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Card Beads10 Time to Teach Activities

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ACTIVITY 1: Bead Count

Maths – Year 2 Number: Number and Place Value

N.C. Objectives: To recognise the place value of each digit in a two-digit number (tens and ones)

Resources Required: Card Beads laid out as a hundred square (see below and accompanying sheet), Place Value dice (tens and ones)

Players: Individual to Whole Class

1. In secret, create a number using the card beads in an abacus formation (as above)

2. Brieflyshowthe‘abacus’tothechildrenandallowenoughtimeforthemtolookatthenumber(butdonotgivethemtimetocounteverybead!)

3. Askthechildrentopair-talkwhattheythinkthenumberwas–acceptsuggestionsandaskthechildrenforreasonswhytheythoughtitwasthatnumber

4. Showthechildrenthenumberagainandreinforcetherecognitionoftensbycountinginrows For example, if the number was 62 they would instantly recognise the 6 tens and then count on 2

5. Childrencanthenusetheplacevaluedicetorolla2-digitnumber-cantheyshowthisnumberonthecardbeadabacus?Cantheydothiswithoutcountingeverybead?Discussmethods

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Use Place Value Dice to create a 2-digit number, then write and show these numbers on your hundred bead squares below

Number:

3

Number:

Number:

Number:

Maths – Year 2 Number: Number and Place Value

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ACTIVITY 2: Caterpillar Hunt

Maths – EYFS: Addition and Subtraction

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Early Learning Goal: To count reliably with numbers from 1 to 20 and place them in order

Resources Required: Digit cards from 1 - 10, Card Beads

Players: 1+1.Foldorcutthecardbeadssothattheyrepresentthenumbers1-10anddrawacaterpillarface

oneachusingadrywipepen

2. Hidethecaterpillarsinanarea,sandpit,orblu-tacthemaroundthewallsoftheclassroom

3. Laythedigitcardsrandomlyonthetablefaceupandaskthechildreninturntochooseacard-cantheytellyouwhatnumberitrepresents?

4. Asagroup,countthisnumberusingyourfingerstohelp,andaskachildtohuntdownthecorrectcaterpillar

5. Onceallthenumbershavebeenmatched,worktogethertocreateanumberlineonyourworkingwall–maybeyouwouldliketostickeachnumberandcaterpillaronacardleaffordisplay?

ACTIVITY 3: Subitise Snap

Maths – EYFS: Addition and Subtraction

510 Time to Teach Activities for Card Beads

Early Learning Goal: To count reliably with numbers from 1 to 20 and place in order

Resources Required: Sets of Snap Cards (see overleaf) printed onto card - players can choose to play with 2 of the sets e.g. numbers and caterpillars or caterpillars and dots…

Players: 2+1.Oneplayershufflesthesetsofcardsandthendealstheseouttoallplayers

2. Eachplayertakesitinturnstoflipoverthetopcardandputitfaceupinfrontofthem

3. Ifyouturnoverallthecardsinyourpile,youpickupyourpileandusethemagainwithoutshufflingthem

4. Playerscontinuetolaycardsuntiloneplayerturnsoveracardthatmatchesthecardonanotherplayer’spile

5. Assoonastheydothis,thefirstpersontocallout‘snap’takesthetwopileswithmatchingcardsandputstheseface-downundertheirownpile

6. Theplayerthatendsupwithallthecards,winsthegame!

7. Getplayerstotalkaboutwhichcardsweretheeasiesttomatch–thespotsorthecaterpillars?Whydotheythinkthisis?Howmightthishelpthemwhencounting?

