1. ADDITION AND SUBTRACTION

2. NUMBER VALUE 0 TO 9 SIMPLE SET UNDERSTANDING CONCEPT OF A DIGIT MAKING EQUAL SETS AND NUMBERS USING = TO COMPARE NUMBERS AND SETS MAKING A SET LESS COMPARING SETS USING = AND < THE PATH TO SUBTRACTION AND ADDITION

3. SUBTRACTING SINGLE DIGITS MAKING A SET MORE COMPARING SETS USING =, ADDING TO 9 NUMBERS 10 TO 19 AND DIGIT BUNDLING AND PLACE VALUE EXPANDED NOTATION AND VALUE THE PATH TO SUBTRACTION AND ADDITION

4. ADDING TENS AND ONES WITHOUT CARRYING SUBTRACTING TENS AND ONES WITHOUT DECOMPOSING BUNDLING AND UNBUNDLING ADDING WITH CARRYING SUBTRACTING WITH DECOMPOSING

5. NUMBER VALUE 0 TO 9 INTRODUCE ONE NUMBER AT A TIME STARTING WITH 1 AND GOING TO 9. A NUMBER CAN BE INTRODUCE WEEKLY, BI-WEEKLY, MONTHLY OR LONGER DEPENDING ON CHILD’S RECEPTIVENESS. INTRODUCE ZERO AS MEANING NOTHING FORMAT FOR INTRODUCING EACH NUMBER

6. WHAT IS TAUGHT FOR EACH NUMBER NUMBERS HAVE A SHAPE- HOW IT LOOKS. JUST LIKE PEOPLE HAVE A SHAPE. THIS IS HOW TO CAN TELL WHO IT IS WHEN WE LOOK AT EACH OTHER. NUMBERS HAVE A NAME JUST LIKE PEOPLE DO NUMBERS HAVE A VALUE- HOW MUCH IT IS WORTH. THIS IS THE AMOUNT OF PICTURES OR OBJECTS THAT WE NEED TO MAKE UP THE NUMBER (IDEA OF A SET). COUNTING HELPS US TELL HOW MUCH IT IS WORTH

7. ACTIVITIES TO DO FOR NUMBERS 0 TO 9 COUNT OBJECTS WITH NUMBER OF THE WEEK, INCLUDE COUNTING FOOD COUNT AN ACTION FOR THE NUMBER E.G. CLAP 3, JUMP, BARK 6 MAKE NUMBERS USING PLAY DOUGH MAKE SETS USING COUNTERS LIKE BEADS, CRAFT POMPOMS, BUTTONS DRAW SETS FOR EACH NUMBER COLLAGE NUMBER

8. AN EAMPLE

9. AN EXAMPLE- NUMBER 1 POEM STRAIGHT LINE DOWN AND THEN WE'RE DONE. THAT'S THE WAY TO MAKE A ONE. POEM NUMBER 1 IS LIKE A STICK. A STRAIGHT LINE THAT IS VERY QUICK POEM NUMBER 1 IS BIG AND TALL, STAND HIM UP SO HE WON’T FALL. WHILE RECITING POEM DEMONSTRATE HOW NUMBER IS WRITTEN USING SKY WRITING AND WRITING ON A BOARD OF LARGE PIECE OF PAPER

10. AN EXAMPLE- NUMBER 1 NUMBER RUMBA LETS DO THE NUMBER RUMBA CHA CHA CHA NUMBER RUMBA ALL DAY LONG YAY! NUMBER 1 NUMBER 1 NUMBER 1 IS LOTS OF FUN NUMBER 1 NUMBER 1 NUMBER RUMBA ALL DAY LONG YAY! GOING OVER THE SEA WHEN I WAS ONE I ATE A BUN, GOING OVER THE SEA. I JUMPED ABOARD A SAILOR-MAN'S SHIP, AND THE SAILOR-MAN SAID TO ME "GOING OVER, GOING UNDER, STANDING AT ATTENTION LIKE A SOLDIER, WITH A O-N-E ONE!" LITTLE FINGERS ONE LITTLE FINGER 1 LITTLE FINGER, 1 LITTLE FINGER TAP TAP TAP, POINT TO THE CEILING POINT TO THE FLOOR AND PUT IT ON YOUR LAP LAP LAP DEMONSTRATE HOW NUMBER IS WRITTEN USING SKY WRITING AND WRITING ON A BOARD OF LARGE PIECE OF PAPER

11. DIGIT INTRODUCE NUMBER 10 FOCUS ON HOW IT LOOKS AND COMPARE IT TO THE NUMBERS 0 TO 9 DEFINITION A SYMBOL USED TO HELP US WRITE NUMBERS. THERE ARE 10 DIGITS WHICH ARE 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. SOME NUMBERS ONLY HAVE ONE DIGIT AND HAVE THE SAME NAME AS THE DIGITS EG. 0 TO 9 LOOK AT NUMBER 10. IT HAS TWO DIGITS. 9 HAS ONE DIGIT.

