Numicon

Objectives To introduce Numicon To explore ways to use Numicon to support teaching and learning in mathematics

What is Numicon? The Numicon Maths system is a multi-sensory approach to arithmetic teaching in the Foundation Phase and early KS2. It is brightly coloured, so pleasing to the eye and interesting for children. The holes are finger size, making it easy to handle and manipulate. Pegs fit fingers It is weighted, which helps understanidng of certain mathematical concepts eg = or balance It is robust so can be used in a variety of situations including outdoors.

Numicon has structured images. Some Problems Maths uses familiar words in an unfamiliar context eg difference. Numbers are abstract ideas … all we can show children are number representation. Numerals are arbitrary symbols 1 2 3 4 5 6 7 8 9 10 Numicon has structured images. Making Numbers Real

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Numicon teaching activities meaningful context playful with appropriate level of challenge multi-sensory interaction with others – peers and teachers which moves children on in their thinking not designed to work alone so children benefit from working with others, discussing their thinking and reasoning

Numicon helps with … Tessellation- patterns on the base board Visualisation- the shapes impress the mind’s eye – improving mental maths Language – Spontaneous- integral part of learning Concrete – visual, tangible – develops understanding of number Matching: plates to plates on the number line random matching plates to patterns on base board fitting pegs to reinforce patterns Making maths fun!

Numicon helps children to … manipulate observe and notice explore patterns make connections ‘see’ a number system develop ideas, techniques, skills and experiences that add up to mental impressions of maths ideas

Children are stronger with pattern than with memory, but we do more memory work! Children Seeing a pattern is at the heart of mathematical thinking. Children need to be encouraged to see and make connections. Children benefit from learning tables where there is a pattern and they need the pattern pointed out to them. 5X and 10X 2X and 4X 4X and 8X 3X and 6X Using a pattern 2 + 3 = 5 12 + 3 = 15 22 + 3 = 25

Children do not think with mathematical concepts. Concept image of 5 5 + 5 = 10 20 - 5 = 15 2 x 5 = 10 20 – 5 - 15 ½ of 10 = 5 10 + 5 + 5 = 20

Introducing Numicon Numicon: Children should have the opportunity to explore Numicon freely before they will be ready or interested in using it in a directed way.

First Activities The first activities are designed to introduce the Numicon shapes without using number names or numerals. Match the shapes Cover the board

Activities 1 - Put one set of shapes in order in front of you and 1 set in the feely bag. One person points to a shape on the table Partner has to feel for the matching shape in the bag. -What did you need to do for this activity? 2 - Find 2 shapes to match the dark blue shape. Can you find all the other pairs of shapes that match the dark blue shape? -How did you do this? 3 - Cover the peg board with shapes. -What skills are being developed?

Numicon in Firm Foundations There are 9 broad stages Counting Introducing Numicon shapes Ordering Numicon shapes Focusing on patterns of Numicon shapes Connecting Numicon shapes with number names and numerals Working with Numicon patterns Introducing addition Introducing subtraction Starting to think mathematically

Pattern Numbers and the Number system Calculating Ways to use Numicon Numicon Ideas Activities are organised into three strands: Pattern Numbers and the Number system Calculating Ways to use Numicon

Moving beyond counting Need to see numbers as wholes e.g. to see ‘six’ as an organised pattern that is whole and complete in itself. Visual pattern of Numicon How each individual whole number relates to other whole numbers is important Organised wholes e.g. It shows how each whole number relates to other ‘whole’ numbers Need to know ‘How many?’ without counting Visual representation of ‘odd’ and ‘even’

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