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TaskQuestions (no modelling or prompts)ObservationsSome recommendationsOral Counting
Counting forwards in 1s from 1.
Counting forwards from any given number.
Counting backwards from 10, then 20, 50 & 100.
Counting backwards from any given number to a given number.
Id like you to start at 1 and count as far as you can.
Can you count from 3 to 9? Etc.
Can you count backwards from 10,20,50,100?
Begin at 9 and count backwards etc..
Counting objects within 10 / 20
Fluency / pace / babbles / clarity of words
confuses ty / teen
hesitancy / sequencing across decades
understanding vocabulary count on / count back
able to say given number / unable to just think given number and continue counting.
activities in Numicon programme
move forwards / backwards along a colour line.
move finger/pointer on number line / own 100 square whilst counting on/back. Develop photo of 100 square
practice putting finger on a number thinking it and then counting.
use teen / ty prompt
place missing numbers back in to 100 squareCounting Objects
Counting objects within 10/20 in a line.
Counting objects in a group.
Estimation within 10, 20
Teacher to put 6 objects in a line. Can you count these? Repeat with 4,9,10 etc
Teacher place objects in a group. How many are there?
Show child sets of objects ask child to estimate without counting.
1:1 correspondence in place/not in place
1-10 10-20
organised method of counting
sensible estimate?
counting opportunities in intervention session and also throughout school day ( and home)
counting activities in Numicon programme.
Opportunities in real life / practical situations e.g. lining upConservation
Conserving number within 10, 20.Put 8 objects out, child to count. Re-arrange objects. How many now?Conservation
conservation within the line.
Conservation within the group
Lots of concrete opportunities to count a range of objects.
Develop understanding that last number counted represents the total of the set.Number recognition
Identifies numerals & names numerals.
1 10 10 20 20 50 50 - 100Place number cards in random order, Lets look at these cards. Can you find me 3,7,2,9,10 etc..
Teacher point to numeral. Tell me what the number on this one is.
Give random numbers within 10, teens numbers, numbers within 100, children record.
Ive got some cards with numbers on. Put them in order smallest to largest.Able to identify /say numeral without hesitation.
1-10 10-20 up to 100
No confusion between e.g. 15 & 51.
Observe number formation, note reversals
Speed of ordering numbers
Strategies used.
Matching activities, individual number line for reference.
Visual discrimination exercises
Counting activities / games
Rote counting activities with 100 square.
Number formation practice write numbers in the air, on each others back, on white boards etc..
Numicon activities for ordering
Number formation
Write numbers from 0 to 9Ask child to write all the numbers from 0 to 10
Note all errors in formation and any reversalsTracing numbers. Use a coloured dot to show where to start and a small arrow to guide the correct orientationPattern
Identifies, copies and devises patterns.
Teacher devise 2 colour pattern e.g. red, blue, red, blue, ask child to continue pattern.
Teacher devise more complex pattern e.g. blue, blue, green. Child to continue pattern.
Child to devise own pattern. Can you make a pattern for me to repeat?Pattern
Able to identify pattern
Able to continue a seen patternNumicon activities
Make patterns using beads, peg board, Multilink, shapes, attribute toys, Learning Links, every day objects, printing, pattern in the environment. Extend to number patterns.
Mathematical vocabulary
Give me 1 more than.
Give me 2 more than.
Tell me 1 more than.
Tell me 2 more than.
Tell me 1 less than.
Tell me 2 less than.
Tell me the number before.
Tell me a number after.
Tell me a number in-between.
Tell me a number fewer than.Show child 5 objects. Can you give me 1 more? How many are there now? Extend to 10.
Show child 6 objects. Can you give me 2 more?
How many now? Extend to 10.
Extend to numbers within 100 orally..
What number comes after
Tell me the next 2 numbers after
What number is 1 less than 5, 9, 4 etc.. Extend to 10, 20.
What number is 2 less than. Numbers within 10 & extend to 20.
Can you tell me the number that comes before [numbers within, 10, 20, 50,100]
Can you tell me a number that comes after 7? Extend to numbers within 20, 50, 100.
Can you tell me a number in between 4 and 7? Extend to numbers within 20 50, 100.
Can you tell me a number fewer than 5? Extend to numbers within 10,20.Mathematical Vocabulary
Understands key vocabulary.
Record any hesitancy or unknown vocabulary.
Child needs to have instant mastery.Provide lots of opportunities in class to experience a range of mathematical vocabulary.
Specific teaching of mathematical vocabulary, focus upon 1 mathematical word and over-learn before introducing a new word.
Give child a Maths Bag [resources to support learning] and record mathematical terminology as it is learnt.
Talking Maths Intervention programme.
Numicon activities.
Use large number line / carpet tile numbers.
Bingo Mark the number before XXXX etc.. changing vocabulary as appropriate.Comparison
Comparing 2 sets more than.
