Natural-Maths-Strategies Beginning-Level Final

Natural Maths Strategies – Beginning level
Written by Ann Baker BPhil, DipRdg and Johnny Baker BScHons, PhD
Copyright © 2007 Ann & Johnny Baker and Blake Education

First published 2007
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National Library of Australia

ISBN: 978-1-921143-57-1
1. Mathematics – Study and teaching (Primary). I. Title

372.7
Contents
CONTENTS
Introduction vi
Unit 1: All Sorts 2
Unit 2: Toy Town 16
Unit 3: Fish Eyes 30
Unit 4: Pattern Play 44
Unit 5: Number Crunching 58
Unit 6: Shaping Up 72
Unit 7: Measuring Up 86
Unit 8: Shop ’til you drop 100
Activity Sheets 114
Song Sheets 150
Resource cards 155
C
Beginning Level Maths CD-ROM o
The CD-ROM provided at the back of this book has WORD, Excel and .pdf documents that
support the integration of the Natural Maths Strategies material into your curriculum. The CD-
ROM contains the following files:
n
✒ letters to parents and carers about each unit
✒ the focus, context and developmental sequence for each unit
t
✒ the activity sheets, song sheets and resource cards e
n
✒ a student profile chart
✒ a preparation and resources list for each unit
✒ a picture of Tess for each unit.
t
s
© 2007 Blake Education – Natural Maths Strategies – Beginning Level iii

© Blake Education ISBN 978 1 92114 357 1 Natural Maths Strategies - Beginning Level - Ages 4-5
Big Ideas in Maths
Big Ideas in Maths

The mathematical content of this Natural Maths Strategies series is organised around 12 big ideas
that are relevant to teaching maths at the beginning level. At this level, not all of the 12 big ideas
are appropriate. However, below we have listed the relevant big ideas and left gaps to show
where future development will take place.
Unit 1 Unit 2 Unit 3 Unit 4
All Sorts Toy Town Fish Eyes Pattern Play
B
i
N0.1 Number Sense
g N0.2
Addition &
Subtraction
Multiplication &
N0.3
i
Division
d N0.4 Money
e M0.1 Measurement
a M0.2 Time
s
S0.1 Shape
i S0.2 Position in Space
n CD0.1 Chance
M CD0.2 Data
a PA0.1 Pattern
t
h
PA0.2 Equivalence
iv © 2007 Blake Education – Natural Maths Strategies – Beginning Level

Big Ideas in Maths
Big Ideas in Maths
Unit 5 Unit 6 Unit 7 Unit 8
Number Crunching Shaping Up Measuring Up Shop ’til You Drop
B
i
Subitising and counting small groups
of objects using number names.
Understanding that groups can be

joined to make larger groups and
separated to make smaller groups.
g
i
d
Understanding that money is used to
buy things.
Using informal and comparative lan-

guage to describe size and mass.
e
Identifying and sequencing events by
familiar times.
a
s
Recognising 2-D and 3-D shapes by
name.
Using positional language in everyday

contexts.
i
n
Matching objects one-to-one and
comparing group size. M
Making patterns by attributes and
actions.
a
t
h
s
© 2007 Blake Education – Natural Maths Strategies – Beginning Level v

Introduction
Introduction
This book provides starting points for three-part lessons that focus on the big ideas for teach-
ing maths to 4 to 5-year-olds. It is organised into 8 units, with each unit containing mental
routines, problematised situations and assessment activities to match the big ideas for this
level, as well as investigations and games that engage the children in mathematical activity.
The units are intended as starting points for teachers to build on, so they may bring their own
flair and ideas to the classroom.
New maths curricula are frequently divided into 5 strands:
✒ Number (including Money)
✒ Space
✒ Measurement
✒ Chance and Data
✒ Patterns and Algebra
i
Within each of the strands there are a number of big ideas on which the units for the Beginning
Level are based.
n
t Links to imaginative event-based play
At this early stage in their development children learn through play. With this in mind the units
r have been designed to allow for free play at the beginning of the unit. Through free play chil-
dren will explore the possibilities for the situations and materials presented. Scaffolding and
o immersion in the related vocabulary, concepts and ways of thinking about the big ideas pre-
sented in the units will lay the foundation for the activities that follow on from the free-play
d
situations. The contexts provide rich scope for the children to develop related imaginative and
event-based play situations. The Toy Town unit for instance culminates in the creation of a road
map and buildings that can be set out on the floor in a myriad of different ways. Children will
u be able to plan trips and routes to places of special interest that they add to their town. The
links to their everyday life ensure that learning about numeracy is always connected to their
c experiences of the real world. As the children play and interact with the activities there will be
many opportunities presented through their interests and questions to extend and challenge
t the mathematical learning, and to make connections with other curriculum strands, especially
literacy and technology.
i
o Engagement through narrative
n
The introduction of the character, Tess, into the units is a device that can be used to engage
interest and curiosity. Tess could be an imaginary friend or child in another school. She could,
for example, send letters with problems and photos, and the children could reply with letters
and photos. With a little imagination and dramatisation Tess could become a feature of the day
that the children really look forward to, solving her problems or responding to her challenges
and then awaiting her reactions. Tess may have lots of stories to share with the children and
the children with her.
You may select another character or a real character that you prefer to substitute for Tess, and
that is fine too as long as the “magic” is kept alive.
vi © 2007 Blake Education – Natural Maths Strategies – Beginning Level

Introduction
Introduction
Incidental learning
It is impossible to include in one volume all of the experiences that children need to become
mathematical thinkers. In particular, the activities on counting and number recognition comple-
ment the common sense incidental mathematical learning that teachers engage in naturally.
There are many opportunities during the day for incidental learning and you need to capitalise
on these. There are also many odd moments that can be filled with useful mathematical activ-
ity. Counting for instance is something that children need to be engaged and immersed in
every day. When counting is tied to everyday situations, it is made meaningful for the children.
Counting the number of students present or absent, counting the steps to the music room and
filling in odd moments with number rhymes are activities that do not need to be included
explicitly in this book although they do need to be included in your daily program.
Incidental learning brings with it mathematical ideas that lay good foundations and connec-
tions with other mathematical ideas. An example would be counting down while tidying up –
“Let’s see if you can tidy the floor and come back to the carpet by the time we have counted
down from 10/20” – which combines passage of time with a useful counting strategy. Similarly
i
counting the number of giant steps to the end of the school block and then taking tiny steps
back introduces aspects of measurement of distance, and provides some experiences for pro- n
portional reasoning required in the future.
t
Three-part lessons r
This book is much more than a resource to help teachers meet their syllabus requirements. The
activities provide the type of resource needed to implement a three-part lesson process. In
o
outline, a three-part lesson includes: d
u
✒ a mental routine to develop the child’s self-confidence and repertoire in mathematical
thinking
c
✒ a problematised situation where the child applies their own thinking to a situation
that they can engage with
t
✒ a time for reflection in which strategies and solutions are shared, compared and
formalised, through which:
i
1. we begin from where the children are
2. we build on their understanding through the sharing of ideas
This approach to the teaching and learning of mathematics has its roots in research findings,
and brings these findings to life through activities that have been found to fully engage o
n
children in mathematical discovery, discussion and understanding. Children learn to value each
other’s ideas, working as a community of learners rather than as individuals.
© 2007 Blake Education – Natural Maths Strategies – Beginning Level vii

Introduction
Part 1: Part 2:
Part 3:
Mental Problematised
Routines Reflection
Situations
Number sense, fluency with mathematical and strategic thinking and estimation skills are the
foundational building blocks of all later mathematics. Worksheets and mental arithmetic tests
are anathema to risk-taking, reflective thinking and seeking out efficient strategies that will
develop automaticity in number facts based on deep understanding.
Five years ago we began to question the relevance of paper and pencil, worksheets and “drill
and kill” methods in the development of foundational basic number facts and understandings.
We began by testing a few mental activities that involved the children simultaneously in fun
and relevant activities. As we did so, we observed that when children are engaged in mental
activities, certain conditions need to be present for them to obtain maximum benefits. These
P are:
✒ Concrete materials need to be provided for children to be used as tools.
a ✒ Feedback is immediate, and involves sharing and discussing strategies as well as

showing equal respect for all children.
r ✒ Errors are seen as learning opportunities for all.

✒ Questions provide success for all as well as challenges for some.
t ✒ All children need to be engaged at their own level during the process.
✒ Children see themselves as a community of learners where everyone has a role to
1 play in the development of thinking and learning.
It was with these criteria in mind that we began to explore the potential of “mental routines”
as we have chosen to call them.
The purpose of mental routines is to develop useful strategies that will lead to mastery and a
solid foundation in basic maths concepts. Mental strategies as far as possible should relate to
the methods that children develop intuitively and within their own culture. They should also
relate as far as possible to the ways in which those strategies are applied in the real world.
This means that mathematics instruction must use contexts and pedagogies that allow
children to use their own cultural, ethnic and gender preferences and approaches.
Ladson-Billings, 1994
When we refer to the conditions that need to be present for the effective development of men-
tal strategies, we see that this view is clearly reflected.
The mental routines make an excellent lesson starter as they arouse enthusiasm and encour-
age the children to feel part of a learning community. They need last no more than ten
minutes, but during that time every child would be engaged and challenged to take risks with
their current understanding.
viii © 2007 Blake Education – Natural Maths Strategies – Beginning Level

Introduction
Classroom management
For each mental routine, provide a laminated mini-whiteboard of the resource card for each
student and suitable writing materials. We call these “mini-whiteboards”, as normal felt pens
can be used to ring or mark ideas on them.
The teacher begins by posing simple, closed questions that enable everyone to be successful.
Soon the questions change to a more open type, where more than one answer can be found.
This enables the children to begin to work at their own level. Finally, the process is flipped, and
the children ask the questions, trying to determine a solution to the problem that the teacher
has posed.
Card masters are

COLLECTIONS provided for the
mini-whiteboards.
Target strategies
give a focus to the
lesson.
Target strategies Resource Card 1
✒ Identifying characteristics and properties Collections Resource card 1
✒ Sorting by characteristics and properties

✒ Knowing that an object can be classified in many
different ways
M
Closed questions
P
✒ Identifying categories for sorting
enable the teacher

e
Closed questions a
to see who has
n
“got it” and which
I am thinking of something that a dog would like?
strategies are
being used. t I am thinking of two round things. What are they?
The thing I am thinking of is bouncy. What is it? r
a
© 2007 Blake Education – Natural Maths Strategies – Beginning Level 157
t
Both of these things are animals. What are they?
l
1
Open questions
show the students Open questions
I am thinking of something furry. What might it be?
that there is often
more than one r You could eat this. What might it be?
method and more o It is round. What might it be?

It is a fruit. What might it be?
than one right
answer to a u
question.
t Flip questions
i We are going to play a game where you try to guess which one of the things on the card I am
thinking of. This is tricky though because you can’t simply ask “Is it a dog?” If you want to find
n
out if I am thinking of the dog, you might ask:
“Is the thing you are thinking of furry?”
Flip questions
give the students e “Does the thing you are thinking of eat bones?”
s
the opportunity to You can cross things off the board as you go; we’ll do this first one together.
practise the The children may play the game with a partner or in a small group, in which case they choose
the object and answer the questions.
language of maths.
Note: Each laminated mini-whiteboard can be reused for up to two weeks by changing the
level of the question content as the students’ vocabulary, skills and strategies improve.
© 2007 Blake Education – Natural Maths Strategies – Beginning Level ix

Introduction
Part 1: Part 2:
Part 3:
Routines Reflection
Situations
We use the term problematised situation to describe the type of activities that will allow the
children to engage with realistic (to them) situations as described in the research from the
Freudenthal Institute. The situations provide the kinds of challenges that encourage children
to construct their own ideas, strategies and mathematical understandings as they grapple with
them. The children, as described earlier, are developing their own mathematical tools, which
can be formalised by the teachers when appropriate.
The problematised situations provided have multiple entry points and many methods of solu-
tion. If the numbers are too hard, they can be reduced; if they are too easy, they can be
P increased. Some children will draw pictures or act out the solution with objects whereas others
may use a more symbolic approach using numbers or tallies. Some will present solutions in an
a organised fashion whereas other solutions will be more muddled. It is the sharing and reflect-
ing on the range of strategies that will broaden the possibilities for the children and allow them
r
to enter into mathematical thinking from their very first experiences. The focus in the primary
classroom is shifting towards an emphasis on mathematical reasoning and problem solving in
a true sense. This new focus helps the children learn how to describe, compare and discuss
t their multiple approaches to solving real problems. In the classrooms where we have been
working, we have noted that the children have engaged with the problems and have shown an
2 increased interest in maths along with a really firm conceptual understanding.
The reflection, as described further on and included in each of the presented problematised
situations, is central to this approach. Part of the preparation for the reflection is the process
of observing the strategies that the children use and of listening to their explanations. From
the information gathered, it is possible to extend, consolidate and formalise learning during
the reflection process. While the children are working, it is possible to gather information about
what they do know and what they can do. For instance when a child is touch counting all the
things drawn or set out, a simple question such as “Do you have to count them all or is there
something else you can do?” may act as a prompt from which the children can demonstrate
that they can subitise and count on. Annotating the work samples makes it possible to record
this information so that decisions about future planning can be made. A range of work sam-
ples will eventually give a clear picture of a child's progress towards understanding the big
ideas.
x © 2007 Blake Education – Natural Maths Strategies – Beginning Level

Introduction
Classroom management
The body of a three-part lesson is often taken up with a problematised situation in which the
activity is introduced with as little scaffolding as possible. The activity can be structured to
enable the children to work independently, in small groups or collaboratively in larger groups,
either as they wish or to suit the teacher’s assessment purposes.
The problematised situations require the children to work mathematically, draw on their own
experiences and often to invent their own methods of recording and finding a solution.
WHAT’S INSIDE THE BOX?

