Counting and estimation

Counting and estimation
Place Value Counting and estimation Objectives Day 1 Count, read and write numbers to 20 in numerals. Identify and place 2-digit numbers on a number line Compare and order numbers to 100. Day 2 Make reliable estimates of numbers up to 20. Count in 10s from 1-digit and 2-digit numbers. Day 3 Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. Before teaching, be aware that: On Day 1 children will need a bead string each. You will need a washing line with numbers 1-20. On Day 2 you will need 100 bead bar, interesting items in a box. On Day 3 you will need Teddy, 20 bead bar, shopping vouchers. Year 1/2

Place Value Counting and estimation Short Mental Workouts Day 1 Ordering teen numbers Day 2 Say the number that is one more or one less Day 3 Order numbers to 20 (Y1) and 100 (Y2) The short activities suggested below do not have to be done at the beginning of your maths lesson – they are suitable for doing at any time of the day to provide ongoing revision of important mental and oral skills. While there probably isn’t time during your maths lesson for these activities, it is crucial to regularly revisit the skills used. You decide when to use them – perhaps at the beginning of the day for ‘morning maths’, as you line up for lunch, or as a ‘brain-break’ during the afternoon - it might be useful to drag and drop the relevant slide or slides below to that day’s teaching. Year 1/2

Place Value Counting and estimation Short Mental Workout Ordering teen numbers You can choose to drag this slide to the start of Day 1 Say numbers from 1 to 20 in order, pointing to numbers on a washing line as you do so. Ask children to close their eyes while you muddle up 5 teen numbers on the line. Which numbers have moved? Repeat. Year 1/2

Counting and estimation Say the number that is one more or one less
Place Value Counting and estimation Short Mental Workout Say the number that is one more or one less You can choose to drag this slide to the start of Day 2 Show children the 100-bead bar with tags showing multiples of 10. Point to a multiple of 10, e.g. 40. What number comes before 40? After 40? Repeat with 20 and 60. Show 45 beads and write 45 on the board. What is one more than 45? Write 46 after 45. What is the number before 45? One less than 45? Write 44 before 45. Repeat with 36. Year 1/2

Counting and estimation Order numbers to 20 (Y1) and 100 (Y2)
Place Value Counting and estimation Short Mental Workout Order numbers to 20 (Y1) and 100 (Y2) You can choose to drag this slide to the start of Day 3 Split Y1/2 children on the carpet. Show them a teddy or other stuffed animal. Tell Y1s: Teddy is thinking of his favourite number. He says it is next door to 15 (37 for Y2s). What number could he be thinking of? Children whisper to a partner what they think Teddy’s favourite number could be. Take suggestions. Act out teddy whispering in your ear. Teddy says his number is before 15/37. What do you think it is? Repeat with different numbers, giving Y2 children numbers up to 100. Year 1/2

Place Value Counting and estimation Objectives Day 1 Count, read and write numbers to 20 in numerals. Identify and place 2-digit numbers on a number line Compare and order numbers to 100. Year 1/2

Point to and say the numbers in order from 1 to 20.
Day 1: Count, read and write numbers to 20 in numerals. Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. 4 5 6 1 2 3 10 11 12 7 8 9 16 17 18 13 14 15 19 20 Teaching with Y1 and Y2 Say the numbers from 1 to 20 in order, pointing to numbers on the washing line as you do so. Point to and say the numbers in order from 1 to 20. Year 1/2

Close your eyes while I swap two cards...
Day 1: Count, read and write numbers to 20 in numerals. Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. 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 1/2

Which numbers did I move this time?
Day 1: Count, read and write numbers to 20 in numerals. Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. 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

Can you describe where the numbers should go?
Day 1: Count, read and write numbers to 20 in numerals. Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. 1 5 10 15 20 2 3 4 6 7 8 9 11 12 13 14 16 17 18 19 Can you describe where the numbers should go? Oh no – lots of numbers have come off the line! Close your eyes again... Quickly count from 1 to 20 in order, pointing to numbers on the washing line as you do so. Remove all cards except 1, 5, 10, 15 and 20, but not pegs. Shuffle removed cards, take one at a time and ask children to describe (not point) where to place them on the line. Y1 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: Make cube snakes to match numeral amounts and compare. GD: Make cube snakes to match numeral amounts; order three numbers. Year 1

