Dens 2

STAGE
2
Developing efficient
numeracy strategies
DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2
Acknowledgement
Board of Studies, NSW: for permission to include the outcomes from the
Mathematics K6 syllabus, 2002, Board of Studies, NSW.
Developing efficient numeracy strategies: Stage 2

State of NSW
2003, Department of Education and Training
Professional Support and Curriculum Directorate
Design and layout

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ISBN 0 7313 8215 3

SCIS 1119093
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Foreword
Supporting the effective learning of mathematics relies on
understanding what students know and need to learn, and providing
opportunities for all students to learn with understanding. Learning
mathematics with understanding is essential to enable students to
solve the new kinds of problems they will inevitably face in the future.
Students understanding of mathematical ideas can be built
throughout their school years if they actively engage in tasks and
experiences designed to deepen and connect their knowledge.
One of the central understandings that students develop in Stage 2 is
the coordination of multi-units or groups of groups. Students
understanding of the base-ten number system is deepened as they
come to understand its multiplicative structure. That is, 253 is seen as
2 x 100 plus 5 x 10 plus 3 x 1 as well as a collection of 253 individual
objects. This type of multiplicative reasoning is further developed as
students use a rectangular array as a geometric model of
multiplication, and adapt this model to work out the area of shapes
and the volume of solids.
Developing efficient numeracy strategies: Stage 2 also focuses on the
role played by recordings in sharing thinking. Finding multiple ways
to represent ideas lies at the heart of mathematics. We need to help
students to learn how to talk about mathematics, to explain their
answers, and to describe their strategies.
We work in exciting times in education. Never before has there been
such widespread adoption of the findings of educational research
operating in mathematics classrooms. I commend Developing efficient
numeracy strategies: Stage 2 as a resource to aid in the
implementation of the new Mathematics K6 syllabus and to assist in
strengthening the communities of mathematics learners in our
schools.
Robert Randall
Director
Professional Support and Curriculum Directorate
About this book

Developing efficient numeracy strategies: Stage 2 is organised into
three main sections based on increasingly efficient counting and
grouping strategies. The three sections are: Counting by ones, Forming
groups and Coordinating groups.
Counting by ones
The activities within this section are intended to develop strategies
students use beyond counting-based strategies. Within the Count Me In
Too projects learning framework, these students would typically be
identified as being at the Counting on and back stage of early
arithmetical strategies.
Forming groups
The activities within this section are intended for students who no
longer rely on counting-by-ones strategies and are able to apply a range
of grouping strategies to solve problems. Within the Count Me In Too
projects learning framework, these students would typically be
identified as being at the Facile stage of early arithmetical strategies.
Coordinating groups
The idea of coordinating groups is fundamental to multiplication and
division, place value, measurement and spatial concepts. The activities
within this section are intended to develop students use of collectionbased strategies to solve problems through a focus on mental
computation.
Assessing your students strategies

An overview of the key strategies students use at each of these
developmental stages is provided at the start of each section.
You will need to ascertain your students current problem-solving
strategies and counting skills in order to choose the most appropriate
teaching activities.
Managing parts and wholes

Recognising and manipulating parts and wholes is basic to all
mathematics development. Individual numbers, such as one,
two and three, become parts of other numbers (2 + 3 = 5),
individual shapes become parts of other shapes and parts of
shapes such as angles become things of interest by themselves.
Students learn to do arithmetic by becoming adept at counting
and developing methods to keep track of completed counts of
multiples. As students learn to tie together number names and
completed counts, they also learn to combine these number
facts. As their skills grow, they tend to rely less and less on
counting. Combining and partitioning become the basis of
arithmetical operations.
Just as counting describes more than generating a sequence of
words, grouping captures a range of procedures. Grouping
procedures include the formation of groups as units, instant
recognition of units, combining and separating groups within
a unit and coordinating groups of groups. Managing parts and
wholes in grouping aids the development of place value
understanding.
Understanding the relationships between parts and wholes is
important in all strands of mathematics. Within the Space
strand, the focus and nature of students spatial understanding
develops from shifting attention from the whole or global
features of shapes and objects such as triangles or boxes, to the
parts. The relationship between the parts and the wholes
results in the recognition of the properties of shapes and
solids.
In the Measurement strand, measuring deals with identifying a
unit that can be used, without gaps or overlaps, to break the
whole into identical parts. Length, area and volume require
repeated applications of a standard unit to create the whole.
The number of units used provides a way of quantifying space.
The notion of units within units is important for separating
and combining numbers as well as for multiplication, division,
fractions and measurement.
The focus of this book is supporting the development of
students strategies in counting and grouping of parts and
wholes.
Place value
Interpreting number in terms of partwhole relationships makes it
possible for students to think about a number as being made up of
other numbers. This involves recognising that a number such as 19 can
be partitioned into smaller groups of 10 and 9, as well as 11 and 8, 12
and 7 and so on. Breaking the whole into a range of parts can
contribute to a richer understanding of place value that is needed to
underpin the four operations with numbers.
As students work with larger numbers, grouping and re-grouping
draws on the role played by tens in our number system. Grouping
within place value involves the student understanding ten as a
composite unit. That is, ten is composed of ten ones at the same time
as being one unit called ten. The composite nature of ten allows it to be
collected as multiples of ten as well as being re-formed by trading ten
ones.
The mental methods that we use to answer questions such as
3 x 299 or 25 + 79 draw on a rich understanding of tens in numbers.
For the second example, this knowledge of tens and hundreds leads us
to recognise that 80 is 1 more than 79 or 25 + 75 = 100. This
understanding of the flexible ways of using tens, hundreds and units
with mental computation forms an essential foundation for formal
algorithms.
Using recordings to share thinking

Students explanations of their methods of working with numbers can
also provide evidence of the increasing sophistication of strategies they
use. Even asking students to explain how they think about finding the
answer to a number combination such as 6 + 7, can provide a wealth of
information. The diverse methods of constructing an answer to this
question can make use of recordings as a way of sharing thinking. The
use of the empty number line as a method of recording thinking
enables recordings to support the sharing of thinking. It also aids in
building a mental model to assist thinking.
Double six plus one
Bridging to ten
Double seven minus one
Purpose and direction

This book contains activities designed to build upon the students
current understandings and problem-solving strategies across the
strands of Number, Patterns and algebra, Data, Measurement and
Space and geometry.
The organisation of the material in this book emphasises both
direction and purpose in the teaching of mathematics. It is based on
the understanding that assessment of students current knowledge is
essential in planning appropriate teaching programs. This is
sometimes referred to as assessment for learning.
The sections are sequenced to reflect development from counting by
ones strategies, to grouping strategies, to the ability to coordinate
groups of groups. Within each section the activities have been
arranged to answer the fundamental questions of teaching
mathematics:
What do my students currently know?
What do I want them to know?
How will I help them to know this?
How will I know when they know this?
How to use this book

The double-page layout of Developing efficient numeracy strategies:
Stage 2 organises four important aspects for planning effective
teaching programs:
identifying the students current knowledge
recognising the next step in the students learning
organising learning content to facilitate student progress
identifying the purpose of the learning content and how it relates to
the learning process.
These four aspects are addressed under the headings:
Where are they now?

(Identifying the students current knowledge)
This component describes the types of approaches that students may
use in attempting to solve problems.
Where to next?
(Recognising the next step in the students learning)
This component provides direction for teachers in determining where
students are heading in their learning.
How?
(Organising learning content)
This component outlines activities designed to assist students
mathematics development. The activities are suggested models for
developing students understanding and should be modified to suit the
individual needs of the students and the available resources.
Why?
(Identifying the purpose of learning)
This component outlines the purpose of the activities.
Syllabus outcomes
Links have been identified between the activities and the 2002
Mathematics Years K6 syllabus outcomes.
Count Me In Too
Links have been identified between the activities and the Count Me In
Too learning frameworks.
Short, practical assessment ideas are included at the end of each
section. These ideas for assessing your students development will
enable you to determine if your students have progressed to the next
stage of learning.
BLM
Black line masters (BLM) have been provided for many of the activities
and are located at the end of each section.
Where a BLM has been provided for an activity, the title of the BLM and
page number are shown.
Assessment tasks
Quick, practical assessment tasks are included at the end of each
section. These tasks provide insight into students problem-solving
strategies and will enable you to determine if students have progressed
to the next stage of development.
Maths bites
Short, whole-class activities requiring little or no equipment are
presented. These can be used to consolidate and practise skills and
concepts, or as warm-up introductory activities to a lesson or as
transition activities between lessons.
Other key features include written recordings and teaching points. The
following icons identify these features:
Written recordings
Teaching directions and models for students recording are linked to
activities.
10
Teaching points
Ideas to help you organise the activities and further detail for teaching
strategies are provided.
Icons are also used throughout the book to indicate whether the
activities are appropriate for individuals, partners, small groups or
whole class.
Individuals
Partners
Small group
Whole class
11
12
Counting by ones
COUNTING BY ONES
14
Students using counting by ones

strategies
can often develop effective methods of solving problems. They may even
become quite quick at using a count-by-one process. We have seen
many students use elaborate finger strategies to assist their counting
by ones, in particular with multiplication and division tasks. It is easy
to assume these students are progressing satisfactorily, especially as
this method of counting can give a correct answer.
COUNTING BY ONES
While counting-by-ones is a satisfactory strategy for adding small

numbers, it becomes a laborious process, often prone to
miscalculations, when solving more complex problems involving larger
numbers. These students need to develop efficient grouping strategies
for solving problems.
The transition from counting-based strategies to collection-based
methods is an important development. We need to assist students in
developing a range of solution strategies beyond counting-by-ones.
The strategies described below are characteristic of students who have
moved beyond a dominant use of non-count-by-ones strategies. These
methods are typical of the facile counting stage.
Compensation for addition and subtraction. Seven plus three is the
same as eight plus two. Sixteen take away nine is the same as seventeen
take away ten.
Commuting for addition. Two and nine is the same as nine and two.
Using addition for subtraction. Eight and four is twelve, so twelve take
away four is eight.
Using doubles. Nine and nine is eighteen, so eight and nine is
seventeen.
Using a known fact. Four and three is seven, so twenty-four and three
is twenty-seven.
Partitioning using five as a base. Four and three is the same as four
and one and two.
Partitioning using ten as a base. Seven and six is the same as seven
and three and three.
Using the tens-structure. Fifteen take away four is eleven because
fifteen take away ten is five and four is one less than five.
15
COUNTING BY ONES
Understanding that numbers can be regrouped is essential if students

are to move beyond the reliance on counting-by-ones. For example,
when solving 64 18 seeing the number eighteen as eighteen ones is
more limiting than also seeing that it can be flexibly regrouped, say
into fourteen and four.
Combining and partitioning refers to the joining and separating of
groups. Experiences with combining and separating groups can lead to
the learning of number facts in a meaningful way.
The idea of groups within numbers lends itself to emphasising part
whole relationships, that is the student sees both the parts and the
whole. This idea is also fundamental to place value, multiplication and
measurement.
Partwhole relationships are also important to spatial understanding.
In Space mathematics, partwhole relationships refer to how a shape
is part of a larger shape. Students need to develop both visual imagery
and appropriate language to describe shapes and objects as they
analyse and mentally manipulate the parts as well as the whole.
16
Index of activities
Page
Activities which develop facile counting strategies
Domino adding pairs
Domino friends
Spin, double and flip
Addition star
Brainy fish
Addition wheel pairs
Singles or doubles?
Even Stevens
Engineers dice
Fancy dice
Counter play
20
22
24
26
28
30
32
34
36
38
40
Activities which develop subitising

