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Lesson focus
Before and after numbers Combinations of 10 Subitising, addition Multiplication Addition and whole numbers Place value Subtraction Length Subtraction Counting to 24 Multiplication and division Subtraction Addition Counting to 100
Stage
ES1 and S1 ES1 and S1 ES1 and S1 S1 and S2 S2 S2 ES1 and S1 ES1 and S1 ES1 and S1 ES1 S2 and S3 S1 and S2 S1 and S2 S1 and S2
Page
4 5 9 10 * * 11 * 12 14 15 19 22 30
Addition Addition
S2 S2
31 35
Numeral track
Lesson focus: Stage: Syllabus reference: CMIT reference: DENS 1 reference: Identifying the number before and after a given number ES1 and S1 Number, Whole numbers, NES1.1, NS1.1 (two-digit numbers) Forward number word sequence: level 2, 3 Backward number word sequence: level 2, 3 Before and after, page 87 DENS 1
65 59 71 89 95 84 77 90 80 72
The game consists of nine games, sets of combinations to ten: 1. 2. 3. 4. 5. 2 butterflies flew away, 8 left 5 butterflies flew away, 5 left 4 butterflies flew away, 6 left 7 butterflies flew away, 3 left 3 butterflies flew away, 7 left 6. 7. 8. 9. 8 butterflies flew away, 2 left 1 butterfly flew away, 9 left 6 butterflies flew away, 4 left 9 butterflies flew away, 1 left
BLM
BLM
BLM
Dominoes
Lesson focus: Stage: Syllabus reference: CMIT reference: DENS 1 reference: Subitising, addition ES1 and S1 Number, Addition and subtraction, NES1.2, NS1.2 Perceptual counting, spatial patterns, subtising, partitioning and combining, counting on Dot patterns, Perceptual page 115 Dot flash, Perceptual page 109 Flash cards, Perceptual page 114 Add two dice, Figurative page 163, Two-dice toss, Figurative page 171
Computer task: Dominoes There are six domino combinations: 5 + __ = 9 5 + __ = 10 5 + __ = 8 5 + __ = 6 5 + __ = 11 5 + __ = 7 Off computer tasks:
Domino additions
Provide students with two sets of cards representing the die patterns 1 to 6, and one set of numeral cards 1 to 12. Encourage students to find all the domino combinations for a given number. For example: six and two is eight five and three is eight four and four is eight
Dot flash
With the overhead projector light turned off, place counters on the projector in a standard dot pattern. Vary the number of counters from two to ten. Instruct the students to look at the screen carefully while you switch the light on for a brief period of time. Have the students use their own counters to make the pattern shown on the overhead or draw the pattern they saw. Ask the students to make statements about the patterns they saw as well as combinations of parts for the pattern. For example, for a pattern of five dots the child may seethe combination two and three or four and one or two and two and one.
Flash cards
Give flash dot-pattern cards for numbers up to ten to the students. (See BLM DENS 1 page 141) Provide students with a collection of counters to construct the same pattern as on the dot-pattern card.
Arrays
Lesson focus: Stage: Syllabus reference: CMIT reference: DENS 1 reference: Multiplication S1 and S2 Number, Multiplication and division, NS1.3, NS2.3 Building multiplication and division through equal grouping: level 2 and 3 Arrays, Figurative page 188 Guess my square, Figurative page 190 DENS 2 reference: Create an array, Counting by ones, page 98
Create an array
Explain the term array to the students and provide them with a 10 x 10 array and two sheets of paper. Use an overhead projector or large chart to demonstrate how the 10 x 10 array can be covered with two pieces of paper to form other arrays. For example, cover the top three rows with paper and the first five columns with another piece of paper to form a 7 x 5 array (7 rows with 5 in each row). Ask the students to use their arrays sheets and paper to make nominated arrays. Have the students use skip counting of the rows to determine the answer.
