Exploring Maths Numeration 0-100

E X P L O R I N G M A T H S

N U M B E R L O W E R P R I M A R Y 6

E X P L O R I N G

Activities,blackline masters & assessment pages that are fun and

easy to use

BevDunbar

Numeration

IntroductionExploring 0 - 100 Numeration

Here are over 60 teaching ideas for developing numeration skills for numbers to 100. Each activity has been carefully designed to maximise theway in which your students build up their knowledge of our Base 10 counting system.

Making your life easier has been a major aim in this series. With the suggested activities included here, plus 50 blackline masters, sample programs and outcome indicators, you’ll find planning your numeration program for the year is now so easy.

Your students will think and work mathematically with an emphasis on mentalrecall and practical manipulation of objects. They will construct flexibleimages which enable them to tackle problems from different points of view.The easy-to-read activity cards will extend your small groups.

By exploring each topic for a week at a time, you’ll be able to cater for at least three ability groups, with plenty to challenge even your most confident youngsters.

For example, you may have one group exploring numbers to 20, a secondgroup exploring numbers to 99 and a third group studying numbers to 100and beyond. Just browse through the section your students need to studynext and find the activities you think will interest them most. There areenough suggestions in each section to have up to a whole class studyingthat topic for at least a week! See the Sample Weekly Program for moredetailed ideas.

A second book, Exploring 0 - 100 (Operations) focusses on the four operations (+, -, x, ÷) with whole numbers to 100. There is also a third book,Exploring Calculators with 5 - 7 year olds, which complements the activitiesin both books. Together these three number resources provide you with thepractical ideas you need to keep both you and your students keen and motivated.

So look forward to the joys of exploring numbers to 100 with your students.

Copyright Bev Dunbar Maths Matters 2000Exploring 0 – 100 (Numeration) ISBN 186509 1456Early Number Kit ISBN 186509 210XReprinted 2006 (twice)

Published by Blake EducationLocked bag 2022Glebe NSW 2037

Illustration and design by Janice Bowles

Printed by Mercury PrinteamThe blackline masters in this book may be reproduced by the original purchaser for use with their class(es) only.

Contents

How to use this book 2

Revisiting 0 - 20 3

Revisiting groups of 10 29

Exploring 0 - 99 41

Exploring 100 73

Outcome Indicators 92

Sample Yearly Program 93

Sample Weekly Program 94

How to use the activitiesOver 60 easy-to-use activities exploring numeration to100 have been placed into four separate sections toenable you to readily plan and implement activities forthe whole class, groups and individuals. You’ll neverrun out of ideas for what to teach your students again!

The overall objective is to develop knowledge, skillsand understandings for the numbers to 100 in a variety of fun, child-centred ways.

The overall outcome for each unit is to estimate,count, compare, order and represent whole numbersto 100, with a special emphasis on the development ofplace value and mental recall.

A complete list of Outcome Indicators is provided onp.92 to help you see how and when this objective hasbeen reached.

Each activity includes Outcome Indicators to help your planning, programming and unit assessment.

This example shows how easy it is to implement each activity in your classroom.

Exploring 0 - 100 Numeration 2

Coded Outcome Indicators (see p.92)C = CountingP = PatterningM = MatchingO = OrderingR = RecordingPV = Place Value

Grouping strategies

= individual

= pair

= small group

= whole class

ONE

PAIR

GROUP

CLASS

Exploring 0 - 100 Numeration

92

Counting C1 Counts forwards/backwards by 1s to ...

C2 Counts forwards/backwards by 2s to ...

C3 Counts forwards/backwards by 5s to ...

C4 Counts forwards, backwards by 10s to ...

C5 Counts on from one specified number to another

C6 Identifies 1 more, 1 less than a given number to 20





Patterning P1 Recognises, describes, creates number patterns

P2 Predicts, continues the next few items in a number pattern

P3 Identifies missing items in a number pattern

P4 Identifies a group of objects, numbers as odd or even

Matching M1 Estimates, models, counts 0-20 objects

M2 Matches numerals, number words 0-20 to sets of objects

M3 Estimates, models, counts 10-90 objects


M5 Estimates, models, counts 0-100 objects


Ordering O1 Places numerals/objects/words 0-20 into counting order

O2 Uses "1st" to "20th" to identify positions

O3 Places objects/numerals/words 10-90 into counting order

O4 Places objects/numerals/words 0-100 into counting order

Recording R1 Uses tally marks to record counting from 0-20

R2 Writes numerals 0-20R3 Writes number words "zero" to "twenty"

R4 Writes numerals 10-90R5 Writes number words "ten" to "ninety"R6 Writes numerals 0-100R7 Writes number words "zero" to "one hundred"

Place Value PV1 Models numbers to 20 as bundles of 10 and extras

PV2 Explains the value of each digit in numbers 0-20

PV3 Models numbers 10-90 as bundles of 10

PV4 Explains the value of each digit in numbers 10-90

PV5 Models numbers to 99 as bundles of 10 and extras

PV6 Explains the value of each digit in numbers to 100

PV7 Models 100 as ten groups of 10 or one group of 100

PV8 Trades 10 ones for 1 ten to/from 100PV9 Trades 10 tens for 1 hundred to/from 100

NAM

E

Outcome IndicatorsRecord SheetEXPLORING NUMBERS 0-100 NUMERATION

A special feature of this book is the SampleYearly Program (see p.93). This showsone way to organise a 40 week teachingyear for 7 year olds, exploring a unit inNumber, Space, Measurement, Chanceand Data for a week at a time.

