Teaching the Emergent Child – See Chapter 5 of “Teaching Number: Advancing children’s skills and strategies”: Wright et al, 2002 WORKING WITHIN 20 Concepts being Forward and Numerals and Counting visible Subitising Finger patterns Temporal taught Backward Number numeral sequences in items patterns and Word Sequences the range of 1 – 10 sequences Resources N/A Numeral flashcards Double-sided Domino, pairs and Hands and fingers Hands for required Numeral track counters random array clapping and cards chopping Top tips Don’t always start at 1 Start by placing out Start with pupils As discussed Encourage pupils Encourage pupils when counting – vary numeral sequences in counting small during the talking to use their to copy and count your starting point order and asking amounts of counters about number fingers to make different hand regularly. Also, when pupils to count them in one colour, before section – use patterns for the movements, both counting backwards forward and moving on to groups different types of number clapping and stop at different backward. Move on of counters of two flashcards and ask sequences – start chopping numbers each time. to numerals being colours. Also the class ‘What do with sequential motions. Ask pupils to copy you randomly arranged encourage pupils to you see?’ and also patterns for 1 to Alternate with and also to say and asking pupils to count them both ‘How do you see 5, raising one different speeds: alternate words i.e. I identify them. Also, forwards and them?’ finger at a time. deliberate will say two, then you use a numeral track backwards. Lay out Move on to pupils chopping say three, then I will with numerals large amounts of doing this with motions; clapping say four then you say covered and counters (around 30) their hands held rhythmically; five and so on. This uncovered. and ask pupils to give above their heads clapping slowly; should lead to them you x amount out of (bunny ears). clapping saying the next the group (up to 20). Move on to doing irregularly. number. Do this for this up to 10. both Forwards and Backwards sequences. Best for whole class Good for group Good for group Good for whole Good for whole Good for whole activities activities activities class activities class activities class activities
Teaching the Emergent Child – See Chapter 5 of “Teaching Number: Advancing children’s skills and strategies”: Wright et al, 2002 WORKING WITHIN 20 Concepts being taught Forward and Backward Number Word Sequences Numerals and numeral sequences in the range of 1 – 10 Counting visible items Subitising Finger patterns Temporal patterns and sequences Resources required N/A Numeral flashcards Numeral track Double-sided counters Domino, pairs and random array cards Hands and fingers Hands for clapping and chopping Top tips Don’t always start at 1 when counting – vary your starting point regularly. Also, when counting backwards stop at different numbers each time. Ask pupils to copy you and also to say alternate words i.e. I will say two, then you say three, then I will say four then you say five and so on. This should lead to them saying the next number. Do this for both Forwards and Backwards sequences. Best for whole class activities Start by placing out numeral sequences in order and asking pupils to count them forward and backward. Move on to numerals being randomly arranged and asking pupils to identify them. Also, use a numeral track with numerals covered and uncovered. Good for group activities Start with pupils counting small amounts of counters in one colour, before moving on to groups of counters of two colours. Also encourage pupils to count them both forwards and backwards. Lay out large amounts of counters (around 30) and ask pupils to give you x amount out of the group (up to 20). Good for group activities As discussed during the talking about number section – use different types of flashcards and ask the class ‘What do you see?’ and also ‘How do you see them?’ Good for whole class activities Encourage pupils to use their fingers to make patterns for the number sequences – start with sequential patterns for 1 to 5, raising one finger at a time. Move on to pupils doing this with their hands held above their heads (bunny ears). Move on to doing this up to 10. Good for whole class activities Encourage pupils to copy and count different hand movements, both clapping and chopping motions. Alternate with different speeds: deliberate chopping motions; clapping rhythmically; clapping slowly; clapping irregularly. Good for whole class activities
Guidance-on-the-Early-Acquisition-of-Numeracy-in-Primary-1.docx