We give a
you’ll never guess.

specification of the
problem that can t’s inside the box? I bet
Wha you some clues.
be photocopied
and displayed for
Listen carefully while I give
all to refer to. It is wooden.
sides.
It does not have straight
middle.
It has a hole through the
g.
The resources
list is a suggestion
You can thread it on a strin
only – it needs to
be tailored to your Activity Sheet 1
P
class’s needs. Resources
Objects to match those on Activity Sheet 1 to hide in a box;
Activity Sheet 1
Tess’s mess
Name
a
r
boxes with lids so that the children may prepare clues too;
magazine cut-outs prepared ahead of time to ensure that a
good mix of objects is ready to select from.
The activity guide

makes suggestions The activity t
for running the
activity.
Explain to the children that you have hidden an object in the
box and that you will give them clues so that they can work
out what it is. Read the clues; do not say Yes or No if a child
2
makes a guess before sufficient clues have been given for a
correct guess to be made. Review the clues one by one at the
116
A link to the most

© 2007 Blake Education – Natural Maths Strategies – Beginning Level
end after a correct guess has been made. When reviewing the relevant big idea
clues, ask questions such as:
helps to provide
After the “What did you know after you were told it was wooden?”
a focus for
investigation, each “What did you know after you heard that it did not have straight sides?”
observation during
situation leads on Explain to the children that they are going to paste pictures of objects onto paper so that they
the activity.
can make up clues for others to guess their mystery object.
to the final part of
Allow time for them to try out their clues on a friend or an adult and make changes, as needed,
the lesson – the before presenting to a group or the class.
reflection stage.
Reflection and
Ask the children to comment on different M0.1 Using informal
rat ive lan gu ag e to
clues in terms of which clues are too easy compa
ss.
and give the game away, and which clues describe size and ma
are not very helpful.
As the children are working on the problem, the teacher has opportunities to observe meth-
ods of recording, strategies used, problems encountered and fix-up strategies used. This is
important preparation for the final reflection stage.
© 2007 Blake Education – Natural Maths Strategies – Beginning Level xi

Introduction
Part 1: Part 2:
Part 3:
Routines Reflection
Situations
In the busy classroom the end of the lesson approaches all too quickly and as a result the
reflection is often neglected. And yet the reflection is the most important part of the lesson. It
is the time when the children use mathematical language to explain what they have done and
they see that there are many strategies for solving problems, and that some are more effective
than others. It is also the time when the teacher can formalise a particular idea, concept or
process and scaffold the children to the next level. In fact there are some who go so far as to
say that if you don’t hold a reflection then the children will probably retain nothing. The devel-
opment of a community of learners who share, listen and learn from each other is at the heart
of this approach to mathematics. The reflection time sets up the mathematical culture of the
classroom with its tight-knit community of learners. It allows for mathematical mind journeys
P and adds to the excitement of learning mathematics.
The principles of rigorous reflection are:
a ✒ the identification of a range of strategies to share and discuss
r ✒ the use of one or more errors to show the value of checking results and of develop-
ing a fix-up strategy
t ✒ celebrating risk-taking, inventiveness, mathematical reasoning and learning from

mistakes
3 ✒ building on, extending and presenting more formal methods of recording as the
children demonstrate readiness for them
✒ positive, constructive feedback with a focus on feed forward – what you will do next
time.
Through the dialogues and participation of all the children in the class, the reflection stage
becomes crucial to the development of a community of learners, through which active involve-
ment in learning mathematics is successfully fostered.
xii © 2007 Blake Education – Natural Maths Strategies – Beginning Level

Introduction
OTHER CONSIDERATIONS
Concrete materials
The mental routines provided in this book are actually very “hands on”. The children may be
sitting with concrete materials as in the “Shop ‘til You Drop” unit, or with cards made from the
resource cards as in the “Pattern Play” unit, or they may be writing and drawing on laminated
resource cards. The children will actively engage in acting out or in marking on their boards
which means that visual imagery is combined with the verbal instructions helping the children
to chunk information into a meaningful whole.
So there are two points to keep in mind as we discuss the uses of tools: First, meaning is
not inherent in the tool; students construct meaning for it. Second, meaning developed for
tools and meaning developed with tools both result from actively using tools. Teachers
don't need to provide long demonstrations before allowing students to use tools; teachers
just need to be aware that when students are using tools, they are working on two fronts
simultaneously: what the tool means and how it can be used effectively to understand i
n
something else.
Heibert, J. et al. 1997
This use of invented tools is equally important when the children are working on the problema-
tised situations described below. You will notice that we have provided hands-on resources for
t
each mental routine. These can be photo-enlarged, reduced or copied as appropriate. We
laminate ours because we know that they will be used time and time again, and we want stu- r
dents to interact with them.
They are used repeatedly and have uses outside those initially presented. The children enjoy
o
using water-soluble felt pens and a tissue to clean them. The use of darker coloured pens
means that we can see what the children record and also follow their thinking as they find their d
answers. The children can hold their cards up for everyone to see and this means that they see
a broad range of possible answers during the open questions. The resources are also used to u
c
develop adaptive reasoning during the flip questioning.
Feedback, assessment and student profile t

Feedback at this early stage needs to be immediate and very positive. Sometimes we need to
remind ourselves that unexpected answers or responses to what we think are fairly straightfor-
i
ward questions or instructions will have a logical foundation in the minds of the children. We
need to find out exactly what question the children think they have answered and why they
o
gave the response that they did. Only through observation, prompts and questioning on the
job can we find out exactly what the children are thinking, understand and able to do. The n
annotation and collection of work samples will provide documentary evidence and show the
journey of each child. The problematised situation together with the big ideas and reflection
suggestions on the page help the busy teacher to maximise their observations and make
records on the matching Student Profile Sheets supporting each unit. The mental routines
clearly specify particular target strategies and also offer opportunities to observe the children’s
responses.
There are many references to the digital camera. A model can be photographed to create a
permanent record of an achievement and then added to an e-portfolio.
© 2007 Blake Education – Natural Maths Strategies – Beginning Level xiii

Introduction
Engagement
The ten or so minutes set aside for mental routines are fast and pacy. They may involve con-
crete materials, number cards, coins or other materials. The children engage with the activities
because they are different to the rest of the lesson. When we first began exploring the mental
activities that we suggest here, we had no idea how much fun and, of course, how much
learning would flow from them. We soon realised that we didn't need to make up a new men-
tal activity every day because the nature of the tasks and the children’s interest in them meant
that they could be used and easily adapted over several days, hence the term “mental rou-
tines”. We now use the routines for several consecutive days, all the time watching to see the
level of engagement and of course we switch to a new routine if we think the interest is dwin-
dling.
As we introduce each routine, we use the meta-language of the strategies or process that go
with it. At first it was our intention to simply immerse the children in the meta-language but
i they were so captivated by words such as subitising and eliminating, they soon wanted to use
them too.
n Watching the children engage with the activities has been rewarding for us and for them too.
When the children are having fun and are engaged, they seem to be hungry for more. We have
t seen even the switched-off learners re-engage through the mental routines.
r
Community of learners
o To gain the most from these activities, the children need to become a community of learners.
d They need to really listen to the ideas of others, give positive feedback, ask questions, make
suggestions and comparisons, and finally to evaluate the strategies presented by others. They
u
need to feel safe to take a risk, present their ideas, comment on the ideas of others and learn
to justify their viewpoints and stick with them.
c Learning to be a member of a mathematical community means taking ownership of the

goals and accepting the norms of social interaction. Why is it important that classrooms
t
become mathematical communities and that all students participate? Because such com-
munities provide rich environments for developing deep understandings of mathematics.
i Heibert, J. et al. 1997
o
n
xiv © 2007 Blake Education – Natural Maths Strategies – Beginning Level

Introduction
REFERENCES
The references given below are the key sources for our explanation of the developmental
sequence associated with topics at this level.
1. Checkley, K. (1999) Math in the early grades: Laying a foundation for later learning.
Curriculum Magazine.
2. Copley, J.V. (2000) The Young Student and Mathematics. National Association for the
Education of Young Children, Washington DC.
3. Heibert, J. et al. (1997) Making Sense: Teaching and Learning Mathematics with
Understanding. Heinemann, NH.
4. Hunt, J. (1999) “Maths in the Early Grades”. Curriculum Journal, ASCD.
5. Kamii, C. (1989) Young Children Continue to Reinvent Arithmetic: Implications of
6.
Piaget’s Theory of Developmental Sequence. Teacher’s College Press, N.Y.
National Research Council (2001) Adding It Up: Helping Children Learn Mathematics.
i
The National Academies Press, Washington DC.
n
7. Russell, S.J. (2001) “Changing the Elementary Mathematics Curriculum: Obstacles
And Challenges”, in D. Zhang, T. Sawada & J.P. Becker (eds) Proceedings of the
China–Japan–U.S. Seminar on Mathematics Education.
t
8. Trafton, P.R. & Thiessen, D. (1999) Learning Through Problems: Number Sense and r
Computational Strategies. Heinemann, NH.
9. van Hiele, P.M. (1999) “Developing geometric thinking through activities that begin o
d
with play”, Teaching Children Mathematics, 5 (6), pp. 310–316.
u
c
t
i
o
n

Unit 1
All Sorts
Focus
For their introduction to maths young children need oppor-
tunities to play with man-made and natural materials. As they sort and
explore materials, they learn about the physical properties of shapes (hard,
soft, rigid, smooth, rough, straight sides, curved sides) and the ways in which
shapes behave (rolls, slides, bounces, stacks, joins). By direct comparison they also
learn that some shapes are bigger, longer and shorter, and that some are different colours
and textures. As they play with materials in a structured environment, early vocabulary
related to the properties (size, colour and shape) begins to develop.
As children engage in the activities presented in this unit, they will:
✒ explore the properties of a range of materials and objects
✒ sort and classify by many properties
✒ count and label different groups
✒ use the comparative language of size, shape and other
properties
✒ compare group size by counting and
one-to-one match-
2 © 2007 Blake Education – Natural Maths Strategies – Beginning Level

Context
The context for this unit is All sorts. This will lead into informal sorting and describ-
ing, and then into more formal sorting activities using a wide range of materials. As
the children sort and describe materials, they will initially identify one category to sort by
(for example, red things) but with experience they will begin to extend their sorting to two
or more characteristics (small red buttons with 4 holes). Also as they sort, they will identify
descriptors for categories that allow them to understand that an object can belong to more
than one category (an orange will fit into the category “round” when being sorted by shape
but also into the category “fruit” when foods are sorted). The children may also engage in sort-
ing themselves (girls/boys or blue eyes/brown eyes). The children will develop basic
mathematical vocabulary as they use the language of colour, shape, size and other properties
to compare, sort and label objects. Concepts of direct comparison, that is, similarities, dif-
ferences and opposites, will be developed during the sorting activities.
Developmental sequence
Children at this very early stage of their development are beginning to understand
that:
1. materials and objects can be sorted by many different attributes
2. some materials and objects fit into many different categories
3. direct comparisons can be made between objects to identify similarities and differ-
ences
4. sorting and labelling is a natural part of many aspects of everyday life
5. comparative language can be used to describe size (big/bigger/biggest) and proper-
ties (soft, softer, softest)
6. collections can be counted and labelled.

UNIT 1 All Sorts
PREPARATION AND RESOURCES

P
R
E You will need:
P 1. collections of materials for sorting (maths materials, scrap materials, picture cut-outs, found
and natural materials)
A 2. items to match or replace those presented in the mental routines and problematised situa-
tions, if you wish the children to use a hands-on approach, or from time to time change the
R objects used
3. several printed name labels for each child
A 4. suitable objects to use with Activity Sheet 1 and a box to hide them in
T 5. a picture photograph to match the problem on page 11.
I Related picture books

O (some of the following books are no longer in print but may be available second-hand or from
N
your library)
The following picture books are closely related to the ideas presented in this unit and may
spark additional ideas for sorting and imaginative free play.
A Picture Book of Animal Opposites, Walker Books Ltd.
A Dr Seuss Lift-The-Flap-Books: Silly Opposites, Dr Seuss, HarperCollins Publishers.
N
Elephant, Elephant: A Book of Opposites, Pittau and Gervais, HNA Books.
Kipper’s Book of Opposites, Mick Inkpen, Hodder Children’s Books.
D Opposites, John Burningham, Walker Books.

The Foot Book, Dr Seuss, HarperCollins Publishers.
R
E
S
O
U
R
C
E
S

All Sorts 1 UNIT
1 UNIT
FREE PLAY
Target strategies
✒ Identifying the properties of materials by feeling, touching and playing freely with
them
✒ Naming the characteristics of materials handled (soft, warm, shiny, long, round)
✒ Identifying categories through free sorting (toys, animals, shapes)
The activity
Gather an absolute mass of objects to tip out and surprise the children with. They will then
want to sort through, play with and freely sort the materials before you introduce more formal
activities, so allow time for this. As the children play, immerse them in the types of comparisons
that can be made – shape, size, colour, texture and use – according to the sorting materials F
available. Also introduce generic terms such as farm animals, cars, round things, building
things, foods and so on. R
As the children play, pose questions such as:
“Which of these things do we find outdoors?”
E
“Which of these things do we use when we are building models?” E
“Which of these things would roll/stack?”
“Which of these things are red/blue/smaller than the building block?”
Provide several boxes for the children to sort the objects into at packing up time but do not P
give instructions for which things to put into which boxes. If the children randomly pack things
into any box, wait till next time to ask “Would there be a good way of sorting these so that we
won’t have such a mixed-up collection next time?”
L
A
Observation Y
As the children play and talk, note:
✒ the range of properties used for sorting and the vocabulary used
✒ which colours and shapes are known
✒ whether the children recognise that an object can be classified in many ways and
belong to more than one category (for example, does a big blue object belong to
the group of blue things as well as the group of big things).
The observations that you make will inform planning in terms of:
✒ materials to use next time
✒ focus concepts and vocabulary
✒ further sorting experience needed.

UNIT 1 All Sorts
COLLECTIONS
✒ Identifying characteristics and properties Collections Resource card 1
✒ Sorting by characteristics and properties

✒ Knowing that an object can be classified in many
different ways
M ✒ Identifying categories for sorting
e
Closed questions
n I am thinking of something that a dog would like?
t I am thinking of two round things. What are they?

The thing I am thinking of is bouncy. What is it?
a
Both of these things are animals. What are they?
l
Open questions
I am thinking of something furry. What might it be?
r You could eat this. What might it be?
o It is round. What might it be?

It is a fruit. What might it be?
u
t Flip questions
i We are going to play a game where you try to guess which one of the things on the card I am
thinking of. This is tricky though because you can’t simply ask “Is it a dog?” If you want to find
n
out if I am thinking of the dog, you might ask:
“Is the thing you are thinking of furry?”
e “Does the thing you are thinking of eat bones?”
s
You can cross things off the board as you go; we’ll do this first one together.
The children may play the game with a partner or in a small group, in which case they choose
the object and answer the questions.

All Sorts 1 UNIT
OPPOSITES
Opposites poster
✒ Identifying similarities and differences in shape/size and Resource card 2
other properties
✒ Using the language of opposites (straight sides/round
sides, short/tall)
✒ Using the measurement language of comparison
M
Closed questions e
I am thinking of an animal that is the opposite of tall. What
is it?
n
The thing I am thinking of is the opposite of cold. What is it? t
a
I am thinking of a plant that is the opposite of small. What is

it?
l
Open questions
I am not a hot or a cold object. What might I be?
You might find me in the garden. What might I be? r
I don’t have any leaves and you wouldn’t eat me. What might I be?
I smell nice. What might I be?
o
u
Flip questions t
This is a game called Opposites where you ask opposites questions to find out what I am. My
answers may be a bit tricky, though. If you ask if I am hot, I might answer with the opposite: i
“No I am not the cold thing. What would you cross off the picture then?” n
e
Help the children with the questions and elimination process initially until they are able to use
their adaptive reasoning.

UNIT 1 All Sorts
TESS’S MESS
P
R h er to s or t o u t a ll o f h er little
Tess’s mum told tim e s he so r ted the
O bits and piece s. Ev e ry
g h t o f a b ett e r w a y a n d started
B pieces, she tho u
L all over again. W ha t d iffe rent
r t h e r th in gs ?
E How should she so sort them?
ways can you find to
M
A Activity Sheet 1
T Resources Activity Sheet 1
Tess’s mess
Name
Activity sheet cards or a set of objects for sorting; glue if

I using the cut-outs; digital camera (optional) if using real
materials.
S
E The activity
D Read Tess’s problem to the children. Ask them to describe
the special characteristics of each object before they begin
sorting. The children may work alone, in pairs or threes for
this activity. Explain to the children that you want to keep a
S
record of each method of sorting, so they need to glue their 116 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
first sorting on the page before sorting in a different way. Ask

the children to name the sorted groups that they have made.
I Give a suggestion to help them get started if necessary. Ask
the children which group has the most/least things. They may subitise (just know by visual com-
T parison), count or make a direct one-to-one match to answer such questions.
The children can then repeat the process to find a different way of sorting and paste these onto
U another page.
A
Reflection
T Use several examples from different groups N0.1 Subitising and countin
s using
g
small groups of object
I for comparison. Ask the children which sam-
ples had some of the same categories and number names.
O
labels. Ask why some things fitted into many
different categories. Relate the situation
back to Tess and ask the children how they would like Tess to sort her objects and to say why.
N
S

All Sorts 1 UNIT
WHAT’S INSIDE THE BOX?