The Practice Sheet on this slide is suitable for most Y1 children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: Place value Sheet 1 ARE/GD: Place value Sheet 2 Year 1/2

Day 1: Identify and place 2-digit numbers on a number line
Day 1: Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. Let’s count to 100. If you prefer to use your own bead bar, move one bead at a time as you count to 100. Emphasise multiples of 5 and 10. Further teaching with Y2 Year 1/2

Day 1: Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. Think of a number between 20 and 30. 20 30 Show your number on your bead string. Is your number closer to 20 or 30? Year 1/2

Day 1: Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. Now think of a number between 30 and 40. 30 40 Show your number on your bead string. Is your number closer to 30 or 40? Year 2

Day 1: Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. Let’s think of a number between 40 and 50. 40 50 Show your number on your bead string. Is your number closer to 40 or 50? Year 2

Day 1: Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. This time, think of a number between 60 and 70. 60 70 Show your number on your bead string. Is your number closer to 60 or 70? Year 2

Day 1: Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. Finally, think of a number between 90 and 100. 90 100 Show your number on your bead string. Is your number closer to 90 or 100? Year 2

Where do they go on the bead line?
Day 1: Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. Where do they go on the bead line? Which of these two numbers is bigger? Revise showing children how to draw tags to label numbers after beads on a large beaded line (see resources). 51 35 Year 2

Day 1: Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. 35 Where does 35 go on this line? Where is it between 30 and 40? Which two multiples of 10 does it lie between? Year 2

Which two multiples of 10 does it lie between?
Day 1: Identify and place 2-digit numbers on a number line. Compare and order numbers to 100. 51 What about 51? Is it closer to 50 or 60? Which two multiples of 10 does it lie between? Repeat with other 2-digit numbers. Y2 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: Generate random 2-digit numbers. Mark on a beaded line; compare. ARE/GD: Generate random 2-digit numbers. Mark on a beaded line; compare. Identify multiples of 10 that a third random number lies between. Year 2

Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: Place value Sheet 3 ARE/GD: Place value Sheet 4 Challenge Year 1/2

Place Value Counting and estimation Objectives Day 2 Make reliable estimates of numbers up to 20. Count in 10s from 1-digit and 2-digit numbers. Year 1/2

If you prefer to use your own bead bar, move the beads in sets of 10.
Day 2: Make reliable estimates of numbers up to 20. Count in 10s from 1-digit and 2-digit numbers. How many now? If you prefer to use your own bead bar, move the beads in sets of 10. Teaching with Y1 and Y2 Keep sliding 10 beads across at a time and asking children how many beads there are until you are showing 95 beads in one group. Point out how there are always 5 beads at the end. Y2 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: Choose a number below 10, marking it on a 100 beaded line. Then mark jumps of 10, labelling where each jump lands. GD: Choose a number below 10, marking it on a number line. Mark jumps of 10, labelling where each jump lands. Year 1/2

The Practice Sheet on this and the following slide are suitable for most Y2 children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT/ARE/GD: Counting in 10s Sheet 3 Challenge Year 1/2

Challenge The Practice Sheet on this and the previous slide are suitable for most Y2 children. Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT/ARE/GD: Counting in 10s Sheet 3 Year 1/2

Show children a box of objects...
Day 2: 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? Further teaching with Y1 Year 1/2

Let’s count them like this!
Day 2: Make reliable estimates of numbers up to 20. Let’s count them like this! There are 15 shells! Tip the objects out and count them, pointing to each item as you do so. Discuss how it is difficult to keep track. 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. Year 1/2

Day 2: Make reliable estimates of numbers up to 20.
Show children a box with a different number of objects. Are there more or less this time? Are there more than 5? Are there more than 10? Ask children if there be the same number if you rearrange them in a line. Year 1/2

Let’s count them like this!
Day 2: Make reliable estimates of numbers up to 20. Let’s count them like this! There are 13 shells! Repeat with a different number of items (between 10 and 20), asking if children think there are more or less than the previous amount. Y1 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 up to 20 toys in different boxes; arrange and count. ARE/GD: Estimate up to 20 objects in pots; arrange and count. Year 1/2

Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT/ARE: How many objects? Sheet 1 GD: How many objects? Sheet 2 Year 1/2

Place Value Counting and estimation Objectives Day 3 Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. Year 1/2

