Activities to Support Numeral identification
Where are they now?
Students:
- are unable to identify and name all of the numerals 0-10
Where to next?
Students:
- automatically recognise numerals 0 -10
- name the numerals 0-10 or beyond
- represent the numerals 0-10 or beyond
Outcomes
The following activities provide opportunities for students to demonstrate progress towards the following outcomes. A student:
MAe-1WM describes mathematical situations using everyday language, actions, materials and informal recordings
MAe-2WM uses objects, actions, technology and/or trial and error to explore mathematical problems
MAe-3WM uses concrete materials and/or pictorial representations to support conclusions
MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0-20
How?
Number puzzles
Create a set of number puzzles and have students correctly assemble the puzzles (see example below). Students could then be asked to order their puzzles from smallest to largest, largest to smallest, or be asked to sort the completed puzzles using given or created categories. Alternatively, students could be asked to match a corresponding number of objects to each completed puzzle and record their thinking by taking a photo which they can explain to a peer.
Emergent concentration
Make two sets of cards containing the numbers one to five. One set of cards should display dot patterns for each numeral and the other set display the numerals. Place the two sets
of cards face down on a table forming two rows. Have the students take turns to turn over two cards. If the cards match a dot pattern and a numeral card for the same number, the student keeps the pair. If the cards do not match, the student turns the cards back over. The game continues until all cards have been matched.
Teaching Point
This game could be played many times using a range of dot cards (dice patterns, domino patterns, playing cards, five frame patterns, finger patterns, etc.) and a range of numeral cards using different fonts, sizes and colours so as to provide a range of representations (see example below). Students could also play this as a version of snap or Go Fish.
Posting blocks
Label containers with numerals 1 to 5, one numeral for each container.
Instruct the students to drop the correct number of blocks into each container as indicated by the label on the outside. As the students become proficient in the range 1-5, extend the activity to numerals 1-10.
Alternatively, have the containers 1-5 already full. Have students remove the corresponding number of counters from each container.
Take a numeral
Provide the students with a set of numeral cards for the numbers one to six (BLM - Numeral Cards 1-6). Arrange the numeral cards face up on the floor in front of the students. Have the students take turns to roll a standard dice and select a corresponding numeral card. If the card has already been taken the student forfeits a turn. Play continues until all cards have been taken.
Teaching Point
Make multiple copies of each card as they will be used for many of the suggested activities.
Why?
Students need to know the corresponding numeral for a set of objects.
Sand tray numbers
Provide students with the lid of a shoe box (or another appropriate object) with a layer of sand in the base as well as a pile of number cards which indicate how numerals are written. Have the students turn over a card, trace the action on the card and then replicate the numeral in their sand box. Students could record their work by taking a photo to be shared with a partner or small group. Students could also be asked to match the numeral with a domino or dot pattern card. Alternatively, use a small amount of paint in zip-lock bags with cotton buds to form the numerals or play dough rather than sand trays.
Racing to write: emergent
Provide students with a laminated game board showing numeral outlines (BLM - Racing To Write), a different coloured marker each and a 1-10 dot dice. Students take turn to roll the dice and write the corresponding numeral on their game board. The first student to complete any row wins the race.
Variations
- Provide students with a pile of number words they flip over to determine which numeral to write
- Have a pile of ten frames students flip over to determine which numeral to write
- Have one student roll the dice out of view of their partner. He or she says the number word out aloud for their partner to identify and write
- Work within the range of 1-5 before progressing to 1-10