6

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ACTIVITY 4: Count On

Maths – EYFS: Addition and Subtraction

Early Learning Goal: To count reliably with numbers from 1 to 20

Resources Required: Card Beads (one for each child), drywipe pens and erasers

Players: Individual to Whole Class1.Giveeachchildacardbead,adrywipepenandaneraser

2. Ensureeachchildhasthecardbeadinfrontofthemstartingwiththe5redbeads

3. Calloutanumberandgetthechildrentocrossoutthecorrespondingnumberofbeads For example, 4 would look like this…

4. Askthechildrenhowmanyarecrossed?Howmanyarenot?

5. Repeatseveraltimeswithdifferentchildrencallingoutdifferentnumberstocross

6. Afterawhile,focusonnumbersabove5andwatchtoseeifchildrenarecountingfrom1oraretheyabletocountonfrom5?

7. Askthechildrentocross7andthenaskachild(thatyoucanseecountingonfrom5)whattheyhavedone

8. Representthisasanadditioncalculation,suchas7=5+2

9. Dothiswithothernumbers,encouragingthechildrentobegintorepresenteachoneasanaddition statement

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ACTIVITY 5: Bead Doubles

Maths – Year 1 Number: Multiplication and Division

N.C. Objectives: To solve one-step problems involving multiplication and division by calculating the answer using concrete objects, pictorial representations, and arrays with the support of the teacher. (Non-statutory) Through grouping and sharing small quantities, pupils begin to understand multiplication and division, doubling numbers and quantities…

Resources Required: 2 Card Beads per individual/pair

Players: Individual to Whole Class1.Askthechildrentotakeonecardbeadandlayitinfrontofthem,ensuringthattheredbeads

comefirst

2. Askthemtofoldoverthecardbeadfromtheright-handsidetorepresentthenumber7 For example...

3. Askthemtomakeanother‘7’usingtheirothercardbeadsandplacethisunderneath For example...

4. Explaintochildrenthatthisis‘7doubled’or‘double7’,anddoublefactsareadditionsinwhichanumberisaddedtoitself

5. Askthechildrenwhattheynoticeaboutdouble7?Dotheyseeitastwosetsof5(10)andtwosetsof2(4)?Howmightthishelpthemworkouttheanswer?

6. Repeatwithothernumbersanddiscusspatterns

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ACTIVITY 6: Near Doubles

Maths – Year 1 Number: Number and Place Value

N.C. Objectives: To add and subtract one-digit and two-digit numbers to 20, including zero

Resources Required: 2 Card Beads per individual/pair

Players: 1+Thiscouldbeusedasafollow-onactivityfromActivity 5 - Bead Doubles

1. Revisedoublingwithchildrenbygettingthemtodoubleanumberusingtheircardbeads For example, double 6...

2. Oncechildrenareconfidentwiththis,askthemtocreate6usingtheircardbeadsandthen,belowthis,createa7usingthenextcardbeadsandrecordthisas…

6 + 7 = 7 + 6 =

3. Getthechildrentolookcloselyatthetwostringsandask:‘Whatisthesame,whatisdifferent?’anddiscusswhethertheyseetheaboveasdouble6+1ordouble7subtract1

4. Askifthecalculations6+7and7+6wouldhavethesameanswers?Why/whynot?Cantheyproveit?Howmightthishelpuswhensolvingotherneardoubles?

5. Askthechildrentorepresentandthencalculatethecalculationsonthenextpage-theymayliketocutthemupandmakeapileofthesecardssothatitturnsintoagame

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1 + 2 = 2 + 1 =2 + 3 = 3 + 2 =3 + 4 = 4 + 3 =4 + 5 = 5 + 4 =6 + 7 = 7 + 6 =7 + 8 = 8 + 7 =8 + 9 = 9 + 8 =9 + 10 = 10 + 9 =

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ACTIVITY 7: One More, One Less

Maths – Year 2 Number: Addition and Subtraction/Measurement

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N.C. Objectives: Pupils should be taught to identify one more and one less than a given number

Resources Required: Card Beads, 0 - 9 dice/digit cards, template, answer grid and questions cards (see following pages)

Players: 2+1.Createanumberusingacardbeadandaskthechildrenwhatnumberthisrepresents

2. Placeyourbeadcardnumberinthemiddlecolumnofthetableandwritethenumberbelow For example, if you created 4, the table would look like this

3. Askthechildren,ifyouaddedabeadontoyournumber,whatnumberwouldyouhave?Explainthatthisnumberis‘onemorethan’andplaceitinthecorrectcolumnofyourgrid

4. Repeatwiththe‘onelessthan’side

5. Askthechildrentofind‘onemore/onelessthan’othernumbersto10usingtheircardbeadsand grid

6. Oncetheyareconfident,theycouldthenlaythequestioncardsfacedownonthetableandtakeitinturnstochooseandansweracard

7. Iftheycananswerthecardcorrectly(theycanusethebeadcardsandtheirgridforsupport),theykeepthecard,andtheplayerwiththemostcardsattheendofthegameisthewinner!