12. DIGIT CONT’D ACTIVITY COUNT THE DIGITS OF VARIOUS NUMBERS WRITTEN INCLUDING NUMBERS LIKE 40 ETC. DO NOT NAME THE NUMBERS EXCEPT THOSE TAUGHT.

13. DIGIT INTRODUCE NUMBER 10 FOCUS ON HOW IT LOOKS AND COMPARE IT TO THE NUMBERS 0 TO 9 DEFINITION A SYMBOL USED TO HELP US WRITE NUMBERS. THERE ARE 10 DIGITS WHICH ARE 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. SOME NUMBERS ONLY HAVE ONE DIGIT AND HAVE THE SAME NAME AS THE DIGITS EG. 0 TO 9 LOOK AT NUMBER 10. IT HAS TWO DIGITS. 9 HAS ONE DIGIT.

14. EQUAL EQUAL MEANS THE SAME ACTIVITY SHOW THAT: 4 IS EQUAL OR THE SAME AS 4 4 IS EQUAL TO FOUR 4 IS EQUAL TO THESE ARE ALL NUMBER SENTENCES. A NUMBER SENTENCE TELLS YOU WHAT IS GOING ON WITH THE NUMBERS.

15. EQUAL ACTIVITIES DO VARIOUS ACTIVITIES WHERE YOU MAKE EQUAL SETS. DRAW THE CORRECT NUMBER OF OBJECTS COLOUR THE CORRECT NUMBER OF OBJECTS FIND THE CORRECT NUMBER OF OBJECTS AROUND THE HOUSE DO ONE TO ONE CORRESPONDENCE

16. EQUAL ACTIVITIES COMPARE SETS AND OBJECTS USING = SIGN READ THE NUMBER SENTENCE TO EACH COMPARISION E.G. 2 2 THE NUMBER SENTENCE IS TWO IS EQUAL TO TWO =

17. LESS MAKE THE SET ONE LESS BY CROSSING OUT ONE NUMBER BECOMES 4 3 3 is less than 4 because 3 has less pictures

18. LESS INTRODUCE THE < AND USE IT TO COMPARE NUMBERS AND SETS 5 8 <

19. LESS MAKE SET B ONE LESS THAN SET A SET A SET A SET B THEN CROSS OUT 1 IN SET A NOW DRAW SET B COUNT THE OBJECTS IN SET A

20. LESS GIVE A NUMBER SENTENCE FOR WHAT WE JUST DID SET A 6 take away 1 in equal to 5 6 take away 1 is the same as 5 6 take away 1 leaves 5 6 less one is equal to 5 Less means we make it smaller or take away

21. SUBTRACTION GIVE A SET WITH PICTURES. INTRODUCE SUBTRACTION SIGN AND GIVE NUMBER SENTENCES TO SHOW WHAT HAPPENED IN SET. 8 – 2 = 6 ◊◊◊◊◊◊◊◊

22. SUBTRACTION SUBTRACT BY READING NUMBER SENTENCE AND CHILD DRAWING THE PICTURES FOR THE NUMBER SENTENCE. 9 - 3 = REINFORCE THE FIRST NUMBER IN A SUBTRACTION NUMBER SENTENCE TELLS YOU HOW MANY THINGS YOU HAVE AND THE SECOND NUMBER TELLS YOU HAW MUCH TO TAKE AWAY.

23. SUBTRACTION LEARN SUBTRACTION NUMBER FACTS AFTER THE CONCEPT OF SUBTRACTION IS UNDERSTOOD AND THE OPERATION HAS BEEN PERFORMED FOR THE NUMBER FACTS. NB. YOU CAN ALSO SUBTRACT 5C – 3C = 2C AND EMPHASIZE THAT THE PICTURES THAT YOU HAD TO DRAW WERE MONEY PICTURES SINCE YOU WERE SUBTRACTING MONEY. THIS IS ONLY AN INTRODUCTION TO MONEY AS IT MUST BE DONE WITH GROUPING.

