Posted in Christmas, Counting, Mathematical language

## How many?

Look at the card and see what you can count.

How many cats are smiling? How many are not?

How many cats are not wearing hats?

How many cats have stripes?

How many more cats have hats than have scarves?

How many fewer scarves are there than hats?

How many legs? How did you count them? Did you count in 2s or 4s?

How many eyes? Ears? Whiskers?

How many holly leaves?

How many more hats do they need so that all the cats are wearing one?

Make up some word problems

Ten cats are coming to the party, how many haven’t arrived yet?

At the beginning of the day there were 8 cats, how many have gone home?

Some cats were playing in the snow, 4 cats ran away and now only 6 are left. How many were there to start with?

Write some number sentences to go with the picture.

6 = 4 + 2 There are six cats altogether. Four cats standing plus 2 that are not.

6 = 1 + 5 There are 6 cats altogether. 1 cat holding holly and 5 not or 1 cat sleeping and 5 awake.

What if……..?

What if Calculating Cat joined in? How many cats would there be then?

What if 3 cats ran away? How many would be left?

What if two more cats fell asleep? How many would then be sleeping?

What if two more cats put on a scarf?

This is the latest addition to the popular Cover with Numicon® series.

You can explore the other activities here: Santa’s Sleigh, Christmas Tree, Baubles and Presents.

For this activity you will need a Rudolph (download and print) and Numicon® shapes.

Get some Numicon® shapes and see if you can cover Rudolph’s head.

Can you explain how you did it? Which shapes did you choose first and why? What did you notice? Are some shapes more useful than others?

How many different ways can you find to cover Rudolph’s head? Compare your Rudolph with your friend’s. What’s the same and what’s different about the two Rudolphs?

How many shapes have you used? Who has used most shapes? Who has used fewest?

What is the total of all the shapes you have used?

Can you cover Rudolph using only odd shapes? Why or why not? What about even shapes?

Can you use one shape repeatedly to cover Rudolph? Which shapes will work? Which won’t? Why?

Look for learners who:

Show strategic competence by understanding and tackling the task; by trying different ways of doing it and seeing which ways work.

Use logical reasoning to try different shapes and explain their thinking; are becoming systematic in their choices of shapes; can reason about which shapes will/will not fit; substitute shapes so that they have more or fewer, rather than starting from scratch each time; talk about similarities and differences.

Communicate mathematically about what they are doing; can describe the shapes and say which are bigger/smaller, too big/too small.

Can confidently and fluently choose shapes to fit the spaces on the board; can recognise the spatial patterns and find the shapes that fit.

Posted in Christmas, Mathematical language

## Christmas card questions

Choose a Christmas card and see how many mathematical questions you can ask about it.

How many sheep are wearing headphones? How many are not wearing them?

How many sheep are upside down? How many are the right way up?

One sheep is holding a present, 9 sheep are not. There are 10 sheep altogether. 1 + 9 = 10, 10 – 1 = 9.

Use the words more than, fewer than, less than in your questions.

How many fewer sheep are upside down than are the right way up?

How many more presents do they need so that all the sheep have one?

What’s the difference between the number of sheep with scarves and the number without?

How many legs are there? How do you know? How did you count them?

How many eyes?

What if one more sheep came along? How many would there be?

What if 3 sheep ran away?

What if 2 more sheep put a hat on?

How many more sheep would you need to make a larger triangle? Explain your thinking. What do you notice?

Posted in Christmas, Counting, Mathematical language

## How many?

Use a piece of Christmas wrapping paper and just ask the question “How many?”

At first, don’t specify what needs to be counted, let the question be open and the children come up with ideas and be creative.

I can count…….3 Santas, 3 elves, 3 snowmen.

You don’t need to stick to counting in ones……….I can count 32 eyes, that’s 16 groups of 2, 16 x 2 – true or false?

I can count 4 groups of 3 trees and 6 groups of 2 trees.

I can count 12 boots – I wonder how many people that is………..

How many stars can you see? How many holly leaves? How did you count them?

Describe what you can see.

I can see more…….than…………

I can see fewer …………than ……………..