P
th e b o x ? I b et yo u ’ll nev er guess. R
What’s inside ive yo u s o m e clues.
Listen carefully w h ile I g O
It is wooden. B
es no t h av e s tr aig ht s id es. L
It do
th r o u gh th e m id dle.
It has a h o le E
r e ad it o n a s trin g .
You c an th M
A
Activity Sheet 1
T
Resources
I
Activity Sheet 1 Name
Tess’s mess
Objects to match those on Activity Sheet 1 to hide in a box;
boxes with lids so that the children may prepare clues too;
magazine cut-outs prepared ahead of time to ensure that a S
E
good mix of objects is ready to select from.
The activity D
Explain to the children that you have hidden an object in the
box and that you will give them clues so that they can work
out what it is. Read the clues; do not say Yes or No if a child
makes a guess before sufficient clues have been given for a
S
I
correct guess to be made. Review the clues one by one at the

end after a correct guess has been made. When reviewing the
T
clues, ask questions such as:
“What did you know after you were told it was wooden?”
“What did you know after you heard that it did not have straight sides?” U
A
Explain to the children that they are going to paste pictures of objects onto paper so that they
can make up clues for others to guess their mystery object.
Allow time for them to try out their clues on a friend or an adult and make changes, as needed,
before presenting to a group or the class. T
I
Reflection and O
Ask the children to comment on different M0.1 Using informal
N
to
clues in terms of which clues are too easy comparative language
s.
and give the game away, and which clues describe size and mas
are not very helpful.
S

UNIT 1 All Sorts
TESS’S COLLECTION
P
R t s he find s. S h e h as
s th a
Tess collects thing stic toys, shapes and all
O
many shells, twigs, pla .
B sorts of other things
su g ge s t s o me ways
L She would like ou r c las s to
o llec tio n. S h e w a nts h in ts about
E to sort her c
oup.
M what should be in each gr
A
garden
T Resources
Objects for sorting, for example, leaves, twigs, shells, beach
I bottle tops and other small found objects; glue.
long
S The activity round
E Brainstorm with the children and record a short list to match several of the sorting materials.
As you create the list, make it into a chart as shown with a small space for the label and a larger
D space to write or draw the things that belong in that group.
The children can then work in small groups to sort and label their materials to make a similar
chart. Explain that if they put the things into the groups on the chart, you will help them write the
label for each group. As you label the groups, encourage the children to think about whether that
S is the most appropriate label or whether some things fit into more than one group. They may
want to move objects around at this stage. When the children think they have made the best
I labels and groupings possible, it is time to paste the items onto the chart for display. Encourage
the children to join in and count how many objects there are in each group so that the number
T can be used as a label too. Encourage the children to compare group size in terms of:
lots of not many of more than/less than same amount
U
A Reflection
Present each group’s pasted sorting and CD0.2 Matching objects one-to-one
T compare the labels and properties used to
sort by. Discuss reasons why some similar
and comparing group
size.
I things have been put into different groups on

each poster. Use this opportunity to create a
red beads large beads
O Venn diagram with two overlapping circles labelled “red
beads” and “large beads”. Use some beads or similar
N
objects to show how the large red beads fit inside the
intersection of the two circles, the small red beads fit in
the first circle and all other large beads fit in the second
S circle. The remaining small beads that are not red are
outside both circles.

All Sorts 1 UNIT
TESS’S ALL SORTS HUNT

ind on P
f th ing s sh e w a nted to f
Tess made a list o en she went and found R
her all sorts hunt. Th ws what she found. O
them. This picture sho sorts? B
you no tice ab o u t h e r a ll
What do sp ec ial way like L
yo u c a n s or t in a
Find things that
Tess did. E
M
Activity Sheet 2
A
Resources
T
Name Activity Sheet 2
Tess’s list
Scatter objects around the room that can be sorted by
I
length, mass, size, thickness, shininess, roughness and other long
attributes.
The activity
short S
Show the children the picture. Then use the activity sheet to heavy E
stimulate comparative discussions about the length, thick-
ness and mass of the items collected by Tess.
light
D
Discuss and demonstrate some of the possible comparisons
that can be made with the available objects before the chil-
dren begin their own all sorts hunt. Explain that their groups
S
of objects each need three things in them so that compar-

isons similar to Tess’s (for example, long, longer, longest) can
be made. Involve the children in the direct comparisons by asking questions such as: I
“Which object is short?”
“Is this one shorter or longer than that one?” T
“Which is the shortest?”
U
Together with the children, put the three objects in the sequence shortest, shorter, short.
Explain to the children that they will need to draw pictures of the things that they make into A
T
groups of three so that other children will be able to find them too. Encourage them to draw
the objects in sequence if they can.
Reflection I
During the reflection, compare some of the M0. 1 Using informal and
comparative language
to O
groups of three objects and the sequences.
Note the comparative terms used by the
children as well as whether they were able to
describe size and mas
s.
N
compare and describe comparatively only
two or possibly three objects. Use the recordings in the same way, asking the children to
S
explain what was being compared and how. Match the actual objects to the pictures and
involve the children in the direct comparisons and labelling.

UNIT 1 All Sorts
BINGO ALL SORTS

A game for 4 players
Resources Activity Sheets 3, 4, 5
Activity Sheet 5
Four sets of laminated playing cards made by photo- Shape game boards (2)
Name
copying Activity Sheet 3 onto one each of red, green, Name yellow Activity
blue Sheet red
4
yellow and blue card; game boards on Activity Shape game boards (1)
Sheets 4 and 5 which have a piece of card of the Activity Sheet 3 Name
blue yellow green
appropriate colour stuck over each colour name. Shape cards
A bag to put the cards in.

Note: There are only three positions for the
colours while the cards will be copied onto four blue red green
colours of card. This gives the game an extra level

of interest when the card has the right shape, but red yellow green
not the right colour.
g How to play © 2007 Blake Education – Natural Maths Strategies – Beginning Level 119
On their turn, the player takes a card without

a looking into the bag. If the card matches a cate-
gory on their board, they keep it and place it on
m the grid. If it does not match, it is put back into

the bag. The first player with a full board calls “bingo”.
e
s ALL SORTS SNAP
A game for 2 to 4 players
Resources
Two complete sets of cards made from Activity Sheet 3.
How to play
Begin by giving each player only 6 cards and then increase to 12 or 18 cards as the children’s
proficiency at the game develops.
All the cards are dealt face-down in piles in front of the players. As with regular Snap, players
take turns to turn over their top card and place it on the middle pile. When an identical card
is placed on top of a card in the pile, the first player to call “snap” wins the pile and places
those cards aside (they are not put back into play). When no more playing cards are left, the
player who collected the most cards wins. The children may count their cards or lay them in a
line for direct one-to-one comparison with the cards won by other players.

All
AllSorts
Sorts 1 UNIT
SELF-SORTS
Resources
Print several name labels for each child; glue.
The investigation
This investigation asks the children to think of things that they can compare about themselves
– eye colour, hair colour, height, numbers of brothers and sisters, pets such as a dog/cat/fish
I
and so on. n
v
This activity will work most effectively if even-sized groups are used because at the beginning
of the investigation every child will have a partner. Explain to the children that they are going
to work in small groups for the next few days to compare themselves in many ways. They will
sort themselves into groups by a variety of personal features such as eye colour or who has a
dog, or they might have some suggestions for things to sort by.
e
Assist with the first sort by asking the children to arrange themselves so that all the boys are in
one line and the girls in another line. Ask the boys and girls to join hands so that everyone has
s
a partner. Ask the children to compare group sizes in terms of more than, less than or the same
as.
t
“What will happen if all the children with blue eyes stand in a line and children with other
eye colours stand in another line?”
i
“Will there be more people with blue eyes or less people with blue eyes?” g
Ask the children to suggest ways in which the name tags can be used to make a record of what
they have found, prompting, if necessary, that they make an informal block graph. a
Encourage the children to suggest other ways that the groups can be sorted and allow time
over the next few days for them to investigate the different sorts. If they do not suggest sort-
t
ing and lining up by height and creating sets of short and tall people, suggest it at some stage.
They should suggest sorting into groups of different eye colours as well. i
o
Reflection n
Ask the children to comment on their groupings and to show their recordings. Allow time for
the children to compare the results for their groups with the results for other groups, asking
questions such as “Did every group have the same number of blue-eyed people as other
colours?” and ask the children to say why and how groups were different.

UNIT 1 All Sorts
MAKING GROUPS
re thing s in ea ch g ro up.
A Draw mo
ch g ro up?
o u ld w e g ive to e a
S What name c in it?
h a s th e mo st th ing s
S Which group
E
S
Activity Sheet 6
Resources Activity Sheet 6
S
Name
Making groups
Coloured pencils; magazine cut-outs and glue or Kid Pix Draw more things in each group.
(if motor coordination and drawing is a problem).

M
E Prior experiences
N The children will be ready for this activity if they have had
experiences with:
T ✒ sorting a wide range of materials

✒ naming groups made
✒ making direct comparison of group size with or without © 2007 Blake Education – Natural Maths Strategies – Beginning Level 121
actual counting
A
C Observer’s guide
Explain to the children that they are to add some more things to each group. Ask them what
T is special about the things already drawn in each group and to suggest something else that
could go in that group. Also encourage them to suggest a name or label for the group (write
I the label for them).
Observe the children as they add to the groups and ask them to explain why something does
V or does not belong to a group. Occasionally there will be reasons that make sense to the child
even if they don’t make sense to you. Their ideas need to be respected. When the children
I give names for the groups, note which criteria they were based on. If necessary, ask the chil-
dren to say what category or type of thing a particular item belongs to (for example, these are
T both bugs, or this is a piece of clothing).

When the children answer questions about which group has the least/most or same number
I as, note how they work out their answers. For instance they might:
✒ just guess by appearance without conservation of number (saying that a group of
E large things has more in it than a group that has a larger number of small things)
✒ match one-to-one to make a compari-
S son
✒ count or subitise to make a comparison.
unting
N0.1 Subitising and co
s using
number names.

All Sorts 1 UNIT
FILL THE GRID

A
Several objects that match the criteria presented on the grid
S
Fill the grid

on the activity sheet.
small
Prior experiences E
blue
S
The children will be ready for this activity if they have had
experiences with:
red
✒ sorting by two characteristics
✒ direct comparison of size S
small
M
big
✒ naming groups
✒ comparing group size
E
Observer’s guide N
T
Show the children the grid and ask them what they think the labels are for and what would go
in the first empty box. Point at the top and side label with a finger of each hand, read both
labels and then pull the fingers together into that first box. Ask the children to sort the mate-
rials provided so that they match the labels on the grid. They will need to draw each object on
the grid if you want to keep a permanent record of this activity. As the children sort, note the
ease with which they compare size and the decisions they are making. It is arbitrary where the
cut-off of small and large would be for them and you may want to probe to find out why they
A
make the decisions that they do.
When the sorting is complete, ask the children questions about which group has the most/least
C
or same number of objects than another group and observe their methods of compar-
ing.
T
I
CD0.2 Matching obje
and comparing group
cts one-to-one
size. V
I
T
I
E
S

Unit 2
Toy Town
Focus
At this stage the children are very much at Level 0 in
their geometric thinking, according to Pierre van Hiele. That is,
they are beginning to make links between common shapes by their
appearance, not by their properties, and will relate shapes to everyday
objects. To move towards Level 1, where the characteristics and isolated proper-
ties of shapes are identified, children need opportunities to investigate and use the
properties of shapes by constructing and creating a range of model buildings and
designs. As they do so, they will find out which shapes join well and which do not. They
need to see that some things roll and others only slide. By using 3-D materials, they will also
begin to identify the related 2-D shapes on the faces of the solids. Position and number will
be integrated as the children plan and predict what will happen as their constructions
develop. When playing with the materials in a structured environment, the children will hear
and use the language of shape, position and quantity in meaningful situations. As the children
engage with the activities in this unit, they will:
✒ experience hands-on manipulating and constructing with 3-D and 2-D shapes
✒ use the language of shape (square, circle, round, sides, joins, stacks, rolls)
✒ think spatially as they visualise the effects of manipulating materials to fit
them together
✒ use positional concepts and language (on top of, next to, in front
of, across)
✒ solve design and construction problems as they
arise
✒ translate models into draw-

Context
The context for this unit is making a Toy Town. For this concept the children will
create buildings from 3-D materials which will eventually form part of a floor map that
they can drive cars around and construct free play with. For instance they might go driv-
ing to the shops or the park, or visit a friend who lives at No. 7. As the children engage in
the problems of joining, stacking and manipulating shapes, there will be opportunities to
scaffold and extend geometric understandings of space and position and to immerse them in
the language of shape, location and movement. Although their drawings at this stage may be
barely recognisable, it is still useful to ask the children to draw models of what they intend to
build or models they have completed. Their verbal explanations will help clarify and support
their thinking.
Children at this stage of their development are beginning to understand that:
1. some solid shapes stack and join
2. some solid shapes do not stack or join well
3. shapes have specific names
4. 3-D shapes can be matched to objects in the environment
5. 3-D shapes each have special properties (straight sides, curved sides, points, corners,
faces)
6. mental pictures of shapes can be made
7. words can be used to identify location and position (on top, over there).

UNIT 2 Toy Town

P
R In this unit you will see that with some help the children will be expected to create their own
E
toy town models. This will require a number of building materials as well as collaborative group
work.
P
A You will need:
1. building materials and junk construction materials suitable for making a toy town
R 2. glue and paint to decorate the models that the children make
A
3. Montessori-sized blocks (usually in the ratio 2:1:1 or 1:1:1) blocks and cylinders)
4. small play characters (preferably sorting teddies to match the activity titles)
T 5. cardboard boxes with one side cut out to make a barrier.
I
Related picture books
O (some of the following books are no longer in print but may be available second-hand or from
N your library)
The following picture books are closely related to the Toy Town theme of this unit and may be
a source of new ideas and challenges for the free play and construction activities. The children
will have great fun matching blocks with those used in the book Changes, Changes and with
A recreating and extending the story with blocks.

Changes, Changes, Pat Hutchins, Simon & Schuster Children’s Publishing.
N Danny’s Dilemma, John Tarlton, Scholastic New Zealand.
D I can build a house, Shigeo Watanabe, Red Fox Picture Books.

