At a Glance...

Activity 1: Go Fishing! (Counting)

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Directions

Make decks of number cards from 70 to 110 (two decks per team) representing quantities using ten frames or base ten materials.

Group students into teams of three.

Give five cards to each student and place the rest of the deck face down on the table.

Explain to students the rules of the game:

• Each team member takes turns asking the other two people if they have the same card.
• If so, the member picks the card to form a pair and places the cards face up on the table. If not, they pick a card from the top of the deck.
• The game ends when a team member has no more cards.

When the game is over, ask students to place the pairs of cards from the entire team in ascending or descending order.

Example of cards

Circulate around the classroom and ask students the following questions:

• Name all of student 1 number pairs.
• Which number comes just before or after the pair of 79? 90? etc.
• Name pairs of numbers in ascending order, descending order.
• How many ten frames and five frames are needed to represent 76?

Source: Guide d'enseignement efficace des mathématiques de la 1^re à la 3^e année, p. 20.

Activity 2: Get 10! (Counting, Linking Sequences and Their Symbols)

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Directions

Group students into teams of four.

Give each student a blank number chart and, to the team, an overhead of a number chart and number cards from 1 to 200.

Tell students to take turns drawing a card at random, saying the number aloud and writing it on their blank number chart in the appropriate place.

Invite students to continue the activity until 10 consecutive numbers counted by 1 or in intervals of 2, 5, or 10 are written on one team member's number chart (for example, 23, 24, 25, …, 32 or 50, 55, 60,…, 95).

Ask students to check the number chart overhead to see if the numbers are in the correct place on their blank number chart.

Intervention

Circulate around the classroom and ask students questions such as:

• If the starting number is 27 (point to the number 27 on the chart), what would be the five consecutive numbers counting by 1? by 2? by 5? by 10?
• Can you name these numbers in descending order?
• Describe the regularity in this sequence of numbers.
• Count from the smallest number written in student 2 chart to the largest number written in your chart by 1, by 2, by 5 and by 10.

Source: Guide d'enseignement efficace des mathématiques de la 1^re à la 3^e année, p. 21.