T1+2015+TEN


 * Week || //**Emergent-**// Beau, Nicholas || **//Perceptual-//** Harriet, Shanae, Peter || **//Figurative-//** AJ, Kai || //**Facile-**// Tash, Maddie ||
 * 2 || **Handful of teddies DENS pg 24**

Organise students into pairs. The students take turns to pick up a handful of teddy bears and estimate how many they have picked up. One student then counts out the teddies to the other. The partner can check the count and repeat the process. Follow this with one of the partners placing his or her teddies in a row. The second student then places a handful of teddies in a line, next to the partner’s row. Encourage the students to compare the two rows of teddies and determine who has the greater number of teddies. || **Take a numeral DENS pg 33** Provide the students with a set of numeral cards for the numbers one to six (see BLM p.57). Arrange the numeral cards face up on the floor in front of the students. The students take turns to roll a standard die and select a corresponding numeral card. If the card has already been taken the student forfeits a turn. Play continues until all cards have been taken. || **Trading game DENS pg 151** Supply students with a collection of base ten material. The students take turns to throw a die and take a corresponding number of base ten “shorts” from a central pile. On succeeding throws of the die, students add appropriate numbers of “shorts” to their collection. As the students collect ten “shorts” they swap or trade them for one base ten “long”. Continue the activity until one, or all students, can trade ten “longs” for a base ten “flat”. || **The price is right DENs pg 223** Display a vertical numeral strip to the students. Ask one student to think of a number on the numeral strip. The remainder of the class take turns to guess the number. After each guess, allow the student to point to the nominated number on the number line. The student then states if the guess is higher or lower than the number being thought of. Encourage the students to use the responses from previous guesses when making the next guess. ||
 * 3 || **Ten frames DENS pg 28**

Provide each student with a ten frame (see BLM p.55) and ten counters. Students take turns to roll a die displaying dot patterns, count the dots and place the corresponding number of counters onto the ten frame. The exact number needed to complete the ten frame must be rolled to finish. || **Mothers and babies DENS pg 34**

Duplicate and cut out cards displaying a set of bear cubs in the range one to ten (see BLM pp.62,63). Construct a second set of mother bear cards displaying numerals in the range 1-10. Students select a “cub card”, count the cubs and match the card to a corresponding mother bear card. Students continue until all cards have been matched. || **Counting on DENS pg 151** Prepare numeral cards in the range eleven to nineteen and place them face down on the floor. Provide the students with two collections of counters. One collection should consist of bundles of ten counters, all of the same colour. The second collection should consist of single counters of assorted colours. Students take turns to select a card. They then collect a corresponding number of counters, using the bundles of ten and single counters. Encourage students to count on from the bundle of ten. This activity may be varied by extending the range of numbers or by using ten strips (made of ten dots on strips of card) instead of counters. || **Grocery grab DENS pg 225** Variation Collect from catalogues pictures of items costing less than $1000. Ensure the price of each item is clearly indicated. Present the catalogue items to the students and ask them to sequence the items in terms of cost. || Provide each student with a base board (see blackline masters on pp.58 and 59) displaying an outline of an egg. Cut a second egg outline into pieces to create a jigsaw. The first student rolls a die with a standard dot pattern and selects a piece of the “egg” jigsaw displaying a corresponding dot pattern. This piece is placed on top of the game board. Continue the game until all children have completed their egg || **Concentration DENS pg 35**
 * 4 || **Egg game DENS pg 24**

Make two sets of cards containing the numbers one to five. One set of cards should display dot patterns for each numeral and the other set display the numerals. Place the two sets of cards face down on a table forming two rows. Students take turns to turn over two cards. If the cards match, that is a dot pattern and a numeral card for the same number, the student keeps the pair. If the cards do not match, the student turns the cards back over. The game continues until all cards have been matched. It is easier if the dot cards are on cardboard of a different colour from the numeral cards. || **Popsticks DENS pg 153** Make a base board by folding a piece of paper or cardboard in half to form two columns. Label the columns as “units” and “tens”. Construct a set of numeral cards for the range one to nine on white cards. These cards will be used to represent numerals in the “tens” column on the chart. Construct a second set of numeral cards in the range zero to nine on coloured card. These will be used to represent numerals in the “ones” column. Provide bundles of ten white popsticks and a pile of coloured popsticks. Shuffle the two decks of cards separately. Place the cards face down between the students. The students take turns to turn over a white card and a blue card to form a two-digit numeral and place the cards onto the chart. The students then read the numeral they have formed and collect a corresponding number of sticks, using the bundles of white popsticks and the coloured popsticks. Students then place the popsticks next to the numeral cards and allow others to verify that the number of popsticks used is correct. || **Three-dice game DENS pg 223** Prepare a set of numeral cards for the numbers three to eighteen. Lay the cards face up in a line on the desk or floor. Have the students take turns to roll three dice and add together the numbers rolled, then take a corresponding numeral card. The game continues until all cards have been taken. If the numeral card has already been taken, the player’s turn is forfeited. || Provide the students with a set of numeral cards for the numbers one to six (see BLM p.57). Arrange the numeral cards face up on the floor in front of the students. The students take turns to roll a standard die and select a corresponding numeral card. If the card has already been taken the student forfeits a turn. Play continues until all cards have been taken. || **Pairs DENs pg 83** Construct pairs of shoe-shaped cards. On one card, write a numeral in the range eleven to twenty. On a matching card, draw a corresponding dot pattern to match each numeral. Display dot patterns as two rows of five to represent ten, and a common dot pattern for the remaining units. Place cards face up and have students match each dot pattern card with the correct numeral card. || **Add two dice DENS pg 163** Construct a set of numeral cards in the range of two to twelve. Place them face up on a table, or on the floor. Taking turns, the students are to roll two dice and find the total. Encourage the students to count on from the larger number rolled. After adding the two dice the student takes a numeral card corresponding to the total. The game continues until all the cards have been taken. If a player rolls a number that has already been taken, the player’s turn is forfeited. || **Put in, take out** **DENS pg 237** Prepare a set of “start with” cards displaying the numerals from eleven to twenty on coloured card, and a set of “put in” cards displaying the numerals from zero to nine on a different coloured card. Students will also require a large container and a supply of items, such as counters or beads, and writing material. Alternatively, if the students are able to read “start with” and “put in”, both sets of cards can be on the same coloured cardboard with the instructions written on them. Ask the first student to take a “start with” card from the pack, read the numeral and put a corresponding number of items into the container. The student then takes a “put in” card from the other pack, reads the numeral and collects the corresponding number of additional items to add to the container. Encourage the students to say what the total will be before they check by counting on from the first group as each additional item is dropped into the container. Have the students record their actions as number sentences. || Duplicate and cut out cards displaying a set of bear cubs in the range one to ten (see BLM pp.62,63). Construct a second set of mother bear cards displaying numerals in the range 1-10. Students select a “cub card”, count the cubs and match the card to a corresponding mother bear card. Students continue until all cards have been matched. || **Before and after DENS pg 87**
 * 5 || **Take a numeral DENS pg 33**
 * 6 || **Mothers and babies DENS pg 34**

