This booklet is based on the Numeracy Development Project Booklets

Transcription

1 This booklet is based on the Numeracy Development Project Booklets

2 Targeted Learning Groups Knowledge Lesson Structure Time 15 to 30 minutes If possible, groups taken in class Teacher Aides and children sometimes prefer to work out of classroom to avoid distractions Example of lesson Counting in 1 s, 2 s, 5 s, and 10 s forwards and backwards Order numbers Say double and corresponding halves Dictation 2, 3, 4 digit numbers say numbers, children write down Basic Facts flash 10 s frames, children write equation Revise known strategy (only at teacher request) Revise know game Introduce new game (not daily) Check Progress chart Set homework Games and Activities Games are included in the pack to support each progress chart. Classroom teacher Strategy teaching to be undertaken by classroom teacher Teaching strategy at least 3 times per week Expectations Children are to attend Targeted Learning on a daily basis Establish routines so that children know what is expected Establishing parental support helps the children succeed Children need to know that they cannot succeed without practice and need to do practice every night Parent meetings communicate with parents about Targeted Learning Groups and ways they can support their child s learning.

3 Plan for Week 1 Count Order In 2 s from forwards and backwards In 5 s from 30 to 60 - f and b In 10 s from 4 f and b Order numbers and order game Say Say numbers as they are turned over cards (use order cards) Dictation Write numbers as they are read - symbols and words Basic Facts Ass/Sub facts to 10 using 10 frames Basic fact sheet Revise Known Game Play doubles game Revise Known Strategy Revise doubles add 1 using 10 frames boards Introduce New Game Kiwi game Check Chart Look and discuss targets they have set how close are they? Set Homework Say doubles and halves to/from 20 when lying in bed

4 Plan for Week Count Order Say Dictation Basic Facts Revise Known Game Revise Known Strategy Introduce New Game Check Chart Set Homework

5 Chart A Name: Self T/TA T/TA T/TA Star I can Count in 1 s forwards and backwards starting from any number up to 50 Identify numbers 1 10 on the tens frames instantly I can read and write 2 digit numbers up to 100 Chart C Name: Self T/TA T/TA T/TA Star I can Count in 1 s from any number backwards and forwards up to 1000 Count in 2 s forwards and backwards up to 100 (odd and even #s) Instantly recall subtraction of single digit numbers to 10 Instantly recall addition of two numbers with a sum no more than 20 e.g Instantly add 2 tens frames without counting e.g Read and write numbers of three to six digits Identify unit fractions with understanding Recognise and make tidy number to 100 make to the nearest (5 is up 4 down)

6 Chart B Name: Self T/TA T/TA T/TA Star I can Count in 1 s forwards and backwards from any number up to 150 Count in 10 s to 100 and back from any number Instantly recall addition facts of number to 10 Instantly recall doubles up to 20 Instantly recall halves of even number up to 20 Order numbers up to 1000 Chart D Name: Self T/TA T/TA T/TA Star I can Count in 5 s to 100 and back Name the order 0 9 and links to bigger numbers e.g , and Instantly recall subtraction facts of 2 numbers 20 or less e.g Add or subtract 10 from any number up to 100 Name compatible numbers to 20 e.g Name compatible numbers to 50 e.g Name compatible numbers to 100 e.g Recognise the double count (skip count to set related to multiplication) Share a region and set into equal parts of ½, ¼, ⅓

7 Numeral cards for ordering Each card a different colour

13 Doubles Cards Dictation they write the symbol plus the words and later representation

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15 One Two Three Four Five Six Seven Eight Nine Ten One Two Three Four Five Six Seven Eight Nine Ten One Two Three Four Five Six Seven Eight Nine Ten

