Mathematics / Year 2 / Number and Algebra / Number and place value / ACMNA026
Content Description
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
Level: Year 2
Number and place value: Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences (ACMNA026)
Content Description
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
Level: Year 2
Number and place value: Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences (ACMNA026)
- Understanding includes connecting number calculations with counting sequences.
- Fluency includes counting numbers in sequences readily.
Firing up the Brain
WALT: to improve your confidence and fluency when counting numbers in a sequence on a hundreds grid.
WILF: Show whole body listening ( Respect) and to have a go at all tasks ( possibilities)
WILF: Show whole body listening ( Respect) and to have a go at all tasks ( possibilities)
Revision place value
Stretching the Brain
Lets begin building counting by twos starting at two sequences (multiples of two)
What number comes next in the sequence? How did you work that out?
I would now like us to count in unison in time with the student marking the next number (steady counting pace).
Now lets select one number in the sequence and as a class we are going to count backwards from that number.
Is 2,4,6,8, the same counting sequence as 52,54,56 ?
What number comes next in the sequence? How did you work that out?
I would now like us to count in unison in time with the student marking the next number (steady counting pace).
Now lets select one number in the sequence and as a class we are going to count backwards from that number.
Is 2,4,6,8, the same counting sequence as 52,54,56 ?
Repeat the above procedures with counting by threes, fives and tens – first the multiples, then with a different starting number.
Strengthening the Brain
interactive_100_number_chart_|_number_patterns_|_abcya_.pdf | |
File Size: | 23 kb |
File Type: |
We do
With your shoulder partner count-by-two sequence starting from 1. ( one sheet each )
One colour for forwards and one for backwards
Repeat above procedure, noting similarities and differences between the two count-by-two sequences.
Extension:Are there any other patterns with the number that you can see?
identify patterns that the students can see on the hundred chart
Has anyone heard of odds/evens numbers?
With your shoulder partner count-by-two sequence starting from 1. ( one sheet each )
One colour for forwards and one for backwards
Repeat above procedure, noting similarities and differences between the two count-by-two sequences.
Extension:Are there any other patterns with the number that you can see?
identify patterns that the students can see on the hundred chart
Has anyone heard of odds/evens numbers?
You Do
Students work at desk individually to record a sequence of their choice ( 2,3,5,10) on a paper hundred chart.
Record down any pattern you noticed :)
Firing up the Brain
Show whole body listening ( Respect) and to have a go at all tasks ( possibilities) What number sequences are available in the school environment?
WALT: To individually build unfamiliar skip-counting number sequences supported by calculators and describe characteristics.
WILF: Show whole body listening ( Respect) and to have a go at all tasks ( possibilities)
WALT: To individually build unfamiliar skip-counting number sequences supported by calculators and describe characteristics.
WILF: Show whole body listening ( Respect) and to have a go at all tasks ( possibilities)
Stretching the Brain
Today we are going to be using our calculators to build number sequences and record it on paper.
I do
Lets start using the constant function on the calculator to count by tens.
What number should I start from?
Count on from '0'
“How many numbers do I skip count until I get to the next 10?”
“What pattern can you see in the tens numbers?”
“What pattern can you see in the ones numbers?”
“Which number will I colour in next?”
“What would the next line of the grid (after 100) look like?”
It can also be fun to give them a grid that has been coloured incorrectly and get them to find the errors.
What number should I start from?
Count on from '0'
“How many numbers do I skip count until I get to the next 10?”
“What pattern can you see in the tens numbers?”
“What pattern can you see in the ones numbers?”
“Which number will I colour in next?”
“What would the next line of the grid (after 100) look like?”
It can also be fun to give them a grid that has been coloured incorrectly and get them to find the errors.
We Do
With your partner use your calculator between the two of you to record a number sequence.
What would you like to skip count by? 2,5,10s or something different?
Choose to start from either 0, 20, 50
Lightest hair person starts the recording whilst the other person hits the constant function, remember to check each others work ( coach do not tell!)
Swap over after 20 numbers each.
What would you like to skip count by? 2,5,10s or something different?
Choose to start from either 0, 20, 50
Lightest hair person starts the recording whilst the other person hits the constant function, remember to check each others work ( coach do not tell!)
Swap over after 20 numbers each.
You Do
Now show me what you know:)
Teacher to assign a number to skip count by and and a blank grid. Have students individually record their skip counting on the sheet.
Teacher to assign a number to skip count by and and a blank grid. Have students individually record their skip counting on the sheet.
100_chart_empty.pdf | |
File Size: | 116 kb |
File Type: |
Stretching the Brain
Why do we skip count? what are the advantages?
Extension Activities ( build your brain at home)
Extension Activities ( build your brain at home)
What's wrong with this sequence?
Materials Calculator and Graph book:
Task 1:
1. Choose a number with 3 digits that ends in a 5 or a 0.
2. Enter that number onto your calculator and into your graph book
3. Press [-] [5] [=]
4. Keep pressing [=] and write down each number on the calculator until you have 10 numbers.
5. Write to describe the pattern you see.
Task 2:
1. Choose a number with 3 digits that does not end in a 5 or a 0.
2. Enter that number onto your calculator and into your graph book
3. Press [+] [5] [=]
4. Keep pressing [=] and write down each number on the calculator until you have 10 numbers.
5. Write to describe the pattern you see.
Task 1:
1. Choose a number with 3 digits that ends in a 5 or a 0.
2. Enter that number onto your calculator and into your graph book
3. Press [-] [5] [=]
4. Keep pressing [=] and write down each number on the calculator until you have 10 numbers.
5. Write to describe the pattern you see.
Task 2:
1. Choose a number with 3 digits that does not end in a 5 or a 0.
2. Enter that number onto your calculator and into your graph book
3. Press [+] [5] [=]
4. Keep pressing [=] and write down each number on the calculator until you have 10 numbers.
5. Write to describe the pattern you see.