Year 2 Teaching Sequence Xxx

Year 1 Teaching Sequence 1

Counting, comparing and ordering numbers to 20 (bead bar, objects) – include estimating (three days)

Prerequisites:

· Recite numbers to at least 10 (see oral and mental starter bank 1);

· Count reliably up to 10 objects (see oral and mental starter bank 1);

· Order numbers to 10 on a track (see oral and mental starter bank 1);

· Recognise numbers to 10 (see oral and mental starter bank 1).

Overview of progression:

Children recite numbers to 20, matching spoken to written numbers as they do so. They spot errors in a sequence, and then focus on how the numbers fit round the ‘landmarks’ of 5, 10, 15 and 20. They become familiar with the 20 bead bar and show numbers of beads using the groups of five to help. They learn to establish how many in a set by matching one-to-one as they count, and estimate where quantities are fewer/more than 10.

Note that children can make estimates with exact numbers e.g. 7 and although this might be a good estimate for when there are actually 8 objects, they will view it as wrong. Instead, try to get them to estimate a range, e.g. fewer than 10, between 10 and 20.

Watch out for children who have difficulty saying the ‘teens’ numbers. Sometimes children’s hearing is not acute enough to hear the difference between ‘nineteen’ and ‘ninety’ for example. The way in which we say teens numbers further hinders them, as for example we say seven-teen, but write the numeral 7 second in 17.