Teddy Bears’ Moving Day, Suzanna Gretz, A & C Black
Publishers Ltd.
Song Sheet 1
R song Sheet 1
Building Rhymes
E Rhymes
Build it Up
Build it up, build it up, build it high,
(use fists to model building high)
Build it high, high, high into the sky.
S
(involve the children in counting how
The rhymes on Song Sheet 1 may be used at odd moments many fists have been used)
and provide on opportunity for the children to chant num- Tower Block
I am going to build a tower block
O bers as they count the number of fists or blocks used. (use blocks to model building)
Very, very high.
I am going to keep on building
Until I reach the sky.
U
(indicate how high you think it might grow)
Can you count my building blocks

To see how high it grows?
(involve the children in chanting
R
the count)
Oh No, It’s getting wobbly . . .
And over it goes.
(nudge the tower over)
Crash, crash, crash.
C 150 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
E
S

Toy Town UNIT
22 UNIT
FREE PLAY
Target strategies
✒ Describing 3-D shapes and the process of building with them
✒ Applying positional language to constructions with 3-D shapes
✒ Describing changes made to shapes as constructions develop (“I am going to make
it taller/wider/stronger”)
Resources
Building blocks that are proportional as they will lead to more mathematical discoveries (for
example, sets where two cubes are the same size as the rectangular prism and two triangular
blocks fit together to match the cube); repeat this activity with different scales of blocks as each
will stimulate different ways of constructing. F
R
The activity E
As the children play and build with the blocks, ask “What if” questions to challenge their think-
ing and immerse them in positional and shape language, for instance: E
“What if you wanted to put this long flat block on the top?”
“What if you wanted to make a bridge over your road?”
“What if your house needed a roof?” P
“What if you wanted to make a space where the bear could hide?”
“What if I put this cylinder on the top?” L
“What if you wanted a tower as tall as you are?”
A
When the children have made a construction they are proud of, ask them to keep a record of
it by drawing their model. Surprisingly some children are very good at translating their mod-
els to drawings; for others, being asked to attempt the drawing will help them focus on the
Y
shapes, even if they are poorly represented.
Observation
As the children play and talk, note:
✒ the shape and positional language used
✒ the choices and reasons for using
particular blocks for particular purposes
✒ the problem solving strategies applied to “tricky” situations (for example, selecting
a different block or stabilising a weak link).
✒ challenges and “What ifs” to pose next time
✒ vocabulary and concepts that are needed or ready to be developed further.

UNIT 2 Toy Town
BUILD IT UP
Target strategies
✒ Following simple building and positional instructions
✒ Comparing towers by height, width, colour
M Preparation
e
Use unifix cubes or other stacking materials to make 4 or 5 towers and base the questions
below on those towers.
n
t Closed questions
I am thinking of the tallest tower. Which is it?
a The tower I am thinking of is two blocks wide. Which is it?
l I am thinking of the middle-sized tower. Which is it?

The tower I am thinking of is made of more than just one colour. Which is it?
r Open questions
o The tower I am thinking of is not the tallest. Which one might it be?
My tower is not as tall as the red one. Which one might it be?
u I am not thinking of the first or the last tower. Which one might it be?
t
The tower I am thinking of is not multi-coloured. Which one might it be?
My tower is not the red one. Which one might it be?
i
n Flip questions
e
Tell the children that you are thinking of one of the towers and they may ask questions to find
out which one it is. Explain that you will give only Yes or No answers. Model some question
starters, such as:
s “Is your tower taller than the red one?”
“Is your tower the shortest one?”
“Is your tower all one colour?”
“Does your tower come after the red one?”
Involve the children in removing the eliminated towers each time.

Toy Town 2 UNIT
SHAPES IN THE ROOM
Target strategies
✒ Making connections between solid shapes and their use in the environment
✒ Using direct comparison to identify size (tall, high, tallest, highest)
✒ Using a range of characteristics and properties to identify particular objects (size,
colour, position)
M
Preparation e
A collection of everyday objects and matching 3-D solid shapes and use the questions below
as models for questions to match the collection. n
t
Closed questions a
The block I am thinking of is the same shape as the tissue box. Which shape is it?
The shape I am thinking of is round and will roll. Which one is it? l
My shape has a round top and bottom but is curved on the sides just like this mug. Which one
is it?
My block would make a good roof on a little house. Which one is it?
The shape I am thinking of reminds me of an ice-cream. What is it?
r
o
Open questions u
The shape I am thinking of does not have straight sides and curved sides. Which one might it
be? t
The shape I am thinking of is not the same as the tissue box. What might it be?
The shape I am thinking of is not like a ball. What might it be?
i
n
Flip questions e
Show the children four or five objects (for example, a tin, ball, tissue box, toblerone box, a die,
a domino) and matching solid shapes and tell them that they will need to ask questions about s
the solid shapes to guess which object you are thinking of.
Model some questions to begin the activity, such as:
“Is the object you are thinking of the same shape as . . .?”
“Is the block you are thinking of the same shape as . . . ?”
Involve the children in the elimination process each time.

UNIT 2 Toy Town
TESS’S TEDDY NEEDS A HOUSE

P
R r he r te d dy.
uild a ho us e fo
O Tess wants to b
B (Show them a teddy.) b uild w ith just
s an d pie ces to
L She has lots of bit ld she do?
like these. What shou
E
M
A Resources
Empty packaging such as soap powder or cereal boxes, kitchen roll holders, margarine tubs; a
T small teddy, scissors, glue, adhesive tape, newspaper, paint, collage materials, digital camera
(optional).
I Note: Assistance may be needed with cutting, in which case the teacher may use a sharp pair
of scissors or cutting knife.
S
E The activity
D Read the problem to the children and show them the materials that are available to them.
Before they begin working on their houses, ask them what special features they might give the
house. These could include windows, a door, a chimney, decorations and furnishings. Draw
attention to the size of the teddy that you are using and remind the children that the teddy
S must fit inside the house, as well as stand up, sit down and lie down in the house.
Suggest to the children that they might want to draw their teddy’s house before they begin
I building it. Although the drawings may not be very clear, it will help the children generate
some ideas before they begin and will lead in some cases to more successful houses.
T As the children are building, ask them questions to scaffold their thinking, for instance:
“What will you use to make the roof?”
U “Where would be a good place for a window?”
A “Will the teddy be able to lie down in there?”

“Which packaging would join together well to make the walls?”
T
I Reflection S0.1 Recognising 2-D
and 3-D
shapes by name.
O Compare three or four houses, asking the
children to comment on the differences and
N similarities between them. They may refer

to the materials used, joining methods, strength of the construction and size and fit, as well as
S
the features and decoration. This is not meant to be competitive, so ensure that comments
about each house are positive. Finally, photograph the houses to be sent to Tess and ask the
children to comment on what Tess might think of their ideas for a teddy house.

Toy Town 2 UNIT
TESS’S MODELS
P
som e trick y R
s p ictur es of
Tess has sent u m ad e. She do es n ot think O
models that she has y them. I think you can copy B
you will be able to copr some tricky model
them. We will send he she goes with them. L
pictures and see how E
M
A
Resources
Digital camera, pictures of Tess’s buildings (made from T
I
materials that you have in your classroom), materials to
match the photos you have taken.
Note: The models are not intended to be permanent. For
instance they could include a simple tower with 6 blocks S
E
for the base, 4 on the next layer and then a stack of 5 sin-
gle blocks. They can increase in complexity and include
towers with spaces in them or bridges with spaces to go
through. Match these to your observations of the children’s
level of development.
D
The activity S
For this activity, make models with readily available materials. Photograph each model from
several angles so that the children will be able to see quite clearly how they were constructed I
T
and what materials and how many of each were used.
Present Tess’s first challenge (one set of photographs) with the necessary materials and allow
time for the children to have a go at copying the models with the materials provided. As they
work, draw attention, if necessary, to the number or the position of the materials used and U
A
assist the children to match them. Check their progress as they go.
The children can then make constructions of their own. Make a big fuss about photographing
them so they can be sent to Tess to challenge her.
T
Reflection I
As the children copy the constructions,
S0.1 Recognising 2-D
and 3-D O
observe the:
✒ way they match (or don’t manage to
shapes by name. N
S
match) the shapes and materials to use
each time
✒ effectiveness of the sequence of actions that they take to copy the constructions
✒ range of shape and positional language used.

UNIT 2 Toy Town
TESS’S TOY TOWN

P
R w it h all th e teddy
Tess was so im pr es s e d
O a d e th at s h e d e c id e d to make a
houses you m em . S he m ade a
B whole street of h o us e s w ith th
o has a
d rive alo n g . S h e als
L road too for cars to in each house and each
E little toy person living s. Tess says we should do
M has their own addres
the same.
A
T
I Resources
Junk materials and/or building blocks such as Duplo or Lego; long strips of paper or card
S (straight and curved) to make road sections, grey and white paint, twigs, cotton wool balls and
empty cotton reels to make trees; scissors and collage materials; sample characters; laminat-
E ing materials (optional) for making a durable set of road sections and traffic signs.
D
The activity
Ask the children to brainstorm the sorts of buildings and other things that they will need to
S
make for their toy town (houses, apartment blocks, shops, parks . . .). Show them the charac-
ters (whatever small characters you have available) that will live in the town. Tell the children
that they will also need to make some road strips that can be arranged in different ways.
I Allow time for the children to experiment with the available materials for making buildings and
T
additional features needed for their town. Encourage them to add features to their buildings
and help them to write shop names for their shops. Before the road pieces are painted, ask the
children what things might be needed to make the roads look realistic. Suggest road markings
U if necessary.
A
When everything is painted and dry, set up the toy town and ask the children to explain what
an address is and how addresses work. Spend some time creating and naming addresses for
the toy town, relating this to environmental uses of number.
T Keep all of the pieces for free play and other activities and for the investigation in this unit. The
I
children may want to add to them as the days go by.
O Reflection language in
S0.2 Using positional
N As the children work, you will be able to
observe their:
everyday contexts.
S ✒ construction and design strategies

✒ understanding of street names and numbers
✒ positional language and ordinal numbers.

Toy Town 2 UNIT
TESS’S MAP
P
n you r to y to w n . S he w an ts you to R
Tess has see o th at s he c an m a ke the
make a map for h er s O
same town that you did. fir st. B
t us a m ap to loo k a t
She has sen L
Activity Sheet 8
E
Resources Name Activity Sheet 8
M
A
Tess’s map
Road pieces, buildings and accessories made in the previous
activity, coloured pencils.
TOY SHOP
BOUTIQUE
BUTCHER BAKER
T
The activity NEWSAGENT
I
Read the problem to the children and ask them to identify
the features and places on the map. If necessary, prompt S
E
with questions such as:
“What will you need to do first?”
“Will you have many streets in your town?” © 2007 Blake Education – Natural Maths Strategies – Beginning Level 123 D
“What are some places to visit in your town?”
“What does a map look like?”
Allow time for the children to set out their town and be prepared to scaffold the children’s ear-
liest attempts at creating a map. You may want to suggest, for instance, that the road be drawn
S
in first so that the buildings can be marked next. Expect a range of developmental levels to be
visible in this activity; it is not about a brilliant map but about engaging in the processes of I
T
looking, describing and explaining, visualising and translating ideas from one medium into
another. Encourage the children to include as much detail as they can into their maps.
U
Reflection A
Use two or three of the maps for the reflec- S0.2 Using positional language in
tion, asking the children to show where one
of the buildings in the town is shown on the
everyday contexts. T
maps, or matching one street with a street
on the maps. Talk about the features and places that have been included on the maps as well I
as the ones that may have been missed out. Ask the children to give instructions or trace routes
for getting from A to B on the maps. O
N
S

UNIT 2 Toy Town
TEDDY ON THE BLOCKS

A game for small groups of children
Resources
Create a barrier (for example, an open box with one side cut off) to hide the actions of one
player from those trying to follow the clues; a tiny teddy and at least three blocks for each
group.
How to play
Player 1 places the blocks in a line with spaces between them. The teddy is then positioned
on top, in front of, behind or between the blocks. Player 1 gives clues such as those below.
Time is allowed for the other players to match the instructions for each clue.
“I have set the blocks in a line so they go red, blue, green.”
“My teddy is not on top of a block. It is not in front of the blocks. It is between two blocks.”
“It is not between the red and the blue block. Where is my teddy?”
g When the other players have an answer, the barrier is removed and they look to see if they
followed the clues correctly.
a The clues can be as simple or as complex as needed to match the development of the players.
m
e Variation 1
The game can also be played like the flip games in the mental routines, in which case the
s players behind the barrier ask questions to locate the teddy.
Variation 2
Player 1 makes a model tower or building and gives instructions for the other players to
create the identical model. In the first instance, limit the number of blocks to four, but extend
this as the children get better at giving and following clues.

Toy
Toy Town
Town 2 UNIT
WHERE IS TINY TEDDY?
h e likes to p lay H id e a nd Seek.

Tess says that s
a tiny te dd y s om ew here in
She wants you to hidede. She also needs clues
the town you have ma
to help her find it.
I
n
Resources v
The road map and buildings (from a previous activity) set up as a town; tiny teddy.
e
The investigation s
Remind the children of their earlier map making and what worked well when making the maps.
Explain that the clues Tess wants need to show the route to the hiding place. Allow time for t
i
them to set up the town, hide the teddy and create a map. Ask the children to suggest ways
that the route could be shown on the maps. They might suggest little footprints or dotted
lines. If no suggestions are made, prompt by asking:
“How are we going to make sure that Tess knows which marks show the route and which g
a
ones show the roads and the buildings?”
As the children create their routes, ask them to say the route out loud and encourage or scaf-
fold as much positional language as possible. If the route is not very adventurous, suggest
some extra ideas such as going behind, over and around something on the map. t
Encourage the children to test each others’ maps and hiding places and to make changes if
they need to before finalising the maps that they are going to send to Tess.
i
o
Reflection n
Select three or four maps and allow time for the children to hide the teddy as planned on their
maps. Using some of the maps, follow the clues to the hiding place and ask the children to
comment on:
✒ how easy it was to find places on the maps
✒ how easy or tricky it was to actually find the teddy’s hiding place
✒ what else could have been added to the map or directions.

UNIT 2 Toy Town
MAKING BUILDINGS FROM PLANS
A Resources Activity Sheet 9
S Building blocks to match those on Activity Sheet 10 which

uses standard Montessori sizes.
Making buildings from plans
S
Find a block to match each of these blocks.
E Prior experiences
S
The children will be ready for this activity if they have had Use your blocks to make this building
experiences with:
S ✒ matching 3-D blocks to 2-D pictures of them

✒ making simple structures shown in pictures and plans
M ✒ constructing and building with 3-D blocks
E
Observer’s guide
N Explain to the children that you want them to find one block to match every block shown at
the top of the page. When they have done that, they should make a building to match the one
T pictured. As the children work, observe and note:
✒ strategies for matching the blocks to the ones pictured
✒ strategies for copying the simple building pictured
A ✒ language used to describe or explain their thinking.

Ask questions to find out what the children are doing/thinking and why. Questions could
C include:
“How do you know that this block exactly matches the one in the picture?”
T “Why did you start with that piece?”
I
“What would have happened if you had used this piece first?”
When the first part of the activity is complete, ask the children to use the same blocks but to
V make a completely different building. Ask questions to find out why they chose particular
blocks or made specific changes. When complete, ask the children to say how they can check
I
that no pieces have been left out and to say which pieces, if any, are in the same position in
the new model as in the original. Ask the children to draw a picture of the model that they
T
made so that they can make it again at a later stage if they want to.
Note the range of shape and positional language used as well as the ease or otherwise with
I
which the blocks were manipulated, visualised, rotated and selected for the job
intended.
E and 3-D
S shapes by name.

Toy Town 2 UNIT
FINDING AND HIDING TEDDIES
Prior experiences Activity Sheets 10, 11

A
The children will be ready for this page if they have had
S
Hiding teddies
experiences with: Show where teddy could hide in this room.
S
✒ playing Hide and Seek Finding teddies

Where is the teddy hiding in this room?
✒ using the language of position (on top of, next to,

behind, between, under)
✒ giving and following simple positional instructions
E
S
Observer’s guide S
Show the children Activity Sheet 10 and ask them to
describe where the 5 teddies are hiding. The children M
E
may want to point to the hiding teddy but explain that 126 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
they have to say in words where each one is hiding.