Copy that
Using random patterns
Matching ten-frames
42
44
46
Activities which develop combining and partitioning

Bunches of five
Make ten grids
Memory of tens
Couple cups
Nine piles
Number chop
Number draughts
48
50
52
54
56
58
60
Activities which develop counting by 10s and 100s

Count-off
Number line counting
Hands up
Sticks of ten
62
64
66
68
Activities which develop place value strategies

Bean counter
Dizzy dots
Building numbers with ten-frames
Hundred chart windows
70
72
74
76
COUNTING BY ONES
17
COUNTING BY ONES
Page
Money problems
Four turns to 100
Eggsactly
Cover-up strips
Tracks
Hundred chart jigsaw
Teeny tiny ten-frames
78
80
82
84
86
88
90
Activities which develop multiplication and division strategies

Teddy tummies: multiplication
92
People markers
94
Counter grab
96
Create an array
98
Colour an array
100
Self-correcting arrays
102
Activities which develop graphing skills
Traffic tally
High rollers 1
Four dice tally
Knotty problems
Hoops and hats
104
106
108
110
112
Activities which develop measurement concepts and skills

Chain reaction
114
Streamer design
116
Tile roller
118
Using nets 1
120
18
Activities which develop space concepts

Geoboard triangles 1
Create a triangle
Symmetry pattern
Walking the dog
Woolly designs
Recognising angles in shapes
122
124
126
128
130
132
Counting by ones blackline masters
134
Assessment tasks
166
Maths bites
Using numeral cards 030
168
COUNTING BY ONES
19
COUNTING BY ONES
Domino adding pairs

Where are they now?
Students are able to add pairs of numbers
to 20 by counting-on by ones.
Where to next?
Students use a range of non-count-by-one
strategies including doubles, near-doubles
and bridging to the next decade to solve
addition problems.
Model making tens, using doubles

or counting multiples to solve
addition problems.
Syllabus outcomes
CMIT reference
NS2.2: Uses mental and written strategies

for addition and subtraction involving twothree- and four-digit numbers
Building addition and subtraction through

grouping: facile counting strategies
WM2.3: Uses appropriate terminology to

describe, and symbols to represent,
mathematical ideas
Combining and partitioning: level 1

Subitising: level 1, 2
BLM
Domino adding pairs, page 136
20
How?
Provide each pair of students with copies of Domino adding pairs
BLM and a set of dominoes. Remove the double blank domino tile.
Arrange the dominoes face down. Have the students take turns to
select a pair of dominoes and place them onto the worksheet. The
students initially record each dot pattern as a numeral and then
determine and record the total for each domino. The students then
calculate the total of the pair of dominoes. Ensure the students
discuss how they are completing the sum and record the procedure
they used on the worksheet.
COUNTING BY ONES
Why?
Students need to develop a variety of non-count-by-one strategies to
assist them in solving addition and subtraction problems in an
efficient way.
21
COUNTING BY ONES
Domino friends
Where are they now?
Students use count-by-one strategies
to solve addition problems.
Where to next?
Students use a range of non-count-byone strategies including doubles, neardoubles and bridging to the next decade
to solve addition problems.
Have the students model non-count-byone strategies to solve addition

problems prior to commencing the
activity.
Syllabus outcomes
CMIT reference
NS1.2: Uses a range of mental strategies

and informal recording methods for
addition and subtraction involving one- and
two-digit numbers
Building addition and subtraction

through grouping: facile counting
strategies

mathematical ideas
NS2.5: Describes and compares chance
events in social and experimental contexts
22
How?
A large space is required for this activity. Organise the class so that
each student draws a domino tile from a bag without the rest of the
class seeing the tile. Once each student has a domino tile, instruct
them to move around the room and call out the numbers represented
by the dot pattern until they find a friend whose numbers total to
the same as their own tile. The friends can then continue calling out
their number to see if they are able to form a group with the same
total. After the activity ask the students to look around to see which
total had the best chance of finding a friend. Discuss with the class
why some students could not find partners and why there were more
of some numbers.
COUNTING BY ONES
Variation
Have the students find friends that together have a total of say, 12 or
more.
Why?
Students need to develop a variety of non-count-by-one strategies to
assist them in solving addition and subtraction problems in an
efficient way.
23
COUNTING BY ONES
Spin, double and flip

Where are they now?
Students are able to solve addition and
subtraction questions by counting by
ones.
Where to next?
Syllabus outcomes
CMIT reference
NS1.2: Uses a range of mental strategies and

informal recording methods for addition
and subtraction involving one- and twodigit numbers

strategies
WMS2.2: Selects and uses appropriate

mental or written strategies, or technology,
to solve problems
24
Students are able to use a variety of

non-count-by-one strategies to solve
addition problems.
How?
Prepare a spinner displaying numerals one to ten and a flip counter.
To make the flip counter, on one side of a counter write +1 and on
the other side write -1.
COUNTING BY ONES
Provide the students with a strip of paper on which to record five

numbers in the range 1 21. Students take turns to spin a number on
the spinner. They then double the number to find the answer. If the
student has this number on their paper strip they may cross it off.
If the doubled number is one more or one less than a number on their
paper strip, the student may choose to toss the flip counter.
The winner is the first person to cross off all five numbers.
Variations
All students in the group may cross off the answer if they have it on
their paper strip.
Ask the students to write the five numerals vertically down a piece of
paper. When the answer has been calculated the student records the
number sentence next to the answer.
Students record three numbers on a paper strip instead of five.
Play as two teams before having the students play independently.
If a spinner is not available, use cards 110 or a ten-sided die.
Why?
Using knowledge of doubles and near doubles is an efficient strategy
for solving some addition and subtraction problems.
25
COUNTING BY ONES
Addition star
Where are they now?
subtraction questions by counting by ones.
Where to next?
Students are able to use a variety of noncount-by-one strategies to solve addition
problems.
After playing the game, ask

the students if they had any
strategies for winning. If the
students discover a strategy
for always being able to
bridge to the next decade,
have them devise a rule to
block the strategy.
26
Syllabus outcomes
CMIT reference
NS2.2: Uses mental and written strategies for

addition and subtraction involving two-,
three- and four-digit numbers

strategies
WMS2.2: Selects and uses appropriate mental

or written strategies, or technology, to solve
problems
BLM
Addition star, page 137
How?
Prepare a copy of Addition star BLM for each pair of students. The
students will also need a counter and two dice. The students roll the
dice and use the numbers that are rolled to indicate the target number.
For example if a 5 and a 3 are rolled the students may choose to make
the target number 53 or 35. Once the target number has been decided,
the first player rolls one of the dice again and places the counter on the
corresponding numeral on the addition star. If a six is rolled, the
player may place the counter on any of the numerals. The second player
then moves the counter along any line to add another number to the
tally. If a player is able to add a number that bridges the total to the
next decade, they have another turn. For example, student A starts at
five. Student B moves to one and states the total, Six!. Player A
moves the counter to four and states the total, Ten! I made it to the
decade so I have another turn! The game continues until one player
reaches the target number.
COUNTING BY ONES
Variation
Start at the target number and subtract from the tally on each move. If
a player moves down to the next decade, they have another turn.
Why?
Students need to know a variety of counting strategies to use and apply
the most efficient strategy when solving arithmetical problems.
Students record the target

number and the additions.
27
COUNTING BY ONES
Brainy fish
Where are they now?
Students are able to use counting-on as a
strategy to solve addition problems.
Where to next?
Syllabus outcomes
CMIT reference

informal recording methods for addition
and subtraction involving one- and twodigit numbers

strategies

to solve problems
BLM

strategies to solve addition problems
including doubles, near doubles and
combining numbers.
Brainy fish, page 138

Brainy fish spinner, page 139
28
How?
Prepare a baseboard using Brainy fish BLM and a spinner displaying the
following instructions: Double it, Double it plus one, Double it take
away one, How many more to make 10? (Brainy fish spinner).
COUNTING BY ONES
Organise the students into groups or pairs and provide them with a fish
baseboard, a die and a supply of counters. Each student will need his or
her own colour counters. Have the students take turns to firstly roll the
die, then spin the instruction spinner. After following the instructions on
the spinner, the student determines the answer and places his or her
counter onto a corresponding numeral on the baseboard. More than one
counter may be placed on a numeral. The activity continues until one
student is able to place three counters in a row.
Why?
Students need to be able to apply a range of non-count-by one strategies in
order to solve problems efficiently.
Use transparent counters so the

numerals may be seen.
29
COUNTING BY ONES

Where are they now?
Students recall some double facts to 20.
Students count by ones when solving
addition and subtraction problems.
Where to next?
Students are able to relate doubles to
other number combinations.
Depending on the chosen

double fact, not all spokes on
the addition wheel may be
needed or more spokes may be
needed for a number larger
than the example.
Syllabus outcomes
CMIT reference

informal recording methods for addition and
subtraction involving one- and two-digit
numbers

through grouping

problems
Combining and partitioning: levels 1, 2

Recording symbols
BLM
Addition wheel pairs, page 140
30
How?
Provide the students with a copy of the addition wheel worksheet. Ask
the students to nominate a double fact they know where the answer is
bigger than ten. The students then write the total for the double fact on
the centre of the wheel and the doubles combination on one of the
spokes. Have the students add one to one of the numbers and take
away one from the other number so that the total remains the same.
The students then record the new number sentence on the next spoke of
the wheel. Continue adding and subtracting one from the number
sentence until all the spokes are filled. On the second wheel ask the
students to add ten to the centre number and determine the addition
combinations using the first wheel to help them. Discuss the similarities
between the two wheels.
COUNTING BY ONES
Variation
Ask the students to find partners who used the same number of spokes
on the addition wheel and compare addition pairs.
Why?
Students need to develop a range of non-count-by-one strategies such as
doubling and using known facts to derive an answer.
31
COUNTING BY ONES
Singles or doubles?
Where are they now?

