Making Number Facts to 10, 20 and 30

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Making Number Facts to 10, 20 and 30

More on a new product called Dinosaurs which make number facts to 10, 20 and 30.

Making number fact families to 10, 20 & 30 with colour coded, family Dinosaurs.

Making number fact families to 10, 20 and 30 with colour coded, family Dinosaurs.

Although aimed at boys, most girls will also be attracted to these colourful dinosaur families. The four blue Brachiosaurus members are clearly marked 1, 9, 11 and 19. Two face to the right and two to the left, so they can face each other and have a little chat about the ‘totals’ they make. The obvious conversation will be what their total is and this will be 10, 9 and 1 or 20, 19 and 1, or 30, 19 and 11.

The 6 Dinosaur Families each follow the same pattern, so:

  • The Brachiosaurus family are numbers 1, 9, 11 and 19 and in blue.
  • Stegosaurus family 2, 8, 18 and 12 in lime.
  • Triceratops family 7, 3, 17 and 13 in orange.
  • Velociraptor family 6, 4, 16 and 4 in green.
  • Pterodactyl family 5, 15, 15 and 5 in purple.
  • Tyrannosaurus family 10, 10, 20, and 0 in red.

Don’t stop at number addition facts.

Use as mental maths subtraction sums. Look at any two family numbers, and the little chat can be ‘what is their difference in value’? The 8 and the 2 will have a difference of 6. Continue with ‘8 will be 6 more than 2, and so 2 is 6 fewer than 8. This terminology catches so many children out, and adults even have to think. Following the Sweet Counter theme of visualisation, draw dinosaur eggs to illustrate these calculations. Draw link lines between the eggs, so that you can see how many more or fewer. You might even get a little ‘cross curriculum’ work about reptiles and eggs and other cold-blooded animals.

Now think of doubles.

You have done your double 6, 7, 8, 9, and children are comfortable with these answers. Look at the dinosaurs 9 and 19 and add the two numbers together. 9 add 9 = 18 ………. 28 will be the answer.  8 and 8 = 16 so 8 and 18 make 26 and so on.

Now any two dinosaurs can meet e.g. 14 and 3 and say the ‘total’ 17, ‘ difference’ 11, multiplication even, 42. With 18 and 2, you could even bring in division, but again visualisation – draw images to show 18 prehistoric plants, cave men etc. being eaten by 2 dinosaurs.

Multiplication, division, and visualisation….

Don’t forget the English confusion! Poor children. Make it a little more fun with these dinosaurs. All dinosaurs have their names written under the number, so even reading and spelling work can be brought in. How many more words can you think of starting with ‘pt’?

Dinosaurs – Number Fact Families to 10, 20 & 30. Price – cards only for £5 for limited period only.

 

Teaching time – made simple!

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Teaching time – made simple!

Time – where does it go to??
The topic of time is a really hard concept for children to understand, and so here are a few suggestions that might make the topic more understandable and easier to teach.

Here we are in 2012 and the Olympics are around the corner. Why not use this as a calendar countdown. (It obviously ties in with your summer holiday also, but I think the parents may sense desperation if you had that up as a calendar countdown.)

Clock Visualisation

We now have a new free download to help teach time available from our website, Clock visualisation! On our download, we have all the different options, 5, 10, 15 etc, with 1, 2, 3 segments coloured. On the reverse side there is the number of minutes remaining, thus 5 segments coloured will have the number 35 on the reverse side.

This brings us to number bonds / facts to 60. I was asked for this at an exhibition, and I explained that we had facts to 6, 8, 10, 17, 20 and 100 but not 60. As soon as she mentioned that she was teaching ‘time’, it became obvious and really useful for all teachers to do. Children draw and colour a fun clock and the digits clearly displayed, e.g. 40 and so the number 20 is displayed on the reverse side.  As a mental maths activity, each child says the minutes ‘past’ and the other children have identify the minutes ‘to’ the hour.

Digital clocks are fun and easy to make with black paper and chalk. Cut out lots of black pieces of paper – about half of A4, but cut lengthways. Children do a fancy chalk pattern around the edge and two dots in the centre. They all must select a different time for their clocks e.g 14:30. Children can stand up ‘in order’ to arrange the times chosen. Use a master clock to make change the digit to 1 hour, 10 minutes or 1 minute more.