16 Eleven Sixteen Thirty Eighty Eleven Sixteen Thirty Eighty Twelve Seventeen Forty Ninety Twelve Seventeen Forty Ninety Thirteen Eighteen Fifty Hundred Thirteen Eighteen Fifty Hundred Fourteen Nineteen Sixty Thousand Fourteen Nineteen Sixty Thousand Fifteen Twenty Seventy Fifteen Twenty Seventy

17 Activities to Support Chart A Number line flips 1 20 Squeeze Missing Number Bingo Bubble Puzzles Number ID Number ID Number ID Basic facts 1 More or 1 Less Number ID What s Next? Number sequence & order

18 I am learning to order two digit numbers Equipment CA Whole number line flips (material master 4-12) or decimal number line flips (Material Master 4-31) AC EA Activity AA Give the students an empty number line that shows only the numbers at the start and end. The other numbers are shown on the reverse side as reference. Have the students place a peg, or paper clip on the number line and ask their partner to guess which number the peg is on. If the students have difficulty to start with, their partner can help by pointing to and saying reference numbers close to the pegged number. For example, I am pointing to 15. What number is the peg on? Extension Activity Get the students to develop their own number line flips for other sequences, such as the whole number between 40 and 60, the multiples of three between 0 and 30, the decimals, in tenths, between 4.7 and 7.2, the fractions in fifths between 0 and 26. I am learning to order two digit numbers Equipment A hundreds board with flip capacity or a whole number line 0 to 100 (Material Master 4-8). Two pegs. A decimal number line (Material master 4-31) Activity AA A peg is put at each end of a number line, for example, on 0 and 100. A student AM chooses number between the pegs and writes it on a piece of paper. The rest of the students ask less than or greater than questions to find they mystery number. With each question, a peg is moved to eliminate numbers. For example, if Is it greater than 25 is answered by Yes CA AC EA

19 Cut around each box then fold the number line on the dotted line. Paste down or laminate. For larger number lines enlarge to A3

20 Equipment A board (with missing numbers) for each player. There are two kinds of boards and both can be played at the same time. One follows the sequence of numbers from the top left hand corner to the bottom right. The other card only has a consecutive sequence for each row and is therefore slightly harder to play. Each player needs 15 transparent counters. How to Play The game is played like bingo. The teacher/child calls the number and if a player has that number on their card they need to cover it. Remember the number may be there or they may need to imagine where the number would be. For example, 15 may be called but they only see 14 so they should put the counter on the right side of 14. The first player to fill all 15 spaces is the winner. This game could be adapted to include bigger numbers e.g or

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27 Players 2 or more 1 More or 1 Less This variation of Go Fish reinforces adding and subtracting 1. Materials 1 shuffled deck of cards with face cards removed. The Way to Play One player deals five cards to each player and stacks the remaining cards facedown in a pile. Player 1 chooses a card from his or her hand. Player 1 asks another player for a card that is 1 more or 1 less than the chosen card. For example, Player 1 chooses a 3 and asks Player 2, Do you have a card that is 1 more or 1 less than 3? If Player 2 has either a 4 or a 2, he or she gives the card to Player 1. (If Player 2 has both a 4 and a 2, he or she chooses which card to give Player 1.) Player 1 places the original card and the card from Player 2 in a separate pile and asks for another card in the same way. If Player 2 has neither a 4 nor a 2, Player 1 chooses a card from the deck and the turn ends. A player continues to ask for cards until the other player does not have a requested card. The asking player then chooses a card from the deck and the turn ends. Players continue to take turns. The first player to run out of cards in his or her hand wins. Variation Children can play a similar game by asking for cards that are 2 or more or 2 less than the chosen number, 4 more or 3 less, and so on

