# Tasks to Move Students On

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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

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

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)

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

19 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)

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

22 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)

24 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)

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

30 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

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

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)

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

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

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

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

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

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

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

57 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)

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

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

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

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

65 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)

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

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

70 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)

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

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

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

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

76 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.

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.

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)

### LAF Level 1 Consolidating Targeted Interventions LIST OF TARGETED INTERVENTIONS SUBITISING SEEING IT ALL TRUSTING THE COUNT MAGIC BEAN TOSS

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