Teach the time with these fun Tick and Tock clocks and stop clocks with movable hands.

tick and tock - how to tell the time

Tick and Tock is our clock set with a 16 ‘colour shaded’ card clocks that act as templates for the numbers. (Tiny holes in the correct position.) The set contains a workbook with really useful worksheets e.g duration. It is currently on offer (£10 per pack plus VAT and P&P).

Helping my child with Numbers and Number Work.

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Helping my child with Numbers and Number Work.

MATHS IS ALL AROUND US. It is not just in our maths class.

  • Be a ‘digit detective’ and look for numbers on packets and tins, doors and numberplates. Use a magnifying glass.

  • Look for patterns in number. The 0 to 9 digits repeat to infinity and beyond, but they all take turns in front.
  • Watch out for reversals. 2379 are commonly reversed. If they had an eye, it would look as if they are walking backwards from the way we read and write. Always start at the TOP to write the number.
  • Watch out for children writing 14 as 41. You say 4 first!!

  • Look for the ‘message’ in the sum or the worksheet. E.g 8 + ? = 12
  • The message of this sum, is ‘count on to make a number’. Draw 8 spots, then draw a line and draw MORE spots to make a total of 12. Counting on appears to be the simplest of concepts. It is not! Many children struggle to ‘count on’ in their heads without going back to the beginning. Walking up stairs is good for this, and jumping along the pavement. If they jump 5, they will not want to go back to count on 3 more. They must put the 5 in their heads and go 6, 7, 8.
  • If they get something wrong, try not to say ‘NOoooo’ in a negative voice, but ‘nearly’ or ‘not quite’.
  • Avoid negative attitudes wherever possible. ‘He won’t be any good at maths as I was hopeless at maths!!!!!’ It does not have to follow.
  • Try to make it enjoyable. It does not have to be paper and pencil worksheets.
  • Use colour to bring things alive. The Lotttonumbers shows the ‘units’ pattern with horizontal colour, and then turn over the card, and you can see the tens pattern with the ‘vertical’ colour coding. (Remember Zillions with the colour coding to 10. Blog Number Bonds and Place Value).

View the Assessment video below. Is your child making similar mistakes to Lucy?

How can I Help My Child with Maths?

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How can I Help My Child with Maths?

We are now going to move away from the products, and look at a case study, a Year 3 child who considers her self ‘rubbish’ at maths.

Helping children with Maths – A Case Study

It is currently October and Lucy has just moved into the Juniors. SHE IS SUMMER BORN WITH A JUNE BIRTHDAY. Her mathematical concepts should be secure by this time, but many summer born children miss out on understanding concepts, after all, they are a year younger than many of the children in their class.

The Foundations of Mathematical Understanding

A concept is a ‘connection’ and all these connections build up the foundations of mathematical understanding. If the foundations are not secure children find it difficult to progress with confidence.

DON’T BLAME THE TEACHER. The best teacher will find it difficult to ‘reach’ and concentrate on the weaker maths group, or indeed stretch the stronger pupils as well as draw out the potential of the ‘average’ pupil.

A cry from many parents is “HE/SHE WON’T LISTEN TO ME!” “IT WAS DIFFERENT IN MY DAY” Basic concepts remain the same! The emphasis is ‘understanding’ rather than ‘rote’ learning. If they do not enjoy working with you as a parent, you do NOT have to do pencil and paper worksheets. Just walking to school has odd and even numbers on doorways, number plates to add digits at speed, shop windows advertising prices and discounts. As you will see, a big emphasis is ‘real maths’, ‘using and applying’ as it is termed.

Useful Tips to Help Children Understand Maths

Over a number of sessions we will identify many of the different concepts that children have to know and understand during Key Stage 1. You will see snippets of Lucy and I working together and using the Sweet Counter resources. The first session we used Zillions, Lady Bugs and Road Signs.

Take a look and follow Lucy on her maths journey.

Count on to make Number Facts and Number Bonds to 10

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Count on to make Number Facts and Number Bonds to 10

Here is another great product to teach facts to 10. Teachers will know that you have to do the same thing in different ways before it sinks in and those eyes light up with understanding. This product also has another important aspect, and that is ‘counting on’ to make 10.

 

An Early Years Numeracy Resources where the lady bugs illustrate ways to make number facts and bonds to 10. If number 7 is on the front, children count on to make 10 and 3 spots are on the reverse side.