Comparing 2 sets fewer than.
Making a set equal
Show child 2 sets - [2 objects] [6 objects] Which set is more? Repeat, changing sets.
Show child 2 sets [3 objects] [7 objects] Which set is fewer?
Show child 1 set of objects. Can you make a set equal to mine?
Comparison
compareMatching and mapping activities. Eg ice-creams for children, map across to compare fewer, greater, equal to.
Use every day experiences to reinforce/consolidate. Eg milk cartons in 1 set, straws in another etc
Use empty set rings, make sets using real objects eg cars in one, play people in the other. Discuss why they are a set. Compare are there enough cars for the people map across. Use vocabulary more, fewer, greater than, equal to.Addition & Subtraction
Addition using apparatus.
Naming operations signs.
Recording addition sentences.
Add 1 to a given number
Add 2 to a given number
Subtraction using apparatus.
Subtract/take away 1 from a given number
Subtract/take away different amounts from a given number.
Recording subtraction sentences.
Establish known vocabulary for subtraction.
Subtraction within 10 / 20.
Place 3 objects and 2 objects. How many altogether? Repeat with sets totalling within 10.
Display a selection of number cards, operations signs + - = . Can you tell me what these signs are?
Can you choose the number cards and signs to record a number sentence for these sets
[ 6 objects ] [ 2 objects ]
Teacher show number sentence
5 + 3
Can you make 2 sets to show me this number
sentence.
Im going to say a number and I want you to add 1 e.g. 3 + 1 7 + 1
Then adding 2 e.g. 4 + 2 5 + 2 etc Extend to number within 20, then beyond.
Show child 7 objects. Count objects. Teacher to say if I take away 1, how many left? Extend with variety of sets of objects.
Using sets of different amounts, can you take away 3,5,4, etc. how many left?
Can you choose the number cards and signs to show me the number sentence for..
6 take away 2
What other words do you know that mean take away?
Tell me the answer to subtraction questions within 10 & 20.
Addition/subtraction
Counts all
Counts on from first number
Counts on from largest number
Naming operation signs
Hesitancy/vocabulary
Recording addition sentences
Hesitancy in recall of symbols
Add 1 to a given number
Immediate response
Having to count from 1
Subtraction
Understands the key vocabulary take away/subtract
Knows to take away when asked to subtract
Hesitancy
Subtracts numbers by counting back
Other strategies eg counting on to subtract. Looking at difference
Uses fingers
Use concrete apparatus to give meaning. Every day class room experiences using counting songs etc.
Use small world, a zoo, a farm to create opportunities for addition of 2 numbers, from the concrete go to abstract numbers to record.
Activities in the Numicon programme
If not to instant mastery over-learn through flash cards etc
Use real life/everyday situations. Eg Sally and Jim were playing in the park. John and Saminna went to join them. How many are playing in the park? Demonstrate with models/children then convert to the abstract numbers.
Use magnetic characters to model a simple mathematical story. Use magnetic numbers to place underneath to reflect the addition sentence.
Tell a simple mathematical story. Ask the children to write the story in symbols on their white boards
Give children a number sentence eg 4 + 2. ask them to make up a story to go with the sentence. (farm animals, other objects could be given to the child to help them demonstrate)
Use number line/number square
Teach vocabulary, ensure child is confident ie no hesitancy taking away from 10, then using the word subtract when confident, less than etc
Use concrete apparatus as above
Numicon programme
Knows pairs of numbers which make 10
Knows pairs of numbers which make 20 and relate to higher numbersYou did some adding for me. Lets do some more.
What does this number say? ( 10 )
If you have 6 how many more do you need to add to equal 10? Repeat with other bonds to 10.
Tell me 2 other numbers that add up to 20 etc
As aboveKnows pairs of numbers
Strategies used
Pattern
Does the child use known facts to 10 when working up to 20?Numicon programme
Patterns of ten using multi-link etc
Using & Applying Addition & SubtractionEstablish understanding of subtraction/addition process through real life problems e.g.
There are 4 people on the bus, then get 2 more get on, how many altogether on the bus?
Sarah has 7 sweets, Jane has 9. How many more has Jane?
There are 10 pencils in the pencil pot, Ben takes 2 away. How many are left?
Tom has 6 buns, 4 get eaten, how many left?
John has 4 conkers, Ellie has 3 more. How many counters has Ellie?
