Introducing Number by Teacher Superstore

For early learners

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Introducing Number © ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Number related activities for the early years.

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Written by Anne Bell. Illustrated by Melinda Brezmen. © Ready-Ed Publications - 1999. Published by Ready-Ed Publications (1999) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 214 5

INTRODUCING NUMBER: ACTIVITIES FOR THE EARLY YEARS

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It is all too easy to assume that children will immerse themselves in free play activities that will lead to mathematical discoveries and investigations. While it is certainly true that young children learn a great deal from play situations, most students in the formative years can further their own discoveries when exposed to planned mathematical activities using specific and associated language.

This book contains over thirty activities that deal with the mathematical strand of number. The activity sheets are clear and simple, using animals, characters and situations that are relevant and appeal to the interests of young children. The activity sheets are designed so that they can be used as stand-alone activities. Each sheet is also supported by valuable whole class lead-up activities where the specific language of mathematics can be explored in a hands-on situation. The maths activities are fun and easy to organise with a minimum of preparation. Follow up, support and extension ideas for related songs, poems and class displays are suggested to further develop mathematical concepts with young children.

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Have fun with number. Anne Bell

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This book is designed to make mathematical activities fun, enjoyable, and purposeful for both students and staff.

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Resources referenced in this book:

The following materials have been used in the compilation of this book. Please note that the editions used by the author may no longer be available and that page numbers referenced in the Teachers’ Notes may have changed in later editions. The Useful Book published by Australian Broadcasting Corporation (1988) in association with the Play School television programme Most recent edition published in 1996. Merrily, Merrily published by Nursing Mothers Association, Maryborough, Nunawading.

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Introductory Notes ......................................................... 2 Matching pairs ............................................................ 4, 5 Down on the farm ....................................................... 6, 7 My body; My hand ................................................. 8 - 10 My birthday ............................................................ 11, 12 ......... ’s pizza delivery ............................................. 13, 14 Odd one out!............................................................ 15, 16 Graphing planets .................................................. 17 - 21 Counting stars ............................................................... 22 Aliens go shopping ........................................................ 23 More aliens .................................................................... 24 Graphing pets ....................................................... 25 - 29 Under the sea........................................................... 30, 31 Teachers’ notes for pp. 33-36 ....................................... 32 How many? ................................................................... 33 I can read sums! ............................................................ 34 My first sums! ............................................................... 35 More sums! .................................................................... 36 Teachers’ notes for pp. 38-40 ....................................... 37 Up, up and away ........................................................... 38 Moo, moo Jersey cow ................................................... 39 How does your garden grow? ...................................... 40 Royal jewels ............................................................ 41, 42 Set the table ............................................................. 43, 44 Most and least ......................................................... 45, 46 102 Dalmatians ....................................................... 47, 48 My fat hen ............................................................... 49, 50 Dress the babies ...................................................... 51, 52 Teachers’ notes for pp. 54, 55 ...................................... 53 Finish the flags .............................................................. 54 Fix the pattern............................................................... 55 Teachers’ notes for pp. 57, 58 ...................................... 56 What is missing? ........................................................... 57 What comes next? ......................................................... 58 Ladybird, ladybird fly away home ........................ 59, 60

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Contents

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Teachers’ Notes

Matching pairs Whole class lead-up activity

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Pack two suitcases with one of each pair of a variety of socks, shoes, slippers, boots, gloves, roller skates and mittens. Game One

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Game Two

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A child sits in front of each case. One child pulls out an item and holds it in the air counting out aloud, while the other child tries to find the matching pair in her suitcase as soon as possible. Swap the roles and make comments like, “It took Tom five seconds to find the sock but it only took Lucy two seconds. Lucy was three seconds faster”.

Dress some children or toys in one half of the matching items of clothing. See how quickly the class can finish dressing the toys or children with the rest of the clothing. Game Three

Make a line of items from one of the suitcases. Ask individuals or small teams to pair up the items as fast as possible.

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Activity page You will need:

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Coloured pencils.

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another. One child selects an item and begins to describe small parts of it. The child on the other side must look through his suitcase to find a match to the description. Situate the rest of the class so that they can see both players.

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This sheet should need very little explanation. Ask children to explain the sample on the sheet to ensure they have the correct idea.

