Posts

Posted in Counting, Mathematical language, Subitising

Bottle Top Bugs

Wondering what to do with the tops of plastic milk bottles?

Make a set of Bottle Top Bugs.

Draw eyes and spots. Think about the patterns of spots – this arrangement focuses on the pattern of 5. The numbers above 6 are arranged as “5 and some more”.
The spots on these bugs are arranged to match the Numicon shape patterns.
These bugs have “goggly eyes” and the spots are divided into two so that number bonds can be explored.

Look at your bugs.

Count the spots and put the bugs in order.

Try to say how many spots there are without counting in ones. Start to recognise patterns.

Find the Bug

Find the bug with 5 spots. Now find the one with one more than 5, one less than 5, two more/less than 5.

Find two bugs that have 8 spots altogether. Can you find another two with 8 spots? How many different pairs can you find? How do you know you have found them all?

COMING NEXT

More activities with Bottle Top Bugs.

Posted in Calculating, Making totals, Numicon

Total 6

Total 6 is an extension of Investigating totals

Put the shapes on the grid but this time each row, column and diagonal has to total 6.

6 grid

You might want to start by:

  1. Just making each row total 6. Then try
  2. Just making each column total 6. Follow this by
  3. Making both the rows and columns total 6, and finally
  4. Include the diagonals too.

Which shapes are you using in each row / column? Why?

Is there more than one way of completing the grid?

Look at your partner’s grid. What is the same and what is different?

Make the task more challenging:

  1. Use digit cards instead of the shapes.
  2. Don’t give the total – Can you put the Numicon shapes on the grid so that each row, column and diagonal add to the same total?

What do you think the total might be? Why?

How are you going to start? What are you going to try first?

What if.……..you used three different consecutive shapes?

3 twos, 3 threes and 3 fours                                 3 threes, 3 fours and 3 fives

Screenshot 2018-09-26 14.28.32or   Screenshot 2018-09-26 14.28.43

What will the totals of each row be now?

Screenshot 2018-09-26 15.51.01

Posted in Calculating, Making totals, Numicon

Investigating totals

Digit Dog has got a 3 x 3 grid and 9 Numicon shapes – 3 one shapes, 3 two shapes and 3 three shapes. He is going to put the shapes on the grid and investigate the totals he can make.

Screenshot 2018-09-23 15.50.21

This is what he does first:

Screenshot 2018-09-23 15.50.32

Copy what Digit Dog has done.

Digit Dog says that the sum of the shapes in the first row is 6. Do you agree with Digit Dog? Why or why not? Are you sure?

Expecting learners to explain their thinking helps develop their reasoning skills.

If you agree, convince me that Digit Dog is correct. If you don’t agree, explain why you think he is wrong.

Encourage learners to explain why the total of the first row is 6. Use the Numicon shapes to show that the 3 shapes in the first row are equivalent to a six-shape. Explanations are much easier when you use concrete apparatus.

Screenshot 2018-09-23 18.01.53     Screenshot 2018-09-23 18.01.40

Screenshot 2018-09-23 18.07.13

Use the pan balance to explain.

Calculating Cat says that the total of the shapes in the third column is 6 too. Is she right? How do you know?

What is the same and what is different about Digit Dog’s row and Calculating Cat’s column?

Can you find any other rows or columns that total 6? Are there any that total more than 6? What about less than 6?

Can you find a row or column that totals 1 more than 6? What about 1 less than 6?

What else do you notice?

Find a way to record the totals you have found?

Now arrange the shapes on the grid in any way you want and investigate the totals that you make. What do you notice? What is the largest total you can make? The smallest total?

Look at a grid your friend has done. What is the same? What is different?

What if you used other shapes?

Posted in 2-sided beans, Conceptual understanding, Fluency

NEW! Challenge card packs

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 first pack contains activities using the Two-sided Beans

Packs are available to purchase at www.collectivelearning.co.uk

Posted in Additive relationships, Calculating, Conceptual understanding, Fluency, Numicon

Making 10

Numicon pairs to 10

Look at the Numicon shapes and find pairs of shapes that make 10. Check that you are correct by placing each pair on top of the ten shape.

Put your pairs in order.

Numicon pairs to 10 pattern

What do you notice? What patterns can you see?

Say an addition sentence for each pair e.g. 1 add 9 equals 10.

Write an addition sentence e.g. 1 + 9 = 10.

Say a subtraction sentence e.g. 10 take away 1 equals 9.

