Exploring 1-5 Cover - Blake Education

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Look at the apple tree. The farmer forgot to pick the last apple. Draw one large apple on the tree. Look at the fishbowl
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Exploring

Early number activities, blackline masters & assessment pages that are fun and easy to use

Bev Dunbar N U M B E R

L O W E R

P R I M A R Y

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Introduction EXPLORING 1-5 At last! Here are over 100 fun, easy-to-use and easy-to-understand early number activities, with sample programs, blackline masters and assessment pages to make your teaching life easier! All exploring just the numbers from 1-5! The resources for each number include flashcards and original rhymes followed by a variety of exciting, practical activities for the whole class, groups, pairs or individuals. By exploring each number for a week at a time, as shown in the sample program, you will be able to cater for at least three ability groups, with plenty to challenge all your students. And the wide range of activities means that every number is treated in a different way. You’ll never run out of ideas again! As intelligent, fun-loving, active five year olds, your students probably know the basic ideas, but could further develop their understanding of each number through games, activities and social interaction with their friends. Through problem-solving and working with others, your students will learn to inquire and estimate, see patterns and relationships and use different strategies. This is Book 1 in the three volume Early Number Kit. Together with the other two books, “Exploring 6-10” and “Number Games and Activities for 0-10”, you will have a complete teaching resource for numbers to 10. In fact, there are more than enough number ideas here to keep both you and your students keen and motivated year after year. And if you think this book, Exploring 1-5, is useful, then why not collect the next two books as well!

Copyright © Bev Dunbar MATHS Matters 1999. Reprinted 2006, 2008 Exploring 1 - 5 ISBN 978 -1-86509-211-9 Early Number Kit ISBN 978-1-86509-210-2 Published by Blake Education Locked Bag 2022 Glebe NSW 2037 Printed by Green Giant Press Illustration and design by Janice Bowles The blackline masters in this book may be reproduced by the original purchaser for use with their class(es) only.

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Contents How to use this book

2

General resources

3

Exploring 1

10

Exploring 2

29

Exploring 3

42

Exploring 4

60

Exploring 5

73

Assessment

86

Sample programs

90

Index

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How to use the activities Each number unit from 1-5 is explored through 20 or more suggested activities. The overall objective is to develop knowledge, skills and understandings for the numbers 1 - 5 in a variety of fun, child-centred ways. The overall outcome for each unit is to estimate, count, compare, order and represent whole numbers up to 5, leading eventually to the study all the numbers to 10.

Grouping strategies

This example shows how easy it is to use each activity.

You’ll need these before the activity starts. Original counting rhymes for each number. Examples related to each specific number.

Sorting

N=

Numeration

= pair

P=

Patterning

= small group

C=

Counting

O=

Operations

WM =

Working

= individual

PAIR

= whole class

CLASS

Mathematically

A complete list of Outcome Indicators is provided on p.89 to help you see how and when this objective has been reached. Each activity includes coded specific Outcome Indicators to help your planning, programming and unit assessment.

S=

ONE

GROUP

ish Sort the Starf

2,3 O1,4 WM1, C3 N2,3,6 ONE

e of into the shap squares torn r (p. 80) e pe pa ym rh ue g bl h ...” countin M, scissors, fis BL ar h” st y fis ik ar sp St “Sort the copy of “Five (2 per child), “rockpools” arrange nt ways to re plore differe Do Ex . h? rts fis pa ar e st th ol has fewer n to act out po re Activity A: ild ch pool? ch hi is e W th fiv yme. Ask number in ol has more? Recite the rh odd or even s. Which po ol an e po o er th tw Is e in th arfish? the children number of st ve the same they both ha s can you different way How many n. d 3 ...) Make ow an r 2 ei th 4, s Activity B: and 5, 1 and fish, or draw 0 ar st g. 5 (e t s? ou ol cuts rockpo Each person h into the 2 t the 5 starfis partner. a ll Te . ns discover to pu tio atch your ac m to y or st up a

Resources:

How to use the sample programs A special feature in this book is the Sample Yearly Program for Mathematics (see p.90). This shows you one way to plan a 40 week teaching year, exploring each number for a week at a time, as well as fitting in explorations in Space, Measurement, Chance and Data. More specifically, the Sample Weekly Programs show you how to implement this yearly program on a Monday to Friday basis, using the activities with the whole class, groups, pairs or individuals. • A general example on p.91 shows you how you could manage rotating groups over the five days. • A more specific example, for the number “3”, on p.92 shows you an alternative way to organise a selection of activities from “Exploring 3“ (p. 42-59) as a five day unit. • A final blank proforma on p.93 can be used to write your own weekly program based on the examples shown.