28 What s Next? Players 2 This game reinforces visual memory, number recognition, and number order as children collect a sequence from 1 to 10 Materials 20 cards of any suit (2 each of the number Ace = 1) The Way to Play One player shuffles the cards and places them facedown in four rows (five cards per row). The object is to be the first player to collect ten cards of any suit in order from 1 (ace) to 10. Player 1 chooses any card and turns it over If the card is not a 1, the player turns the card back over and the turn ends. If the card is a 1, the player keeps it and chooses another card. If the second card is not a 2, the player turns the card back over and the turn ends. If the second card is a 2, the player keeps it and chooses another card. Player 2 takes a turn in the same ways as Player 1, building his or her own sequence order. Players continue to take turns. On each turn, a player continues to build the sequence from where he or she left off on the last turn The first player to collect the cards 1-10 in sequential order wins. Variation Challenge children to play Blast Off, by collecting cards in reverse order from 10 to 1

29 Activities to Support Chart B Arrow Maths Hundred Board Snakes Cover Up Kiwi Bubble Puzzles Rocket Cover Ten Make Ten Double Somersaults Plus Minus One Five Plus Number ID Number ID Basic facts Basic facts Number sequence & order Basic facts Basic facts Basic facts Basic facts

30 Each arrow indicates one square in the appropriate direction on the hundreds board. Use the hundreds board to help you work out which number you will end up on = = = = = = = = Choose your own start numbers and make up your own directions using the arrows. When you have finished, see if a buddy can find the correct answer. 1. = 2. = 3. = 4. = 5. =

31 Photocopy onto card and laminate. Cut out each snake individually. Place stickers over the given number to change it. Extend the activity to include pages from the thousands book.? 25? 49?? 64?? 86????

32 You need 1 board per player 2 dice 1-6 Counters (14) To Play In pairs take turns Roll the dice and add the number, e.g = 7 Using counters, cover 7 or any numbers that add to 7. For example, you might cover 4 and 3 OR 1 and 1 and 5. You have finished when the numbers you roll cannot be put on the same total on your board. For example, you roll 5 and 4 but the only numbers showing on the board are 4 and 2. You cannot cover them because they add to 6. How many numbers are left uncovered? That is your score. The lowest score wins.

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36 I am learning to order whole numbers and decimals Equipment A piece of scrap paper Standard 1-6 dice or dodecahedral 0-9 dice CA AC EA AA Activity Each student needs to draw a rocket play board like one shown. The number of floors on the rocket can be increased where larger whole numbers or decimals are involved. The aim of the game is to fill every floor of the rocket with numbers in order. If a player cannot place a number they have thrown, they miss that turn. Players take turns to roll a dice twice. From the numbers thrown, the students decide which two-digit number they will use. For example, if five and three is thrown, the student could use 53 or 35. The students then record the number on a level of the rocket where they think it best fits between 10 and 67. Once a number is written it cannot be moved. Extension Activity Repeat: The students can throw the dice three to make a three-digit whole number and place that number between 110 and 667. Use other variations like using the three throws to make decimals and placing them between 1.1 and the fractions in fifths between 0 and

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38 Topic Addition and Subtraction Facts Object Groups Cover ten numbers Pairs Materials for each group Cover Ten gameboard Dot Cube (1-6) 10 counters Tip By replacing the Dot Cube with a Number Cube, more children will be ready to try the more challenging games in this section. Directions 1. In this game, a pair works co-operatively to cover numbers 2. The pair rolls the Dot Cube and places it near the 6-9 number strip 3. The pair adds or subtracts the rolled amount with any number on the number strip 4. The pair covers the resulting sum or difference with a counter. Example: If 3 is rolled, the pair may choose the subtract 3 from 8 and cover 5 5. Each turn the pair discusses the various options in order to agree on where to place the counter 6. Each member of the pair alternates turns, rolling the Dot Cube and covering the resulting amounts 7. When the pair covers ten number with counters, the game ends Making Connections Promote reflection and make mathematical connections by asking: Which amounts were easy to make?