One Less Than My Number One More Than

3 4 5

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One Less Than

My Number

One More Than

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One more than 1

One more than 2

One more than 3

One more than 4

One more than 5

One more than 6

One more than 7

One more than 8

One more than 9

One less than 1

One less than 2

One less than 3

One less than 4

One less than 5

One less than 6

One less than 7

One less than 8

One less than 9

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ACTIVITY 8: Bead Arrays

Maths – Year 1 Number: Multiplication and Division

N.C. Objectives: To solve problems involving multiplication and division using materials, arrays, repeated addition, mental methods and multiplication and division facts

Resources Required: Card Beads

Players: 1+1.Showthechildrenhowyoucanusethecardbeadstorepresentmultiplication

For example, below is an example of the 6x table...

2. Discussthepatternsthatthechildrennotice For example, could we think of 6 x 12 as (5 x 12) + (1 x 12)?

3. Askthechildrentoinvestigateotherarrays-theycouldusethequestioncardsonthefollowingpagetocreateanarrayandthenprovideanalternativewaytocalculatetheanswer

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6 x 3 = 7 x 7 =9 x 4 = 5 x 6=6 x 5 = 8 x 4 =8 x 6 = 6 x 7 =9 x 2 = 9 x 9 =5 x 9 = 6 x 6 =7 x 3 = 5 x 2 =10 x 4 = 5 x 10 =

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ACTIVITY 9: This Way or That Way - Commutativity

Maths – Year 1 Number: Number and Place Value

N.C. Objectives: To read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs

Resources Required: Drywipe pens, Card Beads (2 per person)

Players: 1+1.Calloutanumberandaskthechildrentodrawalineafterthisnumberontheircardbeads

For example, if the teacher called 4, the children would do the following…

2. Discusshowmanybeadstherearebeforetheline(4),howmanyafter(6),andhowmanywehaveintotal(10)andexpressthisasanadditioncalculation For example...

10=4+6 4+6=103. Thenaskthechildrentoturntheircardstringaround,likebelow

4. Askthechildrenwhathaschanged?Whatisthesame?Whatisdifferent?

5. Howmightwewritethisasanadditioncalculation?

10=6+4 6+4=106. Askthechildrentocomparethistotheirfirstadditioncalculations–whatisthesame,whatis

different?

10=4+6 4+6=10 10=6+4 6+4=107. Askthechildrentoinvestigatethisstatementusingthecardbeads:ifIswapthenumbers

eithersideofthe+inanadditioncalculation,willIalwaysreachthesameanswer?

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ACTIVITY 10: Difference Duel

Maths – Year 1 Number: Number and Place Value

N.C. Objectives: Non-Statutory - Pupils extend their understanding of the language of addition and subtraction to include sum and difference

Resources Required: Card Beads, counters, 1 - 10 number grid

Players: 2+1.Eachplayercreatesanumberusingtheircardbeadunderthetable/insecret

2. Onthecountofthree,playersholduptheirbeadstringsandlaythesenexttooneanother

3. Theyworkoutthedifferencebycountinghowmanymorebeadsthelongerbeadcardhas For example, if players made the numbers 6 and 2 it would look like...

The difference is 44. Playersrepeatseveraltimestopractisefindingthedifference

5. Iftheywanttoplaycompetitively,eachplayerwillneedanumbergrid(asbelow)andapotofcountersinthemiddleofthetable

6. Everytimetheymakeanumber,theymustcrossthisofftheirnumbergrid

7. Playersmustuseallthenumbersontheirnumbergridonce

8. Foreachround,thepersonwiththelargestnumberscollects‘thedifference’incountersandafter10rounds,thewinneristhepersonwiththemostcounters!

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Booklet code: BKSC92

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