Posted in Calculating, Christmas, Logical reasoning

## 5 Christmaths baubles

An activity to explore numbers that total 5.

Digit Dog and Calculating Cat have some red and blue baubles to put on their tree. They can only put 5 baubles on the tree and have to decide how many of each colour they use. How many different ways can they do it?

Look at the picture. What do you notice? Describe what you see.

What has Digit Dog done? What is Calculating Cat thinking?

How many different ways do you think they can put the baubles on the tree? Why do you think that?

Try it yourself. How are you going to record your different ways? How will you remember what you have done?

How do you know you have found all the different ways? Convince me.

Have you found any patterns?

Look for children who are starting to organise their work and systematically look for all the combinations. The activity is about exploring the combinations and reasoning about choices and patterns.

Ways to record

Provide enough baubles and trees so that each combination can be kept and checked. Children can then look at all the trees and say what is the same and what is different. Ask them to put the trees in order and look for a pattern.

Have number sentences on card and ask children to match the number sentence to the trees.

What does the 5 represent? It is the 5 blue baubles. The 0? There are no red baubles.

Write number sentences for each tree on separate post-it notes. These can then be sorted and put in order.

Use Numicon shapes to represent the number pairs.

What if…………

There was a different number of baubles on the tree? Explore other numbers.

There were more than two colours of bauble?

Posted in Christmas

## Don’t forget Christmaths with Digit Dog

Have you tried this week’s Christmaths challenges?

Check out the Christmas-themed challenges by searching for Christmas in the Categories box on the Home page.

Look out for some new challenges next week.

## Practising number bonds with the Christmas flik-flak

Make practising counting and remembered facts part of your daily routine.

In order for children to develop fluency they need to have a daily routine where they practise:

• Counting;
• Remembered facts;
• Using number relationships to do calculations.

Children need the opportunity to:

• Talk mathematically;
• Discuss and solve problems;
• Be creative;
• Use reasoning skills.

Use the flik flak to practise number bonds

Look for patterns within numbers and help children understand that whole numbers are composed of smaller numbers e.g. fold the Digit Dog flik-flak in half as shown:

How many dogs can you see altogether?

What else can you see? I can see 3 dogs with red hats and 3 dogs with green hats. Three and three more equal six altogether. I can see two groups of 3. I can see 2 groups of 2 and 2 groups of 1.

Repeat by folding the flik-flak in other ways.

Now what can you see? What do you notice?

How many with red hats? How many with green? How many altogether?

How many on the top row? How many on the bottom? How many altogether?

I can see 8 with one missing.

Use the flik-flak as a quick way to practise number bonds to 10 (the pairs of numbers that add togther to make 10).

Show children the flik-flak and ask:

“How many dogs can you see?” “How did you count them?”

Explore the numbers of dogs in each row and column. Ask questions such as “Which row has most dogs?” “Which row has the fewest dogs?” “Which row has one more than the bottom row?”

Explore the groups of dogs you can see. I can see 5 dogs on the top half and 5 dogs on the bottom, 5 + 5 = 10. I can see 5 with red hats and 5 with green 5 plus 5 equals 10. I can see a group of 7 in the middle and 3 others, I can see 4 on one side and 6 on the other.

Before continuing, make sure children are confident that there are 10 dogs altogether.

Fold the flik-flak:

How many dogs can you see now?

How many dogs are hidden? How many dogs can’t you see?

How do you know? Explain your thinking.

“How many dogs altogether?”

You want children to realise that they know there are 10 dogs altogether, that they can see 5 of them and need to work out how many of the dogs they can’t see. They might:

• Count on from 5 to 10
• Take away the 5 from 10
• Use or visualise the Numicon shapes
• Use their knowledge that  5 and 5 equals 10

Expect children to explain their thinking.

Fold the flik-flak in a different way:

How many dogs can you see now?”

“How many dogs are hidden?” “How do you know?” “Explain your thinking”.

“How many dogs altogether?”

Keep folding the flik-flak to explore all the combinations of numbers to make 10.

Posted in Christmas, Counting, Fluency, Subitising

## Counting with the Christmas flik-flak

Print your flik-flak onto A4 paper and laminate. Fold along the black lines and you’re ready to go.