Number Facts and Bonds to 10 - Lady Bugs

On one side of the Lady Bug you have the number and word but no dots. On the reverse side you have the spots that make 10. Thus 4 has 6 spots on the reverse side, and 7 has 3 spots. For young children you may just use the ‘spot side’ and count the dots and put the cards in a row to show that ‘when we count – we make 1 more’.

Young children can find a friend for the Lady Bug. If you have 6 as a number, you will be able to find a separate card that has 6 spots on it. (This card will have 4 on the front.) You can then see spots and number at the same time.

Counting On and how many more make 10

Once children are familiar with the cards, they should be confident with ‘counting on’ to make 10, and they will be self correcting by looking on the reverse side. As they become more confident they should be able to pick up any card and instantly ‘kow’ the number of spots on the reverse side. Alternatively, they may count the spots and instantly know the number on the front.

An Early Years Numeracy Resources where the lady bugs illustrate ways to make number facts and bonds to 10. If number 7 is on the front, children count on to make 10 and 3 spots are on the reverse side.

Lady Bugs - number facts and number bonds to 10

Girls will also probably notice the ‘ruby lips’ of 6 are the same as 4, 6 matches 4 etc.

For more information on this product click on the product image.

I wish they knew their Number Facts & Number Bonds to 10!

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I wish they knew their Number Facts & Number Bonds to 10!

This is the product to make 10 that emphasizes the ‘patterns’ of making 10.

“I wish they knew their number bonds” is a regular cry from teachers. With these Kissy Fishy cards, apply named Wish Fish, they soon will.

Wish Fish – number facts and number bonds to 10

Children think there are lots of sums to learn to make 10, but they can usually remember 9,1 and 10, 0 and 5, 5 with ease. They only have to remember 6,7,8 and their ‘friend’. If you place the fish vertically so they show 10,9,8,7,6, and 5 they will then see the 5,4,3,2,1,0 pattern on the other side. The fishy pairs face each other as if kissing.

They also have to realize that 6 and 4 will give the same answer as 4 and 6. There will be no change to the answer.  (Just as if Chloe and Sarah take the register to the office and swap sides and walk back as Sarah and Chloe, there is no actual change.)

Fun visual Number Patterns simplify learning Number Facts & Bonds to 10

Playing Pairs Games is the main game to play with these cards. Place one set of cards face down and one player picks up two cards. If they are not a pair, they put them back on the table face down. If they are a pair, they look at the numbers e.g. 6 and 4 and place them at their side. (Kissing noise usually accompanies this especially if girls playing.)

They continue until all pairs are allocated and the winner is the one with most pairs. For the next game add another full set of fish and finish with the full 36.

Wish Fish – number facts and number bonds to 10

Always remember to emphasise the pattern of numbers. Patterns run through every aspect of mathematics.

For more information on this product click on the product image.

Number Bond Recognition with Number Facts to 8 & 10

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Number Bond Recognition with Number Facts to 8 & 10

The Plus Bus was followed by Jumbo Jets and Busy Boats.

Jumbo Jets - number facts to 8

The Jumbo Jets has eight windows on each of its 4 colourful, double sided planes. Children will count the 5 passengers, 1,2,3,4,5 and naturally write 6,7,8 in the blank windows, thus ‘counting on.’ Again you can ‘write on and wipe off’ using dry wipe pens. One has the windows cut out so forming a Jumbo Jet template. Each child can draw their own jet, complete their choice of the number of passengers and write the sum. Where is their jet going to?

 

Busy Boats - number facts to 10

The Busy Boat has ten windows to teach the all important bonds / facts to 10. There are three inserts and as they are double sided, they show the 6 permutations to make 10.

Again the emphasis is visualisation and maths stories using real situations and linking these to fast number bond recognition with UNDERSTANDING!

 

For more information on these products click on the product images.

The story of Number Bonds/Facts to 6 with Plus Bus

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The story of Number Bonds/Facts to 6 with Plus Bus

So now to the Plus Bus which is one of our earliest products and still selling well.

Plus Bus

Plus Bus - number facts/bonds to 6

There are six windows and it is designed to teach bonds to 6 and counting on, and generally the story of 6. Two insert buses show 1,2,3, or 4 people on the bus. (You can use these independently but most children only count the folding bus as the ‘proper’ one.) Once the insert is placed inside the bus, you can make a story about number 6.

