Curriculum Guides:
- Recognise, model, represent and order numbers to at least 1000
- recognising there are different ways of representing numbers and identifying patterns going beyond 100
- developing fluency with writing numbers in meaningful contexts
- Recognise, model, represent and order numbers to at least 1000
- recognising there are different ways of representing numbers and identifying patterns going beyond 100
- developing fluency with writing numbers in meaningful contexts
Straws
Materials Required:
Straws/popsticks, elastic bands, place value print out
Straws/popsticks, elastic bands, place value print out
Firing up the Brain:
Preparing the Brain:
We are learning to (WALT): Represent numbers to 200 using hands on materials.
WILF: You can group objects according to if they are ones, tens or hundreds.
WILF: You can group objects according to if they are ones, tens or hundreds.
Engaging the Brain:
Model to students grouping straws in bundles to represent numbers. Use Kagan for discussion, to count how many of each value and also to give 'coaching' e.g. teacher incorrectly represents a number to 200, why is it wrong, how can students help to fix it.
Stretching the Brain:
Students return to desk, teacher to place an arrangement of HTO of straws on student group desk. Students to draw what they see, write the number for each place value column and write the total value represented.
place_value_see_write_.docx | |
File Size: | 76 kb |
File Type: | docx |
Strengthening the Brain:
Skip counting - practise counting by tens in a circle. Can we count by 100s. Then move onto rally robin skip counting.
Odometer
Bicycle Odometer
Have students make a bicycle odometer. Ask students to write the numbers
0 to 9 vertically on four strips of paper. Then, have them cut four squares in the piece of card, wide enough to thread the strips of paper through. Thread each strip through a hole in the card. Form loops with the strips and join the ends with sticky tape. Ask students to decide what changes after each 9 in a sequence. Have them use the odometer to read a number sequence. Ask: What number is 1 more than 99 (109, 189, 1099)? Which numbers change when 1 is added to each 9? What is the pattern in these changes?
Have students make a bicycle odometer. Ask students to write the numbers
0 to 9 vertically on four strips of paper. Then, have them cut four squares in the piece of card, wide enough to thread the strips of paper through. Thread each strip through a hole in the card. Form loops with the strips and join the ends with sticky tape. Ask students to decide what changes after each 9 in a sequence. Have them use the odometer to read a number sequence. Ask: What number is 1 more than 99 (109, 189, 1099)? Which numbers change when 1 is added to each 9? What is the pattern in these changes?
Firing up the Brain:
What number comes next:
a) 99, 100, 101, ____
b) 236, 237, ____
c) 312, 313, ___
d) 658, 659, ___
a) 99, 100, 101, ____
b) 236, 237, ____
c) 312, 313, ___
d) 658, 659, ___
Preparing the Brain:
WALT: Recognise numbers to 1000
WILF: You understand what number comes next after a 9 in any place value position.
Social Goal: Listen to Learn
WILF: You understand what number comes next after a 9 in any place value position.
Social Goal: Listen to Learn
Engaging the Brain:
Stretching the Brain:
We will create our own odometers!
odomoter.docx | |
File Size: | 57 kb |
File Type: | docx |
Place Value
Firing up the Brain
WALT: Understanding Numbers greater than 100 less than 999 and can you can read, write, say and represent numbers.
WILF: Try to do your best and persevere :)
WILF: Try to do your best and persevere :)
Please print page 7 of the Mathletics booklet for this lesson
mathletics_year_2_.pdf | |
File Size: | 1166 kb |
File Type: |
Engaging the Brain
I DO 'Watch the Teacher'
Which ones are the hundreds blocks?
I am going to show you how to count the hundreds blocks
Which ones are the tens blocks?
Which ones are the ones?
Which ones are the hundreds blocks?
I am going to show you how to count the hundreds blocks
Which ones are the tens blocks?
Which ones are the ones?
We Do- Kagan Rally Coach- face partners
With your partner, Shade in the blocks to represent the numbers
With your partner, Shade in the blocks to represent the numbers
You Do- Now show me what you know
( on your own shade in the MAB blocks to represent the number displayed. If you are struggling to read the larger number just shade in the 10s and 1s digits
( on your own shade in the MAB blocks to represent the number displayed. If you are struggling to read the larger number just shade in the 10s and 1s digits
Extension: Practise writing numbers in to thousands at the bottom of your sheet, see if you can write a number in the 8000 or 9000s
Strengthening the Brain
Please get a whiteboard and a marker, we will be consolidating out place value knowledge :)
Click the image below for the link, Teacher log on details
LH-604092
hike51
Click the image below for the link, Teacher log on details
LH-604092
hike51
Time to celebrate your success, it's cheer time! which one should we do?
place_value_matching_cards.docx | |
File Size: | 146 kb |
File Type: | docx |
Make My Number
Firing up the Brain:
A very very very very very very very cool song! (haha)
Preparing the Brain:
WALT: Build our fluency of saying, making and reading numbers to 999.