Where do 10 beads come to on the bead bar?
Day 3: Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. 10 Where do 10 beads come to on the bead bar? Teaching with Y1 and Y2 Year 1/2

Day 3: Order and compare numbers to 20 using a line
Day 3: Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. 5 What about 5 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. Year 1

Day 3: Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. 15 How about 15 beads? Year 1

Day 3: Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. 20 And 20 beads? Year 1

Day 3: Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. 11 Where do I hang 11? Ask children how they worked it out. Do you have to count on in 1s from the beginning? Year 1

Day 3: Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. 9 And 9 beads? Year 1

Day 3: Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. 19 What about 19 beads? Year 1

Day 3: Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. 6 Where do I hang 6? Year 1

Day 3: Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. 16 What about 16 beads? Today would be a great day to use a problem-solving investigation – Fill the Box – as the Y1 group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website. Alternatively, Y1 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; measure them against bead strings. Year 1

Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT/ARE/GD: 0 to 20 beaded line Sheet 1 Year 1/2

When the cover is removed, try to guess how many vouchers there are.
Day 3: Make reliable estimates of numbers up to 100. Spread out a pile of supermarket vouchers on a tray. Cover them. When the cover is removed, try to guess how many vouchers there are. Further teaching with Y2 Year 1/2

What are your estimates?
Day 3: Make reliable estimates of numbers up to 100. … about 10? What are your estimates? … about 20? … about 50? … about 100? Discuss how if we guess an exact number like 50, it is unlikely to be correct, but our estimate might be accurate if we guess something like about 50. Take estimates, then count the vouchers to check. Year 1/2

Day 3: Make reliable estimates of numbers up to 100.
Let’s have another go… Repeat with a pile of about 100 vouchers. Year 1/2

How can we keep track of such a large number?
Day 3: Make reliable estimates of numbers up to 100. How can we keep track of such a large number? Is there any way that we could group the vouchers to make counting them easier? Discuss how it is difficult to count a large number and suggest that you put them in piles of 10 vouchers, and then count in 10s to help. Spread out the vouchers so children can help put them in sets of 10. Count on in 10s together, placing the piles in a line as you go. Repeat with about 50 vouchers. Ask if this pile look less or more than the last pile. Today would be a great day to use a problem-solving investigation – Fill the Box– as the Y2 group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website. Alternatively, Y2 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 numbers to 50 and use grouping in 10s to make counting more efficient and reliable. ARE/GD: Estimate numbers to 100 and use grouping in 10s to make counting more efficient and reliable. Year 1/2

Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT/ARE/GD: Estimation Sheet 2 Challenge Year 1/2

Place Value Counting and estimation Well Done! You’ve completed this unit. Objectives Day 1 Count, read and write numbers to 20 in numerals. Identify and place 2-digit numbers on a number line Compare and order numbers to 100. Day 2 Make reliable estimates of numbers up to 20. Count in 10s from 1-digit and 2-digit numbers. Day 3 Order and compare numbers to 20 using a line. Make reliable estimates of numbers up to 100. Year 1/2

Problem solving and reasoning questions
Year 1 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 1/2

Problem solving and reasoning answers
Year 1 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 and are wrongly placed. Year 1/2

Problem solving and reasoning questions
Year 2 Draw a line. Mark the ends 0 and Draw marks for 50, 80 and 20. Which numbers are in the wrong place on this line? Fill in the missing numbers in each sequence: 36, 46, 56, , 98, 88, 78, , , 89, 79, , , 49, Year 1/2

Problem solving and reasoning answers
Year 2 Draw a line. Mark the ends 0 and Draw marks for 50, 80 and 20. Numbers do not have to be exactly placed but should obviously be in correct sequence. 50 should be approximately half way along, 20 slightly closer to 0 than to 50 and 80 slightly closer to 100 than to 50 Which numbers are in the wrong place on this line? 89, 90 and 91 Fill in the missing numbers in each sequence: 36, 46, 56, 66, 76 98, 88, 78, 68, 58 99, 89, 79, 69, 59, 49, 39 Year 1/2

Counting and estimation

Similar presentations

Presentation on theme: "Counting and estimation"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Counting and estimation

Similar presentations

Presentation on theme: "Counting and estimation"— Presentation transcript:

Similar presentations

About project

Feedback