Read numbers from 0-10

​

Guiding questions: Pause the clip at random intervals. What number do we think might come next? How do you know? Look at your fingers. Put one more finger up/down. Count how many there are.

Summary: Place a collection of objects (e.g. cars, counters, mini figures, teddies, pebbles, wishing stones) in front of the student. Ask them to count how many objects there are. Watch carefully to check for 1:1 correspondence, counting order, whether they are confident that the last number spoken aloud is the quantity of objects.

Guiding questions: When we point to the objects that can help us to count them. Is there an even better way that we can make sure we only count each object once? (Encourage student to move the objects across the table.)

Summary: The teacher holds a tens frame flashcard up to the whole class. Students must look at the card and work out what number is shown. Then, they use their fingers to show that number, and hold both hands up to their heads like ears. After each one, spend time discussing some of the below questions, and noticing all the different ways that a number can be made. E.g. 8 can be made of 5 fingers on one hand and 3 on the other, or another student might show 4 fingers on each hand.

Guiding questions: How did you know that was the correct number? What did your brain do? Do you count on the dots? Do you look for how many spaces are empty? How did you decide which fingers to show?

Summary: This website has different themed games eg. Underwater Counting, Teddy Numbers or Helicopter Rescue. Students need to count the objects and match the words/numbers to the collection using a drag and drop action. There are differentiated options on the website.

Guiding questions: 

Summary: Explain to the students that every time they hear one of the counters make a sound (when it’s dropped and hits the bottom of the tin/bucket) they must say the next number in the counting sequence. The teacher holds all the counters in their hand, and hides their hand inside the tin/bucket, so students cannot see when they’re about to drop another counter. Counting in this way breaks the cycle of rote counting, and can be really handy for those students who rely on rhythm to count.

Guiding questions: What is the next number? How do we know? How many items are in the bucket now? How many will it contain once I drop another one?

Summary: For instance use dice to come up with a variety of combinations to make a specific number. Create as many different combinations of that number using a variety of resources available. 

Guiding questions: Think about all the different ways you can create that number. In advanced situations students can use addition and subtractions to find the total.

Summary: Use a ten sided dice and 7 coloured counters each (one colour each), take turns to roll and locate the same number on the game board. Cover with a counter. If your opponent rolls the same number they say ‘get out of my house’ and they replace their counter and remove yours. First to get all seven counters on the board wins. Can be the player with the most counters on if running out of time.

Guiding questions: Can you place more than one counter (of your own) on the same number - Yes. If opponent then rolls that same number then all counters from other player are removed.

Summary: Watch the video and keep stopping when appropriate. Explicitly demonstrate on teacher whiteboard and kids to copy using the correct technique to write each number. 

Guiding questions: Does it look right? Where do you start from?

Summary: You and a partner sit opposite each other and each place 10 cards in a row, in front of you, upside down. Deck in the middle. (Jacks are wild, Kings and queens are miss a turn). Take turns to pick up a card and place it in the correct position on the line then pick up the card that was in that position and keep going until you can no longer fit your card anywhere. Place that card next to the deck. Your opponent can either take that card, or one from the top of the deck. Keep going until you have all numbers 1-10. You win! 

Guiding questions: You miss a turn if you pick up a Queen or King card. Jacks are a Wild card and can be placed anywhere you need. 

Summary: These online games allow students to complete tasks for ordering and sequencing numbers.
Ordering random selections of numbers in ascending order: 1-5, 1-10, 1-20, 1-100, 0-100 (tens), 0-999, -10 to 10, 1 decimal place.
Ordering random selections of numbers in descending order: 10-1, 20-1, 100-1, 100-0 (tens), 999-0.
Sequencing numbers counting by ones: 1-10, 10-1, 0-100, 100-0
Sequencing even number patterns: 0-20, 20-0, 0-100, 100-0
Sequencing numbers counting by twos: 0-20, 20-0, 0-100, 100-0
Sequencing numbers counting by multiples of ten: 0-100, 100-0, 60-140, 140-60, 60-940, 940-60
Sequencing numbers counting by multiples of five: 0-100, 100-0, 80-120, 120-80, 80-920, 920-80
Sequencing numbers counting by multiples of up to five: 0-100, 100-0
Sequencing numbers counting by multiples of up to nine: 0-100, 100-0
Sequencing numbers counting by tens from a starting number other than zero: 0-100, 100-0, 61-139, 139-61, 61-939, 939-61
Sequencing numbers counting by fives from a starting number other than zero: 0-100, 100-0, 81-119, 119-81, 81-919, 919-81
Sequencing numbers counting by steps of up to five from a starting number other than zero: 0-100, 100-0
Sequencing numbers counting by steps of up to ten from a starting number other than zero: 0-100, 100-0

Guiding questions: What patterns do you notice? What strategies help you to work out what number comes next? When we’re ordering numbers counting up, what do we expect the numbers to do? When we’re ordering numbers counting back, what do we expect the numbers to do?