height and have the same number of cubes. Repeat with different numbers. Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

40 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 4 Close to Double Tasks to move students on: a) Ten Frame Close to Doubles (Ten frames and counters) Use ten frames to explore close to doubles. For example, show students a card with on it and give them 11 counters. Ask students to place the counters on the ten frames, one on the top/one on the bottom at a time. Discuss that 5 +6 = = 11 b) Number Line Demo (Number lines) Use a number line to demonstrate close to doubles. i.e = and = Note: A number line can also be drawn on the asphalt/floor so that students can actually jump the jumps as they count on. Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

41 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 5 Simple Addition Tasks to move students on: a) Ten Frame Addition (Ten frames and counters) Use a ten frame and counters to show counting through ten. For example, = i = 12 b) Recording Ask students to place the counters on the ten frame, and then write the equation showing counting through 10. i.e = 12 c) Five Frame Addition (Five frames, counters) Use a five frame to show counting through 5, using the same method as for counting through ten = d) Number Line Addition (Number line) Use a number line to show counting through five or ten. Ask the student to record the equation, showing this strategy. b = Note: A number line can also be drawn on the asphalt/floor so that students can actually jump the jumps as they count on. Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

42 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 6 Simple Subtraction Tasks to move students on: a) Ten Frame Subtraction (Ten frames, counters) Use a ten frame and counters to show subtraction through ten. For example, 11-3 = = 8 b) Recording Ask students to take the counters from the ten frame, and then write the equation showing subtracting through 10 i.e = 8 c) Five Frame Subtraction (Five frames, counters) Use a five frame to show subtraction through 5, using the same method as for counting through ten = 3 i. 7-4 = d) Numer Line Subtraction (Number line) Use a number line to show counting through five or ten. Ask the student to record the equation, showing this strategy = Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

43 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 6 continued Simple Subtraction e) Subtraction Snap/Memory (Set of question and answer cards) Play games such as snap and memory with question and answer cards. For example, would be a match f) Bye Bye Biscuits (Different coloured blocks, number line) Use blocks to represent thirteen biscuits on a plate. Q: How many biscuits? Q: Take some biscuits away and tell me how many you have taken away. Q: How many are left? On a white board or on a number line or track relate the taking away to counting back on a number line. Have the student record the number sentence. Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

44 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 7 Addition and Subtraction Tasks to move students on: a) Flashcard Strategies (Flashcards) Use flash cards with addition and subtraction number sentences on them. Reinforce/discuss the strategies that can be used to solve these (counting through ten, doubles, close to doubles etc) b) Ten Frame Addition (Ten frames and counters) Use a ten frame and counters to show counting through ten. i. For example, = = 12 c) Number Line Addition (Number line) Use a number line to show counting through five or ten. Ask the student to record the equation, showing this strategy = Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

45 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 7 continued Addition and Subtraction d) Snap/Memory (Addition question and answer cards) Play games such as snap and memory with question and answer cards. ii. For example, would be a match e) More Calculator Adding (Cubes, number line, 2 sets of number and symbol cards and a calculator) Ask the student to key in 4+6=10 and ask them what they will have to do to get the answer back to 4? Ask student to make the number sentences with the cards. Encourage student to use cubes or the number line to help them. Repeat this activity with different numbers, then go back to making number sentences with the cards. Can the student check their answers using their calculators? Lay out the number sentence 4-6=10 ask why this isn t correct, give the student cubes to support their working if needed. Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

46 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 8 Number Relationships / Number Facts Tasks to move students on: a) Coummutative Law (Materials such as beans, counters, blocks, straws etc) Use everyday materials to represent all the combinations of a given number. Discuss Commutative Law - i.e. Is the same as 6 + 5? How are they the same? How are they different? b) Counting Strategy (Unifix cubes) Use unifix cubes to demonstrate connection between equations (i.e = = 4 + 4). Start with 6 and 2, take 1 from one stack and add it to the other. Write the new equation (5 + 3). Ask How many are there now? Discuss how the parts of the equation may be different, but the total is the same (i.e. one up/one down) c) Inverse Relationship (MAB blocks) Use MAB Blocks to explore inverse relationships (and Commutative Law). Ask students to write all the number sentences that can be made i.e = = = = 5 d) Add and Subtract (Counters) Write a simple addition equation for the student. (i.e = ) Provide counters and ask them to show you the equation using the counters. Ask them to write another addition equation using these amounts (5 + 9 = 14). Then ask the student to make a subtraction sum using these amounts. (i.e = 5). Ask Is there another subtraction sum that you could make using these amounts? Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

