Numeration - Blake Education · Exploring 0-100 Numeration BEV DUNBAR 1 49 50 0 91456_0806R2_title 4/8/06 1:19 PM Page 1. Introduction Exploring 0 - 100 Numeration ... counting system

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

NUMBERExploring 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 OperationsExploring 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 makemaths lessons a highlight of the day.

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

• Four carefully sequenced units todevelop 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:


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

E X P LO R I N G

Activities,blackline masters &assessment pagesthat are fun andeasy to use

BevDunbar

Numeration

9781865091457_Cover.qxd:COVER, numeration0-100.qxd 14/5/12 11:16 AM Page 2

Exploring 0-100Numeration

BEV DUNBAR

149

50 100

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IntroductionExploring 0 - 100 Numeration

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

Making your life easier has been a major aim in this series. With thesuggested activities included here, plus 50 blackline masters, sampleprograms and outcome indicators, you’ll find planning your numerationprogram 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 forat least three ability groups, with plenty to challenge even your mostconfident 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 fouroperations (+, -, 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 keenand 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 978 1 86509 145 7

Reprinted 2006 (twice), 2009, 2011, 2015

Published by Blake EducationLocked bag 2022Glebe NSW 2037

Illustration and design by Janice Bowles

Printed by Green Giant PressThe blackline masters in this book may be reproducedby the original purchaser for use with their class(es) only.

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978 1 86509 145 7

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

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© Blake Education 978 1 86509 145 7 Exploring Maths - Numbers - Exploring 0-100 Numeration

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 avariety 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 helpyour planning, programming and unit assessment.

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

Exploring 0 - 100 Numeration2

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

E l i 0 100 Ni

92

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

C2 Counts forwards/backwards by 2s 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




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


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


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

NA

ME

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 -

RESOURCES

BLMs p.43,45-47

, 51,

53-55,57,59,69,71

.

2 sets ofdigit card

s (BLM p.9) for

each student.

Scissors,glue, pen

cils.

OHP transparencie

s (BLM p.43,45).

Counters, paddle-p

op sticks.

Place value materia

ls

(beansticks/beans

, pasta

sticks/pasta, padd

le-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

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Exploring 0 - 100 Numeration 3

Revisiting 0-20

In this unit, your students will:• Explore number patterns to 20• Identify 1 more/1 less than a

given number to 20• Identify 2 more/2 less than a

given number to 20• Estimate, model, count 0 - 20 objects

• Model numbers 0 - 20 as one group of 10 and extras

• Match and order objects, numerals,words for 0 - 20

• Record 0 - 20 as numerals, words or tally marks

1114

16 19

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Counting by 1sActivityCan you count by 1s to 30? In less than a minute? To 50? To 100?Forwards? Backwards? Starting at any number and counting on or back?Practise as a whole class as well as with small groups or individuals.Ask a student to call out a random number from 0 - 20. Count on by onesfrom that number.

VariationCount the number of $1 coins in a piggy bank, matches in a matchbox,Smarties in a medium size packet, marbles that fit in a jar, words on thefavourite page of a book ... Guess first then check by counting.

Counting by 2sResourcesCounters for each table, pencils/paper.

ActivityCount eyes, ears, feet, socks, shoes.Count how much money in a pile of $2 coins.Give each table a large pile of counters. Each person records their guess forhow many objects altogether. One person from each table checks, countingout by 2s.

VariationCount forwards or backwards by 2s starting at any even number (e.g. 26).For a super challenge, count forwards or backwards by 2s starting at anyodd number (e.g. 17).

Counting by 5sActivityCount fingers on each hand, toes on each foot.Count sides on pentagons.Count how much money in a pile of $5 notes.Stand in a circle. Count by 5s. Anyone who makes a mistake bobs down.What’s the highest multiple of 5 you can count to?

Counting by 10sActivityCount how many fingers or toes on all the students in the class.Collect 10 letter words and write them in a class book. Count by 10s to findhow many letters altogether.

VariationHow many groups of 10 in the whole grade? The whole school?

C1

C2

C3

C4

GROUPCLASS

CLASS

CLASS

CLASS

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Class Book about 0 - 20ResourcesA3 pages stapled to make a large book, felt-tip pens.

ActivityCollect interesting facts or stories about each of the numbers from 0 - 20.Illustrate and write the best ones into the large class book (e.g. “I know agrandma who was one of nineteen children. Imagine how much food theyhad to cook”).

VariationOnce the students are familiar with the book, play a version of “What amI?” by giving clues as to which page you are thinking of (e.g. “There wereone ten and nine children in this story”).

Bunch upResourcesA large hall or playground area.

ActivityGive the class directions for how to move around freely (e.g. walk quicklyin a clockwise direction; jump up and down on the spot ...).At random time intervals, call out “Bunch up” and a number from 1 - 20(e.g. “Bunch up 15”). Everyone forms groups with that many students inthem. How many groups like this can you make? How many students leftout? Repeat several times.

Revising tally marksResourcesSkipping ropes, chalkboard, chalk.

ActivityPractise counting forwards by 5s. Discuss how counting by 5s is easierthan counting out every number in turn.Revise how to record counting with tally marks. Demonstrate how tomake tally marks in groups of 5.Again see how much easier it is when there are lots of numbers to countif we can skip count by 5s instead.In pairs, one student skips with a rope while the other student records theskips as tally marks.

M1

M1,2 R2CLASS

CLASS

CLASS

C3 R1

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10 fascinating thingsto do with20 countersResources20 small plastic counters (dinosaurs, farm or zoo animals, tiny teddies...),a set of 10 activity cards (BLM p.7 - 8), 2 sets of 0-9 digit cards (BLM p.9),a spinner (BLM p.10) for each pair.

ActivityShuffle the activity cards and place them face down in the centre.Turn over the top card to see your activity for that round.Encourage each pair to do as many cards as possible within a time limit(e.g. 5 minutes).

VariationUse more than 20 counters. Adapt the activities to fit.

8 scintillating thingsto do withnumber word andtally cards for 0 - 20Resources8 activity cards (BLM p.11 - 12), “zero” to “twenty” cards (BLM p.13 - copiedonto red paper, cut up as individual cards), “one ten” to “two tens”/tally cards(BLM p.14 - copied onto yellow paper, cut up as individual cards),pencils/paper for each group.

ActivityShuffle the 8 activity cards and place them face down in the centre.Shuffle the small cards and place these face down in the centre.Take turns to turn over the top activity card and carry out the instructions.Continue until everyone has had at least one turn.

VariationUse these cards to assess student understanding on an individual basis.

C2,3,4,7 P1,2 M1 R2 PV1

C6 P4 M2 O1 R2,3

PAIR

GROUP

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Count the objects two at a time.Is there an odd or an even number?Guess first, then check.

Grab a handful each. Guess how many.Make this number using digit cards.Who has the most?

Say a number between 10 and 20.Ask your partner to grab this manyobjects. Count and check.Were they close?