Encourage the use of positional language by asking
questions such as: N

T
“For this teddy, tell me if you think he is on top of, at
the side of or underneath the cupboard.”
When appropriate, give the children a copy of Activity Sheet 11 and ask them to hide some
teddies in the picture. Explain that they should choose a different type of hiding place each
A
time and that under, behind, beside, on top and next to are all good clues.
As the children work on this activity, note:
✒ how easily they can use positional clues to locate a particular teddy
✒ the range of vocabulary used to describe position
C
✒ the range of hiding places suggested T
✒ whether the child can check by counting that all teddies have been
found. I
S0.2 Using positional
language in V
everyday contexts.
I
T
I
E
S

Unit 3
Fish Eyes
Focus
Children at this stage need opportunities to use the prop-
erties of materials and shapes as they make play things and then
engage in directed or invented play based on them. They also need oppor-
tunities to match their actions to words, numbers and rhymes. The activities in
this unit provide opportunities for the children to subitise (look at and visualise or sud-
denly know how many in a small group) and to rote count, touch count and count out.
As they engage in these activities, they will:
✒ explore and utilise the characteristics of circles and be immersed in the appro-
priate shape language
✒ cover an area as they decorate their round fish
✒ observe and describe movement and position
✒ subitise different-sized groupings
✒ count and label different-sized groupings
✒ identify and recognise numbers.

Context
The context for this make-and-count unit Fish eyes is based on a rhyme. The chil-
dren will (with assistance) follow a simple procedure to make a paper plate fish. The
fish are then used to create mobiles and puppets. As the air currents blow the fish in dif-
ferent directions, endless opportunities for subitising, estimating, counting and talking
about position and direction will emerge. The rhyme itself allows opportunities for children
to match actions to rhymes and to count and use the language of position and location.
Throughout this unit children will be immersed in opportunities to hear and use counting
sequences, subitise, estimate and match numerals to groups of fish. The suggested fish books
and counting books will provide ideas for invented event-based play, incidental art and lan-
guage activities.
Tess has provided problematised situations based on counting fish to engage and challenge
the children’s thinking and imagination.
The foundations of number sense will be laid in this unit. For this to be success-
ful, children need opportunities for:
1. touch counting and counting out
2. subitising
3. comparing group size.
These experiences also need to be embedded in the child’s world and will entail:
4. using materials for construction
5. matching actions to rhymes
6. using the language of spatial and directional movement
7. comparative language (big, bigger, biggest, small, smaller, smallest, long,
middle-sized, short).

UNIT 3 Fish Eyes

P
R You will need to:
E 1. make several laminated number strips from Resource Card 3 and cut up and
laminate the number cards from Resource Card 4
P 2. colour, cut out and laminate several copies of each fish on Resource Card 5; glue
A
magnetic strips onto the back of each fish if you have a magnetic surface or
whiteboard; alternatively, Velcro dots work on some surfaces
R 3. attach a cloth or large sheet of paper to cover the magnetic surface to act as a
screen for hiding some fish
A 4. Photo reduce the fish on Resource Card 5 to make Tess’s Counting Book (see page 38)
5. draw, cut out and label the outline of a child’s left and right hands, laminate it and
T attach a magnetic strip
I
6. provide: string and coat hanger wire to make mobiles and sticks to make puppets;
paper plates, cotton balls, google-eyes and tissue paper to make the fish mobiles
O 7. make a fish tank from a cardboard box with painted backdrop, hanging fish, sand,
pebbles and shells.
N
Related picture books and DVDs
(some of the following books are no longer in print but may be available second-hand or from
A
your library)
Fish Eyes: A Book You Can Count On, Lois Ehlert, Harcourt Children’s Books.
N One Fish, Two Fish, Red Fish, Blue Fish, Dr Seuss, HarperCollins.
D
One Lonely Seahorse, Saxton Freymann and Joost Elffers, Arthur Song Sheets 2, 3, 4, 5
A. Levine Books/Scholastic Press.
song Sheet 5
Rainbow Fish, Marcus Pfister, Nord Süd Verlag AG. Fish Eyes
Fish eyes here, fish eyes there. song Sheet 4
Fish eyes looking everywhere.
Finding Nemo (DVD), Walt Disney Pictures, 2003. Fish Eyes (teachers sheet)
R
Fish
Fish eyes eyes,
here, fishfish eyes
eyes looking left.
there.
song SheetFish
3 eyes How manyeverywhere.
looking fish eyes do you see? (look all around)
Fish eyes, fish eyes looking left.
Fish Alive
Fish rhymes
Fish eyes, fish eyes looking(handsright. swimming left)
One, two, three, four, five.
E
How many How many
fish song
eyesfish you Sheet
do eyes 2
do you see?
see?
(show the fingers of left hand)
(count 1,2,3,4 eyes looking left)
Five Little Fishes
Once I saw a fish alive.
Fish eyes, fish eyes looking straight at me.
Under the Six, seven,
ocean eight,
green andnine,
deep,ten.
Fish eyes,How many
fish eyesfish eyes right.
looking do you see?
Copy the rhymes on Song Sheets onto coloured card

(show the fingers of the right hand)
Lie five little fishes fast asleep.
(hands swimming right)
S
Then I let him go again. (fingers on theeyes
leftlooking
hand) everywhere.
How many Fish eyes,
fish eyesfish
do you see?
and laminate for the children to refer to as they wish. Along came a bigger fish out of
Why did you let him go?
Howthe blue.fish eyes do you see?
many (count 1,2,3,4 eyes looking right)
(the right hand)
Because he bit my finger so. (shake all fingers)
Song Sheet 5 can be photo enlarged, coloured and lam- Swim little fish or he’ll catch you.
Which finger did he bite? (hands swimming straight ahead)
(right hand moves around the left)
O
How many fish
This little finger on the right.eyes do you see?
(show little finger)
inated to make a focal point for the activities in this unit. Swim little fish, swim to the left,
(count 1,2,3,4 eyes looking straight at me)
(wiggle left fingers, move to the left)
Swim little fish, swim to the right,
Fish eyes, fish eyes looking everywhere.
Introduce a rhyme, actions and counting at times that (wiggle left fingers, move to right)
(look all around)
U
Swim little fish with all your might.
How many fish eyes do you see? (count all the eyes)
seem appropriate and be sure to develop a rhythm and (move all around)
change expression to emphasise the repeating pattern 154 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
R in the rhyme.
For example, with the rhyme Fish Eyes, set up the mag-
C
netic fish on the whiteboard ready for counting. Three

to the left, three to the right and one facing straight © 2007 Blake Education – Natural Maths Strategies – Beginning Level 151
E ahead will be plenty at first. As the counting pro-

gresses, change the numbers and even omit one of the
S
directions to introduce the idea of none going left/right.
You could create mobiles with the paper plate fish (from Activity Sheet 17) and substitute these
for the magnetic fish when counting. The variety will offer a challenge.

Fish Eyes 3 UNIT
3 UNIT
FISHY FREE PLAY
Target strategies Resource Cards 3, 4, 5
Magnetic Fish Resource card 5
✒ Counting
Number cards
✒ Subitising Resource card 4
✒ Using the language more than/less than/the Number Strips Resource card 3
same
1 2 3
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
✒ Matching actions to rhymes and stories
Resources 4 5 6
Number strips from Resource Card 3, Number cards
from Resource Card 4, Magnetic fish from Resource
Card 5.
7 8 9 163
F
R
The activity © 2007 Blake Education – Natural Maths Strategies – Beginning Level 161
E
Place the magnetic fish and number strips near to
the magnetic surface and encourage a small group of E
children to use them for free play. The children may act out the rhymes that they have learnt
or they may count or create story-like environments with the fish.
As the children play, scaffold their developing number sense by introducing comparative, part
and whole-part questions and ideas, for instance: P
“What if some fish swam away? How many would be left then?”
“What if every fish wanted to swim with a friend? Would that work out with the fish you have
L
got there?” A
Y
“What if a shark came along and the fish swam off in groups to hide?”
“It looks like there are more big fish than little fish. What do you think? How could we find
out?”
Through play, immerse the children in the language of number and in comparison of group
size.
“Is there a group of fish to match the number on this card?”
Observation
As the children play, count and respond to questions, note:
✒ how far they can rote count
✒ whether they can subitise small groups
✒ whether they have one-to-one correspondence as they count
✒ what strategies they have for comparing group size
✒ whether they recognise any numbers and if so, which ones.

UNIT 3 Fish Eyes
MAGNETIC FISH 1
Target strategies
✒ Touch counting
✒ Subitising small groups
✒ Counting on 1, 2 or 3 more
M
Resources
e Magnetic fish made from Resource Card 5).
n
t Closed questions
Familiarise the children with the fish and identify which ones are swimming left, right and
a straight ahead. Tell the children that you have hidden some fish behind the flap and that you
are going to lift the flap for them to have a quick look to see how many fish there are.
l Begin by hiding only 2, 3 or 4 fish and asking:
“How many do you think you saw?”
“Were they all swimming in the same direction?”
r “Were all the fish the same size?”
o
“How many big/small fish did you see?”
Accept all answers without saying Yes or No. Then unveil the fish and ask the children how you
u could check together how many there are. Model subitising and counting on each time.
“So there are 2 fish swimming left here and 2 more swimming right over here, so that’s 2,
t 3, 4 altogether.”
Repeat the process with different arrangements and numbers of fish each time matched to the
i children’s developmental level.
n
Open questions
e Tell the children that you have hidden some fish and that you will lift the flap a little way so that
s they can see some of the fish. Their task then is to say how many fish they think you may have
hidden altogether. Use the opportunity to count on from the number of fish first shown as the
children work out how many altogether.
Flip questions
To play a game of Guess How Many Fish? with the children, hide some fish behind the screen
but give them an idea of the range. For example, “There are less than 6 fish hidden.”
Encourage the children to ask questions to find out how many are hidden. Answer questions
with “there are more than/less than that” rather than just Yes or No.

Fish Eyes 3 UNIT
MAGNETIC FISH 2
Target strategies
✒ Touch counting
✒ Subitising small groups
✒ Counting on 1, 2 or 3 more
Resources
Magnetic fish Resource card 5.
M
e
Closed questions n
Hide 2, 3 or 4 fish. Tell the children that they are
so smart that you have a tricky one for them
because this time they need to look and see t
how many eyes, not fish, they can see alto-
gether. Use the suggested layouts for this a
l
activity.
“Why can you see 2 eyes on some fish and
only 1 eye on others?”
“Do all fish have 2 eyes?”
“How many eyes did you see altogether?” r
o
“How many fish have 2 eyes looking at you?”
“Did any fish have only 1 eye looking at you?”
“How many fish have only 1 eye looking at you?” u
t
“Does the longest fish look at you with 2 eyes?”
Unveil the fish and check the number of eyes together. You could introduce counting by 2s to
6 or 8 for those children who are ready for another strategy.
i
Open questions n
I have hidden 2 fish. How many eyes do you think we will see?
I can see 4 eyes looking at me. How many fish do you think I can see?
e
There are 3 fish hiding. How many eyes might we see? s
Extension
Increase the number of fish and/or the number of fish with 2 eyes looking straight ahead to
match the range of learners. Allow time over the next few days for the children to hide groups
of fish and ask questions too.
Flip questions
There are two parts to this Hidden Fish game. First the children need to find out how many fish
are hidden and then how many eyes that might be. Reply with yes/no and more than/less than
answers. Keep the numbers manageable and matched to the children’s development.

UNIT 3 Fish Eyes
HOW MANY EYES?

P
R e p icke d th r ee f ish c ar ds with 4
Tess says sh w d id s h e do that?
O fish eyes alto g e th e r. H o
o f eyes she
w h a t o th e r n u m b er
B She wonders ar d s .
c an make w ith th re e c
L w o rk it o u t ple ase?
Can you he lp he r
E
M
A Resources
T Magnetic fish made from Resource Cards 5 and 6 and number strips from Resource Card 3.
I The activity
S Set out the fish cards so that they are clearly visible and then read Tess’s problem to the chil-
dren. Allow time for guess and check as the children try to find three cards that match the
E description (3 fish with 4 eyes visible). Ask the children which number matches the number of
eyes. Counting along the strip to find the number gives the children a strategy that they can
D
use independently later. Ask the children to pick sets of 3 fish and find out how many eyes are
showing. Encourage the children to record by drawing the fish and the eyes, and to have a go
at matching the number counted with the number on the strip so that they can attempt to write
the matching number on their pictures. Some children will respond well to the challenge of
finding all of the different possibilities (3, 4, 5 and 6 eyes are all possible).
S Encourage the children to move beyond touching and counting to subitising 2 eyes and break-
ing the counting sequence and counting on from 2. Rather than asking the children to touch
I and count every time, ask them:
T
“Is there a quicker way of counting?”
“Do you have to count them all every time?”
U Some children may not understand the concept of “altogether” and will count the eyes on each
fish separately so offer prompts and modelling, for example:
A “Yes this fish has 2 eyes and this fish has 2 eyes. Let’s count them all now to see how many
eyes altogether.”
T
I Reflection N0.1 Subitising and co
unting
s using
There are two aspects to focus on during the small groups of object
O reflection. For children who could not draw
the fish each time, invite them to show what
number names.
N strategies they used for working out how

many visible eyes on their three cards. For those who did manage to label their fish, use their
S drawings and ask the rest of the class to suggest ways of working out how many eyes. Select
three or four clear drawings and ask the children to comment on which have more than/less than
or the same number of eyes and to explain their thinking. During the reflection, immerse the
children in subitising, breaking the counting sequence and counting on but do not necessarily
expect them all to adopt this strategy immediately.

