ACSmaYFActdraftSB270312_MAS

© The University of Melbourne -‐ Asia Education Foundation, 2012

Mathematics activities with an Asia focus aligned to the Australian Curriculum

FOUNDATION YEAR Mathematics

Numbers and counting This set of activities focuses on developing student familiarity with numbers and beginning to count to and from 20, and supports the Australian Curriculum for Mathematics: ACMNA001. Students are introduced to the language and processes of counting through activities that highlight the sequence of number names, one-to-one correspondence, recording and representing numbers and numerals. The activities, some linked with Asian cultures and traditional stories, demonstrate the diversity of language and number representation.

Contents

Curriculum focus Associated learning and extension

Activities Activity preparation

Summary of copy masters Equipment

Additional resources Activity guide

Copy masters List of images

2 2-3 3 3 4 4-5 6 7-15 16-29 30-32

© The University of Melbourne -‐ Asia Education Foundation, 2012 2

FOUNDATION YEAR Number and counting

Curriculum focus Australian Curriculum for Mathematics Foundation Year Number and Algebra Number and place value

Content description Elaboration

Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point [ACMNA001]

• reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond. [ACMNA002]

• using scenarios to help students recognise that other cultures count in a variety of ways, such as by placing one pebble in a bag to represent one object (for example to count the number of cattle)

Compare, order and make correspondences between collections, initially to 20, and explain reasoning [ACMNA289]

• using objects which are personally and culturally relevant to students.

This collection of activities is designed to assist students to recognise, read, represent and say whole numbers. Students learn that there is a sequence to numbers, and a counting process that applies irrespective of language or culture. They develop skills in using and recording number sequences.

Associated learning The number recognition and recording activities allow the teacher to introduce, re-visit and reinforce important numeracy concepts with students. Key concepts include a sense of number and numbers and their representations. Students develop an appreciation of the importance of numbers and counting through observation of the variety and frequency of their use in our daily lives. Looking at how numbers are written and said in other languages assists students to think about the shared concepts of number that transcend regional and cultural differences in the 21st century world. Activities that reinforce number concepts are intended as daily routine for the students. Most of the activities can be adapted to use an extended range of whole numbers to suit the needs and abilities of the class. Progressively students can take more responsibility for the selection of materials and the management of the activities encouraging students to develop skills in working collaboratively and using a range of thinking processes



Extension opportunities in the Australian Curriculum for Mathematics Year 1 Number and place value Develop confidence with number sequences to and from 100 by ones

from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

Linking to other Learning Areas in the Australian Curriculum English Foundation Year Literature and context Element code ACELT1575

Activities

Activity 1 Iʼm here! 7

1.1 First, second, third… 7

1.2 How many? 8

1.3 Reading and ordering numbers 9

1.4 Recognising number representations 10

1.5 Find your partner - matching number representations 11

Activity 2 Getting to know numbers 12

Activity 3 Count along – using counting stories 13

Activity preparation These activities focus on students saying, matching and/or recording numbers in order. Some activities require printouts of the Copy masters (see pages 15-29). Teachers and students are encouraged to develop new support materials as the students become familiar with the activities. Blank pro forma are provided for this purpose.



Summary of Copy masters

1 Number cards 1 - 28 2 Numbers in words 1 - 32 3 1 – 18 Dice Number representations 4 1 – 6 Children Number representations 5 1 – 6 Objects Number representations 6 1 – 9 Animals Number representations 7 Japanese numerals 1 – 10, pronunciation 8 Japanese numerals 11 – 20, pronunciation 9 Number cards Blank copy master

10 Find your mate Numerals, number words, ordinal numbers, dice 11 Find your mate Numerals, tally marks, Chinese and Japanese 12 Find your mate Number names: English, Chinese, Japanese, Indonesian 13 Get to know 3 Wall chart 14 Get to know number Blank copy master

Equipment Activity 1.1 First, second, third…

• Our class chart: this activity requires a large chart with the numbers from 1 to <the number of students in the class> in the left hand column and space for student nametags to be attached in a column to the right of the numbers. (Illustrated in Activity 1.1, page 7). The same chart can also be used for Activity 1.3 and Activity 1.4 as long as the numbers are not permanently attached.