Fill the dress up corner with sets of matching things that are jumbled up, e.g. the teddies could have non-matching socks.

Poems and songs ‘Put on your ...’ pg. 40 ABC Play School Useful Book

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Matching pairs

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My name is: ........................................... Ready-Ed Publications

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Teachers’ Notes

Down on the farm Whole class lead-up activity

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Activity page

You will need: Copies of the activity sheet; Writing and coloured pencils.

Follow-up and extension ideas

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This is one of my favourite games - it is very exciting to watch. Secretly whisper a farm animal into the children’s ears. Use five different animals, e.g. child 1 - cow, child 2 - sheep, child 3 chicken, child 4 - pig, child 5 - dog, child 6 - cow, child 7 - sheep, repeating the pattern until all students have been given an animal. Ensure that the children know to keep their animal a secret. Explain to the group that they are not allowed to talk to one another, but they have to walk around listening to other children making their animal noise until they find all the children with the same sound. See which group finishes first. Repeat with different animal sounds.

This sheet works wonderfully when classes are covering a unit on Farms or Animals. Also see other theme-related activity sheets in this book.

My fat hen, pg. 49

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Poems and songs ‘Baa, baa black sheep’ pg. 17

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Graphing pets , pg. 25 on

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‘I went to visit a farm one day’ pg. 69 ABC Play School Useful Book

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Down on the farm

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How many

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How many

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How many

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Teachers’ Notes - Pages 9, 10

My body

My hand

Whole class lead-up activity Mystery Box Game

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You will need a box (with a lid) large enough to fit one or two students inside. Alternatively use a large sheet to hide the students. Seat your class in a large circle. Ask the children to stand and move around the space while you sing, ‘Tippy Toe, Tippy Toe, Tippy Toe, Tippy Toe (continue until all children are spread around the space) find a new spot!’ The children immediately crouch down and close their eyes. While children have their eyes closed, the teacher quietly touches a student on the back. This student then quietly climbs in the box and pokes a hand or foot out of the hole in the lid. (Make sure the hole in the lid is not too big). The children then sit up and take turns guessing which child is in the box. It they can not guess from the hand, try a foot (no shoes). The process is repeated once the identity has been discovered. Variation: Use a box big enough to fit two children inside. Two hands or two feet are poked through separate holes and the children try to guess if they belong to the same child or two different children. N.B. it is important to move the children around after each turn otherwise they will simply realise who is missing from a familiar spot.

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You will need: Copies of the sheet; Writing and coloured pencils.

Follow-up and extension ideas

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These sheets could be done on two separate occasions. Discuss the sheets with your students before sending them off to complete the task.

Using the idea from Graphing Pets and Graphing Planets, make graphs of the number of different coloured eyes in your class. Calculate the number of legs, toes, noses in your class and make posters explaining your special class body facts.

o c . Poems and songsc e her r o t s super ‘Heads and shoulders, knees and toes’ ‘Finger on your nose’ pg. 13 ‘Where is Thumbkin?’ pg. 15 ‘Clap your hands’ pg. 14 ‘Open, shut them’ pg. 14 ‘One day a hand went walking’ pg. 15 ABC Play School Useful Book ‘Number one touch your thumb’ pg. 26 ‘This is little Tom Thumb’ pg. 40 Merrily, Merrily Page 8

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My body I have ____

hands.

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I have ____

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r o e t s Bo r e p ok u I have S ____ nose. eyes.

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I have ____

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toes.

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knees. My name is: ...........................................

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Colour mixing 4

My hand

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Draw carefully around your hand. Count your fingers and write a number next to each one.

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This hand belongs to: ............................. Page 10

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Teachers’ Notes

My birthday Whole class lead-up activity

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You will need a collection of dolls, bears and toys, playdough or modelling clay and either real birthday candles (although these break easily) or ice cream sticks. Set up the bears, dolls, etc., around the room. Give each one a special birthday badge that says “I am 5 today” (vary the age from 1-10 or higher if you feel it is applicable to your class). Children are to work at a table or on the floor with balls of playdough to make a birthday cake for each toy, remembering to put the correct number of candles on each cake. Once they have completed the cake and candles they place it in front of the correct bear, (matching the number of candles with the age of the toy).

