Activities to support Pattern and number structure
Where are they now?
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)
Where to next?
Students:
- recall number facts to twenty
- states how many more are needed to make twenty
- 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)
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?
Unit squares
Provide the students with thirteen squares of paper. Each square should have one side coloured green and the other side red. Place the cards in a line in front of the students, with the red side face up. Indicate to the students that the squares represent the number sentence: 13 + 0 = 13. Turn one card over to reveal a green side and discuss the number sentence that is now represented by the green and red squares, that is, 12 + 1 = 13. Continue turning over cards to reveal the green side. Encourage the students to state the number combinations represented by the red and green squares. Students record their thinking. During reflection, discuss the patterns students noticed and the generalisations they can make as a result.
Variations
- Vary the number of coloured squares used
- Write a corresponding subtraction number sentence for the squares
Friends of twenty
Construct a set of numeral cards in the range of 0-20 (BLM - Numeral Cards 0-30). Distribute the numeral cards to twenty students. Ask the students to find a partner who is wearing a card which, when added to their own card, will equal twenty.
Variations
- Increase the range of numbers on the numeral cards
- Change the cards so that one set displays numerals and the dot patterns
- Allow students to form a group of 3 that adds to twenty
Orange tree
Provide each pair of students with an outline of an orange tree (BLM - Orange Tree) and 20 counters. Instruct the students to place the counters onto the tree. The students then “pick” the oranges from the tree by moving nominated numbers of counters away. Ask the students to determine how many “oranges” are left on the tree and to record the number combinations.
Speedy dice: counting-on-and-back
Students work in groups of 3. Provide students with a set of twenty frames (BLM - Twenty Frames, BLM - Mini Twenty 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, 20. He or she then flashes a twenty frame card so both players can see.
Students then race to say how many more are needed to make 20. 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.
How many ways? Counting-on-and-back
Provide students with mini whiteboards and markers. Give students a target number, for example, 83, and ask them to record as many ways as they can think of to partition 83. Ask students to share their responses on a large whiteboard. Discuss responses provided by students, using their thinking to clarify ideas and deepen understanding.
Variations
- Changing the questions asked will change the information we receive from students. For example, try asking questions such as:
- How many ways can you represent the number 83?
- How many number sentences can you write where 3 or more numbers are combined to make 83?
- How many number sentences can you write that use subtraction where the remaining amount is 83?
- List and/draw all the things you know about the number 83 -
Discuss the patterns that can be seen. For example, if students shared combinations such as:
80 + 3
81 + 2
82 + 1
83 + 0
Use this opportunity to notice as one number increases by 1 the other decreases by one. Model using concrete materials, examining how each combination has a sum of 83.