This week we are comparing numbers to 10. Children will make comparisons by lining objects up to compare them directly or by counting each set carefully and comparing their position in the counting order. We will continue to embed the vocabulary introduced in the autumn term ‘the same as’, ‘more than’ and ‘fewer than.’
Activity 1 -Monday
Watch the Numberblocks episode ‘Peekaboo.’ This episode compares numbers to 10 using the language of ‘bigger than’, ‘smaller than’ and leading to ‘greater than’ and ‘less than.’
As you watch the episode together, discuss the numbers and how they compare to each other. Encourage your child to use the correct mathematical vocabulary of ‘the same as,’ ‘more than’ and ‘fewer than.’
Once you have watched the Numberblocks episode, ask your child to make sets of different household objects to 10. For example, ask your child to find a set of objects that has fewer than 7 in it, or point to a set that has more objects than 3 in it. Is there more than one answer to these questions? Can they find the set that has the same number as 6 in it? They could gather pegs, spoons, food items, socks etc. They should practise their counting and number formation by labelling each set with the number of objects that it contains. Use the correct mathematical vocabulary modelled in the Numberblocks episode to compare the sets.
They could also practise writing their name. How many letters does it have? Does their name have more letters, less letters or the same number of letters as other members of their family?
Activity 2 - Tuesday
Watch the video of Mrs Riding with her sets of household objects. How many objects are there in each set? Which set has more than 4 objects in it? Is there more than one answer? Which set has fewer than 5 objects in it? Do any sets have the same number of objects in them? Can you put the sets in order from fewest to most?
Activity 3 – Wednesday
Play the ladybird ordering game on Topmarks Education. Choose the ordering option from the menu and then select the 1-10 option from the smallest to largest menu.
As your child is playing the game, encourage careful counting of the ladybirds’ spots. When they are putting the ladybirds in order, model the use of and encourage them to use the correct mathematical vocabulary (more than, fewer than, etc.) when explaining their decisions.
Mathematical language can also be taught through books. We have provided the links to two stories by Quentin Blake which could be used to promote the language of comparison.
As you read Cockatoos with your child, encourage them to count the number of birds on each page. Are all 10 birds on each page? How many are there on each page? Do you know how many are still missing? Compare the number of birds hiding on each page.
While reading Mr Magnolia, count and compare the different number of objects that he has and which are drawn on each page. Encourage careful counting to ensure accuracy.
Activity 4 -Thursday
Use your knowledge of number to complete the problem solving activity and upload it to Google Classroom. If you don’t have a printer, simply complete the problem on a piece of paper. (N.B. Your child may find it useful to use practical objects in order to help them solve this problem.)
Lots of games lend themselves to comparing numbers. For example, the ten pin bowling game suggested last week could be played again, this time focussing on who knocked down more skittles. How do we know? This could be extended for some children by asking them how many more skittles were knocked down?
Other board games involving dice could also be used to model this concept. Who rolled the bigger number? Who rolled the smaller number?
If you have dominoes at home these could be used by slightly adapting the game. Can you find all the dominoes that have 7 spots/ pictures on them? Can you find the dominoes that have fewer than or more than 7 spots/ pictures?
Activity 5 –Friday
Work through the PowerPoint Comparing Quantities in Teddy’s Toy Shop. Encourage your child to practise using the correct mathematical language of ‘more than’ and ‘fewer than.’ This activity could be extended for some children by introducing the question ‘How many more than?’
Ask them if they can find:
A pair of plates/ pieces of paper that have a total of 4.
A pair of plates/ pieces of paper that have a total of 5.
A pair of plates/ pieces of paper that have a total of 6.
Is there more than one way to answer each question?