Make a pattern with the objects.Ask your partner to guess your patternand then to add extra pieces.

Count the objects five at a time.How many groups of five? How many extras?

COUNTER ACTIVITY CARDS

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02468

Grab a handful. Guess how many groups of 10 and extras. Check.Match with digit cards.

Make up your own activity about using 20 objects.

Grab a handful. Count how many.Ask your partner to make the number 2 more or less than this with digit cards.

Give your partner a pile of objects.Ask them to count how many with their eyes shut.What strategies are used?

Take a group of 10. Use the spinner to see how many extras. Race to make this number with cards.

COUNTER ACTIVITY CARDS

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

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2

73

0

5

861

4

9

2

7

3

0

5

861

4

9

Spinners0 - 9

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NUMBER WORD / TALLY ACTIVITY CARDS


Giv

e ev

eryo

ne 6

ca

rds.

On

a s

igna

l,ra

ce to

sor

tyo

ur c

ard

s in

to

coun

ting

ord

er.

Turn

ove

r a c

ard

.As

k ev

eryo

ne to

writ

eth

is nu

mbe

r as

anu

mer

al (

e.g

.17)

.

Giv

e ev

eryo

ne th

ree

card

s.Ar

rang

e th

e ca

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in o

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the

larg

est t

o th

esm

alle

st n

umbe

r.

In tu

rn,l

ook

at t

he

top

card

and

sa

y th

e nu

mbe

r bef

ore

and

afte

r.

91456_0206R1_p1_28 27/2/06 4:07 PM Page 11


Secr

etly

take

the

top

card

.C

all

out t

he n

am

e a

nd a

skev

eryo

ne to

writ

e it

as

anu

mbe

r wor

d.


Sort

the

card

s in

to o

dda

nd e

ven

pile

s.So

rt ea

chpi

le in

to o

rder

.Try

toco

unt f

orw

ard

s by

odd

num

bers

with

out l

ooki

nga

t the

ca

rds.

Turn

all

the

card

s fa

cedo

wn.

Pla

y a

mem

ory

gam

e to

get

her.

Look

at

3 ca

rds.

If 2

or m

ore

ma

tch

you

keep

the

ma

tchi

ng c

ard

.

Find

the

set o

f thr

eem

atc

hing

ca

rds

for e

ach

num

ber.

(e.g

.one

ten

and

five

,fif

teen

,111

1 1

111

111

1).

91456_0206R1_p1_28 27/2/06 4:07 PM Page 12



zero

three

six

nine

twelve

fifteen

eighteen

one

four

seven

ten

thirteen

sixteen

nineteen

two

five

eight

eleven

fourteen

seventeen

twenty

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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

91456_0206R1_p1_28 27/2/06 4:07 PM Page 14



10 fabulous thingsto do withdigit cards 0 - 9Resources10 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 forVariation 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 StorehousesResources“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?

VariationSelect one of the 4 activity cards and follow the instructions.

C7 P4 M2 O1 R1 PV1

C2 P4 O1 PV1,2

GROUP

GROUP

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Make an evennumber

Make a number 2 more or less

than 13

Make an odd number

Make a number 2 more or less

than 16

Make the largest number

Make a number larger

than 17

Make the smallest

number

Make a number smaller

than 14

Make a number between

9 and 13

Make a number between

13 and 17

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Possum Storehousesr

er

en

en

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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?

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

ActivityDiscuss the sample. Show how each of the numbers from 1 - 20 can bewritten 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, eachplayer 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

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Join the Dots

0

1

2

3 4 7

9

8

10

11 12 13

14151617

1819 20

6

5

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1 - 20 Number line-upResources“0 - 20 Number line-up” (BLM p.22), coloured pencils, scissors, glue,20 small counters for each student; a set of “one” to “twenty” cards(see p.13) for each pair.

ActivityCut the worksheet into four pieces along the dotted lines. Colour in the 20children. Glue the tabs behind the previous right ends to make a long1 - 20 number line. Write in the numbers in order from 1 - 20.

Turn over a “one” to “twenty” card and place a counter on the matchingchild on the number line. Place a counter on the number before and thenumber after. Try to be the first to have all 20 children matched witha counter.

VariationCall out any number between 1 and 20 (e.g. 14). Ask your partner to findthe number 1 less than or 1 more than this number.

Use the number line-up to count by 1s, 2s, 5s forwards and backwardsfrom 1 - 20.

Tricky QuestionsResources“0 - 20 Number Line-up” (see above) for each pair.

ActivityDiscuss some examples of tricky questions to ask each other using the1 - 20 number line e.g. “What number is 2 more than 5 then 4 more?”“Go to the start. Jump six groups of two children. What number do youland at?” “Start at 17. Go forward two then back three. What number areyou on now?” “Start at 13. How many more children do you need in theline to jump to 19?”

Counting onResources“0 - 20 Number Line-up” (see above), a spinner (see p.10) for each pair.

ActivityTake turns to spin the spinner. This tells you which number to start at(e.g. 7). Spin the spinner again to tell you how many more to count on(e.g. 8). Guess where you will land first then check by counting on(e.g. start at 7 and make 8 jumps to 15). How close was your guess?

O1,2

C5

C6 M2 O1,2GROUPPAIR

PAIR

PAIR

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gluethis

section

gluethis

section

gluethis

section

0 - 20 Number Line-up

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Mental Mind Munchers 0 - 20Try these sample questions daily to encourage fast oral responses and thedevelopment of mental number images. Encourage your students to make upsimilar examples to ask each other.

� Count back by 1s starting at 20. Stop when you reach 10. (C1,5)

� I’m counting forward by 2s. 6, 8, 10, 12 ... What are the next four numbers in my pattern?

� I’m counting backwards by 2s. Try to spot the missing number in my pattern. (C2,5 P2) 24, 22, 20, 16, 14, 12 ... What number did I miss?

� Count backward by 5s starting from 30. Stop when you reach 5.

� Close your eyes. Listen carefully. 35, 30, 25, 15, 10... What number is missing?

� What’s one less than 13? What’s one more than 18?

� What’s two more than 14? What’s two less than 17?

� What sort of pattern is this?3 5 7 9 1 1 13 ... (counting forwards by 2s ...)

� How do you know if a number is odd? Nod your head if the number you hear is odd. Ready? 16 ... 13 ... 7... 18 ... 11...

� How do you know if a number is even? Clap your hands if the number you hear is even. Ready? 13 ... 5 ... 14...

� (Hold up some counters then hide them).Guess how many counters I have (reveal and check).Write this number as a word.

� I’m thinking of a mystery number. You’ll know it when I finish clapping my hands. Record my claps as tally marks.

� Show me 18 counters. Write this number as a word.

� (Write 3 numbers at random on the chalkboard).Rewrite these in order from the smallest to the largest.

� Tell me a number larger than 11 but smaller than 15.