Fish Eyes 3 UNIT
THE FISH TANK

P
k with sc rap R
ake a fis h tan
Tess wants to m s n’t kno w h o w. Sh e says O
o e
materials but she d ld make a fish tank and B
you can help. You cou some instructions.
send her a photo or L
E
M
Resources A
Cardboard boxes with a window in the front already cut out, paint, string, see-through plastic,
scissors, scrap materials, lightweight card.
Note: You might like to make a simple fish tank to present as a model.
T
I
The activity S
Read Tess’s problem to the children and either show them the model or the cut-out boxes.
Engage them in suggestions for making a fish tank. Allow time for the children to brainstorm E
what to include in the tank and what materials to use for each before they begin work.
As the children create fish for their tanks, they may not think through aspects such as size of
D
fish to fit the tank and other aspects that require careful planning. Allow them to make mis-
takes and to talk about why something is not working out the way they expected. This is all a
natural part of the learning process. The intention is not to have every child with an identical
fish tank. S
Encourage the use of comparative language and fix-up strategies and select some examples
for the reflection. Comments such as “My fish are too small for this tank” or “My string is too I
long and the fish are lying on the bottom” indicate that the children are beginning to think
about size, scale and position and the problems that they present. T
U
Reflection A
At the reflection, first ask the children to M0. 1 Using informal and
to
comment on what they think worked well in
the making of their fish tanks and what fea-
s. T
tures look good. Then ask them what some
of the problems were. When they explain
I
what didn’t work, ask them to comment on some fix-up strategies and what they would do next
time they make a model. O
Create plenty of excitement about photographing the models to send to Tess and of jointly
writing down some suggestions and instructions to send to her.
N
S

UNIT 3 Fish Eyes
TESS’S COUNTING BOOK

P
R hy cou nting bo ok . S he
a f is
Tess has sent you to subitise the number of
O
says you may be able count them.
B fish on each page or
L u to m ake a fishy co un ting
She then wants yo try and work out how many
E book for her. She willeach page.
M fish you have put on
A
T Resources
I Make Tess’s fishy counting book with fish copied and laminated from Resource Card 4 so that
the fish are arranged for subitising in groups of, say, 2, 3 or 4 and with up to 6 fish on a page
S
(depending on your learners) or use fish stamps and stencils or KidPix on the computer as an
alternative for children with poor motor control; laminated number strips made from Resource
Card 3.
E
D The activity
Introduce this activity by showing the children the counting book that Tess has sent. Show each
page quickly, too quickly for the children to count all the fish on the page and then hide it. Ask
S the children how many fish they thought they saw. Review possible ways of counting which
could include counting all, subitising small groups and counting on. Repeat this process on
I each page and then revisit the pages drawing attention to the clever way in which Tess had
drawn the fish to make them easy to count. For example, point out a group of 2 or 3 fish that
T
can be easily subitised. Demonstrate how easy it is to count on from 3 without having to begin
back at 1 each time.
U Each child could make just one page for a class book or a book of their own. Encourage the
children to use their number strips to find the number to match each page. They will write the
A
number on each page and may make a little flap over it so that Tess must count first and check
the answer afterwards. As the children make their pages, ask them how they would work out
how many on each page and prompt to see if they have included any groups of 2 or 3 that
T Tess will be able to subitise.
I
Reflection N0.1 Subitising and co
unting
O Share the pages over a few days, involving small groups of object
s using
N the children in fast ways of working out how

many on each page. Really focus on subitis-
number names.
S
ing and ask the children each time:
“Do we need to count this group again now that we know how many there are or can we
just count on?”

Fish Eyes 3 UNIT
THE FISHY PUPPET SHOW

P
her pap e r p late fis h to make a R
Tess has use d
counting puppet show. ld like you to O
o f fun. S he wou
She says its lots B
make one too. L
Activity Sheet 12
E
Resources Name Activity Sheet 12
M
A
Tess’s paper plate fish
The children should make their own paper-plate fish using You will need:
2 paper plates
the procedure on Activity Sheet 12 in preparation for this 2 fluffy eyes
T
2 google eyes
activity.
Paper and scraps of
paper
Glue and a stapler
I
The activity
What to do:
S
Make two fins and a tail.
Staple the plates and the fins
together.
Decorate the fish.
Ask several children to hold the puppet plates while acting Give the fish a mouth.
E
Stick on the fluffy eyes.
out the fish rhymes presented in the unit. Then make up a Stick on the google eyes.
story about two or three of the fish or act out a part of the
D
Rainbow Fish storybook. Explain to the children that Tess
has made a puppet theatre and number story and thinks that © 2007 Blake Education – Natural Maths Strategies – Beginning Level 127
it would be fun for them to do the same.

Allow time for the children to try creating stories with the
S
puppets and making settings for them before reminding them, if necessary, that Tess made a
counting puppet story. Tell the children that you will write their script (story) for them if they
want to send it to Tess. Alternatively you could tell the children that when the puppet show is
ready, you will record it for Tess. I
T
As the children are working, ask questions to focus on the number aspects, such as:
“How many fish does the show open with?”
“How many are left after the first one leaves?”
U
“Do the fish have to swim away one at a time or could more swim away each time?”
“How many fish are there altogether now?” A
T
Reflection unting I
Encourage some of the children to present N0.1 Subitising and co
their puppet shows to the class and then
involve the class in recounting the story in
number names.
s using
O
terms of how many fish, how many coming
and going, how many left and how many
N
altogether. If some children did not engage in
the puppetry before, allow time for them to use the puppets now that they have some extra S
ideas.

UNIT 3 Fish Eyes
GONE FISHING
Resources
2 sets of laminated fish cards cut from Resource Card 6 with magnetic tape on the backs; fish-
ing rods made with string, sticks and magnets; laminated blue paper cut out to make a pond
for the fish or make a tank from a cardboard box as in the earlier activity “The Fish Tank”.
How to play
For this simplest form of the game the fish cards are placed face-down on the pond and the
players take turns to catch a fish with their rod. The player with the most dots on their fish wins
that round.
To increase the complexity of the game, the players catch 2 fish and the winner is the one with
the greatest number of spots altogether.
To further increase the complexity, players can choose a target number, for example 5, and
g whoever is closest to the target number wins.
a FISH MEMORY
m
e
s Resources
2 to 4 sets of laminated fish cards made from Resource Card 6 depending on the number of
players.
How to play
The cards are placed face-down on the table. Players take turns to turn over two cards. If the
number of dots on the two cards matches, the player keeps that pair. If the cards do not match,
they are turned face-down again and play passes to the next person. After matching a pair suc-
cessfully, the player takes another turn. When all the pairs have been made, the player with the
greatest number of matching pairs wins.
Variation
To increase the complexity of the game, the players must make pairs with a difference of 1.

Fish
Fish Eyes
Eyes 3 UNIT
FISH NUMBERS POSTER
us this n um ber p o ster. S he says

Tess has sent o u t w hat is sp e cial about
ind
she wants you to f u to make a special number
it. Then she wants yo .
poster for her to see
Activity Sheet 13
I
Resources Activity Sheet 13 Name
n
v
Fish number poster
Photo-enlarge Activity Sheet 13 to use as a poster. Provide

rubber or foam stamps or stencils of fish or Kid Pix.
e
The investigation s
Show the children the poster and ask them to look very
quickly before you hide it and ask them some questions such
as:
t
“Did every tank have the same or a different number of i
fish in it?”
“How could you check your thinking?” 128 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
g
Note: Some children will say that the tank where the fish are
well-spaced or where the fish are bigger holds more fish than
a
the other tanks.
Show the poster again and ask the children how many fish in each tank and to explain their
t
method of working it out. They may have counted one by one, subitised, or subitised and
counted on. Draw attention to the fact that each tank has the same number of fish in it but that
i
they all look different. Ask the children how there can be the same number in each tank and
yet all be swimming in different groupings. The children should now be able to identify that o
n
the special feature of Tess’s poster is that every tank has the same number of fish in it.
Explain to the children that they will choose a number and make a fish tank poster for it. You
may want to cap the numbers for some children but allow others to experiment with larger than
expected numbers if they want to. Remind them that each tank has to have the same number
of fish in it but that the groupings or the size of the fish should be different each time. As the
children work on their posters, ask questions about how they are deciding what to change each
time. Some children will be using trial and error but some might be systematically changing
only one fish each time.
Reflection
Use the fish posters in the same way as you did Tess’s so that the children feel success and pur-
pose in their work. Reflect on the different groupings for each number and use appropriate
language, scaffolding it as you do so, for example:
“This one looks like double 2, there are 2 here and 2 here, and 2 and 2 make 4 altogether.”
“I can see 3 here so I can subitise 3 and count on 2 more, 3, 4, 5 altogether.”

UNIT 3 Fish Eyes
TESS’S SPOTTED FISH
h jus t like th e s e . S he p uta

A Tess drew 4 f is f ish . She
o f s p o ts o n e ac h
S different number .
wrote some numbers too on each
S o ts do yo u th ink sh e p ut
How many sp
E fish?
S Activity Sheet 14
S Resources Name Activity Sheet 14
M
Tess’s spotted fish
Coloured pencils, number strips (card masters).

Add some spots to
the fish and show
how many spots each
fish has.
E
N Prior experiences
T experiences with:
✒ touch counting
✒ subitising small groups
A
✒ counting out
✒ matching numerals to small groups © 2007 Blake Education – Natural Maths Strategies – Beginning Level 129
C
T Observer’s guide
Tell the children about Tess putting spots on the fish and writing numbers to say how many
I there were each time. Ask them to do the same. As the children work on their page, observe,
note and prompt to find out whether they:
V ✒ plan to draw a particular number of dots

✒ draw some dots and then count them
I ✒ use a fix-up strategy (adding more or crossing some off to reach their target number)
T
✒ draw and count as they go
✒ use the number strips to count and find the number that they want
I ✒ write the number from memory

✒ use the number to label the last dot counted or to say how many dots on that fish
E altogether.
Also note the range of numbers that the children are confi-
S dently using.
unting
s using
number names.

Fish Eyes 3 UNIT
FISHY PARTNERS
Prior experiences Activity Sheets 15, 16

A
The children will be ready for this page if they have had
experiences with:
Name
Fishy partners (2)

Give each fish a partner.
Activity Sheet 16
S
S
✒ counting small groups of objects Fishy partners (1)

Find each fish a partner.
✒ comparing group size by direct comparison

✒ subitising and counting on E
✒ identifying whether same-sized groupings that are
arranged differently still have the same number of
objects in them
S
S
Observer’s guide M
Explain to the children that each fish has a partner that
E
has the same number of spots. Unfortunately the fish 130 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
N
have got mixed up and need to find their proper part-
ners. Suggest that the children join the pairs of fish as
they find them. Also encourage them to make their own
fish partners with matching numbers of dots on the copy that has no dots. Since the numbers
of dots on the activity sheet are quite small, you might want to challenge some children to use
T
larger numbers of dots when they make their own “Fishy Partners” sheet.
As the children work, note the strategies used to compare the number of dots each time. Some
children will count the dots on one fish and then without really thinking will count the dots on
a different fish even though it obviously has more or fewer dots. This may indicate lack of con-
A
servation (dots that are spread out look like more in number than dots close together).
Alternatively it may indicate lack of visual comparison. In the latter case, suggest scanning the
C
page to see if any groups look like they have the same number of dots. Then the children may
check by counting. T
unting
I
s using V
number names.
I
T
I
E
S

Unit 4
Pattern Play
Focus
Children at this stage will be noticing patterns in the world
around them. It is time now to draw more formal attention to patterns
and sequences in their everyday life so they can describe patterns and
changes, and make predictions based on the patterns they encounter. The children
will have encountered the recurring nature of day and night, light and dark, sun and moon.
They know that certain routines and rituals occur in their life: they get up, get dressed, have
breakfast, go to school, and so on. These are patterns that they live by. They will have noticed
patterns in nature too; when the sun shines and it rains at the same time, a rainbow forms.
Rainbows have a special colour sequence too. Familiarity with patterns and the language to
describe and explain them lays the foundation for later work with patterns, functions and algebra.
As the children work on the activities presented in this unit, they will:
✒ use the properties of shape, size and colour to create patterns
✒ describe patterns and their repeats
✒ create rhythmic, physical and concrete patterns of their own
✒ follow and give pattern instructions
✒ use the language and concepts of the passage of time
and its predictable cycles.

Context
The context for this unit is Pattern play. This will engage the children in generat-
ing their own patterns and pattern rules using materials, actions and words. Dance and
music are familiar situations where patterns and sequence are recognisable and memo-
rable to children. The natural sense of rhythm is reflected in the patterning activities. Cycles
in the days of the week and in the hours of the day also provide opportunities for the chil-
dren to recognise and work with simple durations of time. They will also familiarise themselves
with time language such as Monday, Tuesday, weekend, before school, after school, morning
tea, and so on. Tess is featured in some problems and the unit introduces her friend Fred who
needs a quilt.
Children at this stage of their development are beginning to:
1. recognise the way in which a sequence of objects can follow a short,
repeating pattern
2. clap simple rhythms
3. create action patterns (hop, skip, hop, skip)
4. identify and describe pattern elements and repeats
5. make simple patterns with objects
6. continue patterns started by others
7. apply number to patterns (2 red, 1 yellow, 2 red, 1 yellow)
8. use shape, colour, size or position as pattern descriptions.

UNIT 4 Pattern Play

P
R
E You need to collect:
P 1. found and commercially produced patterning materials (pattern blocks, tiles, sorting sets)
2. coloured counters and matchsticks
A 3. coloured straws cut into three different lengths
R 4. coloured gummed paper shapes.
A Related picture books

T (some of the following books are no longer in print but may be available second-hand or from
I
your library)
Busy Bugs: A Book About Patterns, Jayne Harvey, Sagebrush Education Resources.
O Cookie’s Week, Cindy Ward and Tomie dePaola, Penguin Publishing.

Seven More Sleeps, Margaret Wild and Donna Rawlins, Working Title Press.
N The Very Blue Thingamajig, Narelle Oliver, Scholastic Australia.
A Related rhymes
The Wheels on the Bus
N Heads and Shoulders
D Mary, Mary Quite Contrary
Related dance
R Hokey Kokey
E You put your right arm in, you put your right arm out
S In out in out and shake it all about

You do the Hokey Kokey you turn around. That's what it's all about.
O Repeat for the left arm, right leg, left leg, right side, left side, and finish with:
U You put your whole self in, you put your whole self out
In out in out and shake it all about
R You do the Hokey Kokey you turn around. That's what it's all about.
C
E
S

Pattern Play 4 UNIT
4 UNIT
FREE PLAY
Target strategies
✒ Identifying, creating and continuing simple patterns
✒ Matching actions and rhythms to patterns
✒ Applying number to patterns
✒ Using shape and position to create simple patterns
The activity
Provide a range of patterning materials over a period of time (commercially produced art mate-
rials such as stamps, stencils and cut-outs, found objects such as shells, leaves and twigs, and
consumable materials such as bottle tops, bread tags). F
R
Tell the children that you have collected these materials (or take them outside to collect their
own twigs and leaves) because you thought they would be fun to make patterns with. Allow
time for the children to manipulate and play with the materials and to experiment with pattern-
ing activities. E
E
As the children begin to create patterns, ask them:
✒ Where does the pattern begin and end?
✒ Which part repeats?
P
✒ What would come next?
✒ How can number be used to describe patterns, for example, the number of blue
and red counters in the pattern?
If consumable materials such as bottle tops have been used, they can be taped or stuck onto
L
paper for show and tell during the reflection. They can also be displayed.
A
Observation Y
As the children play, note:
✒ whether they create repeating patterns
✒ whether they can explain why a pattern is a pattern and not just a random line of
objects
✒ the range and complexity of the patterns made (colour, shape, position)
✒ whether number is applied to the pattern rules or descriptions (2 red, 3 blue, 2 red,
3 blue)
The patterns created will inform decisions about what materials and further opportunities for
free play with patterns are needed.

UNIT 4 Pattern Play
AUDITORY PATTERNS
Target strategies
✒ Listen to and continue a rhythmic sequence
✒ Identify the repeating element within a clapping sequence
✒ Create and present clapping patterns
M
Closed questions
e I am going to make some sound patterns.
n Listen to my clapping pattern. Can you clap it back to me?