Activity page

You will need: Copies of the activity page; Coloured and writing pencils to draw candles; Small squares of orange and red tissue paper to scrunch and glue on as the flames on the candles; Glue and brushes or glue sticks.

© ReadyEdPubl i cat i ons Read the instructions with the class. Explain that the children are to write the age they will, or have turned, this year. You may wish to make it that children simply write the age • they are • f o r r e v i e w p u r p o s e s o n l y now. Remind children to count out their age carefully to work out how many candles they will Follow-up and extension ideas

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need, as one candle is already drawn on the cake.

Make a simple birthday chart with these sheets by grouping them on the wall in months. Children learn the months of the year. Help them to learn their birthday date and month.

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‘Happy birthday to you’ pg. 19 ‘Five little candles’ pg. 19

ABC Play School Useful Book

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My birthday

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Add candles onto the birthday cake to match your age.

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This year I am .......... years old.

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My name is: ........................................... Page 12

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Teachers’ Notes

’s pizza delivery

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Whole class lead-up activity

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Turn one section of your room into a pizza shop with a phone and note pad for orders. Use icecream lids as pizza bases, red felt for the tomato base and cut out a variety of felt circles, lines and irregular shapes in contrasting colours for the topping. Place the toppings in a row of small margarine containers. Use a large box as the oven and tennis rackets as the sliders to put the pizzas in and out of the oven.

You will need: Pencils.

Talk about sharing a pizza and how to cut one up. Look at the example on the page and ask the children to explain why it was delivered to that house. Remind the children to count carefully before drawing the connecting line.

Children begin sheet by completing the heading “ .................... ‘s pizza delivery” by inserting their own name.

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Poems and songs ‘One a pizza, two a pizza, three a pizza, four...’ pg. 49

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(variation of ‘One potato, two potato ...’)

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ABC Play School Useful Book

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Visit your local pizza shop to see how it operates and collect a variety of boxes to bring back to the classroom shop.

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’s pizza delivery

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Count the people and write the numbers on the house roof. Drive the pizza to the correct house.

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Teachers’ Notes

Odd one out! Whole class lead-up activity

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Make three to five part sets of things from your classroom. E.g. a collection of dolls, a group of pencils, a pile of books etc. Talk with your class about grouping things. Explain that sometimes a group of objects may all look the same, make the same noise or do similar jobs. Use the word ‘classify’ to decide what to call groups, e.g. car, helicopter, bike, train, truck classified as a transport group. Can children find an odd one out in this group? Perhaps they will suggest that the helicopter is the only one not to move along the ground or that the bike is the only one without an engine. Explore these ideas as a class. Ask children to make groups of similar things. Encourage children to classify their grouping. Play ‘Odd One Out’. A student places a group of things together with one odd one out amongst them. The other students then try to guess the odd one out and explain why it is odd. You will find children will make a variety of suggestions for answers and many groupings will have more than one answer.

Activity page

E.g. Baa, Baa, Black sheep have you any milk?

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Play dress ups with odd pieces; E.g. sun hat, swimming costumes, sandals and mittens!

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Sing songs with odd words in them;

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Odd one out!

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Circle the object in each group that does not match.

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Teachers’ Notes - Pages 18 to 24

Graphing planets Whole class lead-up activity

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This activity lends itself well to the Space theme and is best tackled once the theme has been explored for a few days. Using either commercially produced posters or your own drawings, look at the different sizes of the planets and their distinguishing features, i.e. colours, rings, size etc. Look at where the earth fits into the pattern. Give a planet name label to 8 of your students and arrange them across the room in the correct order:

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Mercury-Venus-(*Earth)-Mars-Jupiter-Saturn-Uranus-Neptune-Pluto

*Earth - As children will be “leaving” from Earth it is not included as one of the planets to visit. Have your students lie down on the floor and close their eyes. You may wish to use mood enhancing music. Talk the children through a space flight to the planets. Bring them back to Earth and discuss favourite planets. Have children decide upon one favourite.

Activity page

You will need: Enough “My planet is ...” squares cut out for all children; Enough enlarged versions of the graph pages taped together for all children; Enough enlarged versions of the “Our graph findings” sheet for all children.