� There are 15 children standing in a line. A boy is first, then a girl, then a boy and so on. Is the tenth person a boy or a girl?


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Tens and onesResourcesTwo students, standing at the front of the class.

ActivityOne student is the “tens” and holds up 10 fingers. The other student is “ones”and on a given signal, this student holds up 0 - 10 fingers. The rest of theclass state the number formed. e.g. 17 is ten and seven.

VariationThe class asks the two students to model a given number with their fingers.e.g. “Show us 11.”

What a lot of beansResourcesSmall dried beans (e.g. brown beans), paddle-pop sticks, hobby glue, 3 dice,newspaper for desks (to protect table tops), small counters for each group.

ActivityRevise how to make beansticks. Throw the dice, add the numbers and takethat many beans. Every time you collect a total of 10 beans you can make abeanstick or a 10s stick by gluing 10 beans to a paddle-pop stick. The personwho collects the most beans each turn wins a counter. At the end of the timelimit count up to see who has the most beans altogether.

When you have plenty of beansticks for the group to use, use thepre-prepared sticks rather than gluing new ones.

(NB. Use these beansticks later when exploring numbers 0 - 99).

VariationShuffle the “zero” to “twenty”, “tally” or “one ten and one” word cards, thenplace them face down in the centre of the group. Take turns to turn over acard. The first person to match that number with the beansticks and loosebeans wins a counter.

0 - 20 CheckupsResourcesBLMs p.25 - 28.

ActivityUse these towards the end of this unit to check students’ writtenunderstandings. Use the Outcomes Indicators Checklist (see p.92) to recordindividual details.


PV1, 2

M1,2 PV1,2GROUP

CLASS

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Colour the triangles to make a twos pattern.


Numbers to 20

Continue the number patterns.

Circle the aliens with an odd number of legs.

Put a box around the even numbers.

1

413

817

12 16

Fill in the missing numbers.

2 4 6 5 10 15

2224 20

16 10

40

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Circle the largest number on each butterfly.


Numbers to 20

Which positionis the spider?The spider is

......................

Which insect issecond last?

The............................is second last.

Draw a line from each card to a matching ant.

Draw tally marks to match the objects.

Write these words as numbers.

12 11 18 3 1214 6 9

tenth sixteenth not seventeenthlast

thirteen eleven

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Match the labels to the marble bags.


Numbers to 20

My guess. The actual number.

Draw spots to match this number.

19

Draw beansticksand beans to match.

How manybeans?

17 18 11 14 15

1 8

1 5

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Numbers to 20

What’s 1 more than each number?

7 10 18 9 14 17

What’s 1 less than each number?

2 14 20 8 11 18

What’s 2 more than each number?

0 15 17 3 12 9

What’s 2 less than each number?

3 16 21 7 15 19

The largest odd number I know is .....

The largest even number I know is .....

Write the word for each number.

12 16 15 19Here is my story problem about a number from 1 - 20.

12 15 19

The largestodd numberI know is .......

The largesteven numberI know is .......

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Revisiting groups of 10

In this unit, your students will:• Reinforce counting

forwards/backwards by 10s• Model groups of 10 ones as 1 ten• Estimate, model, count groups of

10 - 90 objects

• Match objects, numerals, words for 10 - 90

• Order objects, numerals, words for 10 - 90

• Record 10 - 90 as numerals or words

2060

30 10

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Call and catchResourcesA large ball for each pair.

ActivityStudents stand facing each other. The first person throws the ball saying“10”. The second person says “20” as they catch it. Repeat, continuing tocount by 10s as far as you can go without stumbling. What’s the furthestyou can count by 10s?

Silent 10sActivityAsk everyone to close their eyes and count silently by 10s as you clap yourhands. Stop at any time and ask what number they are up to.

VariationTry this backwards too. Start at a given multiple of 10 (e.g. 150) and countbackwards by 10s silently.

Draw a tenResourcesScrap paper, pencils for each pair.

ActivitySecretly draw some 10-sided polygons. These are called decagons. Showthem to your partner for a few seconds and ask them to guess how manysides there are altogether. Count by 10s to check.

Build a 10s towerResourcesA pile of multilinks, DUPLO or LEGO bricks, construction equipment foreach pair.

ActivityBuild the tallest tower using groups of 10 objects at a time (e.g. 10 red, 10yellow, 10 green ...). How many groups of 10 high is your tower?

C4

GROUP

CLASS

CLASS

C4 M3

C4 M3

C4

PAIR

PAIR

PAIR

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How many 10s?ResourcesA large pile of beansticks (see p.24), a spinner (see p.10), a set of 0 - 9digit cards (see p.9) for each group.

ActivityIn turn, take a handful of beansticks. Guess how many beans altogether.Count by 10s to check. Match this number with the digit cards.

VariationUse the spinner to see how many 10s to take. Count out beansticks by10s and match with the digit cards.

Bundle a 10ResourcesA large pile of paddle-pop sticks, elastic bands, 2 spinners for each pair.

ActivityTake turns to spin the two spinners, add the numbers and take that manysticks. Every time you get 10 sticks you can make a bundle with an elastic band. Tell your partner how many groups of 10 you have altogether each time (e.g. “Now I have 3 groups of 10. I only need 2 moregroups of 10 to have 5 altogether”). Try to be the first to get 5 bundles of ten.

Variations� Use matchsticks/elastic bands to make bundles of 10.� Use beads/bead string to make bracelets of 10 beads.� Use empty matchboxes and small counters to make boxes of 10.� Use playdough cakes and candles to make groups of 10.� Use pasta bows, tongue depressors and hobby glue to make

pasta sticks with 10 pieces of pasta glued to each stick.

10 brilliant things to do with number word cards for 10 - 90ResourcesNumber word cards (BLM p.32 e.g. green, cut up as individual cards),activity cards (BLM p.33, 34), beansticks (see p.24), 0 - 9 digit cards (see p.9).

ActivityShuffle the 10 activity cards and place face down. Place the 20 numbercards face down with the beansticks and the digit cards. When it is yourturn, look at the top activity card and follow the instructions.

M3 R4 PV3,4

GROUP

GROUP

C4,10 M4 O3 R4 PV3,4

PV3,4PAIR

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no ten

three tens

six tens

nine tens

twenty

fifty

eighty

one ten

four tens

seven tens

zero

thirty

sixty

ninety

two tens

five tens

eight tens

ten

forty

seventy

twenty


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Turn over a number card.Make this number using the beansticks.

Turn over a number card.Count by 10s from this number as far as you can go.

Sort three number cards into order from the smallest to the largest.

Turn over a number card.Find the match.e.g. zero, no ten, 0.

Turn over a number card.Make this number using thedigit cards.

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Take a number card and say it aloud.Ask a player to spell it for you.

Make up your own activity usingthe number cards.

Turn over two number cards.Is the first number larger than the second number?

Turn over a number card.What is ten less than this number?What is ten more than this number?