combining numbers.
Syllabus outcomes
CMIT reference

numbers

strategies

problems
32
Where to next?
How?
Prepare two dice. one displaying numerals 1 6 and the other marked S,
S, S, D, D, D. S means the number rolled on the other dice remains as
a single number. D means the number rolled on the other dice is
doubled. Each student takes a turn to roll the dice and keeps a tally of
his or her score. The first player to reach 100 is the winner.
COUNTING BY ONES
Variation
Start with a score of 100 and subtract the rolled number.
Why?
Students need to develop a range of non-count-by-one strategies
such as doubling and using known facts to derive an answer.
33
COUNTING BY ONES
Even Stevens
Where are they now?
Where to next?
combining numbers.
Encourage the students to

explain their solutions. Building
numbers to 10 and 20 and
doubling are useful strategies to
model.
34
Syllabus outcomes
CMIT reference


strategies

problems
Combining and partitioning

Recording symbols
How?
Prepare nine cardboard squares and write the number one on three
cards, the number four on three cards and the number sixteen on
the remaining three cards. Place the cards into a box with a lid. Instruct
the students to write the even numbers to 62 on a piece of paper. Have
one of the students take a turn to shake the box and then turn it up so
the cards fall to the floor. The student then adds up any cards that have
landed face-up and if the sum is on his or her paper, crosses it off. The
first player to cross off ten different numerals wins.
COUNTING BY ONES
Variations
Have the students determine all of the numbers that can be created
using the cards, prior to playing the game.
Students construct bingo boards with some of the even numbers to fifty
recorded on each students board.
The first player to cross off five different numerals wins.
Provide the students with a hundred-chart. After the student has added
the cards, he or she crosses off the corresponding number on the
hundred-chart.
Use popsticks instead of numeral cards.
Why?
Students need to develop a range of non-count-by-one strategies such as
combining and partitioning to derive an answer.
When discussing strategies for

solving addition problems,
opportunities will arise to
record students thinking. For
example, a student may use a
collection-based strategy for
adding 16 and 16.
35
COUNTING BY ONES
Engineers dice
Where are they now?
Students are able to complete calculations
using the four operations.
Students use a variety of mental

strategies to solve problems involving
the four operations and use their
understanding of number concepts in a
flexible way.
Syllabus outcomes
CMIT reference

for addition and subtraction involving
two-, three- and four-digit numbers

strategies
NS2.3: Uses mental and informal written

strategies for multiplication and division

mental or written strategies, or
technology, to solve problems
36
Where to next?
Building multiplication and division

through equal grouping: level 5
Recording symbols
How?
Provide each group of students with five dice. To play the game a target
number is selected by the group. The students then take turns to roll the
dice in the following way:
COUNTING BY ONES
Roll all five dice. Choose two of the dice and nominate an operation
(+ - x ) to carry out with the numbers rolled. Record the result.
Discard these two dice.
Roll the remaining three dice. Choose one number rolled, complete
another operation (+ - x ) with the chosen number and the first
score. Discard that die.
Roll the remaining two dice. Choose one number rolled and complete
the same process as the step above using the current total.
Roll the last die and complete the same process using the current
total.
After each player has had his or her turn, the students compare their
totals to see who is closest to the target score.
Variation
Change the operations that can be used. For example, doubling plus one.
Why?
Being able to calculate mentally is often quicker and easier than formal
algorithms and can lead to a better understanding of number concepts
such as place value and numerical operations.
37
COUNTING BY ONES
38
Fancy dice
Where are they now?
Where to next?
Syllabus outcomes
CMIT reference

for addition and subtraction involving two-,

strategies

to solve problems

problems.
Recording symbols
How?
Provide each group with five dice. Each student takes it in turn to roll
the dice and add the total. The student continues to roll the five dice
and accumulate the total unless a two or a five is rolled. If so, any
dice displaying a two or a five must be taken out for all subsequent
throws for that player. The student throws the remaining dice again and
keeps going until he or she has no dice left. If six is rolled on two of
the dice, the player loses all of the score for that turn and it is the next
players turn. If six is rolled on three dice, the player loses all of his or
her score, returning to zero and it is the next players turn. The first
player to reach 200 wins.
COUNTING BY ONES
Variation
Each player begins with a score of 200 and the total is subtracted from
100. The first player to reach zero is the winner.
Why?
Being able to calculate mentally is often more practical than completing
formal algorithms. Students need to develop a range of mental strategies
to apply to problem-solving situations.
Each student will need to keep his or her

own accumulating total. Have each student
demonstrate to the group how the addition
or subtraction was calculated.
39
COUNTING BY ONES
Counter play
Where are they now?
Where to next?
Syllabus outcomes
CMIT reference


strategies

to solve problems

problems.
Recording symbols
BLM
Counter play, page 141
40
How?
Organise the students into pairs and provide each pair with a copy of
Counter play BLM, seven counters of one colour, say red, and one
counter of another colour, say blue, and paper and pencil for scoring.
Have the students lay out the counters so that the blue counter is on
the top left hand corner of the grid and the red counters are on all
other squares except the bottom right-hand corner. This corner does not
begin with a counter on it. The aim is for the students to move the
blue counter to the opposite corner keeping to the following rules:
COUNTING BY ONES
All moves must be vertical or horizontal.

Only one counter must be on a square at any time.
Take it in turns to move a counter.
A player can only move one space at each turn.
A player cannot uncover the same number twice in a row.
Players keep score by adding the number on the square the counter was
moved from to their total. The player with the lowest score, when the
blue counter is placed on the 6, wins.
Why?
Being able to calculate mentally is often more practical than completing
formal algorithms. Students need to develop a range of mental strategies
to apply to problem-solving situations.
Have the students record and explain

their methods for adding.
41
COUNTING BY ONES
42
Copy that
Where are they now?
Students need to count each item to find the
total.
Where to next?
Syllabus outcomes
CMIT reference
NS1.1: Count, orders, reads and represents

two- and three-digit numbers
Subitising: perceptual
WMS1.2: Uses objects, diagrams, imagery and

technology to explore mathematical
problems
BLM
Students are able to instantly recognise

and state the total number of items in a
small group.
Copy that, page 142
How?
Prepare dot pattern flash cards for numbers up to seven (Copy that
BLM). Provide each student with a pile of counters. Flash a domino
pattern card to the students for about a second. Ask them to use their
counters to reproduce the pattern. Discuss how many dots are in the
pattern and how they remembered what the pattern looked like.
COUNTING BY ONES
Variations
Ask the students to hold up the same number of fingers as the total of
the dot pattern.
Use alternative material such as modelling dough to reproduce the dot
patterns.
Display dot patterns on an overhead projector using transparent
counters or cardboard with patterns cut-out or holes punched.
Why?
Recognising patterns instantly will assist students, to develop
visualisation of numbers so as not to have to rely on counting perceived
items. This contributes to early forms of grouping.
43
COUNTING BY ONES
Using random patterns

Where are they now?
total.
Where to next?
small group (up to 6 or 7).
Make an art display with the dot

patterns at the end of the activity.
Syllabus outcomes
CMIT reference
NS1.1: Counts, orders, reads and represents


technology to explore mathematical problems
44
How?
Have the students draw dot patterns onto cardboard squares for numbers
three to eight. Tell them they are to draw a dot pattern for a different
number on each card and that the dots can be in any arrangement they
choose. With the overhead projector turned off, place a number of
counters (from three to eight) onto the screen. These may be in random
or traditional dot patterns. Briefly show the counters on the overhead.
Each student then holds up a card showing the same number of dots as
counters displayed on the overhead. Discuss how many counters were
shown. Compare dot patterns.
COUNTING BY ONES
Variations
Have students call out the number of counters on the overhead.
Have students call out how many to make ten.
Use the cards to play memory match games. (Matching a standard dot
pattern to a random pattern.)
Why?
Recognising patterns instantly will assist students to develop
visualisation of numbers so as not to have to rely on counting perceived
items. This contributes to early forms of grouping.
45
COUNTING BY ONES
Matching ten-frames
Where are they now?
total.
Where to next?
Syllabus outcomes
CMIT reference
NS1.1: Counts, orders, reads and represents


problems
46

small group.
How?
Construct a set of flash cards displaying both random and standard dot
patterns for numbers 17. (Cards could also be made of standard dot
patterns for numbers 8 10.) Provide the students with a set of ten-frame
cards displaying dots 110. Flash one of the dot pattern cards briefly. Have
the students select a ten-frame card to match the number of dots on the
flash card.
COUNTING BY ONES
Variation
Replace the dots on the flash cards with simple pictures.
Why?
Recognising patterns instantly will assist students, to develop visualisation
of numbers so as not to have to rely on counting perceived items. This
contributes to early forms of grouping.
47
COUNTING BY ONES
Bunches of five
Where are they now?
Students solve addition and subtraction
tasks using count-by-ones strategies.
Where to next?
Students use grouping strategies to
solve addition and subtraction tasks.
Syllabus outcomes
CMIT reference

numbers
Combining and partitioning: To 10

Five as a sub-base
BLM
Bunches of five, page 143
Double scoops, page 144
48
How?
Provide each student with a copy of Bunches of five BLM. Each group
will also need a die or spinner. Have the students take turns to roll the
die. The student selects one of the pairs of hands on the worksheet and
records the number underneath the hand(s). On the students next turn
to roll, he or she may again choose any set of hands to add to. However,
the student must roll the exact number to make ten to complete a set of
hands. The winner is the first person to complete all sets of hands on the
worksheet.
COUNTING BY ONES
Variation
If needed, have students colour in the corresponding number of fingers
for each turn.
Using the Double scoops BLM, the student rolls the die and records the
number on a cone so that the two numbers added together equal ten.
Have six students out the front of the room to model the activity. As you
roll and select a pair of hands, have the student put down the required
number of fingers.
Why?
Developing an understanding that numbers can be regrouped into parts
is essential if students are going to move beyond counting-by-ones as a
counting strategy.
49
COUNTING BY ONES
Make ten grids