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Exploring 1 - 5

Coded Outcome Indicators (see p. 89)

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Getting started Before you start, it’s a good idea to look around your room and check you have plenty of interesting number resources for activity-based learning. The following suggestions are a useful guide. Some of the resources can be purchased from educational suppliers. Others will be available at local supermarkets or as “junk” collections from the students’ homes. Remember also to think about the right storage solutions for your room. Inexpensive plastic containers with strong lids in a variety of sizes can be purchased from supermarkets and bargain stores.

For use as counters • bottle tops (home brewing supplies) • plastic farm animals • plastic teddy bears • circle counters • stick counters • beads and string for threading • tubular pasta • paddle pop sticks

For sorting/counting activities Small containers labelled 1 -10 • yoghurt or margarine tubs with lids • matchboxes • egg cartons • paper bags Large containers labelled 1 - 10 • shoeboxes • icecream containers with lids

Exploring 1 - 5

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Writing activities • A3 paper for class books • crayons, pencils • large and small paintbrushes • tubs of paint with lids • chalk, small chalkboards • plasticine, lino squares • playdough (see recipe below)

General • dice • spinners • 3D wooden shapes with 3,4,5,6, and 8 sides • sets of dot cards- random, domino pattern, twos pattern (see p. 5, 8, 9) • sets of ordinal number cards (see p. 6, 7) • dominoes • geostrips, split pins • geoboards, elastic bands • DUPLO, multilink blocks • old magazines

Playdough recipe (enough for 3 - 6 children) 2 cups of flour 1 cup of salt water 1 tablespoon of peanut oil A few drops of oil of wintergreen (or oil of cloves) Food colouring • Mix the flour, salt and oils together in a large bowl with a small amount of water to make a ball of dough. Divide the ball into three parts. Add drops of food colouring and knead in to make three coloured balls. Store in an airtight container.

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Exploring 1 - 5 Blake Education Reproducible

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Exploring 1 - 5 Blake Education Reproducible

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What comes in ones?

CLASS

S2,3 N3 WM1

Resources: An orange, a picture of a unicycle, about ten A3 pages stapled into a book. Activity: Hold up 1 finger. Shake and wiggle it around. Ask the children to think of things they know that come in “ones”. eg. mum my nose my head wheels on a unicycle What else comes in ones? eg. the sun the moon the handset on a telephone the tail on a lion Make “Our Book about One” by drawing and labelling some of these suggestions onto A3 paper.

Body Rhythms

CLASS

P1,2

Activity: Ask individual children to invent a “ones” body rhythm pattern for other children to follow. eg. clap hands once hit knees tap head stamp feet Repeat several times saying the words aloud. eg. “clap, hit, tap, stamp, clap, hit, tap, stamp, clap, hit, tap, stamp ...”

What is a unicorn?

ONE

WM2 C4

Resources: A book about a unicorn, “What is a Unicorn” BLM. BLM Activity: Discuss the ways different cultures tell their children stories about mythical creatures. The uniciorn is one of these. It is like a horse with one large horn on its forehead. Read the class a story about a unicorn. Discuss the fantasy horn as a special example of “one”. Everyone hold up one hand like a horn on their head. How many unicorns now?

Written activity: Children draw their own unicorn as a follow-up to the story. Or they can colour in a copy of the Unicorn BLM.

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What is a Unicorn?

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Guess the dots

CLASS

C3 N2

Resources: Large random and 2s dot pattern cards (enlarged to A3, see p.8-9).

BLM

Activity: A quick practice activity to develop estimation skills. Shuffle the dot cards, with the dots facing towards you, hidden from the class. Hold up a random card towards the class for about 3 seconds, then hide it again. Ask the children to guess how many dots they saw. Check by counting. Repeat, gradually making the viewing time shorter and shorter, until it is only for 1 second.

Make it One

ONE

C3 N4

Resources: “Make it one” BLM, crayons. BLM Activity: Discuss each of the pictures on the activity sheet. Look at the dog. Her name is “Spot”. Draw one large spot on her body. Look at the monster. Draw in one eye, one arm and one leg. Look at the apple tree. The farmer forgot to pick the last apple. Draw one large apple on the tree. Look at the fishbowl. Sam and Sarah just bought a new fish. Draw one fish swimming inside the bowl. Look at the cake. Baby Minh is one today. Draw one thick candle on the cake. Look at the blank space at the bottom right of the page. Draw your own picture about “one” there. Now go back and write a “1" beside all the things to do with one. (Use the same sheet later in the year as a checkup for any of the numbers from 1-10)

Using the Outcome Indicators Each activity described in this book includes a set of outcome indicators, in code, to help you with your class assessment. See page 89 for details. Find time during each week to record class progress, based on observation, discussion and work samples. When rushed for time, record at least a representative number of children from different ability groups by filling in the squares with a meaningful code of your own. eg.