• Nametags: each student needs a nametag that can be attached to the chart. Activity 1.2 How many?

• Collections of items for counting: there should be one item per class member. Example collections: toys, blocks, coins, counters and animal pictures generated by the students. When students become familiar with the activity they may be asked to suggest themes for the collections.

• A container for the items and an additional container for items to be moved to, or a prepared line chart or grid. (Illustrated in Activity 1.2, page 8).



Activity 1.3 Reading and ordering numbers • Our class chart: this activity requires a large chart with the student names in one column

and space to attach number cards in another column. The chart can be recycled from Activity 1.1.

• Number cards: individual number cards with the numbers from 1 to <the number of students in the class> that will be attached to the Our class chart.

• Copy master 1 can be used for making the number cards. Activity 1.4 Recognising number representations

• Sets of number representations: a collection of card sets showing different representations of numbers from 1 to <the number of children in the class>. The representations could be a mixture of number names, numerals, tally marks, die faces, figurate numbers, ordinal numbers, number representations from different cultures and number names from different languages. Variations can be selected to reflect the different languages spoken by members of the class or the languages taught in the school.

• Copy masters 1, 2, 3, 7 & 8 provide ideas for sets of number representations for use in class and Copy master 9 provides a blank format for teachers to develop more sets. This activity is an extension of Activity 1.3 and the sets of number representations should be prepared as described in Activity 1.1 and Activity 1.3.

Activity 1.5 Find your mate

• Sets of number representations: a collection of card sets showing different representations of numbers from 1 to 6. A collection of such cards allows the teacher to form up to six random groups of students for small group activities and will be worn by the students. As for Activity 1.4, the representations could be a mixture of number names, numerals, tally marks, die faces, figurate numbers, ordinal numbers, number representations from different cultures and number names from different languages. The sets developed for Activity 1.4 may be recycled for use in this activity.

• Copy masters 1 to 8, 10 to 12 provide ideas for sets of number representations for use in class and Copy master 9 provides a blank format for teachers to develop more sets as required.

Activity 2 Getting to know numbers Optional • Copy masters 13 & 14. • Notice board space and poster paper for various displays. • Magazines and equipment for cutting and pasting.

Activity 3 Count along

• One or more storybooks from a range of cultures and traditions that featuring counting. These can be written in English or in a language that the students are learning or are familiar with.

• Sets of counting items or number cards: these can be recycled from Activities 1.2 to 1.5 or developed to reflect the content of the stories being read.

• A map of Asia.



Additional resources There are many websites that provide information about counting in other languages, for example: Chinese Counting in Chinese from 1 – 10 and making larger numbers. http://www.bellaonline.com/articles/art30635.asp Fun counting videos available on YouTube suitable for students of this age, for example: Counting in Chinese from 1- 10. http://www.youtube.com/watch?v=dijFA3kqDaU Japanese Fun counting on YouTube featuring a rap song counting from 1 – 20. http://www.activityvillage.co.uk/japan_for_kids.htm An anime website explaining the Japanese alphabet. http://www.jessdoor.com/anime/alphabets.html Indonesian A fun website where you click on numbers and a voice gives the Indonesian pronunciation. http://www.hello-world.com/Indonesian/games/learn.php?topic=numbers A free online game where you can count the ducks in Indonesian. http://www.hello-world.com/Indonesian/games/children.php?topic=count Korean A site explaining how to count in Korean. http://koreannumbers.blogspot.com/2009/03/how-to-count-numbers-in-korean-0-to-19.html A YouTube clip featuring a cartoon song about the numbers 1-10. http://www.youtube.com/watch?v=f0H6tlzFS6M&feature=related It is recommended that teachers preview websites and multimedia clips available online to ensure that they are suitable for their students prior to use in class. Content accessed via these links is not owned or controlled by the Asia Education Foundation and is subject to the terms of use of the associated website.



Activity guide Activity 1 – Iʼm here! These activities provide a variety of ways for children to record their arrival at class each morning. They help to establish the one-to-one correspondence central to the counting process. Parents can be invited to be involved in these activities. 1.1 First, second, third … Students select their own nametag and place it on a chart in the order they arrive or enter the classroom. The chart is not only a record of attendance, but can also be used as a stimulus for mathematical conversations during the day.