47 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Numbers 1 20 Addition and Subtraction Question 8 continued Number Relationships / Number Facts e) Calculator Inverse Relationships (Calculator) Have student 1 enter a number into a calculator without anyone seeing it and then add an agreed number eg. 8. Student 2 then writes the number sentence used. eg. + 8 = 12 and then rewrites it in a way that can be solved on the calculator. eg = f) Making Sentences (Cubes, number and symbol cards) Tell the student you want them to make 2 different sized rods that make 12 when added together. Explain that you are going to make some addition and subtraction sentences that use 12. Encourage the child to record their sentences e.g. 8+4 = = 12. Continue with different numbers. g) On the Number Line (Cubes, number lines or whiteboards and number cards) Explain you are going to make sensible number sentences that go together, ask the student to choose the numbers and explain you will record the sentences. Ask the student to mark their starting number on the number line, if you close your eyes can you imagine some hops along the number line to get to a number bigger than your number (or smaller). To make that number sentence which cards would you need? Again discuss vocabulary. Can the student explain what it means when we say addition undoes subtraction. Maths for Learning Inclusion Intervention Kit Tasks to Move Students On July 2008

48 Numbers 1 20 (Large) Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 20 (Green)

49 Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 20 (Green)

58 Number Cards Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 20 (Green)

59 Symbol Cards + - = Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 20 (Green)

60 Subtraction Bingo / Subtraction Snap Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 20 (Green)

66 Number Line Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 20 (Green)

67 Flashcard Addition & Subtraction Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 20 (Green)

71 Addition Question and Answer Cards / Addition Bingo Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 20 (Green)

77 Blank 10 Frames Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 20 (Green)

78 Blank Five Frames Number Intervention Kit Resources to support Tasks to Move Students On - July Numbers 1 20 (Green)

79 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Using the Base 10 System Question 1 Counting by tens using 10 Dot Cards Tasks to move students on: a) 100 Chart Skip Counting (1 100 chart, counters) Practice counting by tens using a chart, placing a counter on each number as you say it. What happens to the tens place each time you move forwards? b) 10 Strip Counting (Ten strips) Practice counting by tens using the 10 strips. c) Card Count (Decade cards) Have cards (10, 20, 30 etc). Turn one over (i.e. 60) ask the student to count on in tens (i.e ) d) Ten Jump (Chalk, hardcourt) Write the numbers 10, 20, (or starting at another number i.e. 60, 70, etc) on the asphalt with chalk. Ask the student to jump from one number to the next (in order) and say the number aloud as they jump. Maths for Learning Inclusion Tasks to Move Students On July 2008.

80 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Using the Base 10 System Question 2 Counting on by 10 using Dot Cards Tasks to move students on: a) Counting On (Die, MAB long, ten strips) Roll a die. Start at this number and count on by tens using MAB ten blocks or ten strips to assist. b) Number Chart Count On (1 100 Number chart) Use a Chart. Ask student to choose a number and count on by tens. c) Jumping Tens (Large chart) Draw a large Chart on the asphalt (or on a large piece of paper etc). Ask the student to start at a given number and count on by 10, jumping from one number to the next (in order) and saying the number aloud as they jump. d) Calculator Skip Count (Calculator) Use a calculator to explore counting by 10s. Start at a number and predict what the answer will be if you count on by tens 5 (or 6, 10 etc) times. Check your answer. e) Hundreds Chart (Paper strips, calculator) Give students a strip of paper. Ask them to record any number between 1 and 9 at the top. Enter the chosen starting number on the calculator and add on 10. eg = = =. Record numbers on the strip. Ask What number will be next? Maths for Learning Inclusion Tasks to Move Students On July 2008.

81 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Using the Base 10 System Question 3 How many do I have now? Tasks to move students on: a) Counting On (MAB minis and longs, cover card sheet) Arrange MAB tens and ones in a line. Cover the blocks with some card and uncover as the student counts. Rearrange the blocks and ask the student to recount. Is there the same amount? Reinforce the concept of counting on by 10s to add the ten blocks and then adding on ones for the minis. This can be supported by using a Chart. i.e = = 24 Cover Card + 2 = = = 39 etc b) Dice Roll (Ten sided dice) Students work in pairs to make addition sums for each other. Person 1 rolls two 10 sided dice, the first one tells how many MAB tens will be used and the second how many MAB ones will be used. This person then organises these blocks in any order under the cover sheet (similar to the activity above). The MAB blocks are then revealed one part at a time (as in activity a) and the second person must then add the amounts as they are uncovered. NOTE: Discuss with the student the strategies they used to add. If the student is having difficulty, provide a Chart and suggest the student adds the MAB tens first and then the MAB ones. Maths for Learning Inclusion Tasks to Move Students On July 2008.

82 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Using the Base 10 System Question 4 Skip Counting by tens of the decade Tasks to move students on: a) Dice Decades (6 or 9 sided dice) Roll a die. Start at this number and count on by ten b) Card Count Off (Number cards 1 20) Pick a number card from the 1-20 pack. Count on from this number by tens. c) 100 Chart Count On (1 100 chart) Use a Chart to practice counting on by 10. Choose any number and ask the student to count on from there by 10s d) Jump and Count (Large chart) Draw a large Chart on the asphalt (or on a large piece of paper etc). Ask the student to start at a given number (off the decade) and count on by 10, jumping from one number to the next (in order) and saying the number aloud as they jump. e) Counting Sequences (Line of students or counters) Ask the class to form a line. Beginning at 10, have students say in turn the next number in the counting sequence, going down the line and then back again. Maths for Learning Inclusion Tasks to Move Students On July 2008.