Follow-up and extension ideas

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their planet. Help them, as they finish, to write the planet name on the square. When all children have finished call them back to the mat. Explain the numbers down the side of the graph and the need to identify the different planet names down the bottom. Have the children glue their planet choice into the correct column. As a group complete the “Our graph findings” sheet.

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See “Counting stars” activity sheet.

See “Aliens go shopping” and “More Aliens“ activity sheets.

Using egg cartons as bricks, build a class space rocket. Roll a cone of cardex for the point of the top. Build the rocket large enough for two children to sit inside and read space theme books.

Poems and songs ‘Zoom’ pg. 73 ABC Play School Useful Book ‘Sally go round the sun’ pg. 50 ‘Twinkle, twinkle little star’ pg. 42 Merrily, Merrily

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Uranus Mars

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Jupiter

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Planets we’d like to visit

Pluto Neptune Saturn

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My planet is .....................

My planet is ......................

My planet is .....................

Name ............ My planet is .....................

Name............. My planet is ......................

Name ........... My planet is .....................

Name ............ My planet is .....................

r o e t s Bo r e p ok u S Name ............ My planet is .....................

Name............. My planet is ......................

Name ........... My planet is .....................

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My planet is .....................

Name ............ My planet is .....................

Name............. My planet is ......................

Name ........... My planet is .....................

Name ............ My planet is .....................

Name............. My planet is ......................

Name ........... My planet is .....................

Name ............ My planet is .....................

Name............. My planet is ......................

Name ........... My planet is .....................

Name ............ My planet is .....................

Name............. My planet is ......................

Name ........... My planet is .....................

Name ............ My planet is .....................

Name............. My planet is ......................

Name ........... My planet is .....................

Name ............

Name.............

Name ...........

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Name ............ My planet is .....................

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Photocopy enough for your class, one square per child Page 20

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Our graph findings

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of us would like to visit Mars.

Most us us would like to visit .....................................................

We would like to visit ................................................. the least.

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of us would like to visit Pluto.

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Planets - extension activity

Counting stars

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Count the shapes carefully. You might like to colour the ones you’ve counted.

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Planets - extension activity

Aliens go shopping

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Who needs what? Help the aliens to buy what they need.

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draw 5 eyes

draw 3 legs

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More aliens

Planets - extension activity

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draw 3 heads

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draw 1 body Page 24

draw 1 arm

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eyes

draw 2 noses

draw your own alien

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Teachers’ Notes - Pages 26 to 29

Graphing pets Whole class lead-up activity

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Activity page

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Have children bring in photographs of their pets. Those children without pets can cut pictures of their favourite pet from magazines. Play ‘Pet Detective’. Place all the pictures of the pets in the middle. Select a few students at a time to collect and hide a pet picture behind their back (not their own pet). Children take turns to describe the pet in their picture. The other children first try to guess what sort of animal it is and then match the pet with the correct owner. E.g. this animal has four legs, is brown and white and has long ears. After playing this game ask the children to guess which pets seem most and least popular. Explain the words popular, most, more than, less than, least, compare Ask the children ‘How could we check to see if our guess is correct?’ Discuss their ideas and try simple suggestions on the mat, i.e. counting, placing pictures side by side, etc. Make a line of cat photos and dog photos. Which is longest? Does that mean the longer line has the most animals? Talk about how the size of the pictures might affect this.

You will need: Enough “My favourite pet is ...” squares cut out for all children; Enough enlarged versions of the graph pages taped together for all children; Enough enlarged versions of the “Our graph findings” sheet for all children.

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Explain that to compare the numbers of pets we need to make a picture graph with pictures that are all the same size. Hand out the “My favourite pet is ...” squares and send children off to draw their own pictures of their pets. As they finish, help them to write the pet word (e.g. fish) on the square. When all children have finished call them back to the mat. Explain the numbers down the side of the graph and the need to identify the types of animals down the bottom. Have the children glue their pet into the correct column. As a group, complete the “Our graph findings” sheet.

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‘Pets’ pg. 52 ‘Pussy cat says miaow’ pg. 52 ‘Warm kitty’ pg. 53 ‘O Where, O Where’ pg. 52 ‘My dog Spot’ pg. 52 ABC Play School Useful Book ‘How much is that doggie in the window?’ Merrily, Merrily pg. 168

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Our favourite pets

____________ ____________ ____________ ____________ ____________ ____________ ____________

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My favourite pet is My favourite pet is My favourite pet is My favourite pet is My favourite pet is ........................... .......................... .......................... .......................... ...........................