Variations Also use this activity on the way back from morning break or lunch.



1.2 How many?

As each child arrives they take an item from a container to place: • in another container • in a line • on a grid

Students sometimes take time to realise that counting the objects is the same as counting the number of people. Some students can count saying the number words in the correct order, but may not realise that the final number in the count is the answer to the question How many? Variations Vary the collections of artifacts from day to day. Students may participate in choosing themes.



1.3 Reading and ordering numbers Lay out a set of number cards in order on a table or on the floor. The set should consist of the numbers from 1 to <the number of students in the class>. Students take the next number in order as they arrive and place it on a wall chart next to their own name.

Copy master 1 can be used to generate the number cards. Variations • The numbers need not start at one. Extend

number recognition by beginning at any other number, for example 5 or 11.

• Today boys select odd numbers and girls select even numbers.



1.4 Recognising number representations This activity is an extension of Activity 1.3. Use a set of cards showing different representations of numbers in sets from 1 to <the number of children in the class>. Students take the next number in order as they arrive and place it on a wall chart next to their own name. The representations may be number names, numerals, tally marks, die faces, figurate numbers, ordinal numbers, number representations from a range of cultures and number names from a range of languages. Copy masters 1, 2, 3, 7 & 8 provide ideas that can be used for this activity. Also refer to Additional resources on pages 5 and 6. Copy master 9 provides a grid for generating original sets.

Sets can be made reflecting the different languages spoken by members of the class, languages taught at the school, or to introduce students to unfamiliar languages. Refer to Additional resources for websites that provide information, assistance with pronunciation, multimedia clips online and counting songs.

Examples of number sets include tally marks, Japanese writing [三] (same as Chinese) and Thai writing [๓]. Care needs to be taken when using sets that donʼt naturally go up to the number of students in the class. For example, dice and playing cards.

Using these for higher numbers may require other skills such as addition and teachers will need to make judgments about student capabilities in determining suitable sets.



1.5 Find your mate - matching number representations

Setting up small groups for classroom activities can be an opportunity to reinforce student understanding that the same number can be represented in different ways. For example, to create five groups of 4 students for an activity, prepare card sets with five numbers represented in four different ways. Sets may be made with the numbers from 1 to 5, or selected numbers from a greater range, for example: 2, 4, 6, 8 and10. Students then find the other people in the class with the matching number to form their groups. However, students must be familiar with the number representations used. The example here includes a number in Indonesian (enam), which would be suitable for students also learning Indonesian.

Variations Copy masters 1 – 12 provide pre-prepared sets of numbers. Teachers and students can generate their own sets of numbers using the blank template provided in Copy master 9. This activity can also be used for pairing, matching and grouping activities and to stimulate conversations about these processes in the class.



Activity 2 – Getting to know numbers This activity assists students to develop a sense of numbers, their representations, how they can be used and where they occur. This activity is best represented in the classroom as a large collaboratively created wall chart or display. The purpose of the wall chart is to familiarise students with different representations and uses of numbers; their different names, meanings and contexts; and different places in which numbers are found, including in story books, nursery rhymes, on price labels, and so on. Copy master 13 Get to Know 3 is an example of a product resulting from this activity. Copy master 14 is a blank master that can be enlarged and used to stimulate thinking about any number and its uses. Ideas for teaching and learning

• Enlarge Copy master 13 Get to Know 3 and display it in the classroom. Make regular reference to it. Students may have their own copy.

• Use Copy master 14 as a template to develop Get to Know 4, Get to Know 7 and other numbers. This can be a class project with students contributing ideas, artifacts and drawings. Students can choose what the next theme number will be. There is no need for the numbers to be developed in order or sequence.

• Set aside a large space on a classroom wall or classroom notice board as the Get to Know number poster wall. Add to and maintain the display for a particular number for a period of time (two or three weeks).

• Encourage students to add to the collection of materials that have a connection with the number. Draw on the different cultural backgrounds of the students and resources of the children to make a richly multi-cultural display.

Copy master 13, page 28 Variations

• Add new areas of investigation as students become confident with the focus number. For example, making $3 using $1, $2, 50, 20 and 10 cent coins; make a word problem that has 3 as the answer.

• When changing the focus number, make an A4 sized version of the display to share with students before removing it. Collection of material for another number can begin at any time.

