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.

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# Posts

Posted in Christmas ## Don’t forget Christmaths with Digit Dog

Posted in Additive relationships, Calculating, Christmas, Conceptual understanding, Fluency ## Practising number bonds with the Christmas flik-flak

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Posted in Christmas, Counting, Fluency, Subitising ## Counting with the Christmas flik-flak

Posted in Christmas, Numicon, Problem solving ## Baubles again

Posted in Christmas, Numicon, Problem solving ## Christmas Baubles

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Posted in Christmas, Numicon, Problem solving ## Cover the Christmas Tree

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

Posted in Uncategorized ## Christmaths with Digit Dog

Posted in Communication using symbols, Conceptual understanding, Fluency, Logical reasoning, Mathematical language, Strategic competence ## Have you seen Digit Dog’s challenge card packs?

Posted in Additive relationships, Calculating, Conceptual understanding, Fluency, Number sense, Problem solving ## NEW! Challenge card pack – Exploring Additive Relationships

Posted in What's the same / different? ## Bottle Top Bugs – What’s the same? What’s different?

Posted in Calculating, Making totals ## Bottle Top Bugs – making more tens

Posted in Calculating, Fluency, Making totals, Strategic competence ## Bottle Top Bugs – Making tens

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.

**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:

Ask:

*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:**

Ask:

*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.

F**old the flik-flak in a different way:**

Ask the same questions.

“*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.**

* *

* *

* *

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:

Ask:

*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:*

- Single digit numbers – 1, 2, 3, 4 ……etc.
- The numbers 0 – 10 in order.
*How many ways can you show each number?* - The same number as I am showing.
- One less / one more than 3, than 4….. etc.
*How did you work it out? Can you do it without counting?* - More/fewer than I am showing.
*Explain your answer. Has everyone got the same answer? Can you give me another answer?*

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.

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.

- Give learners a limited number of shapes to choose from to match the spaces on the bauble. Can they find the shapes they need?
- Have a complete set of shapes for children to choose from.
- 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?* - For an extra challenge, put the shapes in a feely bag and find the ones you need by touch alone.
- 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?*

* *

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.

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

Look out for some new challenges in the coming weeks.

T**he challenge cards are extended versions of Digit Dog’s popular posts and are now available in packs of 5 with links to Curriculum for Wales 2022. **

Each pack has 5 challenge cards, linked to a theme, concept or resource. There is also an overview of how Digit Dog Challenges address the five proficiencies, and links to the relevant *Descriptions of Learning* in the Mathematics and Numeracy Area of Learning and Experience.

There are currently two packs available.

The first pack has activities using my favourite resource – the **Two-sided Beans**

Packs can be purchased from Collective Learning

The second pack has activities that focus on solving non-routine problems that involve **additive relationships**. They are aimed at Progression Step 2 level descriptions:

**Statement of What Matters 1**

*I have explored additive relationships, using a range of representations. I can add and subtract whole numbers, using a variety of written and mental methods.*

**Statement of What Matters 2**

*I can find missing numbers when number bonds are not complete.*

Packs are available to purchase at Collective Learning

**New from Digit Dog Challenges** – the challenge cards are extended versions of Digit Dog’s popular posts and are now available in packs of 5 with links to Curriculum for Wales 2022.

Each pack has 5 challenge cards, linked to a theme, concept or resource. There is also an overview of how Digit Dog Challenges address the five proficiencies, and links to the relevant *Descriptions of Learning* in the Mathematics and Numeracy Area of Learning and Experience.

The latest pack contains activities that focus on solving problems that involve **additive relationships**. They are aimed at Progression Step 2 level descriptions:

Statement of What Matters 1 |

*I have explored additive relationships, using a range of representations. I can add and subtract whole numbers, using a variety of written and mental methods.*

**Statement of What Matters 2**

*I can find missing numbers when number bonds are not complete.*

Digit Dog and his bones are used as a context for exploring **additive relationships** and solving **non-routine problems** that focus on *missing numbers.*

Packs are available for purchase at https://www.collectivelearning.co.uk/product/digit-dog-challenges-exploring-additive-relationships-lynwen-barnsley/

Noticing similarities and differences is key to spotting patterns and reasoning mathematically.

Choose 2 bottle top bugs and ask: “What is the same?” “What is different?”

Explaining what you notice improves your mathematical language and thinking.

Digit Dog and Calculating Cat have each made a set of 3 bugs.

Look at the two sets of bugs and find similarities and differences. Accept all answers. Encourage learners to keep looking for more. Make a list that can be added to during the day / week.

What can you say about the two sets of bugs? What do you notice? Say what you see.

Can you think of anything that is the same about the two sets?

*I can see that each set has 3 bugs. Each set has the same number of bugs.*

Encourage and model the use of full sentences. You might want to ask learners to start their sentences with *I notice that………..*

Anything else?

*I notice that in each set, the bugs have different coloured eyes.*

*I notice that the number of spots on all the bugs in both sets is an even number.
*

*I notice that if you add up the number of spots, in each set the total is more than 10 .*

*I notice that both sets have two bugs with a double.*

Can you think of more things that are the same about the two sets?

What about the differences? What is different about the two sets?

*I notice that one set has all green bugs and the other has different colours.*

Any other differences?

*I notice that the total number of spots in each set is different.*

*I notice that all the bugs in Calculating Cat’s set have more than 7 spots, Digit Dog’s bugs have less than 7.*

*The total number of spots is different. Digit Dog’s total is half Calculating Cat’s total.*

Make up some sets with a partner and look for similarities and differences.

Investigate making 10 with 2 numbers using the bottletop bugs. Download the board here.

*Can you record the pairs that you have found? *

You could also use the number pebbles to do the activity.

Try turning the pebbles face down. Turn them over one at a time and decide where to place them on the board.

You need a set of **Bottle Top Bugs** 0 – 10 with spots or numerals

Take turns to choose two bugs so that the numbers on their backs add up to 10.

*What do you think? *

*How many pairs of numbers can you find to make 10? *

*How do you know you have found all the pairs?*

**What if.**…………

…….you looked for 3 numbers which, added together, make 10?

…….you looked for numbers with a difference of 1? *What do you notice?*

…….you made up some of your own questions?

If you don’t have Bottle Top Bugs you can do the same activity with:

digit cards (download here)

numbers on pieces of paper

number pebbles like these.