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40 Topic Object Groups Addition Facts to Equal Ten Combine addends to cover all numbers Pairs Materials for each group Make Ten gameboard 2 Dot Cubes (1-6) Counters Tips Replace one Dot Cube with a Number Cube. As children play, they might record their equations. For a challenge, have children roll three Dot Cubes, and use one, two, or all three numbers to see how many addends they can cover in one turn. Directions 1. In the game, a pair works co-operatively to cover all numbers 2. The pair rolls two Dot Cubes 3. The pair uses any number on the gameboard to add to one or two Dot Cubes to make ten. The pair states aloud the equation and covers the number with a counter 4. The pair continues to use the same two amounts shown on the Dot Cubes and covers other numbers Example: If 3 and 4 are shown on the Dot Cubes, children could cover 7(7+3 = 10) 5. When no other numbers can be covered, the pair rolls the two Dot Cutes and tries to cover additional numbers The pair continues to play until all numbers on the gameboard are covered 7. The pair clears the gameboard and rolls two Dot Cubes to repeat the procedure Making Connections Promote reflection and make mathematical connections by asking: With which rolls were you able to cover the fewest numbers? Why?

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42 Materials Photocopy and laminate the gameboard sheet and cut into two gameboards. Make up four dice labelled with the digits 5, 6, 7, 8, 9, 10, using blank cubes Counters for each player To Play Players take turns to: double dice Roll all four dice Look for doubles on the dice, e.g. 6, 9, 5, 6, gives double six Cover a number on their board which is either one more or one less than the double, e.g. with 6 and 6 they might cover 11 or Only one number can be covered for each double If a player throws two doubles at once they can use both of them If a player throws three of one number, e.g. 7, 7, 7, 5, they make only one double The first player to cover all of their numbers is the winner.

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44 Topic Addition Facts Beyond 5 Object Groups Fill a pathway to the star Pairs Tips As pairs play one child might record the corresponding equations. To extend the playing time, have children attempt to complete two or more pathways. Directions 1. In this game, a pair works co-operatively to fill a pathway 2. Place five counters of one kind in the top row of the Ten Frame (The counters remain there during the entire game). 3. The pair rolls the Dot Cube. If Choose appears, pair selects any number one through five. When a number is rolled, the pair adds that amount of counters to the Ten Frame, states the equation, and places a counter on the path with that sum. Example: If 4 is rolled, the Ten Frame is filled to show 9 (5 of one colour, 4 of another), Five plus four equals nine is stated, and a counter is placed in the first cell of the 9-pathway. 4. The pair continues until one path to the star is filled. Making Connections Promote reflection and make mathematical connections by asking: How did the Ten Frame help you identify the correct sum and pathway?

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46 twelve twenty seven fifty two forty nine twenty three thirty four thirty six sixty five seventy forty one ninety seventy eight forty three sixteen sixty nine forty five eighty four fifteen sixty two thirty

47 Materials A playing board per child 3 dice numbered 4-9 How to play Roll 3 dice Choose 2 to add and cover the sum on the card For example, a child rolls 7, 7 and 8. The child decides to use the two 7 s and covers 14 on the card. The first to cover all numbers on their board is the winner Shifties Shifties

48 Shuffle the sets of cards and place them in three piles, face up. Take turns to pick up any 2 or 3 top cards. Add together. If the sum equals a number on the board, place a counter on it. Put the 2 cards at the bottom of their piles. You cannot put a counter on a square that has a counter on it. The winner is the first player to make a straight line of their counters in any direction

49 You will need two dice one dice numbered 10, 20, 30, 40, 50, 60 and the other dice numbered 70, 80, 90, 100, 110, 112. Shake the dice that has the larger numbers on it first. Then shake the dice, take that number away from the number rolled on the first dice. Place a counter on the answer The first player to cover all their numbers is the winner. Player 1 Player Where did I end up on the number line?

