P-3 Numeracy

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Primary - 3 Literacy

Grades Primary-1 - Numeracy

CONTINUE USING ACTIVITIES FROM PREVIOUS WEEKS; KEEP THIS FLYER.

All activities can be done with both grades, unless otherwise indicated.

Section 1 Counting and Number Routines (5-10 min):

Continue daily counting. Gr. Primary students count forward to 20 and backward from 10. Gr. 1 students count forward/backward between 0 and 100 and skip count by 2s to 20 and by 5s and 10s to 100.

Which One Doesn’t Belong? Look at one of the images. Ask, which one of the 4 objects doesn't belong? Can you find a reason for each?

Section 2 Number Sense (10-15 min):

Gr. Primary, use sets from 1-10. Gr. 1, use sets 0-20.

Partitioning Target Game: Make a square target, with sticks. Find small items to throw (pebbles, sticks). Throw a given number of items at the target (Ex. 10). How many land inside/outside? Describe results. Ex. “I threw 10. I got 7 in and 3 out.” Gr. P - Choose numbers 6-10. Gr. 1 - Choose numbers 6-20.

Ten-Frame/Domino Activities: Make two sets of ten-frame cards showing each value of 1-10. (Gr. 1, 1-20). Keep the cards for Go Fish and Line Them Up.

Line them up: Make numeral cards from 1-10 (Gr. P); 1-20 (Gr. 1). Have your child match dominos/ten-frames from previous flyers to the correct numeral. Say, make and sort more dominos.

I Spy: Place dominos, face up. Secretly choose one, using your eyes. Give clues like: “Two more would make 10”. Have your child remove domino(s) after each clue until only your secret domino is left.

Section 3 Problem Solving (10-15 min)

Geometry and Pattern Challenges:

A) Collect items from nature, including sticks.

Sort the collection (size, shape, etc.) Ask, what’s my sorting rule? Ex. These are big. These are small.
Have your child make patterns. Ask, what comes next? Cover one piece; ask, what is hidden?
Say, make a pattern using only sticks and describe it. Ask, can you make a pattern by changing the sticks’ positions or their lengths?

B) Using cans/boxes, build a home for stuffies or a garage for toy cars.

Repeating Patterns:

Say, look at and describe one of the patterns below. Ask, what would come next?
The first pattern is an AB pattern (small, big, small, big…). Ask, can you make another AB pattern using your collection? Ex. stick, rock,... Can you make an AB pattern using actions? Can you make an AB pattern using sounds? Ex. clap, stomp,... Can you make an ABC pattern? ABB? ABBC? AABC?

Equal/Not Equal: Choose 2 dominoes. Ask, do the dominoes show equal sets? Find 2 dominoes that show equal sets. Find 2 that do not show equal sets.

Subitizing is the ability to “see” how many items are in a group without counting. Playing with dice, ten-frames and dominoes and using fingers to show sets up to 5 (Gr. P) and up to 10 (Gr. 1) are ways to develop subitizing skills . You can make your own “dice”; using a marker, draw familiar sets of dots on bottle caps.

Using these materials, play games such as Memory/Concentration, Go Fish, War, and Bingo Card.

Gr. 1 Addition/Subtraction:

Act out each problem using items from home. Record a number sentence.

( __ + __ = __ or __ - __ = __ )

A) Samuel has 13 stuffies. He has 4 more than me. How many do I have?

B) Chaitan has 15 sticks and Róisín has 8. How many fewer does Róisín have?

C) Kyla had some cookies. She ate 5 and has 7 left. How many did she have at the start?

Daily Questions (5 min.)

What did we practice/learn?

What was your favorite/most challenging part?

What are you wondering?

Fill in a circle every time you do an activity:

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Grade 2 - Numeracy

Fill in a circle every time you do an activity.

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Three sum activities:

The crayons (20-30 minutes)

Ingrid has 14 red crayons and 23 blue crayons. To find her total number of crayons, she writes: 14 + 23. Mark writes 23 + 14 to represent Ingrid’s crayons. Mrs. Dianne says, “Good job! Both of you are correct!”

Draw a picture to show that 14 + 23 = 23 + 14.
Can you create a different sum and represent it in two different ways like Ingrid and Mark did?

The number 36 (5-10 minutes)

The sum of 2 numbers is less than 36. Which two numbers can give that sum?

How many different possibilities can you find?

Stick game: Play with someone in your house (20-30 minutes)

Building materials: Label some sticks or pieces of paper with the numbers between 10 and 33.

Drop the sticks on the table. Take turns to pick up a stick. When each person has 3 sticks, add the numbers.

The person with the highest sum wins the round.

Tip: You can build and use a hundred chart if you need to.

Magical musical instruments (20-30 minutes)

Did you know that you can use kitchen utensils to tap out increasing patterns?

Material: kitchen utensils (wooden spoons, metal spatulas, whip, soup spoons, plastic spoons).