(Cardboard)
(cardboard)
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Egg carton
Lesson focus: Subtraction Stage: ES1 and S1 Syllabus reference: Number, Addition and subtraction, NES1.2, NS1.2 CMIT reference: Figurative counting DENS 1 reference: Blocks on a Bowl, page 159
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Penguin pins
Lesson focus: Stage: Syllabus reference: CMIT reference: DENS 1 reference: Subtraction ES1 and S1 Number, Addition and subtraction, NES1.2, NS1.2 Partitioning Orange Tree, page 267 DENS 1, BLM pages 286-287
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BLM
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Washing line
Lesson focus: Stage: Syllabus reference: CMIT reference: DENS 1 reference: Counting to 24 ES1 Number, Whole numbers, NES1.1 Numeral identification Hang it on the line, emergent page 37
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Remainders count
Lesson focus: Stage: Syllabus reference: CMIT reference: DENS 2 reference: Multiplication and division S2 and S3 Number, Multiplication and division, NS2.3, NS3.3 Building multiplication and division through equal grouping: level 5 Remainders count, page 278
Variations
Once the dice have been rolled, the students partner determines the division question. Students try to give each other questions that will result in the lowest possible remainder. Use dice numbered 4 9, remainders are added to reach a score of 30. Play the game with the whole class divided into two teams. Teams record their remainders on a chart. (see above)
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BLM
Remainder
Curriculum K12 Directorate NSW Department of Education and Training
Remainders count
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BLM
Remainders count
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
Curriculum K12 Directorate NSW Department of Education and Training
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BLM
Remainders count
30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0
Curriculum K12 Directorate NSW Department of Education and Training
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Darts game
Lesson focus: Stage: Syllabus reference: CMIT reference: Subtraction S1 and S2 Number, Addition and subtraction, NS1.2, NS2.2 Building place value through grouping: level 1
First to zero
Students start at 101, roll a die (either 1-6, 1-10 or 1-12 etc) in turn and subtract the number from the total. The first student to reach zero exactly wins.
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BLM
Countdown
Equipment
Gameboard enlarged to A3 size Counters Hundreds chart to assist with calculations
How to play
The object of the game is to reduce the countdown to zero, starting at 101 with the least number of throws. This is done by throwing counters at the dartboard and deducting the amount from the total. Students can double their score by hitting the outer red ring, and triple their score by hitting the inner red ring on the board. The first student to reach zero exactly wins. Use an empty number line to record the score and number of throws.
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BLM
Countdown
10 5 1
7 3
Double your score if you hit the outer red ring triple your score if you hit the inner red ring.
Curriculum K12 Directorate t NSW Department of Education and Training
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Addition wheel
Lesson focus: Stage: Syllabus reference: CMIT reference: Addition S1 and S2 Number, Addition and subtraction, NS1.2, NS2.2 Building addition and subtraction through grouping (Facile strategies)
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BLM
Addition wheel 1
Equipment
Gameboard Counters numbered 1 to 9
How to play
Place the given 9 numbers in the circles so that each of the four rows add up to:
1. 15 2. 18 3. 12
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BLM
Addition wheel 2
Equipment
Gameboard Counters numbered 5 to 13
How to play
Place the 9 counters in the circles so that each of the four rows adds up to: 1. 27 2. 24 3. 30
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BLM
Magic totals
Equipment
Gameboard Counters numbered 5, 5, 5, 7, 7, 7, 9, 9, 9.
How to play
Place the counters on the board so that when you add along any of the lines the total of the three circles is always 21. How many solutions can you find?
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BLM
Interlocking magic circles
Equipment
Gameboard Counters numbered 1 to 6
How to play
Place the 6 counters into the circles so that the numbers around each large circle add up to 14.
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BLM
Magic diamond
Equipment
Gameboard Counters numbered 1 to 9
How to play
Place 8 of the counters onto the gameboard so that if you add the numbers: around the big diamond around the small diamond along the straight line across the chart along the straight line down the chart the total will be 20 each time.
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BLM
Addition square
Equipment
Gameboard Counters numbered 1 to 8
How to play
Place the counters 1 to 8 on the circles so that the numbers on each side of the square: 1. Add up to 12 2. Add up to 13 3. Add up to 14 4. Add up to 15
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BLM
Consecutive numbers
Equipment
Gameboard Counters numbered 1 to 8
How to play
Place the numbers 1 to 8 in the circles so that no two consecutive numbers in the circles are joined by a line. (Consecutive numbers are two numbers which follow each other in succession, e.g. 2, 3; 5, 6)
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Calendar game
Lesson focus: Stage: Syllabus reference: CMIT reference: Addition S1 and S2 Number, Addition and subtraction, NS1.2, NS2.2 Building addition and subtraction through grouping: facile counting strategies Building place value through grouping: level 1 DENS 2 reference: Using a calendar, page 245
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BLM
Calendar Game __________________
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BLM
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BLM
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Whilst playing 4 Turns to 100 on the computer, students use an empty number line to record their total.
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