Activities to support Pattern and number structure

Where are they now?

Students:

  • instantly recognise (subitise) a range of dot patterns (such as dice patterns, domino patterns , finger patterns and ten frame patterns) without having to count
  • describe and visualise standard number patterns
  • describe and visualise standard number patterns
  • learning to partition numbers

Where to next?

Students:

  • recall number facts to ten
  • states how many more are needed to make ten
  • know that numbers can be separated and combined in a variety of ways (i.e. numbers are flexible - they can be represented, partitioned and combined in many ways)

Teaching point

Literature link: Many traditional folk and fairy tales have a theme based on three, such as The Three Little Pigs and Goldilocks and the Three Bears. Grouping based on these tales can be used in activities.

Outcomes

The following activities provide opportunities for students to demonstrate progress towards the following outcomes. A student:

MA1-1WM     describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols

MA1-2WM     uses objects, diagrams and technology to explore mathematical problems

MA1-3WM     supports conclusions by explaining or demonstrating how answers were obtained

MA1-4NA      applies place value, informally, to count, order, read and represent two- and three-digit numbers      

How?

Friends of ten

Construct two sets of numeral cards in the range of 0-10. For this activity it is necessary to attach string or shoelaces to the numeral cards so they can be worn around the students’ necks. Distribute one set of numeral cards to ten students. These students leave the room
or turn away from the remaining students. Distribute the other set of numeral cards to the remaining students. Ask the students in the first group to return to the class (or turn around) and find a partner who is wearing a card which, when added to their own card, will equal ten.

Variations

  • Increase the range of numbers on the numeral cards
  • Change the cards so that one set displays numerals and the other set displays dot patterns
  • Investigate “friends of twenty”
  • Connect to Making ten in Perceptual

 

Ten concentration

Provide students with a set of playing cards. Using ace to ten plus the jokers (which represent 0 in this case), students shuffle the cards and lay them out in a 4x4 array, leaving the remaining cards in a central pile. Students take it in turns to flip over two cards, looking for combinations that add to make 10. If successful, students take the two cards and record the combination they found, replenishing the two cards using the central pile. If unsuccessful, students turn the cards face down again.

Students calculate their scores by adding the value of each of their cards, counting on by tens (using their paired cards). The student with the highest score is declared the winner.

Variations

  • Use ten frame cards or number word cards
  • Change the number target to find combinations to 13, for example
  • Play as a version of snap 

Why?

Knowing the basic number combinations that form ten allows students to use a range of strategies for addition, using number facts they know to solve increasingly difficult problems instead of relying on counting. 

 

Combos

Each students is provided with ten 0-9 sided dice. Students take turns to roll their 10 dice, looking for pairs of numbers that add to make 10. Each combination they find is recorded and the dice removed from their collection. The first student to match all of their dice is declared the winner.

During reflection, discuss and record the various combinations students found.

Ask questions such as:

  • What happens when you roll a 0?
  • How many more would you need to make 10 if you had ___ ?

Variations

  • Use 1-10 sided dice
  • Use 1-20 sided dice looking for combinations to ten and twenty
  • Allow students to use more than 2 dice to form combinations to ten or twenty
  • Change the combination target, for example, look for dice that add to make 9 

Teddy tummies: addition

Prepare base cards (BLM - Teddy Tummies). Provide each pair of students with ten counters and the appropriate base board. The students take turns to distribute the counters between the two teddies by placing the counters on the teddies’ tummies. Pairs of students then discuss the number combinations formed with the ten counters. The students continue the activity, investigating the possible number combinations for the ten counters.

Variation

  • Have the students record the number combinations for “ten” as they are discovered. Allow opportunities for the students to demonstrate their “discoveries” to the rest of the class.

Why?

Students need multiple opportunities to develop knowledge of the numbers that combine to make ten to enable later fluency.

Speedy dice

Students work in groups of 3. Provide students with a set of 1-10 ten frames and something to record their work on. One person becomes the referee and the other two students are
the players. The referee identifies the target number, for example, 10. He or she then flashes a ten frame card so both players can see. Students then race to say how many more are needed to make 10. The fastest student is awarded a counter by the referee as the remaining player records the round.

Students play best out of 5 before swapping roles.

Variation

  • Change the target number and/or equipment provided. For example, use playing cards or dice