### Where are they now?

Uses language to compare two small collections (e.g. big, bigger, biggest, more than, less than ..)

### Where to next?

Reads numerals to 10

Compares and orders

to 10**collections**### Purpose

**Purpose:**When students associate mental images of dot patterns or collections of objects with numbers (either stated orally or written), they are more likely to understand that maths is about quantities and not just memorising word patterns.

### Activities and Assessments (designed to move students from step 1 to step 2)

**Part-part whole board**

**Focus: **Identifying pairs of collections that add to make a given amount (initially up to 5).

**How: **Place a known number of counters in the box on the board and then split them into two different groups. Count and discuss the two groups that make up the initial number and record by drawing a diagram or picture of the two groups. Repeat.

**Five frames**

**Focus: **Visualise collections up to 5 using 5 as a subunit.

**How: **Provide each student with a five-frame and 5 counters. Students take turns to spin a spinner displaying dot patterns, count the dots and place the corresponding number of counters onto the five-frame. The exact number needed to complete the five-frame must be rolled to finish.

**Target**

**Focus: **Identifying pairs of numbers that add to make ten. Having counters or unifix cubes available for children to use may help to build initial understanding.

**How: **Draw a large 3 x 3 grid on the floor. Write a number from 1-4 in each square.

Put children into two teams.

First child throws one bean-bag onto grid. Talk about what other number is needed to make five. Encourage the child to work it out. The teacher can have counters to help with this. Child attempts to throw the second bean-bag onto that number. Score a point if successful. If unsuccessful, score a bonus point by calculating the total actually thrown. Score points using tally marks. Identify different numbers to use as targets in the range to five (ie four or three).

**Memory-to-Five game**

**Focus: **Identifying pairs of numbers that add to make five. Having counters or unifix cubes available for children to use may help to build initial understanding.

**How: **Use playing cards 1-4. Place in a 3 x 4 grid pattern face down. Children take turns, turning two cards over. Do they make five? If they do, child keeps the card and the next child takes their turn.

**Playing card flash**

**Focus: **Automatic recall of pairs of numbers that add to five.

**How: **The teacher has a number of playing cards from 1-4. Hold up one card, children respond as quickly as possible with the number needed to make ten. The children can have five unifix cubes or other types of counters in front of them as a scaffold. As they become familiar with the activity, take the counters away and increase the speed of showing the cards.

**Assessment – What my number looks like**

An appropriate number (for the stage of the student) is written in the centre of the sheet – the student then must try to make the number in a number of different ways (as indicated on the sheet.)

### Links

References to Other Resources