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ACTIVITY IA3

By Ray Morgan,2014-07-15 20:13
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ACTIVITY IA3

ACTIVITY IA3.1 Count Around

Intended learning: To extend knowledge of forward number word sequence (FNWS’s)

    Description: Children stand in a circle and count around, each child saying the next number in the sequence. Start the count at one. The child who says the number 12 sits down. The next child begins the count again at one. The activity continues until only one child is left standing.

    ; Extend to crossing decade numbers

    ; Use shorter or longer sequences

    ; Vary the range of numbers (for example, start at 45 and sit down at 53)

    ; Extend to backward number word sequences ( start at 25 and sit down at 12)

Notes:

    ; Children might omit numbers, say them in the incorrect order or not be able to

    give the next number, particularly when crossing a decade number.

    ; Ask questions such as: Who will sit down next? Who will say five? Who will be

    left standing?

    ; Suitable for whole class or groups

Materials: None

ACTIVITY IA3.2 Numbers on the Line

Intended learning: To sequence numerals

    Description: Place a set of numeral cards from 15 to 25 face down on the floor, in a pile, in random order. Ask a child to take a card and peg it on the washing line. Ask a second child to take the next card from the pile and place it appropriately on the line. Continue until all the numbers have been pegged on the line in the correct sequence. Ask children to read the numbers aloud to check. If any numbers are in the wrong place, discuss and ask a child to re-position.

    ; Use shorter or longer sequences

    ; Vary the range of numbers, for example from 126 to 135

    ; Read the sequences backward as well as forward

    ; Extend to non-consecutive numbers for example, 46, 48, 51, 54, 60

Notes:

    ; When children are about to place their card, ask questions such as: Is it more or

    less than...? Will you place it to the left or right of…? Which two numbers should

    it go between?

    ; Vocabulary includes: more, less, higher, lower, before, after.

    ; Suitable for whole class or groups.

Materials: Washing line, pegs, numeral cards.

     Wright, R., Martland, J., Stafford, A., Stanger, G. (2006) Teaching Number.

ACTIVITY IA3.3 Stand in Line

Intended learning: To extend knowledge of backward number word sequences

    (BNWSs) and numerals.

    Description: Give each child one card from a set of cards with numerals 1 to 30. Ask a child to come to the front and hold up their card, for example 16. Children must look at their own card and decide who has the number before 16 (15). The child holding number 15 stands to the left of the first child (holding number 16). Continue the line until it has six children in it and shows the sequence from 16 to 11.

    Each child in turn, displays and says their number. All of the children read the number sequence backwards in unison and then repeat with their eyes closed.

    ; Use a range of starting numbers

    ; Vary the range of numbers, for example, from 57 to 74.

    ; Build sequences forward as well as backwards

    ; Focus on crossing decade numbers forwards and backwards

    ; When the children in line choose several to turn their cards over. Can the children

    still say the BNWS correctly?

Notes:

    ; Children might omit numbers, say them in the incorrect order or not be able to

    give the next number, particularly when crossing a decade number.

    ; Suitable for whole class or groups

    ; Vocabulary includes: more, less, higher, lower, before, after, larger, smaller, in

    between.

    ; Assign each student a number. Instruct them to line up according to BNWS.

Materials: Set of numeral cards from 1 to 30.

ACTIVITY IA6.2 Class Count-on and Count-back

    Intended learning: To count on or back in the range 2 to 5, from a given number and consolidate forward and backward number word sequences.

    Description: Explain to the children that they are going to count around the class or circle. The teacher turns her back and listens to the count. At an appropriate time the teacher shouts Stop! And turns around. The child who has said the last number is then given a card by the teacher with an instruction. For example: Count back 3. Add 5.

    What is 4 more? The child completes the instruction and the count continues around the class.

Notes:

    ; The teacher can limit the range of counting, for example, when the count reaches

    20 children change to counting backwards.

     Wright, R., Martland, J., Stafford, A., Stanger, G. (2006) Teaching Number.

Materials: Instruction cards.

    ACTIVITY IA6.3 One Hundred Square Activities

Intended learning: To count forwards and backwards in the range 1 to 100,

    identifying numerals in this range, and counting on and back from given numbers.

Description: The teacher has a pack of 10 cards with instructions such as: Count on

    two; Count back five. The instructions involve numbers in the range 2 to 5. Problems are posed using the hundred square as a visual aid. The teacher chooses a number and asks a child to find it on the hundred square. The teacher highlights the chosen number and asks the child to choose a card from the top of the pack. The child carries out the instructions on the card. The rest of the children are asked to carry out the operation, providing answers verbally or on whiteboards. The child at the front demonstrates how they obtained the answer. Continue using other numbers. Children can work individually or in pairs with mini hundred squares and a set of instruction cards. They can generate their own number, write it down and then turn over a card, record the instruction and write the answer.

    Notes:

    ; The numbers chosen for this activity should reflect children’s facility with

    forward and backward sequences and with the hundred square.

    ; The activity can be made easier by using a 1 to 20 grid or a 1 to 50 grid, or more

    difficult by using a 101 to 200 grid.

    ; This activity is suitable for whole class, small groups, and individuals.

    ; Children could use individual hundred squares.

    ; This activity helps children to see the position of numbers on a hundred square. It

    also supports the development of place value because the numbers are arranged in

    tens.

    ; May use numeral roll instead.

Materials: Hundred square, set of cards for teacher and children.

     Wright, R., Martland, J., Stafford, A., Stanger, G. (2006) Teaching Number.

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