Where are they now?
Students solve addition and subtraction tasks
using count-by-ones strategies.
Where to next?
Syllabus outcomes
CMIT reference

numbers
Combining and partitioning: To 10, To 20
Students use grouping strategies to solve

addition and subtraction tasks.
BLM
Make ten grids, page 145
50
How?
Organise the students into pairs. Provide each pair of students with a
Make ten grid and a ten-sided die showing numerals 09. Have the
students take turns to roll the die and call the number rolled. The
student then states the number needed to make ten, finds the number
on the grid and marks it with a cross or circle. Play continues until one
player is able to mark off four numbers in a row.
COUNTING BY ONES
Variations
Have the students create their own grids by writing numerals onto the
blank grid.
Change the numbers on the grid so that the student makes
combinations to equal twenty.
Why?
Developing an understanding that numbers can be regrouped into
parts is essential if students are going to move beyond counting-byones as a counting strategy.
51
COUNTING BY ONES
Memory of tens
Where are they now?
Where to next?
Syllabus outcomes
CMIT reference

addition and subtraction involving two-, threeand four-digit numbers
PAS2.1: Generates, describes and records

number patterns using a variety of strategies
and completes simple number sentences by
calculating missing values
52

How?
Prepare two sets of cards in the range 0 10. Ensure each set is on
different coloured card. Place the cards face down in front of the
students. Have the students take turns to turn over a card from each set,
trying to turn over two cards that combine to make 10. If the student is
successful, they keep the pair of cards.
COUNTING BY ONES
Replace one set of cards with a set of cards in the range 20 30. Have the
students take turns to try to find two cards that combine to make 30.
Variations
Change the range of cards to 020.
Use ten-frame cards to represent numbers 0 10.
Why?
Developing an understanding that numbers can be regrouped into parts
is essential if students are going to move beyond counting-by-ones as a
counting strategy.
Have the students record the number

combinations that equal ten. Discuss how the
students know that they have recorded all
possible combinations. Then have the students
record the combination that make 20 and 30.
53
COUNTING BY ONES
Couple cups
Where are they now?
Where to next?
Students use grouping strategies to
solve addition and subtraction tasks.
Note the strategies students

use to tally the numbers.
Syllabus outcomes
CMIT reference

numbers
PAS1.1: Creates, represents and continues a

variety of number patterns, supplies missing
elements in a pattern and builds number
relationships
54
How?
Decorate ten paper cups with bright patterns. Place the cups on the
floor and without the students seeing, hide a different number, from
1 9 (not in sequence) of plastic teddies, under each cup. Two cups will
need five teddies under each. Teddies could be substituted with marbles,
counters, buttons or other suitable material. When the material is ready
have the students take turns to lift two cups. As soon as the number of
teddies under the first cup has been determined, the student is to state
that number and the number needed to make ten before lifting the
second cup. If the total is ten the student keeps the teddies and returns
the cups. If the total is not ten, the student replaces the cups over the
teddies.
COUNTING BY ONES
Variations
Record the number combinations.
If the student chooses two cups that add to ten, they replace the cups
and the teddies in a different location. When they put the teddies back
they must share the ten teddies in a different combination from the one
they found. The same cups may not be chosen for at least two turns.
Why?
parts is essential if students are going to move beyond countingby-ones as a counting strategy.
55
COUNTING BY ONES
Nine piles
Where are they now?

Syllabus outcomes
CMIT reference

numbers

relationships
56
Where to next?
How?
Remove the picture and ten cards from a deck of playing cards. For
this activity ensure the students know that the Ace is equivalent to
one. Deal out the cards face up into nine piles. The students take
turns to locate two cards that total to ten. If able to find two cards
equalling ten, the student removes and keeps the cards, revealing two
new cards. The activity continues until a player is unable to pair-up two
cards that total ten.
COUNTING BY ONES
Variations
For this activity tell the students that the Ace is now equivalent to
eleven for this activity and have them locate and remove cards that
total twenty. This may be two or more cards at one turn.
Why?
57
COUNTING BY ONES
Number chop
Where are they now?
Students solve addition and subtraction tasks
using count-by-ones strategies.
Where to next?
Syllabus outcomes
CMIT reference

numbers

elements in a pattern and build number
relationships
58

Recording symbols
How?
Provide the students with 20 unifix cubes. Ask the students to
choose a number between 11 and 20 and to link a corresponding
number of cubes together. Tell the students to break the cubes into
two groups and record the combination. Have the students
determine and record all possible combinations. Next have the
students complete the same process for a different number without
using the unifix cubes.
COUNTING BY ONES
Why?
Have the students record the addition

combinations and then determine
how the numbers could be used to
show subtraction facts.
59
COUNTING BY ONES
60
Number draughts
Where are they now?
Where to next?
Syllabus outcomes
CMIT reference

numbers

relationships
Number draughts, page 146
BLM
How?
Prepare a 5 x 4 grid baseboard and a set of numeral cards showing
numbers 19 and 11 20 and a star card for each pair of students. Have
the students shuffle the cards and place them in random order face-up
onto the 20 sections of the baseboard. To play, the students take turns
to move one card vertically, horizontally or diagonally one space, onto
another card with the aim of making a total of 20 with the two cards. If
the cards total 20 the player keeps the cards. If a pair cannot be made
the player may move any card into an adjoining space in preparation
for a later move.
COUNTING BY ONES
The 20 and % cards are wild. The 20 card may be picked up on

its own and kept but can only be taken if no other pairs can be made.
The % card may represent any number. The student may pair it with
any adjoining card. However, it can only be used if no other pairs can
be made and the student using it must indicate the value it takes.
Variation
Students move a card by jumping over another card vertically,
horizontally or diagonally.
Why?
61
COUNTING BY ONES
62
Count-off
Where are they now?
Students know the sequence of counting
forwards and backwards by tens.
Where to next?
Syllabus outcomes
CMIT reference
NS1.1: Counts, orders and represents twoand three-digit numbers
Counting by 10s and 100s: level 2
Students are able to count forwards and

backwards by tens, both on and off the
decade.
Recording symbols
How?
Roll a ten-sided (decahedron) or a twelve-sided (dodecahedron) die. Have
the students start counting from the number rolled, adding ten to the
count each time up to the 90s. Then count backwards by tens.
COUNTING BY ONES
Display a hundred chart to the students. Have one student select a

number from 1 9 on the hundred chart and call out the number. Once
the student calls out the selected number, the rest of the class continue
counting by adding ten each time. The first student may continue to
locate each number after it has been called.
Why?
Developing knowledge of forwards and backwards counting skills will assist
students in using mental calculations to solve two-digit addition and
subtraction tasks.
The empty number line could be used to

record students thinking and to
demonstrate building-on by tens.
63
COUNTING BY ONES
64
Number line counting

Where are they now?
Where to next?
decade.
Syllabus outcomes
CMIT reference
Counting by 10s and 100s: level 2
How?
Display a 0 100 number line to the students. Ask a student to nominate a
single-digit number from which to begin counting. Encourage the
students to count along the line for ten counts from the nominated
number. Attach a peg, or paperclip, to the last number of the count.
Continue by counting on ten more each time and marking the last
number counted. Chant the sequence of marked numbers. Repeat the
process, starting from a different single-digit. After a few turns, discuss
other sequences without having to mark each number first.
COUNTING BY ONES
Why?
Developing knowledge of forwards and backwards counting skills will
assist students in using mental calculations to solve two-digit addition
and subtraction tasks. Students need to be able to count by tens from
the middle of the decade to use the jump method to solve addition
problems. This involves starting from one number and adding on by
tens and ones.
Show how these findings could be

represented on an empty number line.
65
COUNTING BY ONES
Hands up
Where are they now?
Students use their fingers to count on by
ones when solving addition problems.
Where to next?
decade and use this strategy to solve
addition problems.
This activity could be

used to demonstrate the
jump method of adding
two, two-digit numbers.
Jump method: When
adding two numbers, the
student starts counting
from one number and
adds firstly the tens and
then the ones from the
second number to find
the total.
Syllabus outcomes
CMIT reference
Counting by 10s and 100s: level 1 and 2

subtraction involving one-, and two-digit
numbers
66
Building place value through grouping:

level 1
Finger strategies
Recording symbols
How?
Ask a student to come to the front of the class and hold up ten fingers.
Then ask the student to demonstrate a number such as 43 using
fingers. If the student is hesitant, suggest that friends may help in the
demonstration by raising their fingers as well. Ask the class to check the
number of fingers by counting groups of tens and then adding the ones.
Then ask the class to check the number again, this time by counting
from the ones first and then counting on by tens. In the example of
make 43 the counting sequence would be 10, 20, 30, 40, 41, 42, 43 and
then 3, 13, 23, 33, 43. Repeat with various other numbers. When the
class is confident in representing numbers in this way, expand the
activity to representing two numbers and adding them together.
COUNTING BY ONES
Variation
Have one student represent a two-digit number using as many students
hands as needed, without stating what the number is. Each member of
the class then determines and records the number.
Why?
Developing knowledge of forwards and backwards counting skills
will assist students in using mental calculations to solve two-digit
addition and subtraction tasks. Students need to be able to count by
tens off the decade to be able to use the jump method for solving
addition problems.
When students are using fingers to form a number, record
the numeral on the chalkboard and discuss the number of
tens and ones and how they are used to form the number.
Have students use informal recordings on the chalkboard
to demonstrate their methods of solving the additions.
An empty number line could be used to record the jump
procedure.
67
COUNTING BY ONES
Sticks of ten
Where are they now?
Students use their fingers to count on by ones
when solving addition problems.

decade and use this strategy to solve
addition problems.
Syllabus outcomes
CMIT reference
Counting by 10s and 100s: level 1 and 2

numbers
68
Where to next?