WILF: You can justify and check your answers.
Social Goal: We cooperate
WILF: You can justify and check your answers.
Social Goal: We cooperate
Engaging the Brain:
Model: Say, model and justify numbers. Extend into expanded notation.
Stretching the Brain:
Strengthening the Brain:
Knowledge check in....
Print a copy for each student. Using the random dice generator, students to complete the sheet using hands on materials, then drawing. Or, drawing the materials straight into the chart.
Print a copy for each student. Using the random dice generator, students to complete the sheet using hands on materials, then drawing. Or, drawing the materials straight into the chart.
place_value_roll_the_dice.docx | |
File Size: | 147 kb |
File Type: | docx |
Expanded Notation
Firing up the Brain:
Preparing the Brain:
WALT: Break up numbers in the 100s in hundreds, tens and ones.
WILF: You can correctly show 537 as 500 + 30 + 7
Social Goal: I strive to improve
WILF: You can correctly show 537 as 500 + 30 + 7
Social Goal: I strive to improve
Engaging the Brain:
Teacher to model both vertical and horizontal expanded notation forms. Be sure to include reasoning vocabulary.
Stretching the Brain:
Students to have a set of "expanded notation' cards on their desk to use.
expanded_notation_cards.docx | |
File Size: | 207 kb |
File Type: | docx |
Strengthening the Brain:
Each student has a piece of A3 card. Teacher walks around and write a 3 digit number on the top. Student then represents that number in expanded notation form by gluing on expanded notation cards.
Extension: add in the equation as shown below and write that number in words, e.g. two hundred and ninety six.
Extension: add in the equation as shown below and write that number in words, e.g. two hundred and ninety six.
Bingo
Firing up the Brain:
Preparing the Brain:
WALT: Match a whole number to its expanded notation form.
WILF: You can correctly match the hundreds, tens and ones value in a number.
Social Goal: We are responsible.
WILF: You can correctly match the hundreds, tens and ones value in a number.
Social Goal: We are responsible.
Engaging the Brain:
Stretching the Brain:
Materials:
- Paul Swan place value knock out card - Clear coloured counters, each student to choose a colour - 3 dice Instructions: 1. Player B rolls three dice, they can arrange them in any way they wish to create a 3 digit number. They must say the number out loud. (e.g. 356 three hundred and fifty six) 2. Player B then then covers the expanded notation form of those numbers on the board using their chosen colour (e.g. 300, 50 and 6) 3. Player A then has their turn. 4. If player realises that their expanded notation value is already covered, they may change their number, but must use the same digits (e.g. 356 can become 563) 5. Players continue until a player cannot cover any values. Players show sportsmanship and play again. |
Strengthening the Brain:
Next Number
Firing up the Brain:
Preparing the Brain:
WALT: Use our calculators to count on from any number.
WILF: You accurately record information from a calculator to your page.
Social Goal: We listen to instructions.
WILF: You accurately record information from a calculator to your page.
Social Goal: We listen to instructions.
Engaging the Brain:
Each student to have a calculator, show them how to use it, and to use the +1 function button e.g. 232 +1 = = = = = etc.
Stretching the Brain:
In your table groups...
1. 1 rolls three dice and announces the number to the group. 2. All group members input that number into the calculator and press + 1 = 3. The group then coral reads the next 5 numbers. 4. Clear your screen 5. The next person in your group rolls the dice to reveal the first number. |
Strengthening the Brain:
Teacher reveals a 3 digit number. All students write the next 5 numbers with/without the use of a calculator into the maths books.
March to the Beat!
Spinners
Firing up the Brain:
Verses:
5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60
...Wildebeest on the Serengeti
...Sharks swimming in the sea
...Gorillas by the trees
...Giraffes eating the leaves
...Hippos on a Safari
Chorus:
Alive, in the wild they thrive,
hanging out in groups of 5.