A second feature is the Sample WeeklyProgram (see p.94 for complete details).This shows you one way to organise aselection of activities from the“Exploring 0 - 99” unit (see p.41-72) as afive day unit.

• Whole class game

“Number scramble“

• General discussion of

homework results

• Revise general issues

• Activity -

“Make your own

number chart“

“Make it my way”

“Draw it my way”

• Whole class game -

“Digit eyes“ challenges

RESOURCES

BLMs p. 43,45-47, 51,

53-55,57,59,69,71

.

2 sets of digit cards

(BLM p.9) for

each student.

Scissors, glue, penci

ls.

OHP transparencies (BL

M p.43,45).

Counters, paddle-p

op sticks.

Place value materials

(beansticks/beans,

pasta

sticks/pasta, paddle

-pop sticks/

elastic bands,bead

s/beadstring,

playdough/candles)

.

Spinners

(BLM p.10)

Sample Weekly Program

STRAND NumberSUBSTRAND Numeration: Exploring 0-99

GRADE 2

TERM 2 WEEK 1

OUTCOMES

• count forwards/backwards by 1s, 2s, 5s, 10s

• estimate, model, count objects to 99

• model numbers to 99 as groups of 10s and 1s

• match objects/numerals/words for 0-99

• order objects/numerals/words for 0-99

• state 1,2,10 less/1,2,10 more than a number to 99

MONDAYTUESDAY

WEDNESDAYTHURSDAY

FRIDAY

• Introduce 0 - 99 chart

“Find a pattern”,

“Adding 10”,

“Counting by 10s”

• Activity - “Make your own

number chart“

• Finish with some

Mind Munchers

• Whole class game

“call and catch“

(2s, 5s,10s)

• Activity -

“Make it my way”

“Number caterpillars”

• Finish with some

Mind Munchers

• Mind munchers

• Activity - “Catch the ants“

• Discuss “Digit eyes”

Make in small groups

Activity cards

• Whole class challenge

“What number am I?”

• “Whisper it”

• Rotating Activities -

“Digit card game“,

“Grab the lion“,

“Draw it my way”

• Whole class challenge -

“What number am I?”

(Homework Sheet

“0-99 Check-up”)

LANGUAGE

• "ten ones ...", "one ten ..."

• "is more than ...", "is fewer than ..." “is less than ...”

• "there's - altogether in this group"

• “is in between”

How to usethe sample programs

0 1 0 12 3 2 34 5 4 56 7 6 78 9 8 9


2

73

0

5

861

4

9

2

7

3

0

5

861

4

9

Spinners0 - 9


zero

three

six

nine

twelve

fifteen

eighteen

one

four

seven

ten

thirteen

sixteen

nineteen

two

five

eight

eleven

fourteen

seventeen

twenty

zero

one tenand three

one tenand six

one tenand nine

one tenand one

one tenand four

one tenand seven

two tens

one tenand two

one tenand five

one tenand eight


1111 1111 1

11111111 11

1111 1111111

1111 11111111

1111 11111111

1111 11111111 1

1111 11111111 11

1111 11111111 111

1111 11111111 1111

1111 11111111 1111


10 fabulous things to do with digit cards 0 - 9 Resources10 activity cards (BLM p.16) for each group, one set of 0 - 9 digit cards (BLM p.9)for each student, 6 small counters.

ActivityShuffle the 10 activity cards and place them face down in the centre of the group.Take turns to turn over the top card. Everyone races to carry out the instructionswith their digit cards. Continue until everyone has had at least one turn. Encourage everyone to discuss their answers together. (e.g. an even number could be 10, 12 or 14. It could also be 8, 52 or 104. Students respond according to their level of ability. Try to help them see that manynumbers may fit the instructions).

Variations1. Shuffle the 10 activity cards and place them face down in the centre.

Everyone makes a random number between 10 and 20 with their digit cards.Turn over the top activity card to see who wins a counter.

2. Each student has a set of number cards “zero” to “twenty” (BLM p.13) in place ofthe digit cards. Use the 10 activity cards as in the suggested Activity or as for Variation 1.

