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Count to 20 and estimate quantities

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Presentation on theme: "Count to 20 and estimate quantities"— Presentation transcript:

1 Count to 20 and estimate quantities
Place Value Count to 20 and estimate quantities Objectives Day 1 Count, read and write numbers to 20 in numerals. Day 2 Day 3 Make reliable estimates of numbers up to 20. Before teaching, be aware that: On Day 1 children will need mini-whiteboards and pens, bead strings. You will need 1-20 washing line numbers, puppet, 20-bead bar. On Day 2 children will need mini-whiteboards and pens. You will need washing line numbers, puppet, 20-bead bar & tags. On Day 3 children will need mini-whiteboards and pens, digit cards. You will need a teddy, cubes, 1–10 number cards a selection of objects (up to 20 each time), cups. Year 1

2 Count to 20 and estimate quantities
Place Value Count to 20 and estimate quantities Starters Day 1 Order numbers to 10 (pre-requisite skills) Day 2 Comparing numbers (pre-requisite skills) Day 3 Numerals 1 to 10 (simmering skills) Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day. Year 1

3 Count to 20 and estimate quantities
Place Value Count to 20 and estimate quantities Starter Order numbers to 10 Pre-requisite skills – to use this starter, drag this slide to the start of Day 1 Explain that Teddy is thinking of his favourite number, and that he says it is next door to 5. What number could he be thinking of? Children whisper to a partner what they think Teddy’s favourite number could be. Take suggestions. Teddy whispers in your ear. Teddy says his number is before 5. What do children think it is? Teddy whispers in your ear. It is 4! Repeat with different numbers. Year 1

4 Count to 20 and estimate quantities
Place Value Count to 20 and estimate quantities Starter Comparing numbers Pre-requisite skills – to use this starter, drag this slide to the start of Day 2 One child picks a handful of cubes and tips them on table. Without counting, decide if there are more than 10 or fewer than 10. Count to check. Another child does the same. Write down both numbers, the smaller first. Repeat, this time another 2 children pick up as many cubes as they can. Year 1

5 Count to 20 and estimate quantities
Place Value Count to 20 and estimate quantities Starter Numerals 1 to 10 Simmering skills – to use this starter, drag this slide to the start of Day 3 Hide a 1–10 number card behind a ‘wall’ (card). Slowly slide it up. Children hold up digit cards to say what number it might be. Could it be a 4? Why not? What could it be? Include different 3s and 4s and maybe even upside down numbers! Year 1

6 Count to 20 and estimate quantities
Place Value Count to 20 and estimate quantities Objectives Day 1 Count, read and write numbers to 20 in numerals. Year 1

7 Point to and say the numbers in order from 1 to 20.
Day 1: Count, read and write numbers to 20 in numerals. 4 5 6 1 2 3 10 11 12 7 8 9 16 17 18 13 14 15 19 20 Point to and say the numbers in order from 1 to 20. Year 1

8 Close your eyes while I swap two cards...
Day 1: Count, read and write numbers to 20 in numerals. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 13 7 19 20 Close your eyes while I swap two cards... How can you tell? Which numbers did I move? Year 1

9 Which numbers did I move this time?
Day 1: Count, read and write numbers to 20 in numerals. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 12 9 19 20 Which numbers did I move this time? Close your eyes while I swap two other cards... How can you tell? Year 1

10 Oh no – my puppet has taken lots of numbers off the line!
Day 1: Count, read and write numbers to 20 in numerals. 1 5 10 15 20 2 3 4 6 7 8 9 11 12 13 14 16 17 18 19 Oh no – my puppet has taken lots of numbers off the line! Close your eyes again... Shuffle the removed cards, take one at a time and ask children what the number is and then describe (not point!) where to place them on the washing line. The puppet can then return that number. Explain that the puppet will return the numbers if the children can describe where each fits on the number line… Year 1

11 Count the beads aloud, moving them 1 at a time.
Day 1: Count, read and write numbers to 20 in numerals. Count the beads aloud, moving them 1 at a time. Year 1

12 Write the number on your whiteboard.
Day 1: Count, read and write numbers to 20 in numerals. How many beads? Write the number on your whiteboard. Ask children how they are you working it out? Do you need to count from the beginning of the bar? Encourage children to recognise numbers such as 5 without counting, building up to seeing 6 as 1 more than a group of 5. Year 1

13 Write the number on your whiteboard.
Day 1: Count, read and write numbers to 20 in numerals. How many beads? Write the number on your whiteboard. Year 1

14 Write the number on your whiteboard.
Day 1: Count, read and write numbers to 20 in numerals. How many beads? Write the number on your whiteboard. Year 1