Write a subtraction sentence e.g. 10 – 1 = 9.

Play What’s Missing?

Set out your pairs like Digit Dog and Calculating Cat.

Player 1 closes their eyes, Player 2 removes one shape and says “what’s missing?”

Player 1 works out what shape is missing and explains how they know.

For more Numicon activities visit Oxford Owl for Home Maths.

Download and print the free Numicon shapes and the Numicon at Home Activity Kit for Years 1 and 2.

Posted in Additive relationships, Calculating, Fluency, Problem solving, Strategic competence

The missing bones

The aim of the activity is to encourage learners to think and talk mathematically.  Ask learners to discuss and find ways to solve the problem, to explain their thinking and show, in any way they want, how they have solved the problem.

The problem of The Missing Bones

Digit Dog put ten bones in his bowl ready for his dinner.

“I think ten bones will be enough,”  he said.

Digit Dog went for a walk before eating his bones and when he got back, what did he see?

Screenshot 2020-07-01 11.22.44.png

What do you notice? What has Calculating Cat done?

How does Digit Dog know that some of his bones are missing?

How can you work out how many bones have been taken?

How many bones were in the bowl to start with? How many bones are still in the bowl? How many are missing?

Explain how you can find out how many bones Calculating Cat has taken.  You might want to use a ten frame to help you. You might want to draw a picture.

Can you write a number sentence for this problem?

Convince me that you have worked out the problem.

Encourage learners to predict and estimate by asking questions such as:

I wonder if Calculating Cat took more than 1 bone……..what do you think?

I wonder if she took more than 5 bones………

What if……………

………there was a different number of bones in the bowl when Digit Dog got back?

……..Digit Dog had a different number of bones to begin with?

Encourage learners to make up some problems of  their own using toys and objects.

Posted in Additive relationships, Calculating, Fluency, Strategic competence

I wish I had……..

Screenshot 2020-07-01 09.48.30

Digit Dog is counting his bones. “One, two, three.” But 3 bones are not enough.

Reason about numbers by asking questions about the number of bones:

What if Digit Dog found 1 more bone? How many would he have then? How do you know that? Can you convince me?

What if he found 2 more bones?

What if he ate one bone?

Screenshot 2020-07-01 09.51.41

 

What does Digit Dog have to do to make his wish come true? How many more bones does he need? How can you work it out?

Screenshot 2020-07-01 10.11.16

 

Use a five-frame or ten-frame to help learners work out how to make Digit Dog’s wish come true and explain their thinking.

Explore other numbers of bones.

Posted in Additive relationships, Calculating, Fluency

Bone Splat!

Digit Dog and Calculating Cat are playing a game of Bone Splat!

Screenshot 2020-07-01 08.57.08

You need:

A “splat” and some bones (download here).

To play:

First decide on the total number of bones – in this game they are exploring pairs of numbers that total 10. Count out that number of bones and put a digit card in the empty box on the “splat”.

Player One: close your eyes.

Player Two: hide some of the bones under the “splat”.

Player One: open your eyes and work out how many bones have been hidden under the splat.

Explain how you worked it out. Convince your partner that you are right.

Encourage learners to explain how they worked out the number of bones that are hidden. They might:

  • Use a 10 frame and objects (or visualise them like Calculating Cat);
  • Use a Numicon shape and toy bones or pegs;
  • Use a number line to count on;
  • Draw a picture;
  • Just know the number bond.

Record some number sentences to show how many different ways the bones can be hidden. For Digit Dog’s problem we could write: 6 + 4 = 10, 4 + 6 = 10, 10 – 4 = 6, 10 – 6 = 4.

 

Posted in Additive relationships, Calculating, Conceptual understanding, Strategic competence

What’s the question?

Digit Dog’s answer is 6 bones. What could the question be? Calculating Cat has thought of one question. How many questions can you think of?

6 bones

Encouraging learners to ask their own questions:

  • helps deepen their conceptual understanding.
  • encourages creativity and flexibility in thinking.
  • develops their strategic competence because they need to understand the structure of mathematical problems in order to make up their own. Creating your own questions is a challenging task.
  • develops their use of mathematical language and communication skills.
  • encourages use of logical reasoning as they explain their thinking and work systematically with the numbers in the questions they create.

Start with making up some subtraction questions like Calculating Cat’s question:

Digit Dog had 8 bones for his dinner. He ate 2. How many are left?  8 – 2 = 6

What if Digit Dog had a different number of bones to start with? Explore some different numbers. Which numbers can you use? Which can’t you use? What happens to the number of bones he eats if you change the number of bones he starts with?