Ask a player to find a number card following your instructions.e.g. “Find a number larger than 70.”

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Mental Mind Munchers 10 - 90

Try a selection of the following oral questions for 3 - 5 minutes daily.

� I’m counting forwards by 10s. 60, 70, 80 ... What are the next three numbers in my pattern?

I’m counting backwards by 10s. 150, 140, 130 ... What are the next three numbers in my pattern? (C4,5 P2)

� I’m counting by 10s but I’m going to skip a number. Can you discover it? 30, 40, 50, 60, 80, 90.

This time I’m counting backwards by 10s.I’m going to skip a number. 130, 120, 100, 90, 80, 70. What number did I miss? (C4,5 P3)

� (Show up to 9 beansticks for a few seconds then hide them)How many beans did you see? Were there more than 60? Less than 100? (e.g. 7 beansticks - that’s 70 beans altogether). (M3 O3)

� What’s my number? It’s a group of ten. It’s larger than 70 but smaller than 90. (O3)

� (Give three students beansticks each e.g. 3, 6, 8 sticks)Who has the most? The least? Sort yourselves into counting order from the smallest to the largest number of beans. (O3)

� (Call out a multiple of 10)When counting by 10s, tell me the number before this, the number after. (O3)

� (Call out a multiple of 10)Write this number in the air as large as you can, as small as you can. (R4)

� (Call out a multiple of 10)Write this as a number word. (R5)

� (Show a bundle of beansticks)Show me 70 beans.Find 6 groups of 10 beans. (PV3)

� (Write a multiple of 10 on the board)How many groups of ten? (PV4)

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What a lot of legsResources“Alien” (BLM p.37), 10 pegs (e.g. green), felt pen for each student, numbercards (see p.32).

ActivityDecorate your alien. Laminate (optional). Cut out around the body outline.Write the multiples of 10 from 10 to 100 on each peg. These are the alien’slegs that you attach to the body! Mix up all the pegs. Try to sort the legs intocounting order in less than a minute. Can you do this backwards startingwith 100?

Variations� Use a second set of 10 pegs. Write multiples of 2 (e.g. red pegs) or 5

(e.g. blue pegs).

� Sort the legs into order on your alien’s body, then mix up two pegs. Ask afriend to identify the mixed up legs and to sort them back correctly.

� Using the number cards, look at a card and place the matching leg onyour alien. The first player to get three legs in order wins a counter.

� Start with all the legs on your alien. Take turns to turn over a number cardand remove this number leg. The first to have three legs in counting orderremoved wins a counter.

What’s my number?ResourcesBLMs p. 38.

ActivityUse these puzzles to check students’ understanding. Encourage everyone toinvent a similar puzzle for a friend to solve. Build up a large class collection.

10 - 90 Check-upsResourcesBLMs p.39 - 40.

ActivitySee how your class is progressing in their understanding about groups of 10.Record individual responses on the Outcomes Indicators Checklist (see p.92)

O3 M3,4

O3ONE

PAIR

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It is not six tens.

It is larger than 30.

It is smaller than seventy.

It is not the number betweenforty and sixty.

What’s my number?

What’s my number?

It is not eight tens.

It is larger than 50.

It is not the number betweenfifty and seventy.

It is not the number after eighty.

My shirt is number

40

60

70

90

50

80

My cat is number

80

60

50

40

30

70

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Draw beansticksto match.

Exploring Groups of 10How many groups of 10?

My guess. There are groups of 10 ants.

Write the number to match each picture.

How many tens?

70

50

100

30

Colour beansticks to match each number.

70 20

4 tens

8 tens

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Write these numbers as words.

20 .................................................. 70 ..................................................

50 .................................................. 30 .................................................

Exploring Groups of 10

Write your own 10s counting pattern here.

Join the dots in counting order.

Colour sets of matching clouds.

Fill in the missing numbers.

60 70 90 60

six tens eighty

ninety

nine tens 8 tens sixty

seven tens90

80 60 fifty

40

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Exploring 0 - 99

In this unit, your students will:• Explore number patterns to 99• Identify 1 more/1 less than a given

number to 99• Identify 2 more/2 less than a given

number to 99• Identify 10 more/10 less than a given

number to 99

• Estimate, model, count up to 99 objects • Model numbers to 99 as groups of 10

and extras• Match, order objects, numerals, words

for 0 - 99• Record 0 - 99 as numerals or words

24 6 8

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Find a patternResources0 - 99 Number Chart (BLM p.43) as an OHP transparency and copies foreach student.

ActivityLook down the column on the far left. What do you notice?(e.g. “You see all the multiples of 10 from 10 - 90”). Look down all thecolumns. What do you notice? (e.g. “The last digit is the same in each column”, “The 10s digit goes from 1 - 9” ...).Look across all the rows. What do you notice? (e.g. “All the rows includethe numbers from 0 - 9 in counting order”’, “The tens number is the sameacross each row” ...). What other patterns can you discover? (e.g. “Whenyou look down diagonally from the top left both numbers go up by one each time” ...).

VariationPlace a copy of the 0 - 99 Number Chart on each student’s desk for quick reference.

Adding 10 Resources0 - 99 Number Chart (as above).

ActivitySelect a number at random. Look at the number immediately below it. Whatdo you notice? (e.g. “The tens number is one more than the number” ...).Count how many numbers further on it is (10). Look at the numberimmediately above it. What do you notice? (e.g. “The tens number is oneless than the number” ...). Count how many numbers further back it is (10).In other words the 0 - 99 chart helps us quickly find 10 more or 10 lessthan any given number.

VariationStudents work in pairs with a number chart between them. Challenge eachother to say the number 10 more or 10 less than any given number. Canyou do it without looking at the chart?

Counting by 10s Resources0 - 99 Number Chart (as above).

ActivityUse the chart to try counting by 10s from any number in the top line(e.g. 3, 13, 23, 33, 43, 53 ...). Can you do it backwards too? Can you countby 10s without looking at the chart?

P1 O4CLASS

CLASS

CLASS

C10 P1

C4 M5

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0102030405060708090

1112131415161718191

2122232425262728292

3132333435363738393

4142434445464748494

5152535455565758595

6162636465666768696

7172737475767778797

8182838485868788898

9192939495969798999

0102030405060708090

1112131415161718191

2122232425262728292

3132333435363738393

4142434445464748494

5152535455565758595

6162636465666768696

7172737475767778797

8182838485868788898

9192939495969798999

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Make your own Number ChartResourcesBlank 0 - 99 Number Chart (BLM p.45) as an OHP transparency and copiesfor each student.

ActivityDiscuss the empty chart. Demonstrate ways to write in all the numbers from 0 - 99. Challenge students to fill in numbers (e.g. “Start at 5 and write all thenumbers adding 10 each time”, “Write all the numbers from 80 to 89” ...).

VariationWork with a partner. Secretly write in some of the numbers on your blankchart. Swap charts. Race to fill in all the missing numbers within a given time limit.

