Hi, not posted for a while, I need some suggestions with 4 children I am working with, they are all struggling with numeracy. During a numeracy session, the teacher was teaching the children ten more than & ten less than, children used their number fans, when they worked out the answer in their heads they had to find the number on their fans, I knew my 4 kids wouldnt even be able to work this out in their heads. I worked with them on the carpet and gave them a 100 square grid to work from. These children are way behind and 2 of them cannot even count up to 50.
I did mention this to the teacher that the children really struggled and suggested that i work with them going back to basic counting on to start off with. The teacher is very good but is new to the class, this class has been without a permenant teacher since sept 07 just had endless supply teachers coming in. I joined in January and I have worked with 8 different stand in teachers so far!! The new teacher is from year 1 and as taken over year 2 to bring them on. Can anyone suggest different activiities that i can do possibly kinesthetic to help these children. (the problem im faced with none of the children get any support from their families either which is sad. Even if I make a difference to one of them at least i have done something for them. any suggestions please i would really appreciate it thanks. Jayne

Number square and counter going up when take ten off and down when add on. Can't think what these are called but, tens sticks and units cubes, make a number say 35 what happens when I take one tens stick away, or add one on.

Dot
xxx

cheers Dot thats a great help I'll try those thanks Jayne

I've used the old cusinare ten rods and matched then to 100 blocks before which is very visual. For counting in tens before using a hundred square I have used A4 sized numbers [10/20/30/ etc to 100] and used the space in the hall [or outside if nice] using it with 10 at the top and 100 at the bottom. [just like it is in a hundred square.

The children can start at ten and step down counting as they move down it. [can also count backwards from 50 say as well]

Then I did activities such as start on number 30, add on ten what number are you on now. etc....

Only then when they were familiar with counting in tens did I introduce them to 100 square.

After that they needed lots of work counting on ten from different numbers [understanding that you move one place down on the 100 square]

you could also try one of those singing ten times tables.

But they do need lots of visual material uni fix cubes group in tens/ cuisenaire rods/ pencils taped together to be able to understand the concept of counting in tens first or in addition to the kinesthetic work.

thank you so much bluebell. I like the idea of a4 size numbers I could take them into the hall so they can practise counting up and down in 10's
I have tried the unicubes and got the children to make up 10's also discussed place value tens and units, they sort of grasp it when i do that but when it comes to thinking in their heads they lose it completely.
thanks for the tips though, much appreciated. Jayne.

Oh bluebell that brings back memories.When I was a Yr 6 they had just come out and my sister was in Kindergarten the Yr6 used to go down and help in class and I thought those Cuisare Rods were great. I don't know why they phased them out it's lovely to hear some schools have still got them.

Have you got some flip over number charts sectioned into units, tens, hundreds. Each section usually a different colour. Pick a number, say 46 ask them what happens if you add ten etc. they should eventually get it that you dont alter the units but the tens number (ie 4) goes up by one etc. When they understand I usually play the game were I start on a number add 10, add another, take 10 etc and see who ends up with the same number as me.

worth a try

thanks kpnut i will try this out, we did a session today on counting on in tens and then taking ten away, they sort of got it a few more sessions and i think they will grasp it. thanks for you tips Jayne

have to say the cuisenaire rods are very old but I rescued them before as they were gathering dust in our maths cupboard.

A difficult concept my Y2 group used to have was when they saw /34/ realising that it was 3 tens and four digits. We have daily ten min ability groups of numeracy [which takes the place of the numeracy warm up session] Each group work on the basic skills of number. I pinned up a /T U/ sheets on the window behind the child, they chose a number from the 100 square on the wall [whispering it to me first] the standing in front of the ten label did three jumps. they then move across to the unit label and do 4 jumps. the other try to work out the number.

They soon got the hang of it and quickly answered how many tens in a number [eg how many tens in 53] same with the digits which helped them to 'see' place value .


I know you haven't asked for this but I may as well pass it on.

When teaching my group [and the rest of the class now] odd and even numbers I teach the kids this rhyme.

0 2 4 6 8
being even is just GREAT
[ The children do an action which can be anything but ours go down on one knee with thumbs up in the air.

Then......
1 3 5 7 9
being odd is just FINE

Jump forward with hands faced palms out.

Practicing this daily soon gets them remembering the rhyme which can be useful for explaining that it is the digits number that determines whether the number is odd or even. Once they have this concept and do it with double numbers I often slip in a BIG number which they think is great.