Digit Dog had 9 bones for his dinner. He ate 3. How many are left?  9 – 3 = 6

Digit Dog had 10 bones for his dinner. He ate 4. How many are left?  10 – 4 = 6

Look for patterns. Work systematically.

What else could happen to the bones? Calculating Cat says he eats some. He could hide some, give some away, lose some……………be creative. Make up some funny problems. Remember his answer is 6 bones.

What if………..

………you made up some problems using addition? For example, Digit Dog had 4 bones, Calculating Cat gave him 2 more. How many does he have now? 4 + 2 = 6

 

 

Posted in Calculating, Fluency, Games

Go Fish 10

You play Go Fish 10 in the same way as Go Fish but the aim of the game is to make pairs that add up to 10.

Print Digit Dog’s cards here. You need 4 sets for 2 -3 players.

To play:

Deal each player 7 cards and spread out the remaining cards face down on the table. The aim of the game is to find pairs of cards that add up to 10.

Each player takes a turn. During a turn the player:

  1. Looks at the cards in their hand, if they have any pairs that add up to 10, they put them in front of them, face up.
  2. They then ask another player if they have a particular card so that they can make another pair. For example, player 1 might have a 4 in their hand and so ask aplayer 2 “do you have a 6?” – the card they need to make a pair that adds to 10. If player 2 has a 6 card, then they must give it to player 1. If they don’t have a 6 card, they say “go fish” and player 1 takes a card from the pool of cards on the table.
  3. If the player gets the card they asked for, either from the pool or from the other player, then they put their pair of cards in front of them, face up.

The game ends when one player runs out of cards or there are no more cards in the pool. The winner is the player with most pairs in front of them.

What if………

………….you played the game by making pairs of cards with a difference of 1?

Posted in Counting, Games

Play Go Fish

How to play Go Fish

For 2 – 3 players you need to print 4 sets of Digit Dog’s cards, onto card. The cards have numerals along with ten-frames.Screenshot 2020-06-29 08.58.52

The game can also be played with digit cards 0 – 10 or 0 – 20, or  a pack of playing cards.

To play:

Deal each player 7 cards and spread out the remaining cards face down on the table. The aim of the game is to find pairs of cards.

Each player takes a turn. During a turn the player:

  1. Looks at the cards in their hand, if they have any pairs, they put them in front of them, face up.
  2. They then ask another player if they have a particular card so that they can make another pair. For example, player 1 might ask player 2 “do you have a 5?” If player 2 has a 5 card, then they must give it to player 1. If they don’t have a 5 card, they say “go fish” and player 1 takes a card from the pool of cards on the table.
  3. If the player gets the card they asked for, either from the pool or from the other player, then they put their pair of cards in front of them, face up.

The game ends when one player runs out of cards or there are no more cards in the pool. The winner is the player with most pairs in front of them.

Posted in Counting, Number sense, Subitising, Ten frames

Ten frame games

1. Make the number

Screenshot 2020-06-24 11.27.44

You need:

For 3 – 5 players

Two sets of Digit Dog ten frames – large or small

Small objects such as pennies, buttons or counters.

To play:

One player is the leader and has the ten frame cards in a pile, face down.

Other players have a blank ten frame and ten small objects each.

The leader turns over the top card for a few seconds and then turns it back again.

Other players make the pattern they saw with objects on their ten frame.

The leader turns over the card again to check the patterns. Players who were correct score one point.

Play until all cards have been turned over, or one player reaches 10 points.

The winner is the player with most points.

Variations

  • Make the number on your ten frame one more than the number on the card.
  • Make the number on your ten frame two more than the number on the card.
  • Make the number on your ten frame one less than the number on the card.
  • Make the number on your ten frame two less than the number on the card.

 

2. Who has more?

 

Screenshot 2020-06-24 11.59.59

You need:

For 2 players

A set of Digit Dog ten frames for each player, in a pile face down.

To play:

On the count of 3, players turn over their top card. The player with more dogs wins the two cards and says “I have …….dogs. I have more dogs than you”. The other player says “I have ……. dogs. I have fewer dogs than you”.

The game ends when all cards have been turned over. The winner is the player with more cards.

Variation

  • The player with the fewer dogs wins the cards.
  • Say how many more and how many fewer dogs there are.Screenshot 2020-06-24 12.10.41