Make it my wayResources“Tens/ones” place value board (BLM p.46), 2 sets of 0 - 9 digit cards for eachstudent; beansticks/beans, pasta sticks/pasta, matchsticks/elastic bands, paddle-pop sticks/elastic bands, beads/beadstring, playdough cakes/candles... (one resource on each desk), a spinner (see p.10) for each group.

ActivitySpin twice to identify your 2-digit number. Model this as 10s and 1s with placevalue material on the board. Make the digit card number too. At the end ofeach round, discuss who has made the largest number, the smallest number,a number exactly the same as yours. Put all the numbers in order from thelargest to the smallest. Swap tables. Repeat until everyone has modelled witheach material.

Draw it my wayResourcesA “Draw it my way” recording sheet (BLM p.47) for each student; two sets of 0 - 9 digit cards face down for each group.

ActivityTurn over 2 digit cards to identify your 2-digit number. Record your number bycolouring matching materials on your sheet. Write the number underneath.Draw a circle around your drawing if your number is the largest for that round.Draw a square around your drawing if your number is the smallest.

VariationRecord numbers on the sheet following instructions from the activity cards on p.50.

P1,2 O4

M5,6 PV5,6

M5,6 PV5,6

GROUP

GROUP

ONE

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Tens

One

s

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Whisper itResourcesTwo students standing at the front of the class.

ActivityOne person represents the tens and the other represents the ones. On a signal they hold up a random number of fingers from 0 - 9 fingers. The rest ofthe class whispers the 2-digit number they see to the person next to them.

VariationIndividuals ask the two players out the front to construct a number fromhis/her instructions (e.g. “Larger than 50 but smaller than 70”).

Number scramble ResourcesTen large 0 - 9 digit cards for each team of 10 students.

ActivityEach member of the team holds one of the digits from 0 - 9. (If there are fewer than 10 in each team give some students more than onenumber). Call out a 2-digit number which only uses one of each digit (ie. not 77). Each team then scrambles to send its two team members out thefront holding their numbers in the correct place value order. The fastest teamscores a point. Repeat up to 5 times.

VariationCall out instructions that have more than one unique answer.(e.g. “A number between 60 and 75”).

In betweenResourcesTwo sets of 0 - 9 digit cards (see p.9), scrap paper and pencils for each pair.

ActivityShuffle the digit cards and place them face down in the centre. Take fourcards each and rearrange them to make two 2-digit numbers. Now takeanother two cards each. Try to make a number that fits in between your firsttwo numbers. Score 10 points if you succeed.

e.g.

R6 PV5,6

O4 PV6

PV6CLASS

CLASS

PAIR

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What are you trying to do?� Sort random numbers from 0 - 99. (O4)

What will you need?� 50 paddle-pop sticks with

random numbers from 0 - 99 written on one side.

� A small plastic animal (eg. a lion).� 6 small plastic counters.

How many can play?� 2 - 6 players.

How do you play?� Mix up all the sticks, face down in the middle.

Put the plastic animal in the centre too. Elect someone to bethe leader.

� Each player selects 6 face-down sticks at random.

� When the leader says “Go”, turn your sticks over. Sort them into counting order from the smallest to the largest number.

� The first person to finish silently grabs the animal. Everyone checks that the sticks are in the correct counting order. If correct, this player wins a counter.

� Return all the sticks face-down to the centre and play again.

� Finish when all six counters have been won.

Variations� Sort the sticks backwards.� Write number words from 0 - 99 (e.g. seventy-three). � For an easier game, write random numbers from 1 - 50

(e.g. in red).� For a more difficult game, write random numbers from 0 - 200

(e.g. in green) or even 0 - 999 (e.g. in purple).

Grab the lion

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Number caterpillars

What are you trying to do?� Count on by 1s, 2s 5s, 10s to/from 99. (C1-5)

� Write numerals 0 - 99. (R6)

What will you need?� Caterpillars (BLM p.51) for each student.� One 0 - 9 spinner (see p.10).� One 0 - 99 chart (see p.43) - face down in the centre.� Counters for each group.

How many can play?� 2 - 6 players, or up to the whole class.

How do you play?� The first player spins the spinner twice.

The first number is the tens digit, the second is the ones digit.

� Everyone writes this number at the start of their caterpillar.

� Decide whether your group is counting by 1s, 2s, 5s or 10s. Decide whether your group is counting forwards or backwards.

� On a signal, race to complete your counting pattern as agreed.

� Check number patterns by looking at the 0 - 99 chart.

� The person who finishes first wins a counter.

Variation� Try counting by 3s or 4s forwards or backwards

from the starting number.

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Digit eyes

What are you trying to do?� Record and order numbers to 99. (O4, R6)

What will you need?� A gameboard for each player

(BLM p.53 - cut into two boards).� Two sets of 0 - 9 digit strips for each player

(BLM p.54 - cut into four strips).� Coloured pencils, scissors, glue.� Digit eyes activity cards (BLM p.55).

How many can play?� 2 - 6 players, or up to the whole class.

How do you play?� Decorate your “Digit eyes” face.

Cut along the top and bottom dotted line of each eye.

� Thread a 0 - 9 digit strip behind each eye and through the slots.Glue the ends together to form a circle.

� Take turns to be the leader. Call out an instruction for everyone to follow.e.g. Make a number that is smaller than 20.

Make a number with 7 in the 10s place.Make a number between 80 and 90.Make a number that has an even number in the ones place.

Variation� Shuffle the activity cards and place them face down

in the centre of the group. Everyone makes a 2-digit number at random.Turn over the top card. Win a counter if your digit eyes match the instructions on the card.

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Make an evennumber

Make an oddnumber

Make a numbermore than 70

Make a numberless than 40


0123456789

0123456789

0123456789

0123456789

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Make an evennumber

Make an oddnumber

Make a numbermore than 70

Make a numberless than 40


Make the smallest

number

Make a numberbetween 10

and 30

Make a numberbetween 60

and 80

Put all the numbers

in order

Make up your own rule

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Digit card game

What are you trying to do?� Order random numbers from 0 - 99. (O4)

� Explain the value of each digit in numbers to 99. (PV6)

What will you need?� Two sets of 0 - 9 digit cards.� A gameboard for each player

(BLM p.57).

How many can play?� 2 - 6 players

How do you play?� Mix up all the cards, face down in the middle of the group. � Decide on a rule for the first round.

e.g. “The largest number wins”.� In turn take a card, secretly look at it and decide if it will be

your tens or your ones card.� Tell the other players your decision (e.g. “This is my tens card”).

Place the card face down on your gameboard.� When everyone has had their first turn, take another card.

Look at it, state aloud where it will go and place it face down on your gameboard.

� When all players have two cards, turn your cards face up.� Score 5 points if your cards match the rule for that round.

Variations� Make the smallest number.� Make the number closest to 50.� Make an odd number.� Make a number between 60 and 80.