Name ................. Name ................. Name ................. Name ................. Name .................. My favourite pet is My favourite pet is My favourite pet is My favourite pet is My favourite pet is ........................... .......................... .......................... .......................... ...........................

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© ReadyEdPubl i cat i ons Name ................. Name ................. Name ................. Name ................. Name .................. •f evi e ur p s eso nMy l y •pet is My favourite peto is r Myr favourite pet isw My p favourite pet iso My favourite pet is favourite ..........................

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Name .................

Name ..................

Photocopy enough for your class, one square per child Page 28

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Our graph findings

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of us like cats.

The most favourite pet is ..........................................................

The least favourite pet is ..........................................................

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of us like dogs.

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None of us like.........................................................................

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Teachers’ Notes

Under the sea Whole class lead-up activity

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The Mermaid or Mermale Game

Make something interesting such as a mermaid crown or something similar to identify the mermaid. (The game can be played without this.) The mermaid is selected to cover his/her eyes in the centre of the circle of children. The circle of children say ...

I’ll clap for you if you’ll count for me.”

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“Mermaid, mermaid under the sea,

The teacher then points to a number of children (up to 5). These children clap altogether for 10 seconds. When the clapping stops the mermaid uncovers his/her eyes and tries to guess how many children were clapping. As the mermaid guesses the children need to respond with either ‘less than__’, ‘more than__’ or ‘you’re right!’ Variation: change the word “clap” in the poem to sing, click fingers, cough, hum, etc.

Activity page

You will need: Photocopies of the activity sheet (You may wish to enlarge the picture to A3); Pencils for writing and colouring.

Follow-up and extension ideas

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NOTE: Point out to the children how some aspects of the undersea illustration might be different from the clues in the questions below. For example while the fish shown in the questions is also in the picture there are also different looking fish in the picture, which should be included in the count.

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Make a class mural of ‘Under the sea’. Have questions listed next to the mural asking ‘How many fish can you find?’ etc.

‘All the fish are swimming in the water’ pg. 76 The beach collection of songs, pg. 74-77 ABC Play School Useful Book

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Under the sea

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My name is: ........................................... Ready-Ed Publications

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Teachers’ Notes - Pages 33 to 36 How many? - counting up to 5 I can read sums! 1 - 5 My first sums! pictorial 1 - 5 introduces +, = signs

r o e t s Bo r e p ok Whole class lead-up activity u S More sums! pictorial 1 - 9

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These are great activity sheets for children as they prepare for more formal schooling. Young children love the novelty of doing ‘real school work’ and these sheets should be tackled sequentially to ensure student success. The initial sheet How many? requires simple discrimination, counting and the writing of numbers 1 - 5.

I can read sums! requires the student to read simple numerical and pictorial sentences and draw the correct number of items.

My first sums! introduces the mathematical signs of addition (+) and equals (=). These will need to be discussed prior to completing the task. The student then simply adds the pictures and writes the answer numerically, involving the numbers 1 - 5.

© ReadyEdPubl i cat i ons More sums!• is the follow-on activity sheet My u firstr sums! and uses same principles f o rr e vi e wtop po se stheo nl y • requiring the students to write the numbers 4 - 9.

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Simply photocopy the required number of sheets You will need: pencils.

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Students may wish to put these activity sheets together to form a book.

Sing your class favourites involving counting and addition; e.g. “1, 2, 3, 4, 5, once I caught a fish alive ...”

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How many?

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My name is:

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I can read sums!

Draw 2

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Draw 5

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My name is: Ready-Ed Publications

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+ + + My first sums! + + + + + r o e t s Bo r + + e p ok u S + + + + + © Ready-EdPublications + •f orr evi ew pur posesonl y• + + + + . te o c + + . che e r o t r s super + + + + ............................................... Page 35

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+ + + More sums! + + + + + r o e t s Bo r + + e p ok u S + + + + + © Ready-EdPublications + •f orr evi ew pur posesonl y• + + + + . te o c + + . che e r o t r s super + + + + ............................................... Ready-Ed Publications

Teachers’ Notes - Pages 38 to 40

Up, up and away Activity page You will need: Pencils and copies of activity sheet.

r o e t s Bo r e p ok u Poems and songs S ‘Up and down’ pg. 25 ABC Play School Useful Book ‘Up in a balloon’ pg. 157 Merrily, Merrily

Moo, moo Jersey cow

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Ask the children to explain why a number is written on the activity page flag. Make the connection between the numbered balloons and the matching flag. Complete the next example with the class before sending children off to complete task.