Use kitchen utensils as musical instruments to play various increasing patterns. Describe the pattern you hear. For example: tap, then tap tap, then tap tap tap; or ding, ding, then ding, ding, ding, then ding, ding, ding, ding.

Two activities for counting objects

Counting objects by skip counts (20-25 minutes)

Count by skipping (by two, five or ten) in order to count large groups of objects quickly. Use objects such as cubes, pasta, toothpicks or buttons.

Riddles (20-25 minutes)

Material: rocks or small household objects

Take a handful of rocks or small objects. Approximately how many rocks or objects do you think are in your hand? Why do you think so?

Think of an estimation strategy. For example: I know there are more than 5, but I don’t think there are 10, so there are probably 7 or 8.

Remember that when you estimate, you don’t need to guess the exact number. After you made your guess, count the objects in your hand.

Did you guess correctly?

Sports, animals or colours? (20-30 minutes)

Create a song with a repeating pattern by using the names of your favourite sports (for example hockey, baseball, tennis, basketball; hockey, baseball, tennis, basketball; hockey, baseball, tennis, basketball). Now create a song with a repeating pattern by using the names of your favourite animals and your favourite colours. Make sure the repeating part of the song contains between 3 and 5 elements and that the pattern repeats itself at least 3 times.

Which song do you like best?

Number of the day (10-15 minutes)

Fill out the entire page every day with a different number of the day.

Every day, choose a number from the list below and use it to fill out the Number of the day chart.
- 5
- 6
- 8
- 9
- 17
- 19
- 23
- 29
- 31
- 34

Grade Three - Numeracy

All students in Grade 3 can participate in the following activities every day to strengthen their skills in Numeracy:

Daily Number Routine (10 min)

Represent numbers to 1000: Represent a three digit number using coins, expressions and base ten blocks.

Counting (5 min)

Clap as you count forward by 1s to 10. Clap louder on the even numbers.

Clap forward by 1s to 25. Clap louder on every fifth number. Repeat for every third and fourth number. What do you notice?

In addition, students in Grade 3 may choose to participate in 1-2 choice learning activities (15 minutes each) daily for Numeracy including:

Number Talks:

Multiplication

In Grade 3, students are first introduced to multiplication and division to 5 x 5 In a variety of ways. Students will use the multiplication symbol (x) to represent “groups of”. Students will represent multiplication using visual models as shown:

Your Turn:

Complete this chart using 2 x 5. Repeat for different expressions up to 5 x 5.

Put 12 circles in rows of 4. How many columns are there? Can you arrange in another way?

An array has a lot more columns than rows. What multiplication could it be showing?

Luskinikn is a traditional Mi’kmaq bread, which can be made using this recipe:

5 cups flour

212Tbs baking powder

1 Tbs salt

2 Tbs sugar

13 cup of oil

3 cups of water

Mix it all up and put in a large greased pan.

Bake in the oven at 390^o F for 25-30 minutes.

People often cut the bread in 4 rows of 3. How many people could have a piece? How else could you cut the bread to feed the same number of people?

Would you rather your bread cut in fourths or halves ? If you had to serve ten people, how should you serve the bread?

Math Around the Home

Last week, you found items that came in pairs or equal groups around your home.

Creating Sets Use your socks (or any thing you have that comes in twos) to create sets. Count the sets. What is the fastest way to count them all?

Create a story: At the park there are skateboards, tricycles and bicycles. Write a story problem about the wheels at the park.

Math and Movement

Jumps Of: Make a number path to 25 using tape, chalk, etc. Roll two dice. The first number rolled tells the number of jumps and the second number rolled tells you how many squares to jump. If you roll a 6, roll again.

E.g. If I roll 4 and 5. I make 4 jumps with 5 in each jump to land on 20.

Math and Art

Sketch a Monster: Sketch a monster with 3 antennae, 4 eyes and 5 legs. Decide how many monsters you would like to make. If you make 2 monsters, how many antennae, eyes and legs would there be altogether? What about 3 monsters?

Design a garden: Draw a rectangular flower garden. Cut it into 8 equal parts. Make one eighth have blue flowers, three eighths have red flowers and four eighths have yellow flowers. Design a new garden and describe it using fractions.

Reach 100: Draw a square with 4 boxes. Choose four different digits, 1-9, to put inside each box. This gives 4 different two digit numbers. 52 + 19 + 51 + 29 = 151 Can you find 4 digits that will give you a sum of 100? Close to 100? Is there a quick way to know if the sum will be odd or even?

Problem Solving:

Jesse was making cookies. The cookies are arranged in rows and columns on the tray.

If Jesse made 12 cookies, how many ways could the cookies be arranged? Draw the cookie tray. How many ways did you find?

You have some coins. If you put them in groups of 2 you have none left over. If you put them in groups of 3, 4, and 6 you have none left over. How many coins could you have? Is there another answer? Why or why not?

Fill in a circle every time you do an activity:

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Reflection questions:

What did you learn about today?

What did you notice?

What strategies did you use?

What surprised you today?

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