Developing Maths Skills Through NUMICON Much Woolton Catholic Primary School 23.11.17

Counting Is Easy, Isn’t It?

Doh, Ray, Me … Now try again, but use the number line! Doh Ray Me Fah Sing along with the Doh, Ray, Me sequence… Start at ‘Soh’ and continue the count. Now start at ‘Me’. Now… start at ‘Te’ and go backwards. How many steps are there from ‘Ray’ to ‘La’? Count back from ‘Soh’ to ‘Doh’ – how much was that? Now try again, but use the number line! Doh Ray Me Fah Soh La Te Doh

Key skills needed by Good Calculators Good knowledge of the number system Know number bonds Partition numbers into multiples of 1 10 100 Quick recall of times tables Ability to multiply and divide by 10 and 100 Use of inverse operation Presentation slide 4

Numicon A multi-sensory resource to Support Learning and Teaching in Number

Rationale behind Numicon Quality first learning Progressive Inclusive Children can: Understand number relationships Do calculating without counting Learn mathematical language in context Make connections to use and apply their understanding

Numicon imagery - motivated representation structured to reveal relationships between numbers and to help children to make connections We talked about our Numerals being abstract – creating motivated number lines and using structured apparatus can help children to visualise number lines and see where numbers fit onto the numberline – adapted for decimal number line Activity Demonstrate adding using Numicon – How many different ways can you make 10? 1.0? Use 10 or 1.0 shape to check – children are in control of the activity, leading and checking their learning

… seeing a pattern is at the heart of mathematical thinking…. Numicon imagery plays to children’s sense of pattern … and draws their attention … seeing a pattern is at the heart of mathematical thinking…. … recognising and creating patterns is often difficult for children who have SEN

Feel inside the box can you find the pink shape Find number 3 Find the number which you add to 6 to make 10 To start off we will do a quick activity with Numicon-in pairs, one person describes a number and the other person has to find it in the bag e.g. can you find the plate that is an even number, it is less than 6 but more than 2. Cover the board – add restrictions e.g only using odd shapes, ..How many different 2x2 squares can you make? 3x3?

Some Teaching Ideas that your child’s teacher may use: Using feely bag to find various numicon shapes Hide numicon in sand /water Press shapes into playdough/clay Use as templates to make numicon cookies Use base boards to create a pattern photograph and ask other children to copy Paint and print repeated patterns Represent numicon patterns using different media i.e beans Make numicon the currency in the shop area. Use balance and measure out equal bonds

My initial brain storm of teaching ideas Order numicon on a numberline Complete the different numicon numberline Make the story of 6 using numicon shapes Adding numbers bridging through ten Place value partitioning 2 digit number Doubling numbers Adding 2 digit numbers Putting sets of a particular numicon shape to see how many make e.g.12 Making numicon towers to represent multiplication

YOUTUBE contains lots of sample videos of NUMICON use

Bridging through ten.. Using addition facts of 10 and other numbers to bridge a multiple of ten Helping children

24 Moving into bigger numbers Place Value Activity Make 13 and 31 – what do you notice?? Numicon shows the value of the number much more clearly than abstract numerals – great assessment opportunity – if a child shows 13 with 1 and 3 shapes, you know they don’t understand pv When showing place value allow children to work out what the 11 might look like. Initially show teens as 10 and the one shape above, until children are clear that nothing different happens when we reach 10, the relationship with the next number is still one more. Then show place value as above. Show Hannah’s video clip 24 http://www.youtube.com/watch?v=0lj3Yg1TbA8

Understanding of numbers and the number In Conclusion Understanding of numbers and the number system takes place when the learner makes cognitive connections between concrete apparatus, images, symbols and mathematical language Structured imagery can support children to make sense of numbers Structured imagery can support children in developing calculation skills and can support children in learning to calculate without relying on counting

By the end of Reception: Children count reliably from numbers 1 to 20 Place them in order and say which number is one more/less than a given number Using quantities and objects, they add and subtract 2 single digit numbers and count on or back to find the answer They solve problems using doubling, halving and sharing. Activity Make 13 and 31 – what do you notice?? Numicon shows the value of the number much more clearly than abstract numerals – great assessment opportunity – if a child shows 13 with 1 and 3 shapes, you know they don’t understand pv When showing place value allow children to work out what the 11 might look like. Initially show teens as 10 and the one shape above, until children are clear that nothing different happens when we reach 10, the relationship with the next number is still one more. Then show place value as above. Show Hannah’s video clip

Golden Rules Find a quiet place. Little and often. Explain gently, keep calm and praise success. Enjoy playing the game and repeat Finish after 15 minutes maximum. Encourage your child to put the Numicon pieces away in the box.

Enjoy playing the games If you enjoy yourself, so will your child Most importantly… Enjoy playing the games If you enjoy yourself, so will your child Enjoying maths is the path to success.

Any questions? Activity Make 13 and 31 – what do you notice?? Numicon shows the value of the number much more clearly than abstract numerals – great assessment opportunity – if a child shows 13 with 1 and 3 shapes, you know they don’t understand pv When showing place value allow children to work out what the 11 might look like. Initially show teens as 10 and the one shape above, until children are clear that nothing different happens when we reach 10, the relationship with the next number is still one more. Then show place value as above. Show Hannah’s video clip