Growth Point Activities - Cpb-ap-se2.wpmucdn
Growth Point ActivitiesVolume Two Catholic Education Office MelbourneSeptember, 2003
CONTENTS PAGECOUNTINGIndex PageGrowth Point ActivitiesWorksheetsPg 1 - 2Pg 3 – 19Pg 20 – 39PLACE VALUEIndex PageGrowth Point ActivitiesWorksheetsPg 40 – 41Pg 42 – 56Pg 57 – 69ADDITION & SUBTRACTION STRATEGIESIndex PageGrowth Point ActivitiesWorksheetsPg 70 – 71Pg 72 – 87Pg 88 – 100MULTIPLICATION & DIVISION STRATEGIESIndex PageGrowth Point ActivitiesWorksheetsPg 101 – 102Pg 103 – 117Pg 118 – 138APPENDICESFlashcards 1 – 50Pg 139These activities have been prepared byAndrea Dineen
BibliographyDice Dilemmas. Paul SwanShort Flexible Maths Games Peter Sullivan – 6th Annual Mathematics Conference forprimary and secondary coordinators and teachers. Mathematics Teaching andLearning Centre, Australian Catholic University, 1998.Shuffling into Mathematics – with games for Kindergarten to Grade 3,Box Cars and One Eyed Jacks, Canada, 1997.Count Me In Too Developing Efficient Numeracy Strategies,Stage 1.Department of Education and Training, NSW 1999.The Constant Operator Teaching Mathematics K-6. Calculators in K-6 Maths, Boardof Studies, NSW 1993.The Mathematics Curriculum and Teaching Program, Activity Bank,Charles Lovitt and Doug Clarke, Curriculum Development Centre, Canberra, 1988.Six Thinking Hats Edward De Bono
Growth Point Activities – COUNTING0. Not apparenta. Teddy Bear Match *pg 3b. Farm Play * (Worksheet 1 pg 20)pg 3c. Dial My Numberpg 3d. Match Uppg 4e. Peg Boxespg 4f. Ten Little Indianspg 4g. Sorting Stickspg 4h. Step Uppg 4i. Who Lives Here?pg 5* Denotes activities which are developing one to one correspondence1. Rote countinga.b.c.d.e.f.g.Numbers or Nonsense (Worksheet 2 pg 21)Number MatchBirthdates (Worksheet 3 pg 22)Counting FrameCaterpillar WalkFlashStick Uppg 6pg 6pg 6pg 6pg 7pg 7pg 72. Counting Collectionsa.b.c.d.e.f.Snap CardsWool TieFreckleface (Worksheet 4 pg 23)Count Your Own Bingo (Worksheet 5 pg 24)Dog Wash (Worksheet 6 pg 25)Schools of Fish (Worksheet 7 pgs 26-29)pg 8pg 8pg 8pg 8pg 9pg 93. Counting by 1s (forward/backward, including variable starting points;before/after)a.b.c.d.e.f.Dot to dotsWho am I?Up and Down Ladder (Worksheet 8 pg 30)Marble CountMissing Numbers (Worksheet 9 pg 31)Footy Finalspg 10pg 10pg 10pg 11pg 11pg 111
4. Counting from 0 by 2s, 5s and 10sa.b.c.d.e.Ducks Legs5s WalkIce Cream BundlesCaterpillar Crawl (Worksheet 10 pg 32)Frog Hoppg 13pg 13pg 13pg 13pg 145. Counting from x (where x 0) by 2s, 5s and 10sa.b.c.d.e.Make Your Counters Count (Worksheet 11 pg 33)Dice CountStand Up Sit DownHow Does Your Garden Grow? (W’sheet 12 pg 34)Choose Your Own Bingo (Worksheet 13 pg 35)pg 15pg 15pg 15pg 16pg 176. Extending and applying counting skillsa.b.c.d.e.Jigsaw Numbers (Worksheet 14 pg 36)Counting Patterns (Worksheet 15 pg 37)Hangman (Worksheet 16 pg 38)Times Ten You WinWhose Legs? (Worksheet 17 pg 39)pg 18pg 18pg 18pg 19pg 192
Growth Point Activities – COUNTING0. Not ApparentNot yet able to state the sequence of number names to 20.*The first two activities are designed to develop one to one correspondence. As thisskill develops, introduce the sequence of number words when completing the activity.a. Teddy Bear Match*Materials: Purchase 2 large pieces of the same wrapping paper, which has a single,repeated, simple design on it, such as teddy bears. Laminate one whole sheet of thepaper and cut the other into the individual designs, laminate these and place a smallpiece of Velcro onto the back of each shape, and onto the master sheet.Group size: Pairs or individualStudents then simply match the shape onto the board.As skills develop, students can count the number of teddy bears.b. Farm Play*(Worksheet 1)Materials: Activity sheet, animal stampsGroup size: Pairs or individualStudents use animal stamps to stamp one animal per paddock.As skills develop, students can count the number of animals.c. Dial My NumberMaterials: disconnected telephone, chalkboardGroup size: Small groupTeacher records an eight digit telephone number on the board, group reads thenumber to student who has to “dial” the number on the telephone. Student can roleplay speaking to someone before “hanging up” and passing onto the next student.Teacher checks to ensure that child is “dialling” the correct digits.3