= Introduced to this concept = well on the way to understanding this concept = definitely grasps this concept

Don’t panic if by the end of the week you only complete a sample! 1 Exploring 1 - 5

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Mix it up

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GROUP

S1,2,3 C3 WM1,2,3

Resources: Red/yellow/blue/black/white paint, paper, paint palettes/lids for mixing paint, brushes, water, plastic sheets/newspaper, painting smocks/shirts, A3 pages stapled to make a class book. Activity: Explore what happens when you mix two different paint colours together. How many different new colours can you discover? Collect the colour samples together in a book. Remember to wash your brushes after each experiment.

eg.

What happens when you mix blue and yellow? Black and yellow? White and yellow? Red and yellow? Repeat for other combinations. How could you sort these new colours? (eg. these all have yellow in them ...) Explain your sort to a friend.

Indian Headdress

C4 P1,2 ONE

Resources: Coloured and laminated copies of “Indian Head-dress” BLM, plenty of coloured paddle-pop sticks.

BLM

Activity: Explain how indian chiefs wore beautiful feather headdresses in the past. Show how to construct a twos pattern with the sticks as the feathers in the head-dress. Swap patterns with a friend. Can you repeat their pattern with your sticks? Can you repeat your pattern until it is as long as the desk? How many sticks altogether? Use this same workcard later in the year to make threes or fours patterns too.

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Indian Headdress

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Blindfold Me

CLASS

S1,2,3 N3 C3 WM1,2

Resources: A variety of wooden/plastic 4-sided 2D shapes (eg. squares, oblongs, kites, trapeziums ...), a few non-4-sided shapes, 4 blindfolds. Activity: Ask individual children to come to the front and wear the blindfolds. Place a shape in their hands. Can they tell whether it has four sides or not? Can they explain their reasons?

Geostrip Shapes

C3 N1,3,4 WM1,2 GROUP

Resources: A variety of wooden/plastic 4-sided 2D shapes (eg. squares, oblongs, kites, trapeziums ...), strips of cardboard/geostrips, split pins. Activity: Hold up a 4-sided shape. Demonstrate how to construct the outline of a similar shape with 4 pieces of cardboard and 4 split pins. Observe how there are many different regular and irregular shapes that can be constructed. Children construct their own 4-sided shapes with cardboard and split pins. Investigate and discuss all the different 4-sided shapes they can make.

Written Activity: Draw some of the discoveries on paper. Draw 4 things inside each shape. Write the numbers from 1-4 on each side.

Go fly a Kite

C4 N3,4 CLASS

Resources: “Go fly a Kite” BLM, crayons, scissors, two 2 cm wide cardboard strips, crepe paper, paste, cotton ties.

BLM

Activity: Discuss kites together, as examples of 4-sided shapes. Cut out the kite outline. Cut carefully along the 8 dotted lines. Weave two cardboard strips through the holes as indicated. Decorate tails with crepe paper streamers and 4 bows. Write a “4” in the centre of the kite. Attach a long piece of strong cotton at the back. Go into the playground and try to fly your kite!

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Go fly a Kite

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EXPLORING 1 - 5

NUMBER

LOWER PRIMARY

The Exploring Maths series is designed to provide busy teachers with practical resources that are fun and easy to use. Each book contains a wealth of activities, blackline masters and assessment tasks for a whole life-time of teaching. These activities encourage your children to think mathematically by exploring, experimenting, being creative and taking risks. By asking questions and active discovery, children learn to enjoy using mathematics as part of their everyday lives.

Exploring 1 - 5 includes • More than 100 activity-based, easy to use teaching ideas

• Assessment tasks and ideas • Outcome indicators

• A unique emphasis on each number

• A sample weekly program and a Yearly Maths overview

• Over 50 blackline masters designed for non-readers

In fact, everything you need to bring the numbers 1 - 5 alive in your classroom.

• Five counting rhyme mini-posters • Useful number resources and flashcards About the author

Originally a primary school teacher, Bev Dunbar is now actively involved in teacher education as a Mathematics Consultant and University Lecturer in Mathematics Education working in both the State and Catholic Education systems. Bev is a passionate believer in fun, practical resources which help teachers make maths lessons a highlight of the day.

Titles in the Exploring Maths series NUMBER Exploring 1 - 5 Exploring 6 - 10 Games and Activities for 0 - 10

Exploring 0 - 100 Numeration Exploring 0 - 100 Operations Exploring Fractions Exploring Money Exploring Calculators How to have a Maths Fun Day

Exploring 0 - 50 Numeration Exploring 0 - 50 Operations

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