• Students may choose alternative names for the collection, such as Making friends with 3 or Go three!

• A big display is beautiful, eye-catching and engaging, so make the display oversize and colourful.

• Make a class big book of your Get to Know collections.



Activity 3 – Count along There are many stories that can be read by or to students which develop counting skills and provide an enjoyable context for learning. Further information can be found at http://www.teachingyourchild.org.uk/maths-stories.htm Here is one example of how a storybook may be used to stimulate discussions about pairs of objects and doubling (which have links with counting and the development of number language).

Two of Everything This novel is written by Lily Toy Hong and published by Albert Whitman & Co, Morton Grove, Illinois in 1993. Synopsis: This is a humorous Chinese folktale with a bit of wisdom. Old Mr. Haktak finds a large brass pot while digging in his garden. He and his wife discover that the pot has magical powers and doubles everything that falls into it.

Ideas for teaching and learning

• Explain to the class that you will be reading them a folktale that comes from China. Show the students where China is on a map of Asia.

• Display the cover of the storybook, Two of Everything and ask students to describe what they see. Ask them to think about the images and predict what the story might be about.

• Read the story to the class and discuss why the brass pot was ʻmagicʼ.

• Discuss what the main theme of the story is about. Ask students if they know of other stories with a similar theme, for example, the Sorcererʼs Apprentice. Discuss whether they would like to have a ʻmagic potʼ. Ask students to give reasons for their answers.

• Place a ʻmagic potʼ in front of the students. (This may be a metal pot, a basket or a decorated cardboard box.)

• Ask students to collect identical pairs of objects in the classroom but explain that they must not tell anyone what they have collected. Each student then tells a story about what happens when one of the pair is placed in the ʻmagicʼ pot. They conclude their story by revealing the identical pair. It is important to make sure that each pair of objects is identical regards colour, shape etc, so there is an element of class self-correction in the activity.



• As an additional stimulus, ask some ʻWhat would happen if … questions.ʼ What would happen if:

- I dropped a red cube into the pot? - I dropped two marbles into the pot? - I dropped four 10-cent coins into the pot?

Variations

• Add new investigations as your students become more confident. What happens if I drop $1 in the pot and keep returning the money to the pot? [$1 becomes $2, $2 becomes $4 and so on.]

• How many times would I have to keep returning the money to the pot to have more than $10? … $20? … $100?

Storybooks for counting

There are many storybooks that can be used to explore counting. Here is a selection of stories including some online versions:

Griffiths, R & Clyne, M (1985), Books You Can Count On … Linking Mathematics and Literature, Heinemann, Portsmouth, NY. Davidson Mannis, C (2005), One Leaf Rides the Wind, Puffin, New York A 1 to 10 counting book using the elements of a traditional Japanese garden. Evans, L (2009), Can You Count Ten Toes, Houghton Mifflin, Boston, Massachusetts Counting 1 to 10 in ten different languages, with numerals and phonetics. Bruce, L & Waterhouse, S (2001), Engines, Engines, Bloomsbury, UK Counting decorated trains in Indian landscapes. Demi (1997), One Grain of Rice, Scholastic Print, New York An Indian mathematical folktale involving doubling grains of rice.

Wang, G (2010), The Race for the Chinese Zodiac, Black Dog Books, Australia How and why the Chinese zodiac animals are in the order they are in. Leibrich, J & Kinnaird, R (2004), The Biggest Number in the Universe, Scholastic New Zealand Ltd, Auckland, NZ.

Baker, J (2006), One Hungry Spider, Scholastic Australia, Sydney.

What would happen if I

dropped a red cube into the

pot?

What would happen if I dropped two

marbles into the pot?