Objectives:
· Recite numbers to at least 20;
· Count reliably up to 20 objects, recognising that the rearranged number of objects stays the same;
· Order numbers to 20 on a track;
· Say the number before and after any given number to 20;
· Make a sensible estimate up to 20.
Whole class / Group activities (4-5 chn) / Paired/indiv practice / Resources
Say the numbers from 1 to 20 in order pointing to numbers on the washing line as you do so. Rpt several times so that more and more chn join in. Match written to spoken numbers. Ask chn to close their eyes whilst you swap two numbers on the washing line. Which two numbers have moved? How can you tell? Repeat.
Show a basket/box of around fifteen attractive objects (e.g. soft toys, plastic bugs). How many do you think there are? More than 5? More than 10? Tip them out, and count them, pointing to each toy as you do so. Discuss how it is difficult to keep track. Move them into a line and recount from the chn’s left to right. Point out that there is the same number even though they are rearranged. Repeat with a different number of toys (between 10 and 20). Do you think there are more or fewer this time? / Show chn three closed boxes containing 5, 12 and 18 toys (or other small attractive objects e.g. conkers, shells, mini-world characters). Chn rattle each box and guess which contains the most toys. Ask a child to tip out contents of one box and count them, ensuring that they coordinate touching and saying the number names for each toy. Move toys into a line (or a longer line if the child has already done this). How many are there now? Recount and agree that the total is the same when we re-arrange them. Write the number of toys on a Post-it™ to stick it on box. Repeat with other two boxes. Ask chn to put the boxes in order of number of contents.
Easier: Use fewer toys, focus on coordinating touch and count, and on conservation (realising the number is the same, when objects are arranged differently). / Chn work in pairs to each choose a card from a shuffled pack of 1-20 cards and to make a ‘snake’ of that number of cubes. They should compare the snakes and say which is longer. They should write down the two numbers, in order.
Easier: As above but using cards 1 to 10.
Harder: As above, but after chn have made a pair of snakes, they should try and make a snake that is ‘in-between’, and write the three numbers in order. / · Washing line, 20 pegs and large number 1-20 cards
· 1-20 number cards
· 35 toys (or other small attractive objects e.g. conkers, shells, mini-world characters)
· Three boxes
· Interconnecting cubes
· Post-its™
Go Maths PCM 1
Abacus Evolve WB1 p2
Say the numbers from 1 to 20 in order pointing to numbers on the washing line as you do so. Rpt several times so that more and more chn join in. Remove all cards bar 1, 5, 10, 15 and 20, but not the pegs. Shuffle the removed cards, take one at a time and ask chn to describe (not point!) where to place them on the washing line.
Show chn the 20 bead bar and count all the beads moving them one at a time as you do so, so the chn see one being added from the right to the left as you count them. Show numbers of beads on the 20 bead bar, e.g. 5, 10, 15, 20, 6, 11, 19 and ask chn to say how many you are showing. How are you working it out? Do we need to count from the beginning of bar? Encourage chn to recognise (subitise) numbers such as 5 without counting, building up to seeing 6 as one more than a group of five.
Ask chn to use 20 bead strings to show you 5, 10, 15, 20, 6, 11, 12, 16 and 19 beads. Are they counting in ones or beginning to use the groups of five to help? / Group of 4-5 chn
Show chn a picture of 14 identical simple objects (paint pots, bright spots, fish etc.) (see resources) for about three seconds. Did you think there were more than 10 spots or fewer than 10 spots? Between 0 and 20, or more than 20? Show the picture again, and count to see if they were right. Repeat with a picture of 5 spots, 12, spots, and 7 spots.
Easier: Pictures more than/fewer than 5, try and progress to more than 10.
Harder: Pictures with numbers between 1 and 5, between 5 and 10, between 10 and 15, between 15 and 20 and more than 20. Can chn then arrange objects to match the arrangements on dice or dominoes?
(See resources for Activity sheets.) / Paired practice
Give pairs of chn number cards 1-20 not in order. Ask them to work in pairs to find the number 10, and then to sort the numbers into those more than 10 and those less than 10, and finally to put them in order to make a 1-20 track.
Next ask them to order numbers 1 to 9, and then 11 to 20 to form a line of numbers from 1 to 20.
One child picks up one handful of cubes and tips them onto the table. Without counting they decide if they are more than 10 or fewer than 10. They count to check. The other child does the same. They write down both numbers the smaller first. Repeat this time using both has to pick up as many cubes as they can.
Each child has a small ball of Plasticine™. They roll it into a ‘worm’ and estimate whether it will be more/fewer than 10 beads long. They use a 20 bead string to check.
Easier: As above but order 1-10 cards. / · Washing line, 20 pegs and large number 1-20 cards
· 20 bead bar
· 20 bead strings
· 1-20 number cards
· Pictures of 14, 5, 12 and 7 identical simple objects (paint pots, bright spots, fish etc.)
· Interconnecting cubes
· Post-its™
· Plasticine™
Go Maths PCM 1
Abacus Evolve WB1 p4
Say the numbers from 1 to 20 in order pointing to numbers on the washing line as you do so. Rpt several times so that more and more chn join in. Ask chn to close their eyes whilst you move five cards. Which cards are in the wrong place? How can we check? Repeat.
Show the 20 bead bar. Where do 10 beads come up to on my bar? Hang the 10 tag after the 10th bead. Repeat with 5, 15 and 20 beads, and then move onto other numbers. Where do I hang 11? How did you work that out? Did we need to count on in ones from the beginning? And 9? 19? 6? 16? / Group of 4-5 chn
Use 20 bead strings with a group of chn. Show me 10 beads, Now show me 11. How did you do that? Now show me 9. What’s a quick way? Show me 12. Can you use ‘clever’ counting? (Finding ten, and then two more.) Repeat with all numbers up to 20.
Repeat, this time holding up a number card without reading it.
Easier: Focus on numbers to 10 initially, but try to increase to 11 and 12.
Harder: As above and then hold up a number card and ask chn to show the number of beads that is one more.
It is important that chn practise counting small sets of objects by matching one-to-one in various play and free-choice activities as well as when engaged in work in other subjects. / Paired practice
Shuffle cards and reorder to form a 1-20 track.
Work in pairs to make three snakes, one 10 cubes long, two with fewer cubes and two with more cubes. Write the correct number on a Post-it™ and stick it to each snake.
Easier: Make three snakes: one of five, one more than five, and one fewer than five cubes long. Then progress to three snakes, one of ten, one more, and one fewer.
Harder: Make four snakes, using a number of cubes between 1 and 5, a number between 5 and 10, a number between 10 and 15, and a number between 15 and 20. Label each with a Post-it™. Put the snakes in order of length and write the four numbers down in order. / · Washing line, 20 pegs and large number 1-20 cards
· 20 bead bar and tags
· 20 bead strings
· 1-20 number cards
· Interconnecting cubes
· Post-its™
Go Maths PCMs 30, 31
Abacus Evolve WB1 p3