d. Match UpMaterials: 2 sets of cards with numerals 1 – 10, one set red, one set blue.Group size: PairsStudents play memory with the two sets of cards.e. Peg BoxesMaterials: Ten shoeboxes numbered 1 – 10, pegsGroup size: PairsStudents peg on to the box, the corresponding number of pegs. Partner to check foraccuracy.f. “Ten Little Indians”Materials: ten pegs with feathers, one cardboard “tepee”Group size: Whole classChildren sing “Ten Little Indians” as peg Indians are added to the class teepee.g. Sorting SticksMaterials: 10 sticks of increasing length, numbered from 1- 10, shortest to longest.Group Size: Pairs or individualStudent orders sticks in increasing length and will then find numbers correspond,counting from 1 – 10. Read numbers to teacher, “Pass me stick number 4” etch. Step UpMaterials: one single unifix cube, one tower of 15 unifix cubes, unifix cubes, cardsnumbered 1 - 15Group size: PairsStudents begin with single unifix cube, and then continue to make steps, i.e. towerswith 2, 3, 4 etc cubes to build a staircase to the 15 cube tower.Match numeral with corresponding tower.4
i. Who lives here?Materials: Ten shoeboxes made to look like houses, numbered 11 – 20. Ten teddybears numbered 11 – 20.Group size: Whole class.Student matches numbered teddy bear to corresponding home.Teacher to question “Who lives next door to teddy number 16?” etc.5
1. Rote CountingRote counts the number sequence to at least 20, but is not yet ableto reliably count a collection of that size.a. Numbers or Nonsense (Worksheet 2)Materials: Activity card per pairGroup size: Pairs or individualShuffle cards and have students divide them into two piles, one with the numbers, theother with the nonsense squiggles. Partner to check for accuracy.b. Number MatchMaterials: Set of flashcards with numbers 1-20 written in words and in numeralsGroup size: Pairs or individualShuffle cards and students match the written numbers with the numerals.Extension: Flashcards with numbers represented by dots could be added andmatched also.c. Birthdates(Worksheet 3)Materials: Birthdates Template (recommend use as A3 size)Group size: Whole classTeacher records child’s birthdate (regardless of month) on the calendar in therelevant box.Questions such as “How many people were born on the 2nd of the month?” etc.d. Counting FrameMaterials: counting frame, two sets of numerals 1-10Group size: Pairs or individualStudents use counting frame to represent numbers 1 –10, on the left hand side ofeach row. They then peg on corresponding digit.Extension: Encourage students to study the right hand side of each row. Peg on thecorresponding digit to that side. Can they see a pattern?6
e. Caterpillar WalkMaterials: playdough, toothpicks, flashcards with numbers 1-20Group size: PairsStudent draws a card from the pile and then makes a playdough sausage orcaterpillar, and adds the number of legs indicated by the card. Partner to check foraccuracy.f. FlashMaterials: set of dot plates 1-20, each pair of students has set of cards numbered1-20Group size: Whole classTeacher flashes up a dot plate at random. In pairs, students determine how manydots there are and hold up corresponding numeral.g. Stick UpMaterials: stickers numbered 1-number of students in classGroup size: Whole classEach student is given a sticker on the front of their jumper. They then work as a classto order themselves from smallest to largest (or largest to smallest).Variation: Ask one or two students to be the ones to place the rest of the class inorder.7
2. Counting CollectionsConfidently counts a collection of around 20 objects.a. Snap CardsMaterials: set of flashcards with numbers 1-30, set of dot cards with numbers 1-30Group size: PairsShuffle cards and have students play snap.b. Wool TieMaterials: assorted collections of everyday classroom things (eg.unifix, buttons,pencils etc) into groups representing 15-30; set of flashcards numbered 15-30; fifteenlengths of woolGroup size: Whole ClassGroups of objects are randomly arranged along one side of the floor space, and thenumbered cards randomly arranged along the other side.Whole class counts groups of objects together, and then individual student useswool to connect the group to the corresponding numeral.c. Freckleface(Worksheet 5)Materials: One activity card per student; blu-tackGroup size: Small groupEach paper plate face has a numeral from 20-40 written on the back. Students needto use the blu tak to make this number of freckles to place on the face. Partner tocheck for accuracy.d. Count Your Own Bingo(Worksheet 5)Materials: Cloth bags containing groups of counters from 15-40; one game card perstudentGroup size: Small groupEach student has a game card. Students take turns to select a bag. They must thencount the number of counters in the bag which becomes the “bingo” number. Firststudent to cover all four of their “bingo” numbers wins.8
