Posted in Easter

Easter counting competition

How many objects can you fit in the egg?

Digit Dog and Calculating Cat are trying to fill their plastic eggs with as many objects as they can.

Give each child an empty plastic Easter egg and ask them to fill it with as many objects as they can.

fill the egg

 

 

 

Fill the egg Cy

Count the objects to see who has the most. Ask children to organise the objects so that they can see how many there are without counting in ones.

They can do this by:

  1. Putting the objects into the holes on Numicon ten-shapes. How many do you have?  “I have one ten and seven”.
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Calculating Cat’s objects.
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Digit Dog’s objects.

How many objects does Digit Dog have? Don’t count in ones.

Does he have more or fewer objects than Calculating Cat? Explain how you know.

2. Organising the objects into the Numicon shape patterns to help organise the count.

Screenshot 2018-03-23 08.27.30

Screenshot 2018-03-23 08.27.39

3. Putting the objects on a 10-frame.

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Calculating Cat
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Digit Dog

Who collected the most objects? How do you know?

How many more objects does Calculating Cat need so that she has 20? How can you work it out by looking at the 10-frame?

4. Putting the objects in egg boxes.

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Calculating Cat
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Digit Dog

Who won the competition? Who had more objects? Who had fewer objects? Can you quickly count the objects?

What is the largest number of objects that you could fit in the egg?

Can you write the number? Can you build the number with Numicon or Base 10 resources?

Make a class list to record the number of objects each child collects. Compare the numbers. Order the numbers.

Posted in 2-sided beans, Making totals, Visualising

Two-sided beans – Under the Cup

Under the Cup

beans under cup

How can you work out how many beans are under Digit Dog’s cup?

Explain how you know.

Convince me you’re right.

How do you think Calculating Cat used the 5-frame to help her work it out?

What if Digit Dog had 3 beans on top? How many would be underneath?

 

Play Under the Cup

Each player has a cup and 5 beans and takes turns to hide some of their beans under their cup.

Everyone closes their eyes and Player 1 puts some beans on top of their cup and some underneath. Everyone opens their eyes and Player 1 says “I have 5 beans altogether. I have ….beans on top of my cup. How many are hidden?” The other players work out how many beans are under the cup and explain how they know. Convince me that you’re right.

Encourage learners to visualise the beans under the cup. How many more do you need to make 5?

Use the 5-frames to help children begin to visualise. They need an action and an image before they can work out this problem mentally.

Step 1

Move the beans from the top of the cup and put them on the frame and say how many more are needed to make 5.

beans under cup 2

Step 2

Have the frame in front of learners but visualise the beans on it rather than actually move them. Imagine that the beans are moving. Describe what you can “see”.

Step 3

Remove the frame but visualise it. Visualise the frame and moving the beans onto it.

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Use Numicon shapes in the same way as the frames to help visualise the problem.

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Screenshot 2019-03-22 09.12.08

Download the challenge card here

Posted in 2-sided beans, Calculating, Games

Exploring 10 with 2-sided beans – Fill the frame

Fill the frame game

Play this game with children so that they practise:

  • counting
  • subitising small numbers
  • using mathematical language – how many more?
  • seeing 5 and 10 as benchmark numbers

Fill the frame to 10

Work with a small group. You need two-sided beans and a 10-frame for each player. Each player takes a turn to:

  • Put 5 beans in their cup.
  • Shake and spill the beans.
  • Put the red beans thrown onto the 10-frame and say “I have ……..red beans. I need ……more to make 10”.

Keep playing until someone has 10 beans.

At the beginning of each turn children will need to put more beans in their cup and check they have 5 beans.

During the game, make sure that learners describe the number of beans using full sentences.

Screenshot 2018-03-05 14.47.23

 

What do you notice about Digit Dog and Calculating Cat’s game? Who has most red beans? How many red beans will Digit Dog have when he puts his last throw on his frame?

How can he work it out? Encourage children to fill the top row first and talk about how they are partitioning the beans – I can split the 5 beans I have thrown into 2 and 3, use the 2 to make 5 on the top row and have 3 more on the bottom. 5 and 3 equals 8. This shows the importance of 5 as a benchmark number – numbers greater than 5 can be described as 5 and some more.

How many more will he need to make 10? How do you know?

Talk about the number of spaces left to fill. I have 8 red beans altogether and need 2 more to make 10. The 10-frame provides a good visual image of numbers and their relationship to 5 and 10.

Screenshot 2019-03-21 17.52.09

Download the Exploring 10 – Fill the Frame challenge card here.

 

 

 

 

Posted in 2-sided beans, Calculating, Games

New challenge card – Fill the Frame

Fill the frame game

Play this game with children so that they practise:

  • counting
  • subitising small numbers
  • using mathematical language – how many more?
  • seeing 5 as a benchmark number

Fill the frame to 5

You need two-sided beans and a 5-frame for each player.

Each player takes a turn to:

  • Put 3 beans in their cup.
  • Shake and spill the beans.
  • Put the red beans on the 5-frame and say “I have ….. red beans. I need …..more to make 5”.

Keep playing until someone has 5 red beans.

Note: at the beginning of each turn a player checks they have 3 beans in their cup.

Screenshot 2018-03-05 14.37.42

Download the Challenge Card here.Screenshot 2019-03-21 11.08.15

 

 

 

 

 

 

 

Posted in 2-sided beans, Making totals, Problem solving, Subitising

New Challenge Cards

Here are the first two of Digit Dog’s new challenge cards with ideas for exploring the two-sided beans.

Screenshot 2019-03-06 09.39.44Screenshot 2019-03-06 09.40.02

Download Shake and Spill

Download Recording

Let us know what you think.

If you want more ideas for Foundation Phase mathematics, join us on March 13th in the Future Inn, Cardiff to explore ways of developing firm foundations in mathematical concepts. Book here www.collectivelearning.co.uk