Open the powerpoint, show the first slide and ask:
How many eggs do you think are in the pot?
Take some estimations and then reveal the answer.
Show the second slide. The first image is the pot from Slide 1.
Click to reveal a second image and ask:
How many are there in this pot?How are we going to estimate? Are there more or fewer than the first pot? How many more/fewer? Discuss some estimations before revealing the answer.
Click to reveal a third image. What about this pot? How many eggs? Ask for estimations and ask learners to explain why they chose the number they did. Why did you choose that number? Explain your reasoning.
Click to reveal the fourth image and see if learners are refining their strategies for estimating. Are they just guessing or are they using what they know about previous pots and reasoning about the number of eggs?
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?
PlayUnder 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.
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.
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”.
Remove the frame but visualise it. Visualise the frame and moving the beans onto it.
Use Numicon shapes in the same way as the frames to help visualise the problem.
Play this game with children so that they practise:
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.
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.
Download the Exploring 10 – Fill the Frame challenge card here.