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  • 8/6/2019 Primary Number Tasks

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    Partnersfor Mathematics Learning

    Wheres the Math?

    What is the mathematics in this activity?

    How are different students in my roomlikely to approach this task given theircurrent understanding?

    What will I observe that lets me knowwhere each child is and how will I respondto different children?

    34

    Partnersfor Mathematics Learning

    37

    Swat It!

    37

    Write numbers 0 10 on theboard

    Divide class into two teams

    Line up one behind another in two rows

    First student in each line holds a swatterand stands behind the line

    Teacher names a number and studentsswat the correct number on the board

    GrKModule2Handout4

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    Partnersfor Mathematics Learning

    38

    Find the Bone

    Fideo has lost his bone

    Take a card from the stack

    Move that number of spaces

    If you land on Fideos picture you get an

    extra turn

    Who will get to Fideos bone first?

    38

    PartnersforMathematics Learning

    3939

    Number cards are shuffled and stacked beside the game board. Each player starts at Fidos hours,

    draws a card form the deck then moves that number of spaces on the board. The card is placed in a discardpile and the next player takes their turn. If a player lands on Fidos picture they lose a turn.

    Partnersfor Mathematics Learning

    40

    Count Around

    The teacher says the target numberand begins the counting with one

    The student to the right says the next number;counting continues around the circle until thetarget number is reached

    The student that says the target number sitsdown; student on the right begins the

    counting again with one Continue until all students are sitting

    40

    GrKModule2Handout4

  • 8/6/2019 Primary Number Tasks

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    Partnersfor Mathematics Learning

    Up and Back Counting

    Specified number of students sit in chairs

    As class counts forward, each stands up

    As class counts back, each sits down

    41

    Partnersfor Mathematics Learning

    42

    Clap and Snap

    42

    1 2 3 4

    4 3 2 1

    The students clap together in rhythm, counting forward and saying the next number as they clap, One,two, three, four then snap their fingers in rhythm as they count backward, Four, three, two, one. Repeat thisover and over again without losing the beat between the last clap and the first snap.

    GrKModule2Handout4

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    Partnersfor Mathematics Learning

    43

    Blast Off!

    Students use a specifiednumber of cubes to build a spaceship

    They count the number of cubes forwardand backward (example: 1,2,3,4,5 and

    5,4,3,2,1, Blast-off!)

    Repeat with various numbers

    43

    Partnersfor Mathematics Learning

    44

    Abracadabra!

    Class begins rote counting forward

    The leader says, Abracadabra!

    and the counting stops

    Abracadabra! Forward from 5

    Counting resumes from 5 forward

    Abracadabra! Backward from 9

    Counting resumes at 9 backward

    44

    GrKModule2Handout4

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    Partnersfor Mathematics Learning

    45

    Making Numbers

    45

    How are these examples of conservation ofnumber?

    6

    6

    6

    Collect items that can be counted and glued on paper as students make numbers. (Somesuggestions for items are: toothpicks, plastic, bread tags, paper squares, bottle lids, keys, washers, etc.)Prepare number cards with single digit numbers on them as well as the corresponding number of dots (ex.4). Each student will choose the items to model the number on their card and then build it on theconstruction paper. Having a student to show 6 in three different ways on three different pieces of constructionpaper could help the student to better understand conservation of number as they see that differentarrangements of the same items does not change the amount.

    Partnersfor Mathematics Learning

    46

    Walk Around Numbers The teacher shows a number card

    to the students at a table

    Each student takes the number of countersfrom the center of the table

    On a sheet of paper, students show a set

    of that number with their counters

    Students walk around the table to see all ofthe number arrangements

    46

    GrKModule2Handout4

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    Partnersfor Mathematics Learning

    51

    Where Is It?

    51

    Label 10 (inverted) cups 1st, 2nd, 3rd, up to10th

    Place in order on the table

    Hide a penny under one cup

    Guess which cup hides the penny

    Give clues of before, after the

    number guessed

    1st 2nd 3rd 4th

    Ordinal numbers and learning to interpret clues logically are both addressed in this activity. If a student

    guesses that the penny is located under the 10thcup, the teacher responds with a clue such as, The penny isunder a cup that comes before the 10thcup. Each time that a student responds with an ordinal number, theteacher will give a response in a complete sentence but only giving before and after clues. The penny is notunder the 4th cup. It comes before the 4thcup.

    GrKModule2Handout4


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