Prepare “before and after” charts for each pair of students as shown in the diagram. Numerals are written down the centre column of the chart. These numerals should be within an appropriate range for the students. Students are given numeral cards to sort and place on the chart in either the “number-before” or “number-after” spaces to form number sequences. || **Dot pattern cards DENS pg 169** Construct dot patterns for numbers one to nine, with two copies of card 5. Place the cards face down on a table between pairs of students. The students take turns to turn over two cards and add the two cards together. If the total is “ten” the student keeps the two cards. If the cards do not equal “ten” they are returned to the table. Encourage students to count on from the larger number. || **Bees DENS pg 239** Construct cardboard bees using the BLM on page 283. Write numerals, selected from the range 11 to 20, on the middle section of each bee. On the wings, display dot patterns which, when added together, equal the numeral displayed on the body. The stencil will need to be cut so that the wings and body are in separate pieces. Place the wings and body parts down on the floor in a random arrangement. Ask the students to select one of the bee bodies and to find the correct pair of wings which, when the dot patterns are added together, will equal the numeral written on the body. || count the objects and circle the corresponding number. || **Caterpillars DENS pg 97** Construct a chart depicting a caterpillar. Use one circle to represent the head and ten circles to represent the body. Construct a set of ten cardboard circles, the same size as the segments of the caterpillar’s body. On each cardboard circle write a numeral from one to ten. Attach one side of a velcro dot to the circles and the other side to each segment of the caterpillar’s body. Students sequence the numerals by attaching the numbered circles to the caterpillar. Alternatively students locate numbers before or after a nominated number. As the students become proficient with the numerals one to ten, vary the range to include numerals from eleven to twenty. || **Teddy tummies:addition DNS pg 173** Prepare base cards using BLM on page 212. Provide each pair of students with ten counters and the appropriate base board. The students take turns to distribute the counters between the two teddies by placing the counters on the teddies’ tummies. Pairs of students then discuss the number combinations formed with the ten counters. The students continue the activity, investigating the possible number combinations for the ten counters. || **Number balances DENS pg 245** Prepare a stencil displaying a balance. The stencil should show one box resting on the left-hand side of the balance and two boxes stacked on the right-hand side of the balance. Prepare two sets of numeral cards, each set on a different coloured cardboard. The first set should contain the numerals 2 to 20 and the second set contain two cards for each numeral from 1 to 10. Have the students select a card from the first set and place it onto the left-hand side of the balance. Students then find two numeral cards from the second set which, when added together, total the numeral on the left side. The students then place the cards on the right side of the balance. || Organise students into pairs and provide each pair with a die and a supply of Unifix blocks. The first student rolls a die, takes a corresponding number of Unifix blocks from a central pile and builds a tower with them. The second student rolls the die and repeats the process. They then compare the two towers to see who has the most blocks and determine the difference between the two towers. The player with the larger number of blocks keeps the difference and all other blocks are returned to the central pile. The activity continues until one student accumulates a total of ten blocks. || **Subtraction teddies DENS pg 187** Provide each student with twenty plastic teddies, a “double decker bus” baseboard (see BLM on page 214) and a strip of paper. Have the students place the twenty teddies on the bus baseboard. Instruct the students to take turns to roll a die and subtract the corresponding number of teddies from the collection of teddies on the bus. The student then records the number of remaining teddies on the strip of paper. The activity continues until one student reaches zero. || addition flash cards- read, record as a number sentence and answer. || read, record as a number sentence and answer. ||
 * 7 || **number recognition**
 * 8 || number recognition- working with the teacher on recognising numbers 1-10 || **Diffy towers DENS pg 119**
 * 9 || number recognition- working with the teacher on recognising numbers 1-10 ||  ||   || subtraction flash cards-
 * 10 || number recognition- working with the teacher on recognising numbers 1-10 ||  ||   ||   ||