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Tens Ones

Tens Ones

Tens Ones

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What are you trying to do?� Sort random numbers from 0 - 99. (O4)

What will you need?� Gameboards for each player

(BLM p.59).� A pile of counters.


How do you play?� Write ten random numbers from 0 - 99 anywhere

on your gameboard.

� Swap gameboards with another player.

� On a signal, race to catch all the ants by joining them with a line from the lowest number to the highest number.

� The person who finishes first calls out “Caught them all”.

� The other players all finish catching their ants, then check the order on the winning gameboard.

� The winner takes a counter if their order is correct.

Variations� Write random numbers from 0 - 20.

� Write random numbers from 0 - 200.

� Write random numbers from 0 - 999.

� Write random multiples of 10.

� Write random even numbers.


Catch the ants

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Place value BingoWhat are you trying to do?� Explain the value of each digit in numbers 0 - 99. (PV6)

What will you need?� A gameboard for each player (BLM p.61).� A set of 0 - 9 digit cards for each player (see p.9).� A set of Caller’s Cards

(BLM p.62 - cut up and placed in an envelope).� A pile of counters.� A calculator for each player (optional).


How do you play?� Elect someone to be the Caller.

� Each player places 6 digit cards at random on his/her gameboard to make three 2-digit numbers.

e.g. 3 6 7 2 4 8

� The Caller pulls out cards from the envelope and calls out the number each time.

� Place a counter on any matching digit cards on your gameboard.

� The first player to have all six cards covered by a counter calls out “Bingo”.

Variations� The Caller calls out an instruction.

Everyone makes a matching 2-digit number. After three turns, add the numbers with a calculator. The person with the largest total is Caller for the next game.

� Make your own 3-digit gameboard.


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Place value Bingo


OnesTens Ones

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0 in the

ones place

2 in the

ones place

4 in the

ones place

6 in the

ones place

8 in the

ones place

0 in the

tens place

2 in the

tens place

4 in the

tens place

6 in the

tens place

8 in the

tens place

1 in the

ones place

3 in the

ones place

5 in the

ones place

7 in the

ones place

9 in the

ones place

1 in the

tens place

3 in the

tens place

5 in the

tens place

7 in the

tens place

9 in the

tens place

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What’s on my forehead?What are you trying to do?� Explain the value of each digit in

2-digit numbers. (PV6)

� Place numbers 0 - 99 into counting order. (O4)

What will you need?� Small, sticky post-it notes� Pencils.

How many can play?� 2 - 6 players up to

the whole class,working in pairs.

How do you play?� Each player secretly writes a 2-digit number on paper,

then attaches this to a partner’s forehead.

� Everyone should now have a mystery number attachedto their forehead.

� Try to guess your secret number by asking your partnerquestions in turn. Your partner can only answer “yes” or

“no” to each question.

� Can you guess your secret number in fewer than 10 questions?

What is a useful starting question?

Variations� Write number words in place of numerals.

� For a less advanced game, write the numbers from 1 - 50.

� For a more advanced game, write random numbers from 100 - 999.


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What are you trying to do?� Explain the value of each digit in a 2-digit number. (PV6)

� Place numerals 0 - 99 into counting order. (O4)

What will you need?� “Roll away” gameboard for

each student(BLM p.65 - cut into six strips along the dotted lines).

� A die� Pencils


How do you play?� Take turns to roll the die and write the number in one of the

four spaces on one game board.

� Once a number is written it can’t be changed.

� Continue filling spaces, trying to make the number statement true.

� Win 5 points if after 4 rolls your “Roll Away” statement is correct.

e.g. 3 8 is less than 5 7

� Play at least 6 rounds. Try to be the player with the highesttotal score.

Variation� Roll two dice each go.

Record the numbers anywhere in the spaces on your board.


Roll away

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is less than

is more than

is less than

is more than

is less than

is more than


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Say my number

What are you trying to do?� Count forwards/backwards by 1s, 2s, 10s. (C1,2,3)

� Identify 1 more/less than a given number. (C8)



What will you need?� Two sets of 0 - 9 digit cards

for each player (see p.9).� A set of “Say my number”

activity cards (BLM p.67 - cut up into 10 small cards).

� A tens/ones place value board (see p.46) for each player.


How do you play?� Shuffle the activity cards and place them face down in the centre.

� Each player takes 2 digit cards at random on his/her gameboard to make a 2-digit number.

� One player then turns over the top activity card.

� In a clockwise direction, each player then says the number which matches his/her digit card number.e.g. 10 more than 67 is 77.

� Play at least 6 rounds.

Variation� Spin a 0 - 9 spinner twice to make a 2-digit number in place of

the digit cards.


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10 more than

2 more than

1 more than

Count on by 10s

Count on by 2s

Count back by 2s

10 less than

2 less than

1 less than

Count back by 10s

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What number am I?What are you trying to do?� Identify odd/even numbers. (P4)

� Place numbers 0 - 100 into counting order. (O4)

� Use problem solving skills.� Identify a mystery number from clues.

What will you need?� Puzzle cards

BLM p.69 - cut up into 6 separate cards).

How many can play?� 2 players

How do you play?� Shuffle the cards and place them face down

in the centre. � Turn over the top card.

Look at each of the number statementscarefully.

� With your partner, try to find at least one matching number.

� Can you discover more than one match?

� Can you discover a match in less than 5 minutes?

Variation� Make up your own puzzle card like this for

another team to solve. Try to write a puzzlethat has more than one answer.


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I am odd. I am between 50 and 80.My digits add to 12.What number am I?

I am even.I am between 30 and 70.My digits add to 8. What number am I?

I am odd. I am smaller than 50.My digits add to 10.What number am I?

10 more than me is the same number as 10 less than 62. What number am I?

2 more than me is the same number as 2 less than 87.What number am I?

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Mental Mind Munchers 0 - 99

Try a selection of the following oral questions for 3 - 5 minutes daily.

� Count backwards by 1s staring at 73.Count forwards by 2s starting at 11. Count backwards by 5s starting at 95.Count forwards by 10s starting at 6. (C1,2,3,4,5)

� Tell me the number before 54, the number after 89.What number is 2 more than 44, 2 less than 33.What’s 10 more than 78, 10 less than 65. (C8,9,10)

� What sort of pattern is this?58 48 38 28 18 8 (counting back by 10s). (P1)

� Tell me the next four numbers in my pattern.57 59 61 63 65 67 ... (P2)

� This time I’m going to skip a number. 78 76 72 70 68. What number did I miss? (P3)

� I’m going to say some numbers slowly. Clap if you hear an odd number. Nod your head if your hear an even number. 12 34 75 81 90 46 52 (P4)

� (Hold up some counters in a clear container).What’s your estimate? (check by counting). (M5)

(Show some beansticks and beans then hide them).How many did you see? (reveal and check). (M5)

� Write a number that’s more than 60.Write a number word that’s smaller than 30. (O4 R6)

� (Write 3 numbers at random on the chalkboard).Rewrite these in counting order from the smallest to the largest. (O4 R6)

� (Call out a random number). Write this on the board as a number word. (R7)

� What number am I? I’m 3 ones and 6 tens. (PV5)

� (Call out a random number).How many tens? How many in the ones place? (PV6)

� What’s my number? It’s larger than 60, smaller than 80 and has an even digit in the ones place. (e.g. 62, 74). (O4 PV6)


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Colour the squares to match.