How does your garden grow?

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are responsible for drawing their own one-to-one correspondence. “Moo, moo ...” Draw a large cow on a piece of paper. Draw a milk bucket underneath and ask a child to write a number on it from 1 - 5. Now choose another student to draw the correct corresponding number of patches on the cow. “Garden grow ...” This sheet is again the next step in the skills sequence, focusing upon numbers 5 - 10. Look together at the example on the sheet before sending students off to complete the task.

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Pencils and copies of activity sheet. Read the instruction together and discuss the example.

Poems and songs

‘The milkman’ pg. 115 Merrily, Merrily ‘Singing a cowboy song’ pg. 55 ‘Dingle, dangle scarecrow’ pg. 9 ‘The animals wake up’ pg. 8 ‘Round and round the garden’ pg. 13 ABC Play School Useful Book Ready-Ed Publications

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Moo, moo Jersey cow

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Read the number on the cow’s bucket. Draw the correct number of patches on the cow.

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How does your garden grow? Add the correct number of petals to the flowers.

5 6

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Teachers’ Notes

Royal jewels Whole class lead-up activity

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You will need a selection of dolls, bears, threading laces, large wooden beads or threadable macaroni.

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Activity page

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It is best to have smaller groups for this activity. Arrange the dolls and toys around the room. Place a party hat on each toy’s head with a large number drawn on the front. If it is earlier in the year use numbers 1 - 10, for more confident groups use numbers 5 - 20. Place the beads and laces in piles in the middle of the toys. The children then thread the laces and count how many beads they have before hanging it around the neck of a toy, with the corresponding number on its hat.

You will need: Copies of the activity sheet; Coloured pencils for the jewels, or alternatively provide glue and small sparkles, confetti, etc., for children to glue on to the page.

Poems and songs

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‘I am the king’ pg. 41 ABC Play School Useful Book

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Use food colouring to dye threadable macaroni. When it has dried provide children with threading laces to make their own necklaces to keep.

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Royal jewels Read the number on the queen’s crown. Draw the correct number of jewels on her necklace. 3 r o e t s Bo r e p ok u S

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Teachers’ Notes

Set the table Whole class lead-up activity

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Activity page You will need: Copies of the activity sheet; Writing and colouring pencils.

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You will need either a child’s tea set or plastic cups, plates, spoons, forks, knives and bowls. If you do not have access to these things, simple drawings can be subsituted. Gather a selection of dolls and teddies. Seat the children in a circle on the mat. Ask one child to invite some of the toys to tea. This child then selects the toys and seats them in the middle of the circle. Ask another child “What will we be eating first?” The child may then say soup and toast. The children then discuss cutlery and crockery needed for such food. Select different children to count aloud the correct number of spoons, bowls etc. and place them in front of the toys. Encourage children to estimate first and then discuss methods of checking answers, i.e. counting toys and checking that each toy has what it needs. Continue the game with different numbers of toys or use children from your class. Suggest different ideas for food and utensils (perhaps the use of chopsticks!).

© ReadyEdPubl i cat i ons Discuss the similarities between the game played as a class and the requirements of the sheet. Encourage students to put aw mark (perhaps a stroke) under each animal/person at the • f o r r e v i e p u r p o s e s o n l y • table and to count them before writing the number in the square. Follow-up and extension ideas

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Poems and songs ‘Table manners’ pg. 73

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Plan an afternoon or lunch party for another class or for parents. Have your children help to calculate the utensils required and the numbers needed. Make visual lists for children to add to.

‘This is my saucer’ pg. 68 Merrily, Merrily

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Set the table

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Teachers’ Notes

Most and least Whole class lead-up activity

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Select four to five children and stand them in front of the class.