level 1
Recording symbols
How?
Ask two students to come to the front of the class. Have ten sticks of
ten unifix cubes and give five sticks to one student and five to the
other. Ask one of the students to break off some of the cubes from one
of the sticks and give it to the other student. Both students display
their sticks. Have the class count the number of cubes the first
student has and then use the second students sticks to count on by
tens and then ones to reach 100.
COUNTING BY ONES
Variations
Once the class has determined how many cubes the first student has,
ask them to work out how many the second student has without
seeing the cubes.
Have the first student break off more than ten cubes and give them to
the second student.
Why?
Developing knowledge of forwards and backwards counting skills will
assist students in using mental calculations to solve two-digit addition
and subtraction tasks. Students need to be able to count by tens off the
decade to be able to use the jump method for solving addition
problems.
Have the students record their

working when solving the missing
addend task.
69
COUNTING BY ONES
Bean counter
Where are they now?
The student counts on by ones when solving
two-digit addition questions. The student does
not treat ten as a composite unit for counting
but rather as ten single units.
Where to next?
Syllabus outcomes
CMIT reference
NS2.1: Counts, orders, reads and records

numbers up to four digits

level 1

problems
70
The student treats ten as a composite

unit and can solve two-digit addition
and subtraction questions by counting
by tens and ones.
How?
Present the students with a large quantity of dry beans or other similar
material that can be stored in small containers. Ask students to estimate
the number of beans. Have the students count out ten beans and place
the beans into a container such as a film canister. Students continue until
all beans have been placed into groups of ten. Encourage the students to
find the total number by counting by tens and then adding any remaining
single units.
COUNTING BY ONES
Variation
Count the remaining beans first and then count on by tens to find the
total.
Why?
Reorganising single units into groups of ten assists students to see ten
as a composite unit. This understanding will aid students knowledge of
place value.
Record the total number for each

material. Discuss the unit structure of
ones, tens and hundreds. For example, if
the total is 102, record how many tens and
units make up the total.
71
COUNTING BY ONES
Dizzy dots
Where are they now?
The student counts on by ones when
solving two-digit addition questions. The
student does not treat ten as a composite
unit for counting but rather as ten single
units.
Where to next?
unit and can solve two-digit addition and
tens and ones.
Lead the students to counting by

fives and tens.
Syllabus outcomes
CMIT reference


level 1

BLM
WMS2.4: Checks the accuracy of a statement

and explains reasoning used
72
Dizzy dots, page 147
How?
Present the students with various large arrays arranged in rows of five
or ten. A 10 x 10 array is included in the BLM section. This can be used
to create different array patterns, e.g. 5 x 10. Ask the students to think
of a way to count the dots quickly and easily to determine the total.
The hundred-chart could be used to assist students with counting.
COUNTING BY ONES
Why?
Reorganising single units into groups of ten assists students to see
ten as a composite unit. This understanding will aid students
knowledge of place value.
73
COUNTING BY ONES
Building numbers with ten-frames

Where are they now?
units.
Where to next?
unit and can solve two-digit addition and
tens and ones.
Make ten ten-frame cards from

the blank BLM. Leave one card
blank and the rest to represent a
number from 19.
Syllabus outcomes
CMIT reference


level 1

to solve problems
Numeral identification: level 3
BLM
Ten-frame, page 148
74
How?
Present the students with two piles of numeral cards displaying numerals
09 and a supply of ten-frame cards. The students will require nine full
ten-frame cards and one of each ten-frames showing 19 dots. Have the
students draw a numeral card from each pile and construct a two-digit
number. The students then represent the numeral using the ten-frame
cards.
COUNTING BY ONES
Ask the students to indicate how many more are needed to reach the next
decade.
Variation
Provide the students with additional ten-frame cards and numeral cards.
Pose addition problems for the students to solve. Have the students use
the ten-frame cards to represent the numbers and to solve the problems.
Why?
Part of the sequence of developing an understanding of place value moves
from students seeing ten as a composite unit to students using tens and
ones to find the total of two, two-digit numbers.
The ten-frames could be used to

introduce written algorithms by
writing the number the ten-frame
represents under each frame.
75
COUNTING BY ONES

Where are they now?
The student counts on by ones when solving two- Where to next?
digit addition questions. The student does not
treat ten as a composite unit for counting but
rather as ten single units.
by tens and ones.
Syllabus outcomes
CMIT reference


level 1

to solve problems
BLM
Hundred chart windows, page 149
Hundred chart windows sample, page 150
76
How?
Provide the students with a hundred chart grid. Prepare a second
hundred chart grid card which will fit onto the first card. Cut windows
out of the second grid card. For example, cut out a window covering
four squares on the grid. Have the students place the window card on
top of the grid and using the grid to assist them, determine which
numbers on the hundred chart should be recorded in each square of the
window. Three or four windows should be cut out of each window
card. Have the students rotate the window card 90 to reveal new boxes
on the hundred chart grid. Students need to rotate the card three times
and repeat the process of recording the missing numbers. An adequate
supply of window cards will need to be prepared, enabling all numbers
to be recorded on the grid. (An example of window cards is included in
the BLM section.)
COUNTING BY ONES
Variation
Have a card with only one square cut out and place it on top of a
hundred chart. Instruct the students to place the card on a starting
number and then to add on a nominated amount by moving the card
down by tens and across by ones.
Why?
Reorganising single units into groups of ten assists students to see
ten as a composite unit. This understanding will aid students
knowledge of place value.
Practice locating numbers on a 1100 chart

by counting by tens and ones prior to this
activity.
77
COUNTING BY ONES
Money problems
Where are they now?
units.
Where to next?
The student treats ten as a composite unit
and can solve two-digit addition and
subtraction questions by counting by tens
and ones.
After practising counting by

tens, on and off the decade,
move to hundreds and tens,
on and off the decade.
Syllabus outcomes
CMIT reference

Counting by 10s and hundreds: level 2

for addition and subtraction involving twoand three-digit numbers
to solve problems
78

level 1
How?
Provide the students with a collection of ten-cent coins (or play
money). Nominate a starting amount, say 30 cents, and ask the
students to use the coins to determine how much more is needed to
equal $1.00.
COUNTING BY ONES
Variations
Nominate a starting amount that is off the decade, say 25 cents.
Provide the students with the necessary coins to enable them to count
by tens and then bridge to one hundred to determine the amount
needed to total $1.00.
Present the student with six, five-cent coins, five, ten-cent coins, four,
twenty-cent coins and two, fifty-cent coins. Ask the students to
determine as many different ways as they can to make up $1.00 using
the coins. Have the students record the combinations.
Why?
Knowledge of forward and backward counting sequences by tens, both
on and off the decade, will assist students with mental strategies when
solving addition and subtraction problems.
79
COUNTING BY ONES
Four turns to 100

Where are they now?
two-digit addition questions. The student
does not treat ten as a composite unit for
counting but rather as ten single units.
Where to next?
by tens and ones.
Demonstrate the use of the

empty number line prior to this
activity.
Syllabus outcomes
CMIT reference


level 1

to solve problems
80
How?
Organise the students into groups of four. Provide each group of
students with a pack of cards in the range 1 to 9. Each player draws a
card from the deck and decides if the number they have drawn will
represent ones or tens. For example, if a five is drawn it can represent
five or fifty. The players take a second draw from the pack, again
nominating if the number represents tens or ones and adds the
number to their first card. Have the students record their total on an
empty number line. Continue the activity until each student has drawn
four cards. The player with the highest total not exceeding 100 wins.
COUNTING BY ONES
Variations
Players start at 100 and subtract the numbers, after nominating if the
number drawn represents tens or ones. The player closest to zero is the
winner.
Players draw two numbers from the pile and make the highest twodigit number possible. This becomes their starting number and they
continue to play as in the above variation.
Why?
In solving addition and subtraction problems, students need access
to a range of strategies other than counting by ones.
81
COUNTING BY ONES
82
Eggsactly
Where are they now?
units.
Where to next?
Syllabus outcomes
CMIT reference


level 1

to solve problems
BLM

by tens and ones.
Eggsactly, page 151
How?
Prepare empty egg cartons by writing a numeral in the range 0 9 inside
each of the cups. Place two counters into the egg carton. Provide each
group or pair of students with the prepared egg carton, a pack of cards
displaying numerals 09 and a supply of tens-strips and single-unit
strips. Have the students take turns to shake the carton and open it to
see which two numbers the counters have landed on. The student
decides in which order the numbers will be used to make a two-digit
number and then represents the number using the number cards. The
student repeats the action and this time represents the two-digit number
using the ten-strips and single-dot strips. The student then adds the two
numbers together to determine the total and records the answer.
Encourage the students to state how they added the numbers. The
partner or group members should agree with the total before it is
recorded.
COUNTING BY ONES
Why?
In solving addition and subtraction problems, students need access to
a range of strategies other than counting by ones.
83
COUNTING BY ONES
Cover-up strips
Where are they now?
two-digit addition questions. The student
does not treat ten as a composite unit for
counting but rather as ten single units.
Where to next?
by tens and ones.
Encourage the students to tell

their partner how they are
combining the numbers.
Syllabus outcomes
CMIT reference


level 1

problems
BLM
Hundred chart, page 152
Cover-up strips, page 153
84
How?
Provide each pair of students with two dice, a hundred chart and a set of
cover-up strips. To begin the activity the first student rolls the two
dice, states the total and represents this total on the hundred chart
using the strips. The activity continues with each student taking turns
to roll the two dice and adding the number rolled to the previous total.
Each time a new total is made the student must represent the total with
strips on the hundred chart. This will involve the students regrouping
the numbers and replacing some of the strips with appropriate
combinations. For example, if a nine was originally rolled and then
twelve was added to the total, the student would replace the strips
representing the nine with a twenty strip and a one to represent the
new total of twenty-one. Play continues until the entire hundred chart
is covered. The last roll must make exactly 100.
COUNTING BY ONES
Variation
Begin with the hundred chart covered with the strips. Have the students
roll the two dice and subtract the amount from 100. The student would
then remove the appropriate number of strips. Strips may need to be
replaced as new combinations are made.
Why?
In solving addition and subtraction problems, students need access to
a range of strategies other than counting by ones.
85
COUNTING BY ONES
Tracks
Where are they now?
units.
Where to next?
by tens and ones.
Model how to count backwards

and forwards by tens and ones
on a hundred chart prior to the
students completing this
activity in pairs.
Syllabus outcomes
CMIT reference


level 1

to solve problems
BLM
WMS2.1: Asks questions that could be

explored using mathematics in relation to
Stage 2 content
86
Tracks, page 154
How?
Organise the students into pairs and provide them with a copy of Tracks
BLM, a set of numeral cards 0 9 and a hundred chart. Have the students
take turns to draw two cards from the deck to make a two-digit number.
The student who has drawn the cards records this number on the
Tracks sheet as their starting number. The partner then fills in the
boxes on the sheet with three directional arrows. These arrows indicate
if the student is to:
COUNTING BY ONES
count back by ten from the number

count on by ten
add on one
take away one.
The first student locates the starting number on the hundred chart and
follows the directional arrows to determine the number they would
finish on.
For example, if the starting number is 24 and the directional arrows
were , then the finishing number would be 45.
Variations
Have the students complete the activity on a blank hundred chart.
Use a numbered 1100 chart and a blank die marked with directional
arrows. Both students place a counter on number 45 and take turns to
roll the die and move their counter accordingly. The winner is the first
to reach 1 or 100.
Use
and
to represent 11 and +11.
Why?
In solving addition and subtraction problems, students need access to a
range of strategies other than counting by ones including counting by
tens from the middle of the decade.
87
COUNTING BY ONES