37 59 14 86

Rearrange two of these numbers to make the largest number possible.

0 4 7 3 8


0 - 99 Check-up

Complete this number pattern.

Tick if even.Circle if odd. 44 17 69 40 28 91 56 33

How many in the tens place?

54 39 68 72 44How many in the ones place?

49 81 24 95 70

Write a number between 50 and 70.

Write a number less than 30.

Write a number more than 90.

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Put these numbers in order from the largest to the smallest.

73 19 56 91

Write 10 more than each number.

35 98 72 60 55

Write 2 less than each number.

5 81 93 56 47

Guess how many balls. Find a way to check.


0 - 99 Check-up

Tens Ones

thirty-two

Write your own amazing number pattern here.

5 9

Tens Ones

59

Fill in the matching numbers.

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Exploring 100

In this unit, your students will:• Model 100 as ten groups of 10 or one

group of 100• Explain the value of each digit in

numbers to 100

• Trade 10 ones for 1 ten to/from 100• Trade 10 tens for 1 hundred to/from 100• Explore number patterns on a 100s chart

982

16 84

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Trade upResourcesBeansticks/beans (see p.24), 10s/1s boards (see p.46), dice.

ActivityIn turn, throw the dice, add the numbers and take the matching number ofbeansticks and place them on your tens/ones board. Every time you collect10 loose beans you can trade them for a beanstick. Try to be the first playerto collect 10 beansticks. At the end of a time limit (e.g. 5 minutes), check tosee who has the most beans.

VariationReplace the beansticks/beans with pasta sticks/pasta (see p.31),paddle-pop stick bundles, matchstick bundles, playdough cakes/candles,bead bracelets/beads, matchboxes/counters.

Trade downResourcesBeansticks/beans (see p.24), 10s/1s boards (see p.46), dice.

ActivityEvery player starts with 10 beansticks on his/her tens/ones board. In turn,throw the dice, add the numbers and remove the matching number ofbeansticks each time. Every time you need loose beans you can trade onetens-stick for 10 beans. Try to be the first to have no beans. At the end of atime limit (e.g. 5 minutes), check to see who has the fewest beans.

VariationUse pasta sticks/pasta (see p.31), paddle-pop stick bundles,matchstick bundles, playdough cakes/candles, bead bracelets/beads,matchboxes/counters.

3 digits at lastResourcesTwo sets of large 0 - 9 digit cards, blu-tac.

ActivityDiscuss what happens when you have 99 beans and you add just one more.Explain how 100 is the first 3-digit number. Attach the cards for 1, 0 and 0 tomodel the numeral for 100 on the chalkboard. Instead of just using two digits,we can now use three digits to write any number from 100 to 999.

VariationRepeat the Trading games above, but at the end of each turn, match thenumber with digit cards.

PV8

PV8

PV7,8,9

GROUP

GROUP

GROUPCLASS

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Let’s celebrateResources“The 100th Day of School” website:http://users.aol.com/a100thday/index.html

ActivityWith your class, plan a week of celebration for the number 100. Joan Holub,a children’s book illustrator, has collected over 150 ideas from teachers all over theworld on a special website. Ask your students for ideas on how tocelebrate 100 together.

Here are some of Joan’s suggestions:

Bring in a 100 year old grandmother.Write 100 words you know.How many things can you do in 100 seconds?Make a class book called: “I wish I had 100 ...”.Collect 100 jokes.Estimate how far 100 bodies end-to-end would stretch.

VariationRead Joan’s book, written by Angela Medearis (1997)The 100th Day of School (Ashton Scholastic).

Interesting FactsResourcesGuiness Book of Records (or similar).

ActivityCollect real-life facts about 100.e.g. Famous people who have scored a century in cricket.

The fastest time for swimming 100 metres freestyle.

VariationMake your own “Interesting Real-life Facts about 100” book.e.g. Record the fastest time for your students running

100 metres.

All about 100ResourcesAll about 100 (BLM p.76, 77 - cut up into 6 cards)

ActivityUse the activity cards as starting points for each group. Challenge each group tocreate their own “all about 100” problem for another team to solve.

VariationTry to collect 100 challenges in total.


GROUP

CLASS

CLASSPV7

PV7

PV7

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All about 100How heavy is $100 in $1 coins?

Guess first.Find a way to check your guess.

All about 100Where will you be

in 100 steps from here?Guess first.

Find a way to check your guess.

All about 100Predict whether 100 objects will fit inside a container.

Guess first.Find a way to check your guess.

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All about 100How much space would you need

to fit a crowd of 100 people?Guess first.


All about 100What would be the height of

a stack of 100 books?Guess first.


All about 100What would be your favourite way

to spend 100 minutes?Make a list.

Find the favourite class suggestion.

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What are you trying to do?� Model numbers to 100. (PV7)� Trade up 10 ones for 1 ten. (PV8)� Trade up 10 tens for 1 hundred. (PV9)

What will you need?� Three copies of the worms.

(BLM p.79 - coloured, laminatedand cut out).

� Eight copies of the fish.(BLM p.80 - coloured, laminatedand cut out).

� Four copies of the shark.(BLM p.81 - laminated and cut out).

� Two dice.� A suitable storage container.

How many can play?� 4 players.

How do you play?� Place the sharks, fish and worms in the centre of the group.� When it is your turn, throw the 2 dice, add the numbers and take that

many worms. Pass the dice clockwise to the next player.� As soon as you have 10 worms, you can swap them for one fish.� As soon as you have 10 fish, you can swap them for the shark.� Try to be the first person to win the shark!

Variation� Lose-a-shark

Each player starts with a shark. Remember that this is worth 10 fish.This time when you throw the dice, add the numbers then remove thismany fish by first swapping one shark for 10 fish. Later one fish can beswapped for 10 worms. Try to be the first person to haveno worms left!

Win-a-shark

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Lose-a-T-RexWhat are you trying to do?� Model numbers to 100. (PV7)� Trade down 1 hundred for 10 tens. (PV9)� Trade down 1 ten for 10 ones. (PV8)

What will you need?� Four A3 copies of the T-Rex.

(BLM p. 83 - coloured, laminatedand cut out).

� Four A3 copies of the dinosaurs(BLM p.84 - coloured, laminated and cut out).

� Four copies of the dinosaur eggs(BLM p.85 - coloured, laminated and cut out).

� Two dice.� A suitable storage container.

How many can play?� 4 players.

