Card Beads - Propeller Education€¦ · Each player takes it in turns to flip over the top card...
Transcript of Card Beads - Propeller Education€¦ · Each player takes it in turns to flip over the top card...
SC92
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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:
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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
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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?
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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
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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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