Boston wave
Pupils sit in a circle and count slowly in unison to 20. Once 20 has been reached, without pause, they begin all over again. Include zero as part of the counting sequence.It is important to encourage ‘counting’ in unison to a regular rhythm or beat. In the initial stages use a chime bar, or similar, to set the pace.
Decide which way round the circle the Boston wave has to go.
As ‘one’ is chanted point to a pupil who quickly stands up, then immediately sits down.
Point to the next pupil in the circle as ‘two’ is chanted who also quickly stands up and sits down.
Repeat the ‘stand-sit’ action going round and round the circle.
No more than one pupil should be standing at any one time and the ‘stand-sit’ action should be done in time to the count rhythm.
With practice and as pupils pick up the beat there will be no need for you to point – they will automatically continue the Boston wave round and round the circle.
Extend to counting back from 20 to zero.
Include counting in parts of the number sequence zero to 20. For example, count from 8 to 16, forwards and back.
People numbers
Give out numeral cards in the range 0-20 and stand the pupils in line.· Ask pupils not holding a number to change places with a given numeral.
Laura change places with any number which is more than 7
Tom change places with a number between 12 and 16
· Turn some of the pupils holding numbers around so that their backs face the rest of the class. This makes a ‘missing numbers’ sequence.
Choose pupils to go and tap one of the ‘missing numbers’ on the back and to say:
I think you are number …
If they are correct they change places with that number.
· Pupils holding numbers ‘go for a walk’ and then line up in a muddled order.
Non-number pupils then give instructions to them so that they become ordered.
Which has more?
Pupils use counting material, such as cubes, Compare Bears, counters. Ask them to take a handful and guess how many they have, then count to check. Take another handful and repeat.Which handful had more?
How many more?
How can we check?
Ask for ideas recording what has been done. These could include drawing, colouring in squares on strips of squared paper.
Funnel maths
Put four cubes through the funnel. Ask pupils to count them as they go through.Now put three through. Ask how many there are in the pot. Check by counting.
Repeat for other amounts. Include putting nothing through the funnel. Discuss adding zero to sets.
Rearrangements
Pupils need apparatus such as Linking Elephants, Compare Bears, cubes. Tell them to count out six and make a line with them. Ask them to rearrange the apparatus.Make a circle with the elephants.
How many are in the ring?
· Discuss what must be done to make a set more or fewer.
· Discuss what adding and subtracting zero does to a set size.
Carton count
Organisation: groups, pairsProvide a margarine tub with a hole cut in the base, large enough for cubes to pass through. The tub is placed upside down and pupils take a small number of cubes, count them as they put them through the tub hole, repeat for more cubes then say how many are underneath. They check by lifting the tub and counting.
Thigh, clap, snap, snap
Pupils sit in a circle and slowly slap tops of thighs, clap hands and then snap fingers – first with one hand then with the other. Continue this to develop a steady rhythm.· When the rhythm is steady, play ‘Follow my number on’ where you start with a number other than one or zero, for the counting sequence to 20 or until you say ‘stop’.
thigh clap snap snap, thigh clap snap snap …
nine ten eleven twelve thirteen …
· Play ‘Count down’ where you start with a suitable number and count down to zero or other chosen number, for instance ‘Count down to 8’.
Thigh clap snap snap, thigh clap snap snap …
twelve eleven ten nine eight.
Encourage pupils to take turns giving the starting number.
At the end of one counting sequence and the start of the next there will be a pause but keep the actions and rhythms going continuously.
· Allow pupils to have ‘solos’ where they say their own chosen counting sequence – the rest of the class still doing the actions. This allows pupils of differing abilities to demonstrate their counting range.
· Extend to counting on and back in tens. Decide whether to restrict to counting in multiples of 10 or to include patterns such as 3, 13, 23, 33, …
Stand then sit
· Choose a number sequence, such as from six to thirteen.Pupils sit in their chairs and count on from six to thirteen. They then stand and count back from thirteen to six, when they again sit and count on from six to thirteen.
Check that a steady rhythm is kept going during the counting.
· Change the number sequence. Allow pupils to make a choice of which numbers they would like to count between.
Tell me about
Discuss different ordinal positions such as: the third letter of the alphabet; what you do first thing in the morning or when is second break.Washing lines
String up a short ‘washing line’ in part of the classroom and write the tens numbers on small pieces of card.Give pupils random tens numbers to peg or clip to the line. Numbers pegged to the line must always be in correct sequence.
Pupils will have to use ideas of position rather than counting in deciding where to peg a specific number. For instance, knowing that 30 comes between 10 and 60.
Fasten 10 pegs to the line and repeat the activity. In deciding where a particular tens number goes pupils may choose to count the pegs. Encourage counting on and back skills, for example, counting on from 60 to place 90, or back from 80 to place 50.
Counting stick
Use a counting stick marked off in ten equal divisions. An unnumbered metre stick marked off in decimetres is ideal. One can be made by fastening coloured tape around a length of broom handle.Name one end of the stick zero and the other 20. Move a finger slowly along the divisions, one at a time, counting in twos. Pupils count in unison.
Include ‘hiccup counting’. Stop part way through the count sequence and move a finger back a division before continuing:
two four six eight (move finger back) six eight ten
If pupils become confident in counting on in twos include counting back along the stick.
Name the ends 0 and 100 and repeat the activity for tens.
Money count
Organisation: groups, pairsProvide some 1p, 2p and 5p coins. Pupils use the coins to find different ways to make 10p. they can record by drawing round the coins or by writing sums using numerals and symbols.