5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60
...Wildebeest on the Serengeti
...Sharks swimming in the sea
...Gorillas by the trees
...Giraffes eating the leaves
...Hippos on a Safari
Chorus:
Alive, in the wild they thrive,
hanging out in groups of 5.
Preparing the the Brain:
WALT: Count to and from any number in the 100s
WILF: You write your numbers using the correct sequence and in the correct place value.
Social Goal: We support others
WILF: You write your numbers using the correct sequence and in the correct place value.
Social Goal: We support others
Engaging the Brain:
Model to students using the spinners to use as a starting number. Then count up by 1 to the top of the bottom of their graph books.
Stretching the Brain:
Rally Robin:
a) A spins and says the number and chooses the colour. b) everyone writes the number down. c) B says the next number - write it down d) A says the next number - write it down e) continue until the end of the page. a) B spins and says the number and chooses the colour. b) everyone write the number down. c) A says the next number - write it down d) B says the next number - write it down e) continue until the end of the page. Rally Robin 2: a) Same as before - but take away instead of addition! |
Strengthening the Brain:
Jigsaw Match
Firing up the Brain:
Count Backwards from this number... 3 spinners....
Preparing the Brain:
WALT: Use all of our knowledge to create our own quiz cards.
WILF: You can recognise any number to 1000 and can use this knowledge to model, order and represent it.
WILF: Be responsible for all equipment.
WILF: You can recognise any number to 1000 and can use this knowledge to model, order and represent it.
WILF: Be responsible for all equipment.
Engaging the Brain:
Model how to create 'quiz cards'
1. Roll the dice - this will give you your random number.
2. Write the number down.
3. Write the expanded notation.
4. Colour in the MAB to show the number.
5. Write the next 3 numbers e.g. count on.
6. Write this number in words.
1. Roll the dice - this will give you your random number.
2. Write the number down.
3. Write the expanded notation.
4. Colour in the MAB to show the number.
5. Write the next 3 numbers e.g. count on.
6. Write this number in words.
Stretching the Brain:
Now make your own...
number_place_value_jigsaw_cards.docx | |
File Size: | 174 kb |
File Type: | docx |
Strengthening the Brain:
1. Cut your cards out.
2. Put your name on the back.
3. Have a partner complete your puzzle.
2. Put your name on the back.
3. Have a partner complete your puzzle.
Number Lines
Firing up the Brain:
Preparing the Brain:
WALT: Use a number line.
WILT: You can accurately use a number line.
Social: We have a go and learn from mistakes.
WILT: You can accurately use a number line.
Social: We have a go and learn from mistakes.
Engaging the Brain:
Stretching the Brain:
Play number line "tug of war"
Number Lines (10 - 8)
Firing up the Brain:
Preparing the Brain:
WALT: Create our own number lines.
WILF: We can accurately label a number line starting from any number.
Social: We encourage team members.
WILF: We can accurately label a number line starting from any number.
Social: We encourage team members.
Engaging the Brain:
Model how to play "continue my number line"
blank_number_lines.docx | |
File Size: | 96 kb |
File Type: | docx |
Stretching the Brain:
Blank Number Lines: Play with your Diagonal Partner
a) 1/3 rolls three dice and says the number b) Both partners write the number down exactly on the number line c) 2/4 says the next number and both partners write the number down d) 1/3 says the next number and both partners write the number down..... a) 2/4 rolls three dice and says the number b) Both partners write the number down exactly on the number line c) 1/3 says the next number and both partners write the number down d) 2/4 says the next number and both partners write the number down..... |
Strengthening the Brain:
Teach students how to play "99 or bust" using playing cards, two counters and a 100s chart.
Counting in 10s
Firing up the Brain:
Preparing the Brain:
WALT: Skip count in 10s.
WILF: You can use your knowledge of skip counting to start from any number.
Social Goal: Listen actively.
WILF: You can use your knowledge of skip counting to start from any number.
Social Goal: Listen actively.
Engaging the Brain:
Model counting in 10s from any number...
Stretching the Brain:
1) Both players choose a number from 1 - 9 to start with.
2) Lower number flips the two-coloured counter. 3) White = add 10.... Red = stop... 4) Higher number flips the two-coloured counter. 5) White = add 10.... Red = stop... 6) First player to 'fall off' the board gets 1 point. 7) Then choose a different number from 1- 9 to start with. 8) Higher number goes first |
Strengthening the Brain:
Play guess my number on the 100s board.