In a large group:

Hold up the Digit Dog flik-flak and ask how many dogs can you see? You can show all the numbers from 0 to 10 by folding on the black lines. This allows children to practise counting sets of objects up to 10.

For example, you can fold the flik-flak like this:

How many dogs can you see?

How many are there with red hats? How many with green hats?

What if there was one more dog? What if there was one less dog?

Show me with fingers how many dogs there are.

How many dogs? Do that number of jumps.

Once children can confidently count the dogs with 1:1 correspondence, encourage them to subitise i.e. to say how many dogs there are without counting in ones.

In a small group:

Give children individual flik-flaks and ask them show me questions. Use your questions to develop mathematical language and reasoning skills.

Use your flik-flak to show me:

1. Single digit numbers – 1, 2, 3, 4 ……etc.
2. The numbers 0 – 10 in order. How many ways can you show each number?
3. The same number as I am showing.
4. One less / one more than 3, than 4….. etc. How did you work it out? Can you do it without counting?
Posted in Christmas, Numicon, Problem solving

## Baubles again

These baubles have a larger space to cover with Numicon shapes.

Ask learners to use the Numicon shapes to cover the space in any way they can.

How many different ways can you do it? Compare your bauble with your friend’s. What’s the same and what’s different?

What is the total of the shapes you have used? Can you wite a number sentence to record what you have done?

Digit Dog didn’t use any shape more than once? Can you try this? How many ways can you do it? Is this more difficult? What are you thinking?

Can you use one shape repeatedly to cover the bauble? Which shapes will work? Which won’t? Why?

What is the fewest number of shapes you can use? The most?

What if you use only odd shapes? Only even shapes?

Look for learners who:

• can reason about which shapes to use,
• can discuss what they are doing and explain their thinking,
• can work systematically,
• can see patterns and discuss why they are choosing particular shapes,
• can substitute shapes so that they have more or fewer, rather than starting from scratch each time,
• can talk about similarities and differences.

Posted in Christmas, Numicon, Problem solving

## Christmas Baubles

If you enjoyed Cover Santa’s Sleigh and Cover the Christmas Tree, here’s another version of the activities.

You need:

• copies of the baubles (download and print – make sure you set the print scale at 100% so that the shapes are the corect size)
• a set of Numicon® shapes.

Match the shapes to the spaces on the bauble.

1. Give learners a limited number of shapes to choose from to match the spaces on the bauble.  Can they find the shapes they need?
2. Have a complete set of shapes for children to choose from.
3. When the bauble is covered, one partner closes their eyes, the other takes away one shape. Which one is missing? Can you find it in the pile of shapes?
4. For an extra challenge, put the shapes in a feely bag and find the ones you need by touch alone.
5. Ask: Why does Calculating Cat think there might be more than one way of covering the shapes?

As learners are working, ask them to explain their thinking.

Why did you choose that shape?

How many shapes do you need?

Which shape do you think will fit here…..? Is it bigger than the orange shape?

Is the shape that goes here big or small? Bigger / smaller than a pink one?

Can you take away one shape and put two in its place?

Posted in Christmas, Numicon, Problem solving

## Can you use the Numicon shapes to cover the Christmas tree?

This is a variation on the popular Cover Santa’s Sleigh activity.

You will need a Christmas tree (download and print) and Numicon® shapes.

Start with the blank Christmas tree and ask learners to use the Numicon shapes to cover it in any way they can.

Ask learners to explain how they covered the tree. Which shapes did they choose first and why? What did they notice? Are some shapes more useful than others?

How many different ways can you find to do it? Compare your tree with your friend’s. What’s the same and what’s different?

How many shapes have you used? Who has used most shapes? Who has used fewest?

Can you cover the tree using only odd shapes? Why or why not? What about even shapes?

Can you use one shape repeatedly to cover the tree? Which shapes will work? Which won’t? Why?

Can you cover the tree using each shape at least once?

Look for learners who:

• can reason about which shapes to use,
• can explain their thinking,
• can work systematically,
• can see patterns and discuss why they are choosing particular shapes,
• can substitute shapes so that they have more or fewer, rather than starting from scratch each time,
• can talk about similarities and differences.