Extend with questions within 20.Strategies used counts on, uses fingers, drawings, jottings
Hesitancy recalling which symbol to use when recording
Difficulties with any of the language usedUse everyday classroom experiences and model a story e.g. 14 children came into class this morning then 2 came in late.. How many children are there now? Model the mathematical recording 14+2=16. Use individual white boards to tell a story and the child records the calculation.Count forwards in 10s from zero to 100
Count forwards in 10s from a given number
Lets count on in 10s. Start at 10 and count on/jump on ten each time
Just now you started at 10 and jumped on in tens. This time I want you to start at 4* and count on /jump on in tensCounting in 10s
Has learnt the words but no understanding
Gets to 20 then continues to count in teens eg 10, 20, 13, 14,
Any confusions/hesitancy with decades
Can count from 0, but not from a given numberActivities in Numicon programme
Practise with 100 square, physically move along the line/square
Use Place Value/arrow cards to develop visual memory of how the tens increaseCount back in 10s from 100 to zero
Count back in 10s from a given number
Now start at 100 and count back in 10s
Just now you started at 100 and jumped back in 10s. this time start at 86* and count back/jump back in 10s.Can count back correctly in decades (straight tens) but not from a given number
Counts back to 20 but then reverts to teens
Counts back to 10 but then continues 9 8 7 6 5 4 3 2 1
Activities in Numicon programme
Practise with 100 square, physically move along the line/square
Use Place Value/arrow cards to develop visual memory of how the tens increaseAdd/subtract 10 ( then 20 / 30 etc )
Say how many 10s in 40 etc
See if you can tell me the answer to 10 add 10. How did you work that out?
What about 20* add 10 etc
What is 20* subtract / take away 10 etc
What does this number say? ( e.g. 40* )
How many 10s make / are there in 40*?Add/subtract 10
Doesnt relate this to counting on/back in tens eg counts in 1s
Can read decades/multiples of 10
Activities in Numicon programme
Practise with 100 square, physically move along the line/square
Use Place Value/arrow cards to develop visual memory of how the tens increaseAdd 10 to a given number
Subtract/take away 10 from a given number
Lets start with the number 5*
Now add 10 ( and 10 and 10 etc )
Lets start with the number 87*. Now subtract / take away 10 ( take away 10 take away 10 etc )Say how many tens units in 2 digit number
Can identify the 10 digit but unable to give the value eg that the 4 tens in 43 is 40 tens
When asked 20+3 reverts to counting on
When asked 46-6 reverts to counting back
Extend to 3 digits if achievedNumicon programme
Use arrow cards to show how the numbers are partitioned
Ask the child to use the arrow cards to partition numbersSay how many tens/units in a 2 digit number
Can partition i.e. 23 = 20 + 3
146 = 100 + 40 + 6 etc
Knows that 46 6 = 40 etc
Point to the number ** / Write the number ** for me ( or *** )
Show me the tens? Show me the units? ( Hs Ts Us )
How many tens are there? ( Hs Ts )
Lets do some more adding. What is 20 + 3 etc ( 100 + 40 + 3 etc )
Lets use the cards. Add 20 and 3. What number is it etc ( 200 + 70 + 5 etc )
What number is this? ( ** / *** )Which two / three cards do you need ?
Now lets do some more subtraction / take aways . What is 46 6 etc
Lets use the cards.can read and say aloud 2 digit numbers (3 digit if appropriate )
reverses the order of the digits
can identify the tens digit and say that 4 tens are 40 etc
can identify the tens digit but unable to give the value of the 4 i.e. says that it is 40 tens / or that it is 4
when asked 20 + 3 reverts to counting on
when asked 46 6 reverts to counting back
(as above with 3 digits if appropriate)
activities in Numicon programme
practise with PV cards:
put the 10 card on the table say 10
fit the 1 card on top say 10 and 1 equals 11
fit the 2 card on top say 10 and 2 equals 12 etc
use the teen visual prompt
build in time to visualise cards
partition 2 / 3 digit numbers using PV cards
use PV cards to make 2 / 3 digit numbers
Count in 2s/5s
Start at 2* and count on / jump on in 2s ( say stop if appropriate )
Now count in 5s. Start at 5* and count on / jump on in 5s ( say stop if appropriate )when counting in 2s stops at 10 / 20
when counting in 5s stops before 100
can count in 2s / 5s but unable to apply this when counting grouped objectsactivities in Numicon programme
use apparatus / count in 2s and colour in a 100 square. Point out the pattern. Keep as visual prompt.
as above for counting in 5s
Count in 2s from zero / recognise as even
Count in 2s from 1 / recognise as oddRead this number for me please (within 10 )Is it odd or even? How did you know that?
If appropriate show numbers beyond 10understands vocabulary
relates to counting in 2s
recognises significance of last digitactivities in Numicon programme
make a poster (for home and school). Point out the importance of last digit. Have fun with car number plates / large numbers etcGive doubles
Give halvesWhats double 2,3,4 ,5,10,20,50,100
Whats half of 4,6,8,10,20,40,100,200
unable to give answer to double 2 but knows what 2 + 2 equals etc
unable to identify a double dominoactivities in Numicon programme
identify which are double dominoes dots/pictures/numbers
use card dominoes. Fold to teach halves.
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