Where are they now?
two-digit addition questions. The student does
not treat ten as a composite unit for counting
but rather as ten single units.
Where to next?
by tens and ones.
Copy the master sheet onto

cardboard for easier handling.
Syllabus outcomes
CMIT reference


level 1

to solve problems
BLM
Hundred chart jigsaw, page 155
88
How?
Organise the students into pairs and provide them with a copy of the
Hundred chart jigsaw BLM. Have the students fill in the missing
numbers on the chart by either subtracting or adding by tens and ones.
The students then cut out the jigsaw pieces and fit them together to
form a hundred chart.
COUNTING BY ONES
Variation
Have the students reconstruct the hundred chart without filling in the
missing numbers.
Why?
In solving addition and subtraction problems, students need access
to a range of strategies other than counting by ones including
counting by tens from the middle of the decade.
89
COUNTING BY ONES

Where are they now?
units.
Where to next?
Syllabus outcomes
CMIT reference


level 1


mathematical ideas
90

by tens and ones.
BLM
Teeny tiny ten-frames, page 156
How?
Provide the students with a set of Teeny tiny ten-frames. Nominate a twodigit number and ask the students to represent the number using the
ten-frames. Have the students share how they made the number. Ask the
students to make a second two-digit number. Repeat the questioning.
Have the students find the total of the two numbers using the ten-frames.
Discuss how they solved the addition.
COUNTING BY ONES
Variation
Make the first number and then cover it up. Make the second number and
use the material to determine the total of both numbers.
Why?
Place value concepts need to be developed through its use in mental
addition and subtraction.
Record students thinking as they discuss

the strategies used to solve the additions.
91
COUNTING BY ONES
Teddy tummies: multiplication

Where are they now?
Students can form groups by one-to-one
dealing.
Students use equal grouping and

perceptual skip counting to find the total
of groups.
Syllabus reference
CMIT reference

concrete materials for multiplication and
division

through equal grouping and counting:
level 1, 2

BLMs

problems
92
Where to next?
Teddy tummies, page 157

Hundred chart, page 152
How?
Provide pairs of students with a Teddy tummies baseboard, 30
transparent coloured counters and a worksheet displaying numerals 1
30. Ask the students to share the counters among the teddies and mark
each numeral on the worksheet with a cross as the counters are
distributed. When the students are able to form equal groups on each
of the teddies, (i.e. each time all teddies contain the same number of
counters), have them circle the number on the worksheet instead of
marking it with a cross.
COUNTING BY ONES
Have the students count the numbers from 130, first with a rhythmic
count (saying all numbers and stressing the circled numbers) and then
using a skip count (saying only the multiples 3, 6, 9 ).
Provide the students with a hundred chart. Ask the students to place
the counters on the hundred chart that correspond to the numerals
they have circled on the worksheet. Have the students identify and
discuss the number pattern for multiples of three and then continue
the pattern on the hundred chart.
Variations
Change the number of teddies on the worksheet to work with
multiples other than three.
After the students have completed the pattern on the hundred chart,
pose questions such as: Which number have you covered with your
fourth counter? (12) What does this mean? Discuss the fact that this
means 4 x 3 = 12. Close your eyes. What number do you think will be
covered by the tenth counter? Why? (Note that the expression covered
by is less likely to cause confusion than under. Some students may
think that 22 is under the fourth counter, because 22 is under
(below) 12 on the hundred chart.
Why?
A student may be able to form equal groups yet not be able to calculate
the total of the groups in an organised way. Using a skip count will
assist students in finding the total and in visualising composite units.
93
COUNTING BY ONES
94
People markers
Where are they now?
Students are able to use material to form
equal groups and find the total by counting
by ones.
Where to next?
Syllabus reference
CMIT reference

concrete materials for multiplication and
division

level 1 and 2

Recording symbols

problems
Ten-frame, page 148
Students find the total of groups by

using a rhythmic or skip count.
BLM
How?
Prepare ten, ten-frame cards, each displaying the number of dots for
the multiple to be practised. For example, each ten-frame has three
dots. Distribute the ten-frame cards to the students. Ask a student to
call out a number in the range 110. Select a corresponding number of
students to bring their ten-frame cards to the front of the class. Have
the class find the total number of dots by firstly using rhythmic
counting and then repeat using skip counting. Record the number
pattern on the board when all ten, ten-frames are used.
COUNTING BY ONES
Why?
To develop students concepts of multiplication and division, we need to
provide strategies that focus on groups of items rather than individual
items. Rhythmic and skip counting help students to focus on groups
within the whole.
A flip strip could be used to record

the number pattern.
95
COUNTING BY ONES
Counter grab: multiplication

Where are they now?
Students are able to model equal-sized
groups and find the total by counting by
ones.
Where to next?
Syllabus reference
CMIT reference


level 1 and 2

problems
96
Students use skip counting to

determine the total of groups and any
remainders.
BLM
Counter grab, page 158
How?
Provide students with a small container of counters and a copy of
Counter grab BLM. Instruct the students to take turns to grab a
handful of counters, or other suitable material, and place them on
the floor or table. Have the students firstly estimate how many
counters there are and then organise the counters into groups of a
nominated number, for example, groups of three. Encourage the
students to determine the total by using rhythmic or skip counting,
Discuss what happens when there are counters left over. On the
worksheet, students record their estimate, the number of groups, the
number of counters in each group, any remainders and the total.
Model stress and skip counting to find the total.
COUNTING BY ONES
Variation
Have the students make different equal groups from the one handful
of counters and record the combinations.
Why?
Using a skip count will assist students in finding the total and in
visualising composite units. Students should also be given
opportunities to work on problems that involve remainders.
97
COUNTING BY ONES
Create an array
Where are they now?
Students are able to form equal groups and
find the total by counting by ones.
Where to next?
Students use skip counting to
determine the total of the groups.
Discuss the arrays in terms of both

multiplication and division.
Syllabus outcomes
CMIT reference


through equal grouping: level 2 and 3

BLM

problems
98
Dizzy dots, page 147
How?
Explain the term array to the students and provide them with a 10 x 10
array and two sheets of paper. Use an overhead projector or large chart
to demonstrate how the 10 x 10 array can be covered with two pieces of
paper to form other arrays. For example, cover the top three rows with
paper and the first five columns with another piece of paper to form a
7 x 5 array (7 rows with 5 in each row).
COUNTING BY ONES
Ask the students to use their arrays sheets and paper to make nominated
arrays. Have the students use skip counting of the rows to determine the
answer.
Variations
Ask the students to form arrays that have a nominated number of dots,
say 24. Record the arrays the students have constructed. 6 x 4,
4 x 6, 3 x 8, 8 x 3.
Have the students form arrays of their own choice and describe it to
other class members.
Ask the students to create word problems to match the array they have
constructed. For example, 4 bears live in each cave and there are 6 caves.
How many bears altogether? Other students may then use their array
paper to solve the problem.
After the student has formed an array, ask him or her to turn the array
through ninety degrees and re-name the array.
Why?
Using arrays assist students to view rows of items as countable things,
i.e. composite units. This strong visual representation of equal
groupings will also help students to move beyond rhythmic counting
and skip counting.
Have the students record their solutions

to the word problems using an empty
number line for the skip counts. These
could be used later to determine inverse
operations.
99
COUNTING BY ONES
Colour an array
Where are they now?
Students are able to form equal groups
and find the total by counting by ones.
Where to next?
Students use skip counting to determine
the total of the groups.
5 mm grid paper would be a

suitable size for this activity.
Syllabus outcomes
CMIT reference



problems
100
How?
Provide the students with grid paper and two dice. Tell the students
that one die will represent the number of rows and the other die will
represent the number of columns. Have each student roll the two dice
and then colour in the corresponding number of squares on the grid
paper to form an array. The student then cuts and pastes the arrays
onto paper and records the number of columns, the number of rows
and the total number of squares. Discuss strategies for determining the
total. Students may record the information as a number sentence.
Allow the students to share and compare their finished work.
COUNTING BY ONES
Why?
Using arrays assist students to view rows of items as countable things, i.e.
composite units. This strong visual representation of equal groupings will
also help students to move beyond rhythmic counting and skip counting.
101
COUNTING BY ONES
Where are they now?
Students are able to form equal groups
and find the total by counting by ones.
Students use skip counting to determine

the total of the groups.
Syllabus outcomes
CMIT reference



BLM

problems
102
Where to next?
Self-correcting array, page 159

10 x 4 array, page 160
How?
Prepare an array and numeral sheet for the multiple to be
practised and a cover board. A sheet for a 10 x 4 array is included
in the BLM section. Display the covered array to the class. Reveal
the top row of the array, ensuring the tab covers the end number.
Ask questions such as: How many dots in this row? How many
rows can you see? How many dots altogether? Progressively reveal
the next row of dots and repeat questions. Encourage students to
discuss how they are determining the total. If the students are
counting by ones, encourage them to use skip counting. Allow the
students to work in pairs and repeat the activity. The folded tab
may be lifted after the students have answered, in order to check if
they are correct.
COUNTING BY ONES
Variation
Demonstrate how to determine division facts using the array
structure.
Why?
Using arrays assist students to view rows of items as countable things, i.e.
composite units. This strong visual representation of equal groupings will
also help students to move beyond rhythmic counting and skip counting.
Have the students use the multiplication

questions to determine and record division
facts.
103
COUNTING BY ONES
Traffic tally
Where are they now?
Students find the total sum of groups by
counting by ones.
Where to next?
counting in multiples.
The common method of

tallying involves making four
vertical strokes and bundling
these with a cross stroke for
the fifth.
104
Syllabus outcomes
CMIT reference
DS2.1: Gathers and organises data, displays

data using tables and graphs, and interprets
the results

though grouping: quinary-based
strategies
WMS2.3: Uses appropriate terminology to

mathematical ideas
Multiplication and division: level 3
How?
The students will need to be provided with a clipboard, paper and pen and
will need to be in a location whereby they are able to observe passing
traffic. Prior to the activity, ensure students understand the common
method of tallying. In groups, students use tally marks to record the
number of cars that pass by before a nominated vehicle passes. Each
group could monitor the traffic for a different vehicle, for example, bus,
motor bike, truck, petrol tanker or bicycle.
COUNTING BY ONES
Variations
The nominated vehicle could be a particular coloured car or make of car.
Add P plate drivers, L plate drivers and pedestrians to the list.
Tally all vehicles that pass within a given time, for example 15 minutes
and create a simple table to organise the data.
Transfer the information to a column graph or use Compute-a-graph.
Why?
This activity encourages students to use five as a sub-base by counting
in fives. This has the potential to reduce the reliance on counting by
ones.
105
COUNTING BY ONES
High rollers 1
Where are they now?
counting by ones.

