Semester Two Lecture Three – Numbers Lecturer – Peter Sellings EDFGC5714 – Mathematics, Numeracy and Learner Engagement B Semester Two Lecture Three – Numbers Lecturer – Peter Sellings

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Learning Intent: Explore how number sense is developed in mathematics. Examine the Victorian Curriculum F-10 sequencing of number in mathematics.

Success Criteria: Suggest ways that number sense can be developed in primary aged students. Discuss the sequencing of the number and at least 3 of the important number concepts.

Mathematics & Literacy. One of the key ways to develop number skills is through the use of children’s literature. There are many books that can be used to assist children to link stories and numbers. Examples include: This Old Man Seven Blind Mice (Ed Young) One Woolly Wombat (Rob Trinca & Kerry Argent) The 12 days of Christmas (June Williams) Just 1 More (Mark Macleod & Sue deGennaro) and so many more

This Old Man Listen to the story and look at the illustrations. Pair Activity: If we read this book in class – what mathematical activity could we use it for?

Counting - the skills Foundation: Connect number names, pictorial representations and quantities initially up to 10. Design 6 cards as part of a simple match activity that fits with the curriculum statement above.

One-One Correspondence. One-one correspondence is something that we need to look for in the early primary years. It can most easily be determined by getting students to count and point to objects as they count. Counting On. It is important that students can count on. Counting on means that you can start from any number and count forwards from that point. In pairs discuss how strategies that you could use to encourage students to count on.

Ordering Numbers. Skip Counting. Putting numbers in order (up to 20) fits with the foundation level of the Victorian Curriculum document. Design an activity that requires students to order numbers at this level. Skip Counting. Skip counting by 2’s, 5’s & 10’s starting at 0 fits with the level one of Victorian Curriculum document

Subitising. Subitising is the ability of young children to put a number to small regular patterns of articles without counting them. In foundation you would often use a die (dice) to see if children can subitise. Discussion: Why is subitising important?

Number Lines. Design an activity for students at level 1 that promotes the use of number lines. Share

Patterns. Design an activity for Level 1 students that promotes the use of mathematical patterns. Share

10’s Frames. Look at the 10’s frames below. This is how the numbers 1-5 can be represented.

10’s Frames. The 10’s frames can also be used for friends of 10 (How many more needed to make 10?) 8 is the friend of 2. The 10’s frames (trains) can be used in similar ways.

10’s Frames - Multiplication. Look at the 10’s frames below. The idea of groups of (multiplying) can be taught through them. 1 group of 2 2 groups of 2 5 groups of 2 5 groups of 1

Numeracy interview. Further information is available from: http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continuum/Pages/mathsinterview.aspx?Redirect=1

One Woolly Wombat Listen to the story. Pair Activity: If we read this book in class – what mathematical activity could we use it for (be creative)?

Literature Activity Puzzle activity Look at the book that you have been assigned. How would you use this book in a class Puzzle activity Look at how the puzzle works. How could you make something like this for classroom use?

Success Criteria: Can You? Explain how early primary concepts of number build on each other? Sequence several number concepts correctly?