Page 50 - Demo

Lesson 23: Grobby learns about number 10Through appropriately playful learning experiences, children should be able to develop an awareness that the purpose of counting is to quantify and be able to use a range of counting strategies for a variety of purposes.Learning outcomes%u2022 We are learning to identify the set of 10%u2022 We are learning to count 10 items%u2022 We are learning to write the number 10%u2022 We are learning to write the word tenProcedureAsk the children to make a stack of 10 bricks. Ask various children to hold up their stack of 10 bricks and say what their colours are e.g. my 10 are 2 orange, 2 green, 2 yellow, 2 red and 2 light blues etc. Teacher summarises by writing 2+2+2+2+2=10. How many 2%u2019s is that? Wow - five 2%u2019s make 10! I wonder how many 2%u2019s make 8? (Always make use of opportunities to extend thinking and learning when they present).Ask the children to look around the room with their maths eyes, to find things that there are just 10 of e.g. there are 10 books on the table. There are 10 markers in the pot. Two 2 rows of 5 tiles make 10 etc.Tasks1. Trace over the large 10 with your finger, starting at the dot2. Trace over the 10s. Finish out each row to the end.3. Draw and colour 10 bricks in the boxPlay with the bricks%u2022 How many ways can you build a 10-brick tower?%u2022 Who can build the fastest 10-brick tower? Have 2 children do it in competition - head-to-head.%u2022 How many ways can you connect your 10 bricks? Hold up some of the connected examples.Rhyme timeTen in the BedThere were ten in a bedAnd the little one said%u201cRoll over, roll over%u201dSo they all rolled overAnd one fell outThere were nine in a bedAnd the little one said%u201cRoll over, roll over%u201dSo they all rolled overAnd one fell outThere were eight in a bedAnd the little one said%u201cRoll over, roll over%u201dSo they all rolled overAnd one fell outLine all 10 bricks up near the edge of the table. At the %u2018roll over%u2019 each time, push the line of bricks just enough for 1 brick to fall to the ground, and continue in the same way each time to the end of the rhyme.48