e. Dog Wash(Worksheet 6)Materials: One worksheet per student; blu-tack “fleas”, dice withnumerals 1-6Group size: Small groupStudents take turns to roll the dice. They then add this number of “fleas” to their dog.When their dog has forty “fleas” it gets a “wash” and they win the game.f. Schools of Fish (Worksheet 7)Materials: cards with pictures of groups of fish from 10-30; flashcards with numerals10-30 with paperclips; one magnet “fishing rod”Group size: PairsStudents “fish” for a card and then match it up with the corresponding picture card.9
3. Counting by 1s (forward/backward, including variable startingpoints; before/after)Counts forwards and backwards from various starting pointsbetween 1 and 100; knows numbers before and after a givennumber.a. Dot to DotsMaterials: Regular, commercially available dot to dot pictures can have numbersaltered to be counting by 1s, beginning from a variety of starting numbers other thanone. Similarly they can be used to count backwards by ones, beginning from anynumber up to 100.Group size: IndividualVariation: Count forwards or backwards by 2’s , 5’s, 10’s etc.Students follow the dots by counting as instructed to complete the picture.b. Who am I?Materials: Set of cards, in counting order from 1 to 28 (or otherwise), one for eachstudentGroup size: Whole classTeacher randomly selects a number from 1 to 28 and gives a simple statement suchas “I am one less than 22. Who am I?” The student then responds “I am 21” andmoves to the front of the class. Teacher follows with “I am the number after 14”.Student responds with “I am 15” and then places themselves in an appropriateposition to the left of Student 21. At the conclusion of the session, all of the studentsshould be in numerical order across the room.c. Up and Down Ladder (Worksheet 8)Materials: Worksheet with vertical ladder, numbered from 1 to 50, with 25as the START position; Spinner with the sections marked as 1, 2, 3,-1, -2, -3.Group size: Pairs or small group10
Each student places a counter on the Start at 25. They then take turns to spin andmove their counter either up or down the ladder accordingly. The first to reach either1 or 50 wins.d. Marble CountMaterials: Tin, marbles (or other small, heavy objects)Group size: Whole classAsk the students to close their eyes and listen as each marble drops into the tin,counting silently to themselves as they go. When the teacher stops dropping marblesasks students to volunteer the number that they had counted. To check answer,whole class can orally count as they are dropped again.Variation: Begin with a number of marbles already in the tin, to allow studentspractise at not always starting from zero.e. Missing Numbers (Worksheet 9)Materials: WorksheetGroup size: Individual or pairs.Students complete worksheet by filling in the numbers that are missing.Variation: Or by way of introduction, use 1 to 100 number chart to remove somenumbers and ask students to identify the numbers that are missing. Encouragestrategies such as “check by looking at the number before or after the one that ismissing”. Discussion could also follow about the patterns in the vertical columns andhow this might be useful as well.f. Footy FinalsMaterials: Four coloured counters in a cloth bag, one representing eachfootball team; a dice with faces 1, 1, -1, -1, 0, 0.Group size: Group of four.Four football teams – Red Ravens, Blue Budgies, Green Galahs and BlackCockatoos have made the finals, and need to play one another to find thePremiership team. Each team begins with a score of 10 points, and each studentbecomes the “Coach” for one of these teams. To simulate each finals game, thestudent draws a counter from the bag and “plays” the other team represented by thecoloured counter. The student then rolls the dice to determine the outcome of the11