Mckay, F & Orton, K (1993), Olwen Twelve Pockets by Fiona McKay and Kathryn Orton, Ashton Scholastic, Auckland, NZ. Macleod, M & Davey, J (1999), The Aussie 1 2 3, Mark Macleod Books / Hodder Headline, Australia. Strickland, P (1997), Ten Terrible Dinosaurs, Puffin, Hong Kong. Clement, R (1990), Counting on Frank, Collins Australia, Sydney. Carl, E (1985), The Very Hungry Caterpillar, Puffin, London. http://www.japanippon.com/fairytales/jizo.htm O-Jizo san, The Grateful Statues is a tale from Japan and explores the importance of treating others fairly. http://www.asiaeducation.edu.au/resource/cvt_folk_story.html Fifteen Honest Coins is a Chinese folktale is retold by San Ye and Sue Trevaskis and is about the importance of honesty. http://www.aaronshep.com/stories/004.html Kings for Breakfast (Two Generous Kings), an Indian folktale as told by Aaron Shepherd is a story about two kings and the importance of treating others fairly. http://www.pathfind.org/pf/Journey/viet%20nam/legend.htm The Legend of Au Co (The One Hundred Children) is a Vietnamese legend about the creation of Vietnam. http://www.unc.edu/~rwilkers/resource-china.htm Lon Po Po and the three children is a Chinese version of Little Red Riding Hood. It is recommended that teachers preview websites to ensure that they are suitable for their students prior to use in class. Content accessed via these links is not owned or controlled by the Asia Education Foundation and is subject to the terms of use of the associated website.



Copy master 1 Number cards

1 2 3 4 5 6 7 8 9 10 11 12

13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28



Copy master 2 Numbers in words

one two three four

five six seven eight

nine ten eleven twelve

thirteen fourteen fifteen sixteen

seventeen eighteen nineteen twenty

twenty-one twenty-two

twenty-three twenty-four

twenty-five twenty-six

twenty-seven twenty-eight

twenty-nine thirty

thirty-one thirty-two



Copy master 3 1 – 18 Dice



Copy master 4 1 – 6 Children

one person

two people

three people

four people

five people

six people



Copy master 5 1 – 6 Objects

1 Japanese lucky cat Maneki Neko

2 Indonesian Wayang Golek puppets

3 Chinese dragons

4 Indian Ganesh statues

5 Japanese warrior toys

6 Chinese fans



Copy master 6 1 – 9 Animals



Copy Master 7 Japanese numerals

How do you write and say the numbers 1 – 10 in Japanese?

one 1 ⼀一 ichi

two 2 ⼆二 ni

three 3 三 san

four 4 四 shi

five 5 五 go

six 6 六 roku

seven 7 七 shichi

eight 8 ⼋八 hachi

nine 9 九 kyuu

ten 10 ⼗十 juu * For correct pronunciation refer to the website audio activities listed under Additional resources

on page 6.



Copy master 8 Japanese numerals

How do you write and say the numbers 11 – 20 in Japanese?

eleven 11 ⼗十⼀一 juu ichi

twelve 12 ⼗十⼆二 juu ni

thirteen 13 ⼗十三 juu san

fourteen 14 ⼗十四 juu shi

fifteen 15 ⼗十五 juu go

sixteen 16 ⼗十六 juu roku

seventeen 17 ⼗十七 juu shichi

eighteen 18 ⼗十⼋八 juu hachi

nineteen 19 ⼗十九 juu kyuu

twenty 20 ⼆二⼗十 ni juu * For correct pronunciation refer to the website audio activities listed under Additional resources

on page 6.



Copy master 9 Number cards – blank



Copy master 10 Find your mate

Arabic numerals

Number words Ordinal numbers Dice

1 one first

2 two second

3 three third

4 four fourth

5 five fifth

6 six sixth

7 seven seventh

8 eight eighth

9 nine ninth

10 ten tenth




Arabic numerals Tally marks (English)

Tally marks (Japanese)

Chinese and Japanese numbers

1

一

2 二

3 三

4 四

5

五

6 六

7 七

8 八

9 九

10 十




English number names

Chinese number names*

Japanese number names*

Indonesian number names*

one yi ichi satu

two er ni dua

three san san tiga

four si shi empat

five wu go lima

six liu roku enam

seven qi shichi tujuh

eight ba hachi delapan

nine jiu kyuu sembilan

ten shi juu sepuluh * For correct pronunciation refer to the website audio activities listed under Additional resources

on page 6.