3. Each student has a set of number cards “one ten and one” to “two tens”(BLM p.14) in place of the digit cards.

4. Each student has a set of the tally cards (BLM p.14) in place of the digit cards.

Possum Storehouses Resources“Possum Storehouses” card (BLM p.17), 20 multilink counters, 0 - 9 digit cards (see p.9) for each person, a spinner (see p.10), optional 4 activity cards (BLM p.18),word cards (see p.13 - 14).

ActivityThese possums store apples in groups of 10. Pretend the multilinks are apples.Grab a handful of apples each. Guess how many tens, how many units (or extras)altogether. Place the apples onto your possum storehouse cards to check. Use yourdigit cards to make this number too. Compare your discoveries with other people inyour group. Who has the largest number of apples? The smallest number? Does anyone have the same number of apples as you?

Variation Select one of the 4 activity cards and follow the instructions.

C7 P4 M2 O1 R1 PV1

C2 P4 O1 PV1,2

GROUP

GROUP

Possum Storehouses

NUMBER WORD / TALLY ACTIVITY CARDS

Sta

rt w

ith 2

0 a

pple

s.Sp

in a

nd re

mov

e th

ea

pple

s.W

ho is

the

first

to h

ave

0 a

pple

s?

Turn

ove

r a w

ord

card

.C

olle

ct th

at m

any

app

les.

How

ma

ny

patte

rns

can

you

ma

ke?

Turn

ove

r a w

ord

card

.Ra

ce y

our p

artn

ers

topl

ace

ma

tchi

ng a

pple

son

you

r sto

reho

uses

.

Sta

rt w

ith e

mpt

y st

oreh

ouse

s.Sp

in a

nd c

olle

ct a

pple

sin

turn

.Who

is th

e fir

st

to h

ave

exa

ctly

20

app

les?


0 - 20 Number Charts Resources“Possum Storehouses” (see p.17 - these can be reduced on the photocopierto save paper), pencils, a sample possum storehouses worksheet with all the numbers from 1 - 20 written in order.

ActivityDiscuss the sample. Show how each of the numbers from 1 - 20 can be written in order on the two storehouses. Fill in random numbers from 1 - 20on your possum storehouses. Swap with a partner. Try to be the first to writein all the missing numbers within a given time limit. Can you do it in less thantwo minutes?

VariationShuffle the “one” to “twenty” cards and place them face down in the centre. Take turns to turn over a card (e.g. thirteen). Find the thirteenth position andwrite the number. The first to get three numbers in a line wins a counter.

Odd or even?ActivityOne player is “odd”, the other player is “even”. On a given signal, each player holds up any number of fingers from 0 - 10. Add them all together. If the total is an odd number, the “odd” player scores 10 points. If the total isan even number, the “even” player scores 10 points. Try to be the first playerwith exactly 50 points.

Join the dots 0 - 20Resources“Join the dots” (BLM p.20 - cut into three), scrap paper, pencils, tracing paper.

ActivityJoin the dots forwards or backwards to discover the hidden pictures. Guess first what you think each picture will be.

VariationTry making your own picture for a friend to solve. Draw your picture first thentry to fit up to 20 connection points. Use tracing paper to copy the new dotversion of your picture. Write in the number clues. Try it out on a friend!

C1 O1

O1,2 R2,3

P4

PAIR

PAIR

ONE


Join the Dots

0

1

2

3 4 7

9

8

10

11 12 13

14151617

1819 20

6

5

E X P L O R I N G M A T H S

NUMBER Exploring 1 - 5Exploring 6 - 10Games and Activities for 0 - 10

Exploring 0 - 50 NumerationExploring 0 - 50 Operations

Numbers to 50 Picture PackExploring 0 - 100 NumerationExploring 0 - 100 Operations Exploring FractionsExploring MoneyExploring Calculators

EXPLORING 0 - 100 NUMBER LOWER PRIMARY

About the authorOriginally a primary school teacher, Bev Dunbar is now actively involved in teachereducation as a Mathematics Consultant and University Lecturer in MathematicsEducation working in both the State and Catholic Education systems.

Bev is a passionate believer in fun, practical resources which help teachers make maths lessons a highlight of the day.

• More than 60 activity-based, easy-to-use teaching ideas

• Four carefully sequenced units to develop place value

• Over 50 blackline masters • Useful activity cards for independent

small group work

• Assessment “checkups” for each unit• Number outcomes and indicators• A sample weekly maths program• A sample yearly maths overview

In fact, everything you need to bring thenumbers 0 - 100 alive in your classroom.

Titles in the Exploring Maths series

The Exploring Maths series is designed to provide busy teacherswith practical resources that are mathematically up-to-date, fun andeasy to use. Each book contains a wealth of activities, blackline mastersand assessment tasks for a whole life-time of teaching. These activitiesencourage your children to think mathematically by exploring, experimenting, being creative and taking risks. By asking questions andactive discovery, children learn to enjoy using mathematics as part oftheir everyday lives.

Exploring 0 - 100 Numeration includes:

ISBN 1-86509-145-6

9

781865 091457

Documents

Exploring Maths Numeration 0-100