game. If 1 is rolled their team has won and scores one point, and conversely theopposition must –1 point for losing. Similarly if the dice rolls –1, the roller mustsubtract one point and the opposition adds one. A roll of “0” represents a draw andno points are scored by either team. NB. If the student draws their own team’scounter this is considered to be a “bye” and they lose their turn.(Counters are replaced after each draw)eg.Red Ravens turn.Draws out green counterRed Ravens v. Green GalahsRed Ravens rolls dice 1Red Ravens 1 to scoreGreen Galahs –1 from scoreFirst team to score 20 points is the winner of the Premiership.NB. Teams cannot score negative points12
4. Counting from 0 by 2s, 5s and 10sCan count from 0 by 2s, 5s and 10s to a given targeta. Ducks LegsMaterials: Storybook “Come On, Daisy” by Jane SimmonsGroup size: Whole ClassRead the students the story of Daisy. There are many pictures of Daisy and MammaDuck throughout the story. Use questioning to have students acknowledge that duckseach have two legs, and as you turn the pages have the students count the numberof legs – by twos (seen or unseen) that there are in the story.Variation: Use any other story book which has repeated pictures of animals with twolegs.b. 5s WalkMaterials: Long roll of paper, paint, (outside area!)Group size: Whole class and small groupsEach child uses the paint to make their own footprints on the paper, recorded in awalking pattern. Teacher can number the feet (1,2, 3 etc) and then small groups can“do the 5s walk”, counting toes in groups of five as they step on each foot.Variation: Doing the “10s jump”. Feet can be recorded side by side and then studentsjump from pair to pair, counting by 10s as they go.c. Ice Cream BundlesMaterials: Icy pole sticks and rubber bandsGroup size: Small groupsThe group is given a collection of icy pole sticks (70 ) which they are required tocount into bundles of ten, contained by the rubber bands. These can then be used tocount by tens and then count in left over sticks to find total. Small groups can bejoined together to facilitate counting to larger numbers if desired.d. Caterpillar Crawl (Worksheet 10)Materials: Caterpillars either made by students using egg cartons and match sticks,or from template.Group size: Whole Class13
Discussion about how many caterpillars there are – each has ten legs, “I wonder howmany legs that is altogether?” Whole class count by tens together to determine totalnumber of legs.e. Frog HopMaterials: hula hoops, sets of cards with numerals counting by2s, 5s and 10sGroup size: Small groupLie the hoops in a random pattern on the floor, with a card face up inside each.Select a focus for the session i.e. counting by 2s, 5s or 10s; and place the cards incounting order with hoops adjacent to each other. The student becomes the frog whomust leap from “lily pad” to “lily pad” in counting order. Other students check foraccuracy.14
5. Counting from x (where x 0) by 2s, 5s and 10sGiven a non-zero starting point, can count by 2s, 5s and 10s to agiven target.a. Make Your Counters Count (Worksheet 11)Materials: one gameboard per group (enlarge to A3 size or even bigger), onecounter per studentGroup size: Small groupsStudents take turns to throw their counter onto the gameboard from a distance ofabout 1m. The area in which their counter lands will determine their score for thatthrow. Students keep their own running total of their score. The first student to reach50 points wins. If the counter is touching any part of a line, it is a score of 1 pointonly.b. Dice CountMaterials: Two dice marked 2, 2, 5, 5, 10, 10Group size: Pairs or small groupStudents roll the dice, total the score on both dice and add this to their running total.They may continue having turns until they decide to “bank” their score and pass theirturn onto the next student. If, however, before they “bank” their score they roll adouble (i.e. two 2s, two 5s or two 10s) they lose all of their points for this turn. Thefirst student to reach 100 points wins.c. Stand Up Sit DownRefer to Peter Sullivan – Short Flexible Maths GamesMaterials: NoneGroup size: Whole classThis activity is designed purely as an individual challenge for the students. It isimportant that it is not portrayed as a competitive activity. Students try to improvetheir previous performance by remaining standing for a greater number of roundseach time they play. The activity can be concluded when a small number of studentsare left, rather than just one.15