Copy master 13 Getting to know number 3

three 三３

three san san (English) (Japanese) (Chinese)

tiga ba (Indonesian) (Vietnamese)

3rd third

Goldilocks and the three bears

Three little pigs Lon Po Po and the three children

Three blind mice

trio tricycle triplet



Copy master 14 Getting to know numbers

writing saying

groups of in order

time stories

songs words

sums =



List of images Page

The University of Melbourne, AsiaEdu 250209007, 2009, photograph, 20.32 x 30.48cm, Asia Education Foundation

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The University of Melbourne, AEF 110309034, 2009, photograph, 82.41 x 123.61cm, Asia Education Foundation

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The University of Melbourne, Coloured Bears, 2011, photograph, 4.52 x 5.4cm, Asia Education Foundation

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The University of Melbourne, Counters on grid, 2011, digital illustration, 4.83 x 5.15cm, Asia Education Foundation

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The University of Melbourne, CIMG0086, 2008, photograph, 60.96 x 81.28cm, Asia Education Foundation

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The University of Melbourne, Recognising number reps 2, 2011, digital illustration, 7.37 x 7.73cm, Asia Education Foundation

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The University of Melbourne, Recognising number reps 3, 2011, digital illustration, 3.03 x 4.06cm, Asia Education Foundation

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Ralf Hiemisch, Chinese map in the shape of china. Licensed under the Getty Images' Royalty-Free Image and Video License Agreement. Downloaded from http://www.gettyimages.com.au/detail/illustration/chinese-map-in-the-shape-of-china-royalty-free-illustration/81981442 on 14 February 2012

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The University of Melbourne, 1-9 Dice, 2011, digital illustration, 9.91 x 15.03cm, Asia Education Foundation

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The University of Melbourne, 10-18 Dice, 2011, digital illustration, 11.54 x 15.38cm, Asia Education Foundation

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Joey Cells, Reading at the library. Licensed under the Getty Images' Royalty-Free Image and Video License Agreement. Downloaded from http://www.gettyimages.com.au/detail/photo/reading-at-the-library-royalty-free-image/98879183 on 8 January 2012

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The University of Melbourne, AEF 110309089, 2009, photograph, 82.41 x 123.61cm, Asia Education Foundation

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Digital Vision, Portrait of Primary Schoolboys and Schoolgirls Standing in a Line in a Classroom. Licensed under the Getty Images' Royalty-Free Image and Video License Agreement. Downloaded from http://www.gettyimages.com.au/detail/photo/portrait-of-primary-schoolboys-and-schoolgirls-royalty-free-image/dv1940003 on 8 January 2012

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The University of Melbourne, Wayang Goleks, 2011, photograph, 4.83 x 4.48cm, Asia Education Foundation

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L2F1, China dragon. Licensed under the Creative Commons Attribution 2.0 Generic License. Downloaded from http://www.flickr.com/photos/l2f1/5446338442/ on 8 February 2012

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Chris Brown, Ganesh. Licensed under the Creative Commons Attribution 2.0 Generic License. Downloaded from http://www.flickr.com/photos/zoonabar/5799090847/ on 8 February 2012

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Fuyoh!, Anubis. Licensed under the Creative Commons Attribution 2.0 Generic License. Downloaded from http://www.flickr.com/photos/fuyoh/4519341696/ on 8 February 2012

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Visit Greenwich, The Fan Museum. Licensed under the Creative Commons Attribution 2.0 Generic License. Downloaded from http://www.flickr.com/photos/greenwichwhs/3400840733/in/photostream/ on 8 February 2012

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Microsoft Corporation, Dog, 2007, Microsoft Office System Desktop Application Software

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The University of Melbourne, Dice 1, 2011, digital illustration, 1.23 x 1.34cm, Asia Education Foundation

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Copyright Notice This work is copyright. Unless indicated otherwise, the University of Melbourne owns the copyright subsisting in the work. You may reproduce the work in whole or reproduce individual copy masters for non-commercial education purposes only, subject to the inclusion of an acknowledgement of the source(s). Other than for the purposes indicated above and as permitted under the Copyright Act, you are prohibited from downloading, republishing, retransmitting, reproducing or otherwise using any of the materials included in the work as stand-alone files. Requests and inquiries concerning reproduction and rights should be addressed to the Asia Education Foundation at the University of Melbourne: Postal address: Asia Education Foundation The University of Melbourne VIC 3010 Telephone: (61) 3 8344 4800 Fax: (61) 3 9347 1768 Email: [email protected]

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