* Choose one of the following suggestions to use on the selected children: pegs on shirts

holding toys

sticky dots on face

coloured clothing

coloured fingernails

Think of your own or take children’s suggestions. * Ask the group: “Who ...

is wearing the most amount of red clothing?”

is holding the most flowers?” has the most purple dots on their face?”

“Who has the least...

pegs on their shirt?”

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holding up different number of fingers

flowers in hair

number ofcoloured fingernails?” © Rea dy EdP ubl i cat i ons number of toys?” •f orr evi ew pur posesonl y• * Talk about the words least, most, more than, less than. Ensure children count to check

Activity page

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Follow-up and extension ideas

Talk about stories that have situations where the children can identify most and least. E.g. Which of the three bears had the most/least porridge?

Who had the most/least sensible idea for building a house in ‘The Three Little Pigs’? Also relate ideas of most and least to the children in your class. E.g. Who has the most/least brothers and sisters in this class? Who has the most/least pets?

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Most and least Circle most the one with the ...

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Teachers’ Notes

102 Dalmatians Whole class lead-up activity

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Talk about the many different sizes, shapes, colours, and patterns of dogs. Find out if anyone has a Dalmatian and ask the owner to draw the dog or describe it to the class. Talk about the dog’s coat and the pattern of dots. Draw a large outline of a dog on the mat and ask the children to sit around it in a large circle. Ask a child to throw a die and count the number of dots on the upturned side. Using a selection of ten small round objects, such as counters, blocks, jar lids etc. the child then places the number of dots on the dog corresponding with the number on the die. Variations: Use a die with numbers instead of dots. Use two dice and add the numbers together to determine how many dots to put on the dog.

Activity page You will need: Pencils.

Tell the children that the poor dogs on the activity page have lost their spots. The children need to read the number next to the dog and put the correct number of spots on that dog. Identify the line on which the children should write their name.

Read 101 Dalmatians.

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Follow-up and extension ideas Use templates or children’s own dog drawings and cover with black sticker dots. Alternatively punch holes in dog shapes and glue onto black backing paper so that black dots show through. Make a class counting frieze with ‘dotty dogs’ and numbers.

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Poems and songs

‘How much is that doggie in the window?’ pg.168 ‘The Spot song’ pg. 42 Merrily, Merrily

‘O where, O where’ pg. 52 ‘My dog Spot’ pg. 52 ABC Play School Useful Book

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102 Dalmatians Read the number by the Dalmatian and draw that many spots on the dog.

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Teachers’ Notes

My fat hen Whole class lead-up activity

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Game: My fat hen - You will need a collection of 10 blocks, balls or items that represent eggs. It is best to choose items that can be sat upon!

“Higgledee piggledee my fat hen, She lays eggs for gentlemen.

Sometimes nine and sometimes ten, Higgledee piggledee my fat hen.”

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Make a large ‘hen’s nest’ with either a hoop, rope or a small box. Select a ‘hen’ to sit on the nest. Children sit in a circle around the nest, put their heads down and close eyes while saying ...

While this is being said the ‘hen’ makes a selection of eggs, counts them and places them out of sight (either under the child or in the box under the child). When the rhyme has been completed the students take turns trying to guess the number of eggs. When the correct number is guessed the ‘guesser’ then counts the eggs aloud to check them and becomes the new ‘hen’. As the children become more proficient the ‘hen’ can give clues, e.g. “No, it is less than 5.” Encourage and explain the words: less than, greater than and more than.

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Follow-up extension ideas

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Make a class mural of one to ten. Assign children to different parts of the mural, e.g. “Thomas, Lucy and Ben are working on the hen with five eggs.”

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My fat hen Read the number on the chicken and draw that many eggs in her nest.

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Teachers’ Notes

Dress the babies Whole class lead-up activity

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This is best played in small groups to ensure maximum involvement. You may wish to have half the class complete the activity sheet while the other half play the game. You will need a die and two sets of five dolls or teddy bears. Each doll or teddy bear will need a set of clothing, e.g. hat, socks, glasses, etc.

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Two children are selected as the parents of the two families or sets of dolls. The die is thrown and then another student selects a type of clothing, e.g. ‘hat’. As quickly as possible a ‘parent’ dresses as many dolls as they can in the clothing stated. The first parent to dress each of their family correctly is the winner. Example: The number ‘3’ is thrown and the clothing item ‘hat’ is selected. On the teacher’s signal the two ‘parents’ dress three of their toys in three hats. If the number six is thrown the children have to pick up all five toys and run around the circle and back to the middle. The winner then selects the next item of clothing.