To begin the activity all members of the class are standing. The teacher gives an oraladdition sum such as 5 2 which students must calculate in their heads and keep thetotal. The teacher then builds upon this with another questions such as 10, whichthe students must add to the previous total. The students remain standing for as longas they can keep track of the total. When they have “lost” the total they quietly sit intheir seat and wait for the conclusion. It is useful to begin with easier questions andgradually increase the difficulty and speed of delivery.It is important that the teacher keeps a record of the questions given, so that a wholeclass activity at the conclusion can be to check that the final total that the laststudents standing had was actually correct. As mentioned above, students arepraised for improving their own number of rounds standing, rather than for being thelast person standing.The questions given can be selected to suit the focus of the class, at this timecounting by 2s, 5s and 10s from x where x 0.d. How Does Your Garden Grow?(Worksheet 12)Materials: Worksheets for the group, die marked 2, 2, 5, 5, 10, 10Group size: Small GroupStudents roll dice and number off (counting by 1s) the corresponding number ofpetals on a flower. When the next student rolls they continue numbering the petals onthe same flower until it is complete, and then start on the next flower if necessary.i.e.Flower 1 is numbered 1 – 10Flower 2 is numbered 11 – 20Flower 3 is numbered 21 – 30The student who numbers the last petal on a flower writes their name in the centre.Play for a set period of time (eg. ten minutes). The student who has their name in thegreatest number of flowers at the end wins.16
e. Choose Your Own Bingo (Worksheet 13)Materials: Blank bingo template for each student, counters, two diceGroup size: Small groupStudents select four numbers between 2 and 12 (they may have repeats, but thenumber must come up twice) and write these onto their bingo card. The students thentake it in turns to roll the two dice and add them to find the total. If the total appearson their own bingo card they may cross it off. Play then passes to the next student.The first student to win is the one who crosses off all of their numbers.17
6. Extending and applying counting skillsCan count from a non-zero starting point by any single digitnumber, and can apply counting skills in practical tasks.a. Jigsaw N
* Denotes activities which are developing one to one correspondence 1. Rote counting a. Numbers or Nonsense (Worksheet 2 pg 21) pg 6 b. Number Match pg 6 c. Birthdates (Worksheet 3 pg 22) pg 6 d. Counting Frame pg 6 e. Caterpillar Walk pg 7 f. Flash pg 7 g. Stick Up pg 7 2. Counting Collections a. Snap Cards pg 8 b. Wool Tie pg 8
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See also CPB 0206 - Parenteral Immunoglobulins, CPB 0369 - Chronic Fatigue Syndrome, and CPB 0650 - Polymerase Chain Reaction Testing: Selected Indications. Background The use and duration of intravenous antibiotic therapy in Lyme disease (LD) remains controversial. Researchers are currently conducting studies to assess the optimal
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studies published comparing the CPB with off pump surgery and the MCPB, finding lower presence of hemodilution, co-agulopathy[21] need for transfusion of red blood cells [22-27] and lower systemic inflammatory reaction in the surgery without CPB and MCPB in relation to the CPB[28]. It was al
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One Point Perspective: City Drawing A Tutorial Engineering 1 Tatum. When completing this tutorial, you must use the following items: * White, unlined paper * A ruler or other straight-edge * A pencil. Begin by setting up your paper for a one-point perspective drawing. Draw a horizon line and a vanishing point. Draw two orthogonals (diagonal .File Size: 727KBPage Count: 41Explore furtherOne point perspective city: The step by step guide .pencildrawingschool.comHow to Draw One Point Perspective City Printable Drawing .www.drawingtutorials101.comOne Point Perspective Drawing Worksheets - Learny Kidslearnykids.comPerspective Drawing - An Easy Lesson in 1 Point .www.drawinghowtodraw.comThe Helpful Art Teacher: Draw a one point perspective city .thehelpfulartteacher.blogspot.comRecommended to you b
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