50 Red = wrong number wrong place Orange = right number wrong place Green = right number right place

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52 Topic Object Groups Subtraction Facts Fill a pathway to the star Pairs Materials for each group Taking from Ten gameboard Ten Frame Dot Cube ( Choose) 35 counters Tips As pairs play one child might record the corresponding equations. Place the removed counters close to the Ten Frame so that children can still see the two parts. Directions 1. In this game, a pair works co-operatively to fill a pathway 2. Fill the Ten Frame with 10 counters 3. The pair rolls the Dot Cube. If Choose is rolled, the pair may select any number one through five. When a number is rolled, the pair removes that amount of counters from the Ten Frame, states the equation, and places a counter on the path with that difference. Example: If 4 is rolled, 4 counters are removed from the Ten Frame, 10 minus 4 equals 6 is stated, and a counter is placed in the first cell of the 6- pathway. 4. The pair continues until a path to the star is filled. (To extend the playing time, have children attempt to complete two or more pathways. Making Connections Promote reflection and make mathematical connections by asking: How did the Ten Frame help you identify the correct sum and pathway?

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54 (CA-AC) Take turns to Throw the die Subtract the die number from 10 Place one of your counters on the same board number If you cannot place a counter, miss a turn You cannot put a counter on a number that has a counter on it. When all the hexagons have been covered, the winner is the player who has placed more counters

55 twelve twenty seven fifty two forty nine twenty three thirty four thirty six sixty five seventy forty one ninety seventy eight forty three sixteen sixty nine forty five eighty four fifteen sixty two thirty

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58 1 ten and 2 ones 2 tens and 7 ones 5 tens and 2 ones 4 tens and 9 ones 2 tens and 3 ones 3 tens and 4 ones 3 tens and 6 ones 6 tens and 5 ones 7 tens 4 tens and 1 one 9 tens and 8 ones 7 tens and 8 ones 4 tens and 3 ones 1 ten and 6 ones 6 tens and 9 ones 4 tens and 5 ones 8 tens and 4 ones 1 ten and 5 ones 6 tens and 2 ones 3 tens

59 Activities to Support Chart D Bridges Multi Dice Tens Multi Dice Fives Multi Dice Twos Number Boggle Times Out Bingo 5 Getting Closer Find Your Place Value Basic facts Basic facts Basic facts Basic facts Basic facts Basic facts Grouping & Place Value Grouping & Place Value 100 All Up! Grouping & Place Value Four in a Row B Basic facts

60 Materials Photocopy the boards using the colour of card shown (top right corner) and laminate them. Enlarge the sheets so that the spaces fit the size of standard dominoes. Each pair of students will need a standard set of 0-6 dominoes. To Play Bridges is played in pairs. Players co-operate to fill all of the domino spaces of their board. The colour of the boards must be the same. Discard the following dominoes: 6-6, 0-0, 0-1, 0-2, 0-3, 0-4, 0-5, 0-6. Spread out the reaming dominoes face up so the dots can be seen. The rules for playing dominoes are: The total number of dots on the domino must equal the difference of the two numbers between which it is placed, e.g. the 1-4, and 2-3 dominoes could be placed between 23 and 28 as the difference and total dots are five. Some dominoes must cross a decade bridge. For example, moving from the thirties (38) to the forties (44) crosses the bridge of 40. When crossing a decade bridge the dots on each side of the domino must match the differences on each side of the decade number. For example, the 2-4 will bridge 40 as = 40, and = 44 Players continue until all of the domino places are filled.

61 Bridges Orange Bridges Orange

62 Bridges Pink Bridges Pink

63 Bridges Green Bridges Green

64 Bridges Yellow Bridges Yellow

65 Use one dice numbered 4 9. Take turns to shake the dice and multiply the number on the dice by 10. Use a coloured counter to cover the answer. The winner is the first person to get 4 counters in a line