Activity page

Follow-up and extension ideas

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Copies of the activity page; Coloured and writing pencils.

Fill a corner of the room with dolls, teddies and clothing for fun free play.

Poems and songs

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‘Here is a ball for baby’ pg. 18 ‘Suzie had a baby’ pg. 61

ABC Play School Useful Book

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Dress the babies

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2 sunglasses

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Teachers’ Notes - Pages 54, 55

Finish the flags Fix the pattern r o e t s Whole class lead-up activity Bo r e p ok u S

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Start by clapping a simple pattern for the class to repeat back to you. Ask children to clap a pattern for others to repeat. Clap a pattern to the children once and then repeat it, missing the last half or one section. Can the students identify the missing part? Using blocks or coloured pencils make a pattern across the mat. Start with a simple two-part pattern first, e.g. XOXOXOXOXOXO and move onto three and four part patterns. Make two repeats of the pattern and ask children to continue it. Help them to identify two, three, and four part patterns. Make an obvious missing spot and ask children to fill in the missing spot.

Activity page You will need: Copies of the activity sheet; Pencils.

© ReadyEdPubl i cat i ons Read the instructional sentence together and complete the first flag as a group. Send •f orr evi ew pur posesonl y• students off to complete the sheet on their own. Follow-up and extension ideas

e.g.

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Use a pattern to decorate a length of paper that can then be hung from the ceiling like a banner. Encourage children to design their pattern first and use their draft design as a map when completing their banner.

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Finish the flags Complete the patterns.

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Fix the pattern

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Fix the patterns.

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Teachers’ Notes - Pages 57, 58

What is missing? What comes next? r o e t s Whole class lead-up activity Bo r e p ok u S

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Talk about how we put different things in line or in order. What does “in order” mean? How could you put the socks belonging to your baby sister, your big brother and your father in order? Use sample socks/shoes/saucepans/dolls in different orders. Look at both largest to smallest and smallest to largest. Introduce the words becoming larger and becoming smaller, descending and ascending, growing and shrinking, big and little.

Activity page

You will need: Copies of the activity page; Pencils.

Look at a large A3 activity page as a group. Indicate where children are to write their names. Talk about differences in the patterns. Complete the first line together while on the mat. Tell the children to look carefully at the sizes and draw in the missing shape the correct size.

Follow-up and extension ideas

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Read the story ‘Goldilocks and the Three Bears’. Use classroom furniture or pictures to order the chairs, bowls, spoons and pillows, etc. Have children hide their eyes while you rearrange the order. Ask children to fix the pattern.

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Use songs like ‘Heads and shoulders, knees and toes’ where you eliminate a different body part. Sing the first line of songs or poems and ask children to sing the next missing line. Sing songs with main sections missing and ask children to identify the missing parts. e.g. How much is that ....................... in the window?

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What is missing?

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Carefully look at the sizes and draw in the missing shape the correct size. e.g.

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What comes next? Count along the lines and write in the missing number.

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Teachers’ Notes

Ladybird, ladybird, fly away home Whole class lead-up activity You will need:

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A large sheet or blanket.

Children sit in a large circle. One child is selected as the Ladybird. All the other children cover their eyes and say ...

Your children are hiding and you’re all alone. Hurry, can you find them and give them a scare? Count them quickly, how many are there?”

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“Ladybird, ladybird, fly away home.

While the song is being sung the ‘Ladybird’ touches a number of children on the shoulder who huddle together in the middle of the circle while the teacher covers them with the blanket. When the poem is finished the other children open their eyes and take turns to guess how many children are under the blanket.

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Copies of the activity sheet; Coloured and writing pencils.

Make ladybird cookies. Use oval biscuits. Spread on orange icing or orange cheese spread. Use currants for spots.

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Poems and songs

Ladybird, ladybird, fly away home,

Your house is on fire and your children all gone. There’s only one left and she’s called Anne, Cause she hid under the frying pan.

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Ladybird, ladybird, fly away home

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Read the number on the ladybird’s tail and draw the correct number of dots.

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