24. MORE MAKE SET A ONE MORE SET A THEN DRAW 1 MORE OBJECT IN SET A COUNT THE OBJECTS IN SET A

25. MORE INTRODUCE THE > AND USE IT TO COMPARE NUMBERS AND SETS 9 3 >

26. MORE MORE MEANS BIGGER MAKING A SET MORE MEANS YOU MAKE IT BIGGER BY ADDING MORE OBJECTS WHEN WE ADD NUMBERS GET BIGGER

27. ADDITION ADD SET A AND SET B TOGETHER  SET A SET B   6262

28. ADDITION NUMBER SENTENCE FOR WHAT WE JUST DID: 6 AND 2 MORE MAKE 8 6 PLUS 2 MORE MAKE 8 6 PLUS 2 IS EQUAL TO 8 6 + 2 = 8  

29. NUMBER TEN: PLACE VALUE, BUNDLING LOOK AT NUMBER 10 AGAIN AND DISCUSS HOW IT LOOKS DIFFERENT BECAUSE IT HAS 2 DIGITS NUMBERS WITH ONE DIGIT ARE IN A FAMILY CALLED THE ONES FAMILY. WE DRAW ONES PICTURES FOR THE ONES FAMILY. NUMBERS WITH TWO DIGITS ARE IN A FAMILY CALLED THE TENS FAMILY. WE DRAW TENS PICTURES FOR THE TENS FAMILY.

30. NUMBER TEN: PLACE VALUE, BUNDLING DISCUSS HOW EACH OF THOSE DIGITS ARE IN A PARTICULAR PLACE (COMPARE IT WITH YOUR HEAD BEING IN A PARTICULAR PLACE ETC.) THESE PLACES ARE CALLED TENS AND ONES TENSONES 1 0 LET’S SEE WHY WE GOT THOSE NAMES FOR THE PLACES.

31. NUMBER TEN: PLACE VALUE, BUNDLING BUNDLING USING STICKS AND RUBBER BANDS GIVE CHILD 10 STICKS. TELL CHILD EVERY TIME YOU COUNT 10 YOU HAVE TO MAKE A GROUP BY PUTTING A RUBBER BAND AROUND IT EACH GROUP IS CALLED A TEN GROUP BECAUSE IT IS MADE UP OF TEN ONES. 10 ONES STICKS ARE THE SAME AS 1 GROUP OF 10. SO TEN IS MADE UP OF ONE GROUP OF TEN AND NO ONES. TENSONES 1 0

32. NUMBER TEN: PLACE VALUE, BUNDLING TENSONES 1 0 10 IS MADE UP OF 1 TEN AND 0 ONES. 1 HAS A POSITION OR PLACE VALUE OF TENS SINCE THAT ONE IS 1 GROUP OF TEN. IT HAS TO HAVE ITS OWN POSITION AND THEREFORE IT GOES IN THE TENS POSITION OR PLACE. REPEAT FOR NUMBERS 11 TO 19. THEN MOVE ON TO OTHER NUMBERS WE DRAW TENS PICTURES FOR TENS AND ONES PICTURES FOR ONES BE SURE TO EMPHASIZE THAT 10 ONES IS THE SAME AS 1 GROUP OF 10 AND 1 TEN IS THE SAME AS TEN ONES. ( THIS IS KEY FOR DECOMPOSING LATER) 10

33. SIMPLE EXPANDED NOTATION 17= 1 TEN + 7 ONES 25= 2 TENS + 5 ONES VALUE- HOW MUCH SOMETHING IS WORTH TENSONES 2 3 WHAT IS THE VALUE OF THE 2 IN 23 ? THE 2 IS THE SAME AS 2 GROUPS OF TENS 2 TENS IS EQUAL TO 20 (UN BUNDLE 2 GROUPS OF TENS AND LET CHILD COUNT)

34. ADDITION WITHOUT CARRYING READ THE NUMBER SENTENCE FIRST TENSONES 2 3 + 1 1 WHEN ADDING TENS AND ONES WE ADD THE ONES FIRST THEN GO TO THE TENS WE DRAW ONES PICTURES FOR ALL THE DIGITS IN THE ONES PLACE OR COLUMN

35. ADDITION WITHOUT CARRYING TENSONES 2 3 + 1 1 COUNT ALL OF THE ONES AND WRITE THE DIGIT IN THE ONES PLACE OR COLUMN

36. ADDITION WITHOUT CARRYING TENSONES 2 3 + 1 1 DRAW TENS PICTURES FOR ALL OF THE DIGITS IN THE TENS PLACE OR COLUMN COUNT ALL OF THE TENS AND WRITE THE DIGIT IN THE TENS PLACE OR COLUMN 4 10

37. ADDITION WITHOUT CARRYING TENSONES 2 3 + 1 1 4 10 3

38. SUBTRACTING WITHOUT DECOMPOSING READ THE NUMBER SENTENCE FIRST TENSONES 3 + 1 2 WHEN SUBTRACTING TENS AND ONES WE SUBTRACT THE ONES FIRST THEN GO TO THE TENS WE ONLY DRAW PICTURES FOR THE FIRST NUMBER.