counting in multiples.
Syllabus outcomes
CMIT reference

the results

though grouping: quinary-based
strategies
Multiplication and division: level 3

mathematical ideas
106
Where to next?
How?
Organise the students into groups and provide each group with a die.
Each student in the group takes a turn to roll the die. The group
records the number of times each number is rolled using tally marks.
Continue until the die has been rolled a nominated number of times.
Encourage the students to count by fives and then count on any
additional single marks to determine the total. Have each group
compare their results.
COUNTING BY ONES
Variation
See High rollers 2 in the following section; Forming groups.
Why?
This activity encourages students to count by fives. This has the
potential to reduce the reliance on counting by ones.
107
COUNTING BY ONES
Four dice tally

Where are they now?
Students determine the sum total by
counting by ones.
Where to next?
Use a variety of strategies to determine
the sum total including combining
numbers and counting multiples.
While the students are solving the

number problems, observe the
strategies they are using. Model
and discuss efficient strategies.
Totals between 4 and 14 are more
likely than 15 to 24.
Syllabus outcomes
data using column and picture graphs, and
interprets the results
numbers
mathematical ideas
NS2.5: Describes and compares chance events
in social and experimental contexts
108
CMIT reference
strategies
BLM
Four dice tally, page 161
How?
Organise the students into groups and provide each group with four
dice and a recording sheet. Instruct each student in the group to take
turns to roll the four dice and to determine the total. The group
records the answer on the recording sheet by marking a tally mark
under the appropriate heading, 414 or 1524. Have the groups
compare their results. Combine the data from all of the groups on a
single chart. Ask the students to indicate whether they believe it is
more likely to score 4 to 14 than 15 to 24, about or less likely. Have
them justify their answers.
COUNTING BY ONES
Why?
To become effective users of mathematics, students need to develop and
use a variety of strategies other than counting by ones to solve problems.
109
COUNTING BY ONES
Knotty problems
Where are they now?
counting by ones.
Where to next?
Lengths of knitting could be

saved and used for the Woolly
designs activity on page 128.
Syllabus outcomes
CMIT reference

the results

MS2.1: Estimates, measures, compares and

records lengths, distances and perimeters in
metres, centimetres and millimetres
BLM

and explains the reasoning used
110
Knotty problems, page 162
How?
Teach the students to finger knit. Instructions are included on the
Knotty problems BLM. Instruct the students to make a specific length
of finger knitting. Have the students estimate the length rather than
give them measuring devices. For example, ask the students to knit the
wool to a length they think is 35 cm long. When they have finished
knitting, ask the students to measure and record the amount they
actually knitted to the nearest centimetre. Record the class results on a
tally graph indicating the number of lengths that were knitted in the
ranges, 34 to 36 cm, 30 to 40 cm, 25 to 45 cm or other lengths
(students may only put a mark under one category). Encourage the
students to use counting strategies such as counting in multiples and
counting on to find the total of each group. Ask the students to
determine how many links make 5 cm.
COUNTING BY ONES
Variation
Organise the students into groups. Provide the students with directions
to commence finger knitting. Periodically, signal the students to stop
knitting and call out a nominated length, which the students have to
estimate and indicate on their length of finger knitting. For example,
the student holds one end of the knitting in one hand and firmly grasps
a point along the knitting that he or she thinks is the nominated length.
A group leader then measures and records each students estimated
length of knitting. The teacher graphs the results on the chalkboard or
overhead. Change group leaders each time a new estimation is called.
Why?
To become effective users of mathematics, students need to develop and
use a variety of strategies other than counting by ones to solve problems.
111
COUNTING BY ONES
Hoops and hats

Where are they now?
counting by ones.

Syllabus outcomes
CMIT reference

data using column and picture graphs, and
interprets the results


mathematical ideas
112
Where to next?
How?
Draw a starting line on the ground. Place witch hats in a row at one
metre, two metres and three metres away from the starting line. Have
each student in the class attempt to throw a hoop over each of the
hats. Repeat several times while using tally marks to record the
number of hoops that are successfully thrown onto the hat at each
distance. Encourage the students to use counting strategies such as
counting in multiples to find the total of each group.
COUNTING BY ONES
Why?
To become effective users of mathematics, students need to develop
and use a variety of strategies other than counting by ones to solve
problems.
113
COUNTING BY ONES
Chain reaction
Where are they now?
Students need an adequate supply of units to
measure the length of an object.
Where to next?
Syllabus outcomes
CMIT reference

records lengths and distances using informal
units, metres and centimetres
Count Me Into Measurement: Length 3.1
WM1.2: Uses objects, diagrams, imagery and

problems
114
Students use one unit repeatedly to

measure the length of an object.
How?
Have the students construct a ruler by choosing an item and laying a
nominated number of the items end-to-end on a paper strip. For
example, a student may choose to make a ruler which is five paper
clips long. Ensure the students line up the beginning of the unit with
the edge of the strip. Instruct the students to mark their paper strip at
the end of each unit and then cut it at the end of the last unit. Have the
students measure and compare the length of various objects using their
ruler. When recording the measurements, have the student record the
length in terms of the number of units.
COUNTING BY ONES
Why?
Students need to know how to precisely mark the end of each unit when
measuring and that the lengths and not the marks or spaces are counted
when measuring. Students also need to develop efficient counting
strategies to assist them in measuring.
Nylon packing tape would make an

excellent substitute for the paper strip.
115
COUNTING BY ONES
Streamer design
Where are they now?
Students need an adequate supply of
units to measure the length of an object.
Where to next?
Students use one unit repeatedly to
measure length.
Computational skills can be

developed through measurement
tasks. The students may use
multiplication, addition and fraction
concepts to solve this problem.
Syllabus outcomes
CMIT reference

records lengths and distances using informal
units, metres and centimetres
Count Me Into Measurement: Length 3.1

problems
116

How?
Show rolls of coloured streamers to the students and tell them they are
to create a design or picture for something to be made out of the
streamers. Have the students draw their designs first. Tell the students
that they are to determine the total length of streamer they will need to
make their design. Provide them with a unit length of streamer, say
5 cm, to assist them to calculate the length. After, the students can
measure and cut the streamer and paste onto their design.
COUNTING BY ONES
Why?
Students need to know how to precisely mark the end of each unit
when measuring and that the lengths and not the marks or spaces are
counted when measuring. Students also need to develop efficient
counting strategies to assist them in measuring.
Students could initially record the

number of units needed using tally
marks.
117
COUNTING BY ONES
Tile roller
Where are they now?
Students use identical units to measure
area, counting the total number of units by
ones.
Where to next?
Syllabus outcomes
CMIT reference

records areas using informal units
Count Me Into Measurement: Area 2.1, 3.1

118
Students use the row structure

repeatedly to measure area and count
the total number of units by counting in
multiples.

through equal grouping: level 2, 3
How?
Provide the students with a supply of tiles and a die. Students roll the
die and collect the corresponding number of tiles to form a row. The
student then rolls the die a second time to indicate the number of
rows to repeat. The student determines and records the total number
of tiles needed. Encourage the student to count in multiples. Have the
student verify by either making the array with the tiles or drawing the
pattern on grid paper and counting.
COUNTING BY ONES
Why?
Students should be able to use a repeated row structure as a means of
measuring area. Students also need to develop efficient counting
strategies to assist them in measuring.
119
COUNTING BY ONES
Using nets 1
Where are they now?
Students use identical units to measure
area, counting the total number of units
by ones.
Where to next?
Students use the row structure
repeatedly to measure area and count the
total number of units by counting in
multiples.
Depending on the size of the carton, 2 cm

grid paper may be useful as each column
is ten units.
Syllabus outcomes
CMIT reference

records areas using informal units
Count Me Into Measurement: Area 3.1

WMS2.2: selects and uses appropriate mental
problems
120

BLM
Using nets 1, page 163
How?
Provide the students with a selection of packages that they can open to
form a net. Each student will also need a paper strip, cut from a row of
grid paper. Have the students place the paper strip horizontally at the
top of the net, draw a line under the strip and repeat the process down
the cardboard. The individual units on the strip can be used to
measure and draw areas outside the rectangle by the repeated use of
the paper strip. Have the student use counting in multiples to
determine the number of units needed to cover the rectangle and
count on any additional units.
COUNTING BY ONES
Why?
Students need to move and align units in a systematic way when
measuring. Students also need to develop efficient counting strategies
to assist them in measuring.
121
COUNTING BY ONES
Geoboard triangles 1
Where are they now?
The student recognises shapes in
different orientations and proportions
and checks by physical manipulation of
materials.
Where to next?
The student is able to generate a variety
of static visual images of a shape in
different orientations.
Encourage students to create

triangles other than equilateral
triangles positioned on their base.
Students need to pay attention to
the relative location of the parts,
such as sides, when rotating a
triangle.
Syllabus outcomes
CMIT reference
SGS2.2a: Manipulates, compares, sketches

and names two-dimensional shapes and
describes their features
Count Me Into Space: Orientation and

motion: pattern and dynamic imagery
strategies

Stage 2 content
122
How?
Organise the students into pairs and have one student create a triangle
using a rubber band on a geoboard. The student should then draw the
triangle on paper or cardboard and cut it out. This is used to aid
directions. The student then tells his or her partner to make a second
triangle on the geoboard that would result from the first triangle being
moved by either flipping or turning. Allow the first student to match the
instructions with his or her actions on the cutout triangle. Repeat the
process and then swap roles.
COUNTING BY ONES
Variation
Have the partner draw the triangle in the new orientation rather than
making it on the geoboard.
Why?
Students need to explore shapes to help them move from restricted or
fixed images of shapes to concept images that focus on properties that
make up the shape.
123
COUNTING BY ONES
Create a triangle
Where are they now?
The student recognises shapes in
different orientations and proportions
and check by physical manipulation of
materials.
Where to next?
Show the students how a

quadrilateral can be made into
two triangles by drawing a line
from one corner to another.
124
Syllabus outcomes
CMIT reference