How do you play?� Each player starts with a T-Rex. Place the other dinosaurs

and the dinosaur eggs in the centre of the group.� Each T-Rex can be traded for 10 dinosaurs.

Each dinosaur can be traded for 10 dinosaur eggs.� When it is your turn, throw the 2 dice, add the numbers and remove

that many dinosaurs by trading down your T-Rex.� Pass the dice clockwise to the next player.� Try to be the first person to have no dinosaur eggs!

Variation� Win-a-T-Rex

Each player starts with no dinosaurs. Remember that 10 eggs can betraded up for 1 dinosaur and 10 dinosaurs can be traded up for oneT-Rex. This time when you throw the dice, add the numbers andcollect the matching number of dinosaur eggs. Try to be the firstto win a T-Rex.

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How many tens?What are you trying to do?� Record numbers 0 - 100 as groups of tens and ones. (PV6)

� Write numerals to 0 - 100. (R6)

What will you need?� Recording sheets (BLM p. 87 - cut into strips of 4 squares).� Three dice.� Two sets of 0 - 9 digit cards (see p.9).� Pencils.


How do you play?� Take turns to roll 3 dice and add the numbers.

� Colour in the matching number of small squares on one of your 100s squares.

� Discuss how many tens there are in each number.Discuss who has made the largest or smallest number each round.

� Try to be the first player to have all 100 squares filled.

Variations� Turn over 2 digit cards. The first is your ones number, the second is your

tens number. Colour your number on a 100s square. Record your numberas a number word underneath. The player with the largest number declares the rule for the next round.

� Each player records a mystery number by colouring it in on his/her 100ssquare. On a signal, everyone reveals their number. Turn over an activitycard (see p.55). Win a counter if your number matches the rule.

� Instruct a partner how to colour in a number on his/her 100s square.e.g. “Show me a number larger than 70, smaller than 90 and odd.”


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Pattern searchResourcesOne 1 - 100 Chart (BLM p. 89 - cut into two) for each student,an OHP transparency for whole class use.

ActivityYou can now explore patterns together using the 1 - 100 chart, in place ofthe 0 - 99 chart. Try adding digits, looking at diagonals, looking downcolumns or across rows. How many different patterns can you discover in agiven time limit (e.g. 5 minutes)?

VariationUse the Blank Grid (see p.45) to practise recording numbers from 1 - 100 indifferent ways (e.g. record in columns such as 1, 11, 21 ...91 first, or recordrandom rows such as 41, 42, 43 ... 93).

Mix it upResourcesTwo A3 copies of a 1 - 100 Chart (BLM p. 89 - e.g. one yellow, one red,laminated), scissors, storage container.

ActivityCut up one of your 100s charts into about 20 pieces. Make each piece atleast three squares and at most 6 squares. Make some of the shapesirregular. Ask a friend to rearrange the 20 pieces to make a complete chartwith all the numbers in order.

VariationUse the second 1 - 100 chart as a base for those students who need thevisual clues.

Desk chartsResources1 - 100 Chart (BLM p. 89) for each student, clear adhesive-backed sheets(e.g. Contact), scissors.

ActivityAttach a 1 - 100 chart at the top of each student’s desk for quick referencethroughout the year. Work in pairs to ask each other questions or statechallenges (e.g Count by 10s forwards or backwards from a given number,multiplication patterns, adding or subtracting numbers).


P1 O4

P1 O4

P1 O4

CLASS

PAIR

ONE

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1112131415161718191

2122232425262728292

3132333435363738393

4142434445464748494

5152535455565758595

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91456_0100R0_p73_91 28/2/06 10:24 AM Page 89


56 84 31

How many tens? How many ones?

tens ones

Colour the squares to match.

Rearrange two of these numbers to make the smallest number possible.

7 2 5 1 3

Tick if even. Circle if odd.85 76 93 87 98

Write a number between 55 and 75.

How many in the tens place?

27 89 3

Rearrange two of these numbers to make the largest number possible.

7 0 9 5 6


100 Check-up

sixty-three ninety-five eighteen ninety-six

Write an oddnumber largerthan 68.

Write an evennumber smallerthan 42.

How many in the ones place?

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Put these numbers in order from the smallest to the largest.

44 73 90 86

Write 2 more than each number.

91 66 49 70

Write 10 less than each number.

13 74 96 55

Fill in the missing middle numbers.

82........78 31........33 90........80 27........ 47


100 Check-up

Tens Ones

seventy-eight

6 5

Tens Ones

Write your own amazing number pattern here.

Fill in the matching numbers.

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



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

C5 Counts on from one specified number to another






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






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

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



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

R2 Writes numerals 0-20

R3 Writes number words "zero" to "twenty"


R5 Writes number words "ten" to "ninety"


R7 Writes number words "zero" to "one hundred"

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


PV3 Models numbers 10-90 as bundles of 10


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 100

PV9 Trades 10 tens for 1 hundred to/from 100

NA

ME

Outcome IndicatorsRecord SheetEXPLORING NUMBERS 0-100 NUMERATION

91456_0100R0_p73_91 28/2/06 10:24 AM Page 92



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“M

ake

it m

y w

ay”

“Num

ber

cate

rpill

ars”

• Fi

nish

with

som

e M

ind

Mun

cher

s

• M

ind

mun

cher

s

• A

ctiv

ity -

“C

atch

the

ants

“

• D

iscu

ss “

Dig

it ey

es”

Mak

e in

sm

all g

roup

sA

ctiv

ity c

ards

• W

hole

cla

ss c

halle

nge

“Wha

t num

ber

am I?

”

• “W

hisp

er it

”

• Ro

tatin

g A

ctiv

ities

-

“Dig

it ca

rd g

ame“

, “G

rab

the

lion“

, “D

raw

it m

y w

ay”

• W

hole

cla

ss c

halle

nge

- “W

hat n

umbe

r am

I?”

(Hom

ewor

k Sh

eet

“0-9

9 C

heck

-up”

)

LAN

GU

AG

E•

"ten

ones

...",

"on

e te

n ...

"•

"is m

ore

than

...",

"is

few

er th

an ..

." “is

less

than

...”

• "th

ere'

s -

alto

geth

er in

this

gro

up"

• “is

in b

etw

een”

91456_0100R0_p73_91 28/2/06 10:24 AM Page 94



NUMBERExploring 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 OperationsExploring 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 makemaths lessons a highlight of the day.

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

• Four carefully sequenced units todevelop 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:


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

E X P LO R I N G

Activities,blackline masters &assessment pagesthat are fun andeasy to use

BevDunbar

Numeration

9781865091457_Cover.qxd:COVER, numeration0-100.qxd 14/5/12 11:16 AM Page 2

Documents

Numeration - Blake Education · Exploring 0-100 Numeration BEV DUNBAR 1 49 50 0 91456_0806R2_title 4/8/06 1:19 PM Page 1. Introduction Exploring 0 - 100 Numeration ... counting system