39. SUBTRACTING WITHOUT DECOMPOSING TENSONES 3 + 1 2 WHEN SUBTRACTING TENS AND ONES WE SUBTRACT THE ONES FIRST.

40. SUBTRACTING WITHOUT DECOMPOSING TENSONES 3 + 1 2 WHEN SUBTRACTING TENS AND ONES WE SUBTRACT THE ONES FIRST. 1

41. SUBTRACTING WITHOUT DECOMPOSING TENSONES 3 + 1 2 AFTER WE HAVE FINISHED WITH THE ONES COLUMN WE SUBTRACT THE TENS COLUMN 1 10

42. SUBTRACTING WITHOUT DECOMPOSING TENSONES 3 + 1 2 1 10 2

43. ADDITION WITH CARRYING TENSONES 2 5 + 1 7 ONLY DIGITS 0 TO 9 CAN GO IN EACH COLUMN. ONLY 9 ONES CAN BE IN THE ONES COLUMN COUNT ALL OF THE ONES

44. ADDITION WITH CARRYING TENSONES 2 5 + 1 7 SINCE THERE ARE MORE THAN 9 ONES YOU HAVE TO COUNT TEN AND PUT A RUBBER BAND AROUND IT. TENS CANNOT STAY IN THE ONES COLUMN, THEY HAVE TO GO TO THE TENS COLUMN

45. ADDITION WITH CARRYING TENSONES 2 5 + 1 7 PUT THE GROUP OF TEN AT THE BOTTOM OF THE TENS COLUMN. COUNT THE ONES THAT ARE LEFT IN THE ONES COLUMN AND WRITE THE DIGIT 1 2

46. ADDITION WITH CARRYING TENSONES 2 5 + 1 7 DRAW TENS PICTURES FOR ALL OF THE DIGITS IN THE TENS COLUMN. COUNT ALL OF THE TENS AND WRITE THE ANSWER 1 2 10

47. ADDITION WITH CARRYING TENSONES 2 5 + 1 7 1 2 10 4

48. ADDING MONEY GIVE CHILD 1 PENNY. HAVE HER READ IT TO SEE THAT IT IS WORTH 1 CENT. 1 CENT IS THE SAME AS JUST SAYING 1 GIVE CHILD 1 PENNY AND THEN ASK HOW MUCH SHE HAS. GIVE ANOTHER PENNY AND ASK FOR A NUMBER SENTENCE. 1 PENNY PLUS 1 PENNY IS EQUAL TO 2 PENNIES WRITE OUT THE NUMBER SENTENCE 1C + 1C =2 C UNDERSTANDING NUMBER VALUE

49. MONEY 1C + 1C =2 C THE C (CENT SYMBOL) LETS US KNOW WE ARE ADDING COINS. IF WE HAD TO DRAW PICTURES TO HELP US ADD THEN WE WOULD DRAW COIN OR CENTS PICTURES AND ADD JUST LIKE WE DO NORMALLY. WE DO THE SAME THING FOR SUBTRACTION ADDING AND SUBTRACTING MONEY

50. MONEY GIVE CHILD A BAG OF 20 OR MORE CENTS OR PENNIES TO WALK AROUND WITH IN A TINY PURSE. WALKING AROUND WITH ALL OD THOSE PENNIES COULD GET TIRING SINCE THE MONEY IS HEAVY AND A LOT. INSTEAD OF WALKING AROUND WITH A MILLION PENNIES THEY DECIDED TO MAKE IT EASIER FOR US SO THEY CHANGED 5 CENTS INTO A NICKEL. IT WE COULD BREAK UP A NICKEL OR A 5C COIN INTO PENNIES OR 1 CENT COINS WE WOULD GET 5 PENNIES OF 5 ONE CENT COINS. THE SAME THING GOES FOR 10C, 25C COINS. VALUE OF MONEY

51. MONEY MONEY IS MADE UP OF DOLLARS AND CENTS. TO SHOW THAT WE ARE TALKING ABOUT MONEY WE WRITE IT LIKE $4.50 – FOUR DOLLARS AND 50 CENTS THE MOST CENTS WE CAN HAVE WHEN WE ARE WRITING MONEY IS 99 CENTS. WHEN WE GET 100 CENTS WE CALL IT 1 DOLLAR. ADDING AND SUBTRACTING MONEY

52. MONEY ADDING AND SUBTRACTING MONEY IS DONE THE SAME WAY AS WE NORMALLY ADD AND SUBTRACT REGULAR NUMBERS. THE ONLY DIFFERENCE WITH ADDING AND SUBTRACTING MONEY IS THAT WE WRITE MONEY DIFFERENTLY SO PEOPLE WOULD KNOW THAT WE ARE ADDING R SUBTRACTING MONEY. ADDING AND SUBTRACTING MONEY