Some examples of Scenarios and Uses

  1. If four children are viewed on the bus, how many more can fit on the bus?
  2. If the bus were full, how many have got off to go shopping?
  3. Can the children make up similar stories for the different number views? They usually like the ‘going to the loo’, ‘feeling sick’ ‘missed the bus’ scenarios.
  4. The reverse side shows six windows that you can write on and wipe off your passengers using dry wipe pens.
  5. Split pinholes are incorporated in each wheel so that the bus can be kept closed, or rotating wheels can be attached for the singing of the ‘The Wheels on the Bus’.
  6. Use finger puppets, or laminated photos of the children as counters to get on and off your bus.

For more information on this product click on the product image.

Number Bonds and Place Value – Zillions

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Number Bonds and Place Value – Zillions

So in September nearly every teacher in the Primary School sector from Year 1 to Year 6 will be teaching or checking that children know and can use, NUMBER FACTS/BONDS TO 10.

Why does it take children so long to learn these basic facts. See Blog 11 where stickers and ‘Friends’ will help.

Colour for teaching number bonds and facts

Zillions - number bonds to 10, place value, addition, subtraction, division, multiplication, equal too and more than and less than.

I had never used colour to teach bonds/facts and yet colour is a really useful memory aid. I was working on a product that had digits cut out so little children could ‘feel’ the eight or the four without seeing. I was trying to select 12 different colours when it suddenly dawned on me to repeat the colours. Zillions was produced and I worked with a bottom Year 2 group and just asked the four children to collect numbers in their colour. We did some sums with the numbers and talked for a while and as we went for lunch, I asked Paul what he’d collected. He did not say orange, but the 7 and 3s. What was Bethany collecting? “8 and 2″ he replied without hesitation. He could remember what each child was collecting – they always know everybody else’s business as well as their own!

The beauty of Zillions is that the digits can make ANY number and brings in Place Value.

If 8 and 2 are placed on the table, then the 1 can be paced in front to make 18 and 2 and then moved over to make 8 and 12. Take this one stage further and you can make 30, 40 or in fact any number.  The set also includes the signs so that you can make sums and remove the sign to see if the child can see which operation has been made.

For more information on this product click on the product image.

New Ideas for the School Classroom & Playground

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New Ideas for the School Classroom & Playground

It is the summer now, and September is only a few weeks away. Teachers NEED the summer to recharge. They can forget the little rascals from last year, and start with a ‘clean slate’ with your ‘fresh class’.

Teaching Games

You will be filled with enthusiasm and everybody tries out new ideas. Some work and some do not. Here are a few ideas that worked for me.

  1. When it comes to tidying up and the floor is covered in bits, give out strips of Sellotape  to the ‘active tidier uppers’ and not the ones dancing around in front of you. The strips dab on the floor and collect those tiny bits within minutes.
  2. Use some scrap paper to make some ‘Wet Play’ Books. They cost nothing, are quick to distribute and can be taken home when completed.
  3. If you have a headache or a sore throat or a noisy class, then have a ‘whisper’ hour. If you whisper instructions, they will whisper requests.
  4. If your children are old enough – instead of whispering – write messages with simple instructions, and children have to write their requests and answers.
  5. Give everybody a number and for registration they have to say their number in sequence. They must NOT say anybody else’s number.
  6. When lining up – everybody takes a number 1st to 30th out of a box, and that is the order they line up in. No arguments! If they drop their card, they stand at the back. Remind them to drop them back in the box ready for another day.
  7. To teach evaporation – tip a bucket of water over the playground and IN the sun. Draw a chalk outline and each time you come out, the water will shrink!
  8. To teach shadows, one child stands with arms outstretched and the other draws around the shadow. They then swap roles and WRITE THEIR NAME BY THEIR SHADOW. Throughout the day, stand in the same position and see how the shadows change.
  9. Get a watering can and empty the water on the dry playground into the shape of a letter or number. This is the track that children run around in the correct way. E.g. ‘a’ starts at the top and goes ‘round up and down the same way’.
  10. Place a few stones on a grassy area and check each day. What happens to the grass and why?

Cars - ordinal numbers

For more information on this product click on the product image.