83 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Using the Base 10 System Question 5 Place value cards Tasks to move students on: a) Highest and Lowest (Dice) Roll 3 (or four) dice. Arrange them to make the largest number possible. Record this number. What is the value of each numeral? Then arrange the numbers to make the smallest number possible. b) Rock and Roll (Dice) Each student rolls 5 dice together. They then arrange their dice to make the largest number possible then call out Rock and Roll. Every other player must then freeze. The first player to call out then reads out their number, earning 10 points if they read it correctly. The person with the highest number earns 5, everyone else earns no points. The first person to 50 wins. c) Place Value Snap (Deck of cards) Play Place Value Snap. One person turns over a card for Tens column, the other for the Ones column. The player who says the correct number first keeps the cards. If it is a tie, the cards are put to the side, the pile building until one person gives a correct answer. They then keep all the cards in the tie pile. The winner is the person who has the most cards at the end of the game. d) Record the Number (MAB blocks, dice) Roll two (or 3, 4) dice. Use the numerals to record a number. Then make this amount using MAB blocks grouping in hundreds, tens and ones. Ask the student to record how many Hundreds, Tens and Ones are in each column. e) Largest or Smallest (Number cards or deck of cards) This game can be done making either the largest or smallest number. Each player draws 3 (or 4) cards and reads their numbers aloud. Each player then makes the largest number they can with those cards. The player with the highest number earns a point. The first one to 10 wins. f) What is the Value? (0-9 number cards) Place multiple sets of 0-9 cards face down on the desk. Choose 3 cards, turn them over. How many different numbers can you make with these cards? What is the value of each numeral in each number? i.e. in what is the value of the 3? Of the 5? Of the 6? Maths for Learning Inclusion Tasks to Move Students On July 2008.

84 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Using the Base 10 System Question 5 continued Place value cards Tasks to move students on: g) Three Die Roll (Die) Roll three die. Use the numbers rolled to make as many different numbers as you can. h) Chart Tic Tac Toe (1 100 Chart, dice, counter) The goal is for a player to get 3 of their counters in a row (any direction). Two dice are rolled and the first player then makes a number using these numerals. They place a counter on that number on the Chart and say the number aloud. The second player then has their turn. This continues until one player has three counters in a row. i) Write the Number (MAB blocks) Place out different blocks and say to the student Can you write down the number shown by the blocks please? j) Place Value Thinkboard (Thinkboard template) Have the student choose a number to represent in different ways on The Thinkboard. k) Expanded Notation (Paper to record on) Have students read and record numbers as expanded notation eg. 38 is 3 tens and 8 ones. Have them also write numbers from expanded notation in place value order as well as reversed order eg. 8 ones and 3 tens is 38. l) Snap (Numeral and Representation Cards) Play snap with one set of cards that shows the numeral eg. 25 and another set of cards showing the representations of numbers eg. 2 tens and 5 ones Maths for Learning Inclusion Tasks to Move Students On July 2008.

85 Maths for Learning Inclusion (M4LI) Tasks To Move Students On Using the Base 10 System Question 6 Horizontal Sentences (using Horizontal Sentence cards) Tasks to move students on: a) Horizontal + 10 (Horizontal + 10 addition cards, MAB Blocks/ten strips/unifix cubes) Show the student a card with a + 10 question in it. (i.e ). Use MAB Blocks/ten strips/unifix cubes to solve. Then ask What is ? Demonstrate with MAB blocks i.e = Ask the student to solve other problems using this process. b) Subtraction Sentences (Practice questions, MAB blocks, number line, number chart). Use Practice questions. Ask the student to solve using their knowledge of counting by tens. Support the student with MAB blocks, number line and a Chart to assist with counting backwards. i.e = OR c) Add or Subtract 9 (Number cards, deck of cards) Place a number card (either ending in a 9 or an 8) on the table. Place two cards from a deck of cards next to the other card and Add (or subtract) 9 from it. The first person to say the correct answer earns a point. The first person to 10 wins. i.e. 2 6 subtract 9 = = 7 d) Methods (Addition and subtraction number sentence cards) Ask the student to record the different ways that they can solve the problem. i.e. counting by tens, adding tens then adding units, number line, chart etc e) Memory (Number sentence and answer cards) Play memory with questions and their answers as pairs. i.e and 16 Maths for Learning Inclusion Tasks to Move Students On July 2008.

86 1 100 Chart Number Intervention Kit Resources to support Tasks to Move Students On - July Using the Base 10 System (Orange)

87 Number Intervention Kit Resources to support Tasks to Move Students On - July Using the Base 10 System (Orange)

88 Number Intervention Kit Resources to support Tasks to Move Students On - July Using the Base 10 System (Orange)