68 I am learning my basic addition facts Equipment: Number Boggle Card (Material Master 4-35) Activity CA AC EA AA Draw this grid on the board or modelling book and give the students two or three minutes to write as many addition subtraction equations as they can based around these digits. The numbers in the equation must be connected vertically, horizontally, or diagonally. For example, with the grid these are acceptable: = = 12 (but not = 12), = 5. Equations involve two or more numbers, and one or more operations, but no number can be used twice. The students compare their equations in groups. They gain points for each equation only they have recorded. One point is given for each number used in the equation, for example, = earns five points! The players with the most points wins

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70 Use one dice numbered 4 9. Each player takes turns to shake the dice. The player multiplies the number they threw on the dice by 5. If the answer to the equation is on their board, they cover that number with a counter. The winner is the first person to cover all the numbers on their bingo board. Player One Player Two

71 Materials You will need a deck of cards with the picture cards removed. Organisation A game for 2-4 players. Rules Deal four cards to each player Turn up two cards from the deck. The first represents the tens and the second, the unit. This becomes the target number. The players now turn over their cards and try to form two, two-digit numbers that when added or subtracted will be a close to the target number as possible. Players score by finding the difference between their total and the target number. Play continues for several rounds. The winner is the player with the smallest total. Variation Players should try to produce a total as far away from the target as possible.

72 I am learning to identify and order whole numbers and decimals Equipment: Whole-number arrow cards (Material Master 4-14). Decimal arrow cards (Material Master 7-2). AC EA AA AM Activity Give the students sets of arrow cards. Choose the number of whole number or decimal places that is appropriate to the students stages. Ask them to make numbers by overlapping the arrow cards. Note the importance of lining up the points of the cards. For example, for 67 the students combine the 60 card and the 7 card. Record = 67 on the board or modelling book. With decimal cards, an example might be, two point five, eight. The students combine the 2, 0.5, and 0.08 cards and record = Repeat with numbers that have zeros as place-holders. For example, 304, 470, 4 080, 4.06, Activity Play a game of Arrow Card Order. Spread the whole number or decimal arrow cards on the floor. Numbers face down. You may decide to use all of the cards or limit the size of the numbers by removing some cards, for example, thousands or thousandths. The students take turns to pick up a card of each size to form a number. They make the number and display it for the other players to see. The players decided who has the largest number, and that player gets a point. They then remove the highest place-value card (for whole numbers) or lowest placed-valued card (for decimals), for example, the thousands card, or the thousandths card. Players then compare their numbers to see who has the largest number, and that player gets a point. Players then remove the highest or lowest place-value cards again and compare their new numbers. Repeat the game with various numbers. Vary the game so the target is the lowest number.

73 Players: 2-4 Find Your Place Value Children review place value as they create the greatest threedigit numbers using cards. Materials 1 shuffled deck of cards with tens and face cards removed (NOTE: If there are more than two players, you may wish to use two decks of cards with tens and face cards removed.) The Way to Play 1. One player deals the cards evenly among the players. 2. Players place their cards in a stack facedown in front of them. 3. Each player turns over three cards. Each player arranges his or her cards to make the greatest possible three-digit number. 4. Each player reads his or her number aloud. The player with the greatest number wins all of the cards from that round and places them in a separate pile. 5. Play continues until all cards have been used. 6. The player with the most cards at the end of the game wins. Hundreds Tens Ones Variation Players can use four or more cards to work with greater place values. Children can also form the lowest possible number to win each round

74 Games for three players. Focus of card game Recalling number facts that make 100. You will need: 1 pack of cards with Jack, Queen, King removed Abacus (for checking) How to play 1. One player is the dealer. The other two players are the opponents. 2. The dealer turns over two cards to make a two-digit number. The aim is to be the first person to recall what has to be added to that number to make If you are the first to answer and you get it right, you keep the cards. If you are first to answer but get the answer incorrect, the opponent gets to answer and if correct keep the cards. Dealer proves on abacus if both responses Incorrect and they keep the cards! 4. Keep playing until you have used up all of the cards in the pack. The winner is the player with the most cards.

75 Four Sums-in-a-Row B