15 Use your bead string to show me these numbers.
Day 1: Count, read and write numbers to 20 in numerals. Use your bead string to show me these numbers. 10 19 11 12 16 20 15 5 6 Ask children to use 20-bead strings to show you 5, 10, 15, 20, 6, 11, 12, 16 and 19 beads. Are they using groups of 5 to help? Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download. WT: Make cube snakes to match numeral amounts. ARE: Re-order a number line and spot swapped numbers. GD: Challenge to make cube snakes of 20 cubes, fewer and more. Year 1

16 Year 1 The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: Place value Sheet 1 ARE: Place value Sheet 2 GD: Place value Sheet 3 Year 1

17 Count to 20 and estimate quantities
Place Value Count to 20 and estimate quantities Objectives Day 2 Count, read and write numbers to 20 in numerals. Year 1

18 Now, write the numbers I call out.
Day 1: Count, read and write numbers to 20 in numerals. 4 5 6 1 2 3 10 11 12 7 8 9 16 17 18 13 14 15 19 20 Count with me… Now, write the numbers I call out. Children check with a talk partner to make sure they have written the correct numeral and written it around the right way. Point to the number on the washing line for all children to check again. Year 1

19 Which numbers has the puppet moved?
Day 1: Count, read and write numbers to 20 in numerals. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 10 6 11 16 8 19 20 Which numbers has the puppet moved? Close your eyes while we swap some cards... How can we check? Tell children the puppet has come back again today to cause mischief and to try to catch them out! Year 1

20 Close your eyes while I swap some cards...
Day 1: Count, read and write numbers to 20 in numerals. 1 2 3 4 5 6 7 8 9 10 11 12 13 20 15 16 17 18 17 15 3 9 19 14 20 Which numbers did I move this time? Close your eyes while I swap some cards... How can you tell? Year 1

21 Where do 10 beads come up to on the bead bar?
Day 1: Count, read and write numbers to 20 in numerals. 10 Where do 10 beads come up to on the bead bar? Year 1

22 5 Day 1: Count, read and write numbers to 20 in numerals.
What about 5 beads? Year 1

23 15 Day 1: Count, read and write numbers to 20 in numerals.
How about 15 beads? Year 1

24 20 Day 1: Count, read and write numbers to 20 in numerals.
And 20 beads? Ask if you have to count on in ones from the beginning? Share the different strategies the children have used to know where the tags belong. Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download. WT/ARE/GD: Estimate the length of Plasticine™ worms and measure against bead strings. Year 1

25 Year 1 The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: Cube snakes Sheet 1 ARE: Cube snakes Sheet 2 GD: Cube snakes Sheet 3 Year 1

26 Count to 20 and estimate quantities
Place Value Count to 20 and estimate quantities Objectives Day 3 Make reliable estimates of numbers up to 20. Year 1

27 Show children a box of objects.
Day 3: Make reliable estimates of numbers up to 20. Show children a box of objects. How many are there? Are there more than 5? Are there more than 10? Tip the items out and count them, pointing to each item as you do so. Discuss how it is difficult to keep track. Year 1

28 Let’s count them like this!
Day 3: Make reliable estimates of numbers up to 20. Let’s count them like this! There are 15 shells! Move them into a line and re-count from the children’s left to right. Point out that there is the same number even though they are rearranged. Repeat with a different number of toys (between 10 and 20). Year 1

29 How many items do you think you have?
Day 3: Make reliable estimates of numbers up to 20. Sit children in a circle and give each pair a cup of objects. Talk to your partner. How many items do you think you have? Don’t count them! Write your estimate on a whiteboard, then count them. Children can swap their objects with another pair and have another go at estimating the pile. Encourage lots of good discussions about how they got to their estimate. Today would be a great day to use a problem-solving investigation – Count the Crayons – as the group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website. Alternatively, children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download. WT: Estimate the amount of toys in different boxes and count. ARE/GD: Estimate objects in pots then arrange and count. Year 1

30 Year 1 The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: How many objects? Sheet 1 ARE: How many objects? Sheet 2 GD: How many objects? Sheet 3 Year 1

31 Year 1 The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: How many objects? Sheet 1; Number line Sheet 4 ARE: How many objects? Sheet 2; Number line Sheet 5 GD: How many objects? Sheet 3; Number line Sheet 6 Year 1

32 Count to 20 and estimate quantities
Place Value Count to 20 and estimate quantities Well Done! You’ve completed this unit. Objectives Day 1 Count, read and write numbers to 20 in numerals. Day 2 Day 3 Make reliable estimates of numbers up to 20. You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide. Year 1

33 Problem solving and reasoning questions
Place 6, 9, 16 and 19 on a washing line in the correct order. How many numbers come between 10 and 15? Which numbers are in the wrong place on this line? Year 1

34 Problem solving and reasoning: Answers
Place 6, 9, 16 and 19 on a washing line in the correct order. 6, 9, 16, 19. How many numbers come between 10 and 15? 4 numbers: 11, 12, 13, 14. Some children may incorrectly include 10 and 15 themselves. Which numbers are in the wrong place on this line? 14, 16 and 17 are wrongly placed. Year 1


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