Listen to my pattern. What was the first part? What was the second part? What would it sound
t like if I just kept clapping the two parts non-stop?
a
Listen to my clicks and claps pattern. How many clicks each time? How many claps each time?
Listen to my clapping pattern. Can you play it back to me by stamping your feet?
l I am going to clap the rhythm pattern of one of our favourite nursery rhymes. Listen and see
if you can guess what it is.
r Open questions
o
I am going to clap the first three claps of a pattern. What do you think I should make the next
part of my clapping pattern?
u I want to make a pattern with claps and stamps. What should it start like?
I want to make a pattern with clicks, claps and stamps. How should I begin?
t I am going to use three claps and two clicks to make a pattern. What could it be like?
i
n Flip questions
Begin by acting out a few examples of a three-part pattern unit, such as stamp, stamp, clap,
e or clap, stamp, clap. Encourage the children to join in. You are now ready for a game of Guess
my Pattern.
s I made three claps or stamps altogether to make a pattern. You can guess my pattern by mak-
ing your own pattern and I will tell you how close it is to mine. I will let you know how close
you are to my pattern by telling you that:
“My pattern unit does not have a stamp at the beginning.”
“My pattern does not have two claps in it.”
As the children begin to understand and respond well to the game, increase the complexity
by allowing four elements in the pattern unit or by including clicks as part of three actions in
the pattern unit.

Pattern Play 4 UNIT
ALL SORTS PATTERNS
Target strategies Activity Sheet 3
✒ Spotting the repeating unit in patterns Activity Sheet 3 Name
Shape cards
✒ Identifying the changing characteristic in a pattern
✒ Applying number to patterns
Note: Use the shape cards from Activity Sheet 3 to make the
patterns for this routine. Provide the children with the cards
to show their answers to your questions.
M
e
Closed questions n
t
So far my pattern goes star, star, circle, star, star, circle.
Which three cards come next?
a
118
My pattern is square, triangle, square, triangle. How should

my pattern continue?
My pattern uses all the shapes that have four sides. Which
ones did I use?
l
I have used all triangles. The first sits on a point and the next sits on a base (bottom). What
comes next in my pattern?
r
Open questions o
My pattern only uses these rectangles. It is made by turning the rectangle each time. What
might my pattern look like? u
My pattern uses stars and diamonds. What might it look like?
There are four shapes in my pattern unit. What might my pattern look like?
t
i
Flip questions n
I have made a pattern using two shapes. You may ask me questions to find out what my pat-
tern looks like, for example: e
“Do you have a triangle in your pattern?” s
“Is the square the first shape in your pattern?”
Start with a really easy AB, AB, AB pattern. Model some questions for the children initially.
The complexity can increase over time as the children’s patterning ability and vocabulary
develop.

UNIT 4 Pattern Play
ALL IN A ROW
P
R w o rd s fo r “Mary,
m ak in g up n e w
O Tess has been S h e h a s se nt h e r M ary
Mary, Quite Contrar y ”.
B r u s to a c t o u t. S h e s ay s she
Mary pattern fo s o m e o f yo u rs too.
L wants you to s e n d h e r
E Here’s her verse:
M Mary, Mary, quite contrary
w do you r c h ildr e n s ta n d ?
A Ho and
fr o w n, o ne w ith a sm ile
T One with a
one with a waving hand.
I
S
E Resources
D Digital camera to send photos to Tess (optional).
The activity
S Introduce or review “Mary, Mary Quite Contrary” with the children so that it is familiar to them
I
when you introduce the variation. Sit the children in a circle around you while you read the
problem to them. When they have heard the verse, involve the whole class in creating the pat-
tern for Tess’s verse.
T Ask the children to sit down again and involve them in deciding how you could draw the pat-
U
tern for Tess’s verse so that you will remember it. As you do so, focus on the fact that there
were three things in the original rhyme – silver bells and cockle shells and pretty maids all in a
row – as well as in Tess’s variation of it.
A Explain to the children that they can invent three actions for their pattern variation of the verse
T
but that they will need to draw it as a repeating pattern to send to Tess.
I Reflection
aking patterns by
O Use the actual pattern drawings and over a
few days involve the whole class in carrying
PA0.1 M
attributes and actions
.
N out the patterns. Take some photos to “send

to Tess”. Involve the children in creating the
S words to match the patterns so that Tess can have words, drawings and pictures. Lucky Tess!
As the patterns are presented, discuss the similarities and differences between them.

Pattern Play 4 UNIT
TESS’S PATTERN DANCE

P
nig ht. S he made R
n c e c las s las t
I saw Tess at da it w e nt: O
up h er o wn d an ce a n d
, s ta m p , s id e ste p, s ta m p B
Side ste p
L
Jump, jump, jump
shake E
Side step shake, side step
M
Wiggle, wiggle, wiggle. pattern
rn to m ake up a d a nce A
Now it is your tu w.
of steps for Tess to follo T
I
S
Resources E
A large space to dance in, video camera (optional) to record some dances to send to Tess.
D
The activity
Teach the class Tess’s dance. When they are able to match the actions to the words and
remember the words and rhythm, ask them how they think Tess invented her dance. If neces- S
I
sary, prompt so that they talk about the need to:
✒ think of actions that can be incorporated into a pattern
✒ name the actions
✒ create patterns and rhythms in the words and actions.
T
Try out a few simple suggestions and then allow time for the children to work with some friends
to create a pattern sequence of their own. Join in with them and be prepared to make a few
U
suggestions or positive criticisms such as:
“Do you think everyone will be able to hop 6 times?”
A
“It’s not easy to switch from stamp to hop is it, so should we change that bit?” T
“Is this pattern too long for people to be able to remember it?”
I
Reflection O
Allow time for the children to share their PA0.1 Making pattern
s by
.
N
S
pattern dances and teach them to the other
children. Encourage the children to say
which actions, sequences or patterns they
liked and why.

UNIT 4 Pattern Play
FOLLOW THE LEADER

P
R e s ay ing ho w m u ch fun
Tess sent me a m es s ag
O ttern L ea d er ” c a n be . S h e said I
“Follow the Pa . S h e sa y s you
B should teach you h ow to p la y it
hen the
b eh in d th e le a de r. T
L stand in one long line pattern and everyone else
E leader has to invent aern.
M follows the same patt
A
T Resources
I A large area outside, a parent helper (if possible) to help guide the children as they follow the
leader.
S
E The activity
In the first instance you or another chosen person will need to be the leader. The leader thinks
D of a pattern and performs the pattern sequence, for example, step forward 1, 2, 3 jump, step
forward 1, 2, 3 jump but the pattern is not said out loud. The children need to observe and fol-
low on behind. When the pattern has become well-established, the leader stops and asks:
“What is my pattern?”
S Any child may become the leader when they have thought of a pattern that they can do.
I
Patterns can include any action that can be carried out while moving forward, for example,
arms out, up, left, right or skip, hop, waddle . . .
T Continue this pattern walk for as long as the children are enjoying it.
U Reflection
A Review each pattern by asking the children N0.1 Subitising and co
unting
s using
to name the patterns and say how they are
T the same or different. Encourage the use of
number in the comparisons, for example:
number names.
I “This one had 3 hops but the other one

had only 2 hops.”
O “For each pattern this time we had to remember 3 things, hop, skip, bob, but the other pat-
N
tern had only 2 things, step, hop, step, hop.”

Pattern Play 4 UNIT
PATTERNS IN OUR SCHOOL DAYS

P
re is a pa tte r n in h er d ays at R
Tess says the is c h ar t fo r he r w e ek at
school. She sent u s th O
s ke d if yo u hav e pa tte r ns in your
school. She a a s ks if yo u c a n s en d her a B
week at school. Te s s
so she c an s e e w h a t yo u do. L
chart
E
Activity Sheet 17 M
The activity Activity Sheet 17 Name
Patterns in our day A

It is expected that this activity will stretch across the whole
school week. Use Tess’s chart to talk about the days of the
school week and why Saturday and Sunday are not shown
Monday
puzzles big books dance painting

T
on her chart. Also draw attention to the times on her chart. Tuesday
puzzles construction singing sport

I
Focus on Monday (start on an actual Monday). Ask questions
that will show the similarities and differences between what
Tess does on Monday at different times during the day and
Wednesday
storytelling swimming cooking library

S
what the class does. Thursday
puzzles big books computers sport

E
Ask the children to draw some of the things that they do
every Monday and to make sure they include something that
they greatly enjoy.
Friday
puzzles construction storytelling painting

D
Repeat this process every day of the week after reminding

the children what needs to be done each time. On Friday
ask the children to suggest ways in which the pattern in the
week can be shown on an individual or class poster for Tess.
S
I
Reflection sequencing
T
M0.2 Identifying and
Use the drawings from each day for the
reflection so that as the week goes by, the events by familiar tim
es. U
A
children might begin to:
✒ follow the normal sequence of the day
rather than simply random sequences
✒ explore new ways of visually showing an event (for example, drawing a puzzle piece
T
to show puzzle time)
✒ include made-up times or attempts at clocks on the pages.
I
O
N
S

UNIT 4 Pattern Play
WHAT’S MISSING?
A game for small groups or pairs of children
Shape cards made from Activity Sheet 3, coloured counters or Activity Sheet 3 Name
Shape cards
matchsticks.
How to play
One player makes a pattern with at least four repeats. Extra
cards are placed face-up on the table for all to see. The
other players close their eyes while the pattern originator
removes 1 or 2 cards from the pattern. The other players
then look at the pattern, find the missing card/s and com-
plete the pattern. Players take a counter or matchstick for
each correct card that they place in the pattern. At the end
of the game the player with the most counters is the winner.
g The complexity of this game will change as the children

make more complex patterns or remove trickier cards.
a
m PATTERN RACE
e A game for 2 or 3 players
s
Resources
Shape cards made from Activity Sheet 3.
How to play
For 2 players, use two sets of four of the shape cards; for 3 players, use two full sets of shape
cards.
For this activity, AB pattern units are set out to match the cards being used, for example, star,
circle; or triangle, rectangle; or square, diamond pattern units could be made.
The cards are shuffled and the players are dealt the rest of the cards. Players take turns to add
a card to the patterns; they must keep the patterns going. If a player cannot place a card, they
miss that turn. The player to use all their cards first is the winner.

Pattern
Pattern Play
Play 4 UNIT
THE BEADED CURTAIN
u s th e se cu t co lou re d s traws.
Tess has sent e d cu rtain ou t of straws.
a d
She has made a be pattern for every string.
Tess used a different t different pattern strings
She wants to see whauld like a picture of your
you can make. She wo hed. I
curtain when it is finis
n
v
Resources e
s
Straws in 6 colours or stripes (cut each straw into 3 different lengths so that there are identical
short, medium and long straws in each variety), string.
Note: Tie a straw onto the beginning of each string ready for the children to thread.
t
The investigation i
Review some of the patterns that the children have made earlier, including some tricky ones,
before asking the children what sorts of patterns they think they can make with the straws. If
g
necessary, draw attention to the colours and the lengths and ask the children to suggest some
pattern possibilities. Ask the children whether they think it is possible to make every beaded
a
string different. Ask them what they might need to do to make that happen.
As the children make their pattern strings, ask them to make comments about the patterns
t
being made and whether they are the same or different to others already made. Encourage
direct comparison of the beaded strings. Suggest that they use their comparisons to help them
i
create new and perhaps more complex beaded strings. Some children may use two character-
istics at a time when making their patterns, for instance, short red, middle-sized green, long
o
blue.
When all of the strings are complete, send them off to Tess for a couple of days. When she has
n
sent them back, the children could use them to construct a curtain across a doorway, window
or other area.
Reflection
Involve the children in describing the patterns and in saying why some are trickier than others.
Create a real element of surprise about how many different patterns are possible; you could
even sound impressed as you count the number of different patterns.

UNIT 4 Pattern Play
A QUILT FOR FRED
d Fred. Fred wants a qu ilt.

A Tess has a friend callepattern rows, with a
S He said he wants it in ach row. Tess asks could
different pattern in e design a quilt for Fred?
S you please help her to
E
S Activity Sheet 18
S Resources Name
Fred’s quilt
Activity Sheet 18
Coloured gummed paper pre-cut into shapes for patterning
M or the shapes from Activity Sheet 3 (if using the shapes, you
may want to take digital pictures of the designs).
E
N Prior experiences
T
experiences with:
✒ making and describing patterns
✒ describing patterns
A
✒ applying number to patterns
T Show the quilt to the children and explain that Fred wants a different pattern on each stripe of
his quilt. Show the children the resources that are available for them to use and review some
I patterns that they have made earlier.
V
Allow time for the children to make and describe their first pattern stripe and then ask them
what they think they will do for the next stripe. If they suggest a similar pattern such as an AB
pattern, ask them if they could make a pattern that has 3 shapes in it this time. For each suc-
I cessive stripe, prompt to see if the children can increase the complexity. Also, ask the children
how many of each shape they used in each stripe and note their strategies for working it out.
T As the children complete their quilts, you will have opportunities to
note:
I ✒ the types of patterns used
s by
PA0.1 Making pattern
E
✒ how confidently they describe their pat-
.
terns attributes and actions
S
✒ whether they can name the shapes that
they are working with
✒ whether number is spontaneously applied to pattern descriptions
✒ strategies used to count the number of items in a pattern or the number of each
shape used.

Pattern Play 4 UNIT
PATTERN STARTER CARDS
d e sig ning s om e patt er n cards to

Tess has been . A
go with the pattern blocks atterns? S
llow an d c on tin ue he r p
Can you fo ss. S
ake a p att er n c ar d for Te
Please m E
Activity Sheet 19
S
Resources Activity Sheet 19 Name S
M
Pattern starter cards
Pattern blocks, coloured pencils.
E
Prior experiences
The children will be ready for this activity if they have had N
experiences with:
✒ making and describing patterns
T
✒ continuing patterns
✒ applying number to patterns
A
Observer’s guide C
T
Read Tess’s request to the children and ask them to match the shapes with the pattern blocks
that are available. The children can then continue Tess’s patterns. Allow time for the children
I
to colour Tess’s patterns to match the pattern blocks that they are using.
As the children continue the patterns, observe the strategies that they are
V
using and also note whether they:
✒ identify the pattern unit
✒ correctly continue the sequence
✒ describe out loud the pattern items,
PA0.1 Making pattern
s by
. I
number and sequence as they continue
the patterns (2 triangles, 1 square,
T
2 triangles, 1 square, and so on).
The children should plan the pattern they are going to send to Tess before they draw it on the
I
sheet. This will allow for planning but also for you to ask questions about their thinking prior
to making a permanent record. Questions such as the following might help some children with E
fix-up strategies and provide a challenge to others:
“What makes this a pattern?”
S
“What comes next in your pattern?”
“Will this pattern be too easy for Tess?”
“What if you used 3 triangles each time instead of just 1. Would that work?”

Unit 5
Number Crunching
Focus
The activities presented in this unit provide opportunities
for the children to have fun and play games while they develop
counting, number recognition and number formation skills. The intention is
to develop strong number sense at this level. All too often, number recognition
activities are mundane with the numbers atomised and removed from any real purpose
or meaning for the children. Children need to see they can do a lot with numbers and that
they have many meanings. For instance 3 can mean 3 objects, the third thing counted, the num-
ber in the group, 3 times, 3 o’clock or 3 minutes. It can be written in numbers or words and can be
shown in different ways, as part-part-whole, with objects, pictures and numbers (1 + 1 + 1, 1 + 2, 2 +
1 or 3 altogether). Understanding that 3 is 1 more than 2, the number after 2, the number before 4 and
1 less than 4 are all part of the development of number sense at this level. Knowing that 3 objects can
be put together and then taken apart again (part-whole relationships) also develops intuitively at this
level.
As the children engage with the activities in this unit, they will:
✒ make connections between their intuitive thinking and more formal number concepts
✒ subitise, count all, count on and intuitively use part-part-whole relationships (for exam-
ple, there are 2 fish there and 3 fish here so that’s 5 fish altogether)
✒ begin to recognise numbers and use them as labels to name the last item
counted and later as quantities (how many in the group altogether)
✒ consolidate and extend their counting sequences to 10 and well
beyond for some
✒ develop understandings of cardinality as well
as acquire conservation of num-
ber.

Context
This unit has been called Number crunching to create the image of children
absolutely loving number sense at this level. Finger rhymes, number clues, number
stories and games are the central feature of this unit. When the children engage in fun
games and activities, they are more likely to make connections between their intuitive think-
ing about number and how number is used in everyday life. While they play, they will be
solving problems for themselves using available resources, and work out what a number looks
like and how to write it. This allows them to actively think about what a number looks like rather
than mindlessly tracing over a number already named and given to them as an
exercise.
Children at this early stage in their development of number sense will be mov-
ing through the following developmental sequence:
1. random counting, knowing that numbers exist but without knowing the
sequence of them
2. perceptual subitising small groups of 3 or 4 objects without any counting involved
3. rote counting, counting fluently but without ascribing any meaning to the numbers (parroting)
4. touch counting, matching the counting sequence to the objects touched (when they are pre-
sented in a linear or systematically grouped arrangement)
5. counting out a given number of objects, matching counting to actions and remembering to stop
at the designated number
6. developing strategies to avoid double dipping or omissions when counting a random arrange-
ment of objects or dots
7. perceptual subitising, automatically recognising 5 objects or dots when presented as 3
and 2 (part-part-whole)
8. when using numbers to say how many counted, the number is used as a label for
the last item counted not for the number in the group altogether
9. using number to show the quantity in the group altogether
10. conservation of number, knowing that 5 objects close
together are still the same number when they
have been spaced out to look like
more.

UNIT 5 Number Crunching

P
R
E You will need to: Resource Card 7
P
Number formation
1. laminate a copy of Resource Card 7 for each child; this Resource card 7
can be used as a reference by the children at any stage,
A helping them to become independent readers and writ-

ers of numbers
R 2. collect a large bag or box of sorting animals

3. prepare 4 small identical boxes, such as matchboxes or
A mint tins, each with a different number of small objects
in it.
T 4. make a class number frieze.
I
O Related picture books © 2007 Blake Education – Natural Maths Strategies – Beginning Level 167
(some of the following books are no longer in print but may

N be available second-hand or from your library)
1 2 3, Mike Brown, Kingfisher Books.
1 Hunter, Pat Hutchins, Greenwillow Books.
A 10 Little Rubber Ducks, Eric Carle, HarperCollins.

Mouse Count, Ellen Stoll Walsh, Harcourt Children’s Books.
N One Bear at Bedtime, Mick Inkpen, Hodder Children’s Books.
D One White Crocodile Smile, Richard Heffer, Thomas Nelson Australia.

Ten Sleepy Sheep, Phyllis Root, Walker Books.
The Rainforest Counts! Lisa McCourt, Hinkler Books.
R
E Related rhymes
One, Two Buckle My Shoe
S Finger Fun
O
U
R
C
E
S

Number Crunching UNIT
55 UNIT
TESS’S PLAY BOX
✒ Touch counting and counting out Resource card 4 Number cards
✒ Numeral and number name recognition

✒ Matching numerals and number names to groups of
objects
1 2 3
✒ Comparing group size (more than, less than)
4 5 6
Resources
A large box or bag “from Tess” with objects that can be 7 8 9
sorted (multiples of farm/zoo animals or plastic sorting toys
that can be made into groups of 1–9), number cards, access
F
R
to a class number frieze.

Note: New boxes can arrive as necessary for the concepts to
begin to develop; you may decide to reduce or extend the
numbers being worked with to suit the needs of the children.
E
E
The activity
Take out the box/bag “from Tess” and create some excitement about this surprise parcel and
its contents, particularly the number cards and what they might be for. Allow time for the chil- P
L
dren to play with the materials with a view to finding out what’s so special about Tess’s surprise
box. As the children play, introduce the concept of number if they do not start sorting and
comparing, for instance:
“What a lot of cows! Do you think there are more cows than any other animal there?” A
“Which animal do you think there are most of? How could we find out?”
“What do you think the number cards are for?”
Y
Encourage the children to invent and pack their own parcels for other children to try out and
send to Tess. Explain that they must have the right quantities and matching number cards in
their boxes or Tess will be confused.
Observation
As the children sort and play with the materials, observe and note:
✒ the range, efficiency and accuracy of the counting
✒ emerging numeral and number name recognition
✒ language of comparison, more than/less than and methods for checking.

NUMBER CARDS
Note: Either use only the 1–5 cards on Resource Card 8 to make laminated whiteboards, or use
all the cards and extend the questions below to cover 1–9.
Number and Dice

✒ Knowing that numbers can be shown pictorially, with Resource card 8
numerals or with words
nine
five
✒ Using the 1 to 5 counting sequence to solve number
9
and word recognition questions
eight
four
✒ Looking for and describing recognisable shapes in the
8
numerals 1 to 5
three
seven
✒ Recognising small groups by their part-part-whole con-
7
3
figuration or by their shape configuration
n ✒ Knowing or being able to find the number
two
six
2
6
before/after/between or 1 more than/1 less than a given
t number
one
1
a
Closed questions
l The number I am thinking of has just one straight line.
What is it?
The die number I am thinking of has a dot in every corner but no dot in the middle. What is
it?
r The number I am thinking of is made from three straight lines. What is it?
o The die number I am thinking of has a dot in two of its corners as well as one in the middle.
What is it?
u I am thinking of the number after 4. What is it?
t
I am thinking of the number that comes between 2 and 4. What is it?
i Open questions
n The die number I am thinking of has a dot in the middle. What might it be?
e
The number name I am thinking of has 4 letters in it. What might it be?
The number I am thinking of has straight and curved lines in it. What might it be?
s The number I am thinking of comes after 1 but before 5. What might it be?
Flip questions
We are going to play a game where you try to find out which die, number or number name I
am thinking of. You can ask me questions such as:
“Are you thinking of a number die?”
“Are you thinking of a number name?”
“Is the number you are thinking of between 3 and 5?”

Number Crunching 5 UNIT
SPOT COUNT
Target strategies
Resource Card 9
Spot count Resource card 9
✒ Subitising and/or touch counting

✒ Numeral recognition and writing
✒ Comparing group size (more than, less than, most, 1st
least, same as) spots
✒ Using part-part-whole to say how many altogether

✒ Ordinal numbers 1st, 2nd and 3rd
M
e
2nd
spots
Closed questions 3rd

spots
n
t
The first prize cow had 2 spots. Can you draw the spots and 1 2 3 4 5 6 7 8 9
write the number 2 in the box? © 2007 Blake Education – Natural Maths Strategies – Beginning Level 169
The second prize cow had 1 less spot. How many spots
should you draw and write for her? a
The third prize cow had 2 more spots than the second prize cow. How many spots should you
draw and write for her?
l
How many spots were there altogether? Can you circle the matching number?
r
Open questions
The first prize cow had more than 4 spots. How many might she have had?
o
The third prize cow had the least number of spots. How many might she have had? u
t
How many spots might the second prize cow have?
Can you write the numbers to match each cow?
How many spots do your cows have altogether?
i
n
Flip questions
We are going to play a game. First you need to draw spots on the cows and write the num- e
s
bers to match. Put 3 spots on the first prize cow. Put 4 dots on the third prize cow. Give the
second prize cow 5 spots. You may now ask me number questions to find out which cow I am
thinking of.
Model questions such as:
“Does the cow you are thinking of have the most spots?”
“Does the cow you are thinking of have 1 more spot than the first prize cow?”

GUESS AND CHECK

P k” boxes.
t s o m e “g u es s a nd c he c
R Tess has sen e small
o x s he h a s hid d e n s o m
O Inside each b th e bo xe s to try and
things. You m a y ra ttle hen we
B g s a re in e a ch one . T
guess how many thin nd check how close your
L can open the boxes a
E guesses were. “g u ess and
ill s en d h er yo ur o w n
M Then you w yo u c a n trick her.
check” b oxe s to s e e if
A
T
I Activity Sheet 20
Resources
S
Guess and check

Four small boxes with lids, small objects for each box such Guess Look Check
E as counters, cotton wool balls (tricky! as it makes no noise)

and Unifix cubes; tiny teddies or other plastic counting toys, 1
D
play money or real coins. Guess Look Check
The activity Guess Look Check
S
Create plenty of intrigue about what objects and how many 3
could be inside the boxes. Make sure that the children know Guess Look Check
that guesses are not meant to be right answers and may be
I a long way off actual answers. Allow time for the children to
rattle the boxes and write their guesses. Encourage them to
4
T
use available resources if they need help writing the num-

bers for their guesses. The boxes can then be opened one
U at a time and the surprise enjoyed before checking how many
and writing the numbers. Encourage the children to make comments such as “way more”, “way
A less” and “close” about their guesses.

Remind the children that Tess is expecting to see their guess and check lists so they need to
T write the actual numbers and draw the correct number of objects in the spaces on the page.
Encourage the children to think carefully about what they will pack in the boxes for Tess. Ask
I them to pack some boxes and trial them on some friends before the boxes are sent off to Tess.
O Reflection unting
N Ask the children to comment on how close
their guesses were and why some were closer small groups of object
s using
S than others. Ask them to listen again to the rat-

tling of the different objects. Ask questions
number names.
such as “Do the bigger things make it sound

like there are more, even though there are not as many of them?” Ask them to predict which
objects and numbers of objects might be difficult for Tess to guess easily and to say why.

LIFT-THE-FLAP POSTER
, I found this poster P
mo rning
When I came in this bout it waiting for you all. R
and some questions acame from? How do you O
Where do you think it ut anyone noticing?
think it got here withobeen busy!) B
(Obviously Tess has L
Activity Sheets 21, 22 E
Resources Name
Lift-the-flap poster (2)

Activity Sheet 22
M
Follow the instructions on Activity Sheet 21 to make the
A
poster, rubber or foam stamps, paint, scissors. Lift-the-flap 1oster (1)
The activity T
Show the poster to the children, demonstrating the way
in which ducks are hidden behind each flap. Involve the I
S
children in the questions about the poster, lifting the flaps
to find combinations of birds that are equivalent to, say,
4. Ask the children to look for a way that lifts only 1, 2, 3
or 4 flaps. Enjoy the children’s surprise as they realise that
there is more than one way of lifting the flaps to show 4
Cut around the black outlines of the previous activity
sheet and paste the whole sheet onto this sheet to
E
D
make a lift-the-flap poster.
birds. Engage them in describing what is under the flaps

in terms of part-part-whole statements, for instance: 136 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
“There are 2 farm birds here and here’s 1 and here’s

another 1 so that makes 4 altogether.”
If necessary, encourage counting on rather than counting all by pointing at the first 2 and say- S
ing “Here’s 2, (counting on) 3, 4.”
Ask the children to make predictions about the following: I
“How many or in what different ways do you think you could find 3/5 birds?”
“How could you keep a record of the ones we have found so that we will know when we
T
have found all the ways?” U
A
The children may suggest drawing the birds for each with numbers, or with numbers alone.
Allow time for them to try out their methods.
T
Suggest to the children that the class should make and test some lift-the-flap posters. They
could leave them out one night to see if a certain somebody collects their posters
I
in exchange.
Reflection N0.2 Understanding

that groups
O
e larger
When using the original poster or the ones can be joined to mak
that the children have made, focus on: groups and separated
to make
N
✒ how easily some groupings are to smaller groups.
“subitise” S
✒ count-on strategies
✒ describing the combinations and emphasising “how many altogether” about the questions.

JUMPING FROGS
P
re car ds and so m e
R e p ictu
Tess has sent us thes to know if you are as
O tricky clues. She wantsu are.
B smart as I told her yo
L Clues: n the car d.
n four fro gs o
E There are more tha
M Three frogs are jumping.
A Two frogs are sitting.
T
I
Activity Sheets 23, 24
S Resources Name

Frogs
Activity Sheet 24
Cards cut from Activity Sheet 23, scissors, glue.
E
Jumping frogs
D The activity
Display the cards and read the clues to the children one
at a time allowing them to talk about which card might
be eliminated or the correct card and to say why.
S Continue reading the clues until the children have iden-

tified the correct one. Repeat the process a few times
I
with another card/s. Then invite the children to make up
clues so others may guess their card.
T

When the children are ready, explain that Tess has also
sent some frog sheets for them to cut out and make their
U
own clue cards with. The children will choose their own
number of frogs for each card. Explain that you will write
their clues for each card for them when they are ready. Then the cards will go to Tess for her
A to try out. Remind the children that the jumping frogs are up in the air and the sitting frogs are
down on the ground which makes it easy to see how many of each are on each card.
T
I Reflection
that groups
Use the children’s cards and clues at the N0.2 Understanding
O reflection. Ask the children: can be joined to mak
e larger
to make
groups and separated
N
“What were some of the useful clues?”
“Which clues didn’t help?”
smaller groups.
S “How did you know which ones to

eliminate?”
“What were some of the fast counting strategies you used?”

TESS’S FINGER FUN

P
e rhym e “Fing e r Fun ” sh e has sent R
Tess loves th he p lays w ith it. S hall we try
e s
to us and the gam with it? Tess wants to know O
it and see how we go vourite finger numbers are. B
what some of your fa L
Activity Sheet 25
E
The activity Activity Sheet 25 Name
M
A
Finger Fun
Introduce the first part of the rhyme to the children and Part 1
Fingers like to play, (wiggle the fingers of both hands)
involve them in explaining quick ways of working out how Fingers like to hide, (hide fingers behind your back)
T
Fingers like to give us all
many fingers. Encourage subitising and counting on rather A great big surprise! (hands to front,
all fingers showing)
(hide hands behind back)
than counting all the fingers one by one. With this in mind, Watch very carefully when
I
fingers come out to play. (bend some fingers down
begin with small numbers such as 2, 3 and 4 altogether. This How many fingers?
and bring fingers out now)
will allow the introduction of terms such as: Can you say? (This part can be repeated
until the children are
S
subitising the number of fingers)
Part 2
“It’s a double!” Fingers like to play, (wiggle the fingers of both hands)
Fingers like to hide, (hide fingers behind your back)
“Double two is 4.”
E
A great big surprise! (hands to front,
The intention is to immerse the children in early strategies Ready now to guess
As fingers come back into sight.
for combining small groups so that they do not rely on or

D
Show how many fingers! (bend some fingers down
Were you right? and bring fingers out now)
overvalue counting all. 140 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
Introduce the second part when the children are ready.

There is a variation here because the children try to guess
how many fingers the speaker will put out. After the line “Show how many fingers!” they put
their fingers out and compare whether they are the same number, more or less than the
speaker put out. Some children will be able to say that they were 1 away or 2 away. You might
S
want to give clues so that the children can work it out. Clues could include, less than 5, more
than 5, between 4 and 8. As the children improve with this, be a little tricky and hold up no fin-
I
gers on one hand. Note the children’s responses.
Tell the children that Tess wants them to send some finger fun pictures. Their task will be to
T
choose a favourite number and a favourite way of showing that with fingers, to write the num-
ber and draw the picture. Some children will want to do several numbers and ways of showing
U
them.
A
T
Reflection
Use the children’s work samples for the N0.1 Subitising and co
unting
s using
I
O
reflection and encourage them to talk
about: number names.
✒ what the most popular numbers were
✒ different ways of showing the same N
number
✒ fast ways of working out how many fingers are showing in each picture. S

RACE TO 