Count Me Into Space: Part-whole

relationships: pictorial imagery

problems
BLM
Create a triangle, page 164
How?
Provide the students with a drawing of a large isosceles triangle. In pairs,
students take turns to draw a line on the triangle to form more triangles.
If a quadrilateral is formed the student must add another line to turn it
into triangles. The drawing might be used as part of a visual arts lesson.
COUNTING BY ONES
Variation
Have the students cut out each triangle, group them and explain how
they have classified each group.
Why?
make up the shape.
125
COUNTING BY ONES
126
Symmetry pattern
Where are they now?
The student recognises shapes in different
orientations and proportions and checks
by physical manipulation of materials.
Where to next?
Syllabus outcomes
CMIT reference


strategies

How?
Draw a line down the centre of a page and ask one student to draw a
rectangle on one side of the line. One side of the rectangle should be
part of the dividing line on the page. The students partner then draws
a rectangle that is the reflection of the first rectangle. The first student
continues to add straight lines to the rectangle. The students partner
must then add the same line to their rectangle so that it shows a
symmetrical result.
COUNTING BY ONES
Variation
Use coloured building blocks to create a symmetrical model with a
partner.
Why?
make up the shape.
127
COUNTING BY ONES
Walking the dog

Where are they now?
Where to next?
A initial line may need to be

provided on the paper and
instructions given as to where
the rectangle is to finish.
128
Syllabus outcomes
CMIT reference


strategies
How?
Provide each pair of students with a small cardboard rectangle and a
piece of paper. The first student draws a line (say 5 cm long) on the
paper. The second student places one side of the rectangle on the line
and traces around the other three sides of the rectangle. The first
student then draws another line along one edge of the rectangle. The
second student must flip the rectangle over the new line and draw the
rectangle in its new position. Continue the process until the rectangle
finishes in a nominated location on the page, e.g. bottom right corner.
COUNTING BY ONES
Why?
make up the shape.
129
COUNTING BY ONES
Woolly designs
Where are they now?
Where to next?
Syllabus outcomes
CMIT reference
SGS2.2a: Manipulates, compares, sketches and

names two-dimensional shapes and describes
their features

strategies

BLM

Knotty problems, page 162
130
How?
Have the students make a length of finger knitting. (Students may
already have made their finger knitting during a previous activity
Knotty problems page 110. Instructions for finger knitting are included
in the BLM section.) Instruct the students to fold a piece of paper in half
and glue the wool onto one side. Discuss the types of lines that could be
made with the wool. When dry, the students then draw the reflection of
the design on the other side of the paper to create a symmetrical design.
Have the students continue to add patterns and lines to continue the
design, ensuring that it remains symmetrical.
COUNTING BY ONES
Variation
Use some of the finger knitting, say a 20 cm length, to make a line
design and glue the design onto a long strip of paper. Students then
imagine the design has moved by flipping or turning and draw the
design in its new orientation. Repeat the process and draw the result.
Have the students explain their drawings.
Why?
make up the shape.
131
COUNTING BY ONES

Where are they now?
Where to next?
Students can recognise angles in

shapes through physical manipulation.
Students are able to recognise more

than one angle in shapes and describe
these angles.
Instruct the students to trace each type of

angle in a different colour.
Syllabus outcomes
CMIT reference
SGS2.2b: Identifies, compares and describes

angles in practical situations
Count Me Into Space: Part-whole

relationships: pictorial imagery

Stage 2 content
BLM

132
Recognising angles in shapes, page 165

Recognising angles in shapes, page 166
How?
Prepare a worksheet for each student showing various 2-dimensional
shapes and a set of cards displaying drawings of different angles. Place
the angle cards in a pile face down. In turns, the students select a card
from the pile and show it to the group. Each student in the group then
demonstrates which shapes contain the same angle as the one on the
card by tracing over the angles within the shapes on the worksheet.
Have the students then compare their solutions. The students may
check by placing the angle onto the shapes.
COUNTING BY ONES
Variation
Prepare the angle cards on OHT acetate. The students could then place
them on top of the worksheet to verify their solutions.
Use a set of pattern blocks instead of the shapes worksheet.
Why?
Students need to be able to identify and describe angles in a range of
situations.
133
134
Counting by ones
blackline masters
COUNTING BY ONES
136
Domino adding pairs
Addition star
COUNTING BY ONES
137
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138
Brainy fish
Brainy fish spinner
COUNTING BY ONES
139
COUNTING BY ONES
140
Counter play
COUNTING BY ONES
141
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142
Copy that
Bunches of five
COUNTING BY ONES
143
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144
Double scoops
Make ten grids
COUNTING BY ONES
145
COUNTING BY ONES
146
Number draughts
Dizzy dots
COUNTING BY ONES
147
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148
Ten-frame
COUNTING BY ONES
149
COUNTING BY ONES

sample
Using all three cards will reveal all
numbers on the hundred chart.
Cut out black areas on cards.
150
Eggsactly
COUNTING BY ONES
151
COUNTING BY ONES
152
Hundred chart
Cover-up strips
COUNTING BY ONES
153
COUNTING BY ONES
154
Tracks
COUNTING BY ONES
* Cut along broken lines
155
COUNTING BY ONES
156
Teddy tummies
COUNTING BY ONES
157
COUNTING BY ONES
158
Counter grab
Cut out this black section and discard
COUNTING BY ONES
159
Four dice tally
COUNTING BY ONES
161
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162
Knotty problems
Using nets 1
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163
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164
Create a triangle
COUNTING BY ONES
165
COUNTING BY ONES
166
Assessment tasks
Task
Student response
Assessment
T: Here are nine

counters.
Able to correctly
find the total
without the use of
material or fingers
to represent the
counters.
Note the strategy the

student uses to solve
the task. Do they use a
non-count-by-one
strategy?
T: Can you tell me

two different numbers
that add up to 19?
Uses 10 and 9 as one

combination or two
non-standard
combinations for 19.
Does the student need

to calculate the answer
for each combination
or do they
automatically recall
the combinations?
T: Start from 7 and

count on by 10s. Ill
tell you when to stop.
Counts by tens
from 7 to 107.
Is the student able to

count forwards and
backwards off the
decade?
Present a pile of
counters (more than
18) to the student.
Able to form equal

groups.
Does the student

count by ones or skip
count to find the
total?
Briefly display
counters and then
screen.
COUNTING BY ONES
T: Here are four

counters.
Briefly display
counters and then
screen.
T: How many
counters are there
altogether?
T: Using these
counters, make three
groups with six in
each group. How
many counters are
there altogether?
Determines the total.
167
COUNTING BY ONES
Task
Student response
Assessment
Provide the student

with a streamer 20cm
long.
Student uses the

streamer to measure
objects, marking the
end of each
measurement precisely
to preserve size.
Does the student

know that the lengths
not the marks or
spaces are counted?
Explains what is the

same and what is
different.
Does the student

talk about angle
size or lengths of
sides?
T: Find three objects

that are more than
100 cm.
Provide the students
with a geoboard and
rubber bands.
T: Make three different
triangles with one side
of each triangle the
same length.
168
Maths bites
Using numeral cards 0 30
Using the numeral cards 120, randomly select a card and show it to
the students. Ask the students how many more to make 20?
COUNTING BY ONES
Use the numeral cards to solve verbal problems. For example, I have
20 marbles. My sister has(hold up a selected numeral card). How
many altogether?
Distribute the numeral cards to the students. Ask the students to
sequence themselves (without speaking) from highest to lowest.
Place two sets of numeral cards face down on the floor. Ensure each
set is on a different coloured card. Invite students to select two cards
from one of the sets. The student with the highest total wins.
Construct a set of numeral cards in the range 110. Invite a student
to select five cards and display the cards to the class. Ask the
students to use any of the selected numbers to make 12 by adding,
subtracting, dividing or multiplying. Replace the cards used, shuffle
the deck and repeat the activity.
This activity could be used with two students playing or with two
teams, each person in the team taking a turn. Place the numeral
cards from 021 on the floor in sequence. The first player starts at
0 and adds on 1, 2 or 3 and states the total. The second player then
adds on 1, 2 or 3 to the total and states the accumulated total. The
players continue to take turns adding 1, 2 or 3 until one player
reaches 21. This player or team is the winner. After playing for a few
turns discuss with the students if there are any strategies you could
use to try and win.
Display the numeral cards 010. Ask the students to select the pairs
that equal ten.
169
COUNTING BY ONES
Use numeral cards 010. Select a card from the pile and ask
students to subtract the number from ten and state the answer.
Alternatively, ask the students to add the number to ten. Vary the
activity by asking students to subtract or add to 20.
Place the numeral cards from 130 face down on the floor, in
random order, in three rows of ten. Tell the students these are the
numbers 130, but they are not in correct sequence. Ask a student
to select a card and turn it face up. Have the student read the
numeral and then place it where it should go in the correct
sequence. The next student is handed the card that has been
replaced and finds its correct location. Encourage the students to
count up or down by tens and forwards and backwards by ones.
Alternatively, ask the students to sequence the cards from highest
to lowest.
Hand out numeral cards in the range 130 to the students.

Instruct the students to organise themselves (without speaking)
into two rows, one of sequenced odd numbers and the other
sequenced even numbers. The first row completed correctly is the
winner.
Hand out numeral cards for multiples of three. Instruct the
students to organise themselves (without speaking) into the
correct counting sequence. Repeat with other multiples.
170

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STAGE

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

Developing efficient numeracy strategies: Stage 2

Design and layout

Restricted waiver of copyright

ISBN 0 7313 8215 3

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

About this book

Assessing your students strategies

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

Managing parts and wholes

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

Using recordings to share thinking

Double six plus one

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

Double seven minus one

Purpose and direction

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

How to use this book

Where are they now?

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

Students using counting by ones

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

While counting-by-ones is a satisfactory strategy for adding small

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

Understanding that numbers can be regrouped is essential if students

Activities which develop subitising

Activities which develop combining and partitioning

Activities which develop counting by 10s and 100s

Activities which develop place value strategies

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

Activities which develop multiplication and division strategies

Activities which develop measurement concepts and skills

Activities which develop space concepts

Counting by ones blackline masters

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

Domino adding pairs

Model making tens, using doubles

NS2.2: Uses mental and written strategies

Building addition and subtraction through

WM2.3: Uses appropriate terminology to

Combining and partitioning: level 1

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

Have the students model non-count-byone strategies to solve addition

NS1.2: Uses a range of mental strategies

Building addition and subtraction

WM2.3: Uses appropriate terminology to

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

DEVELOPING EFFICIENT NUMERACY STRATEGIES: STAGE 2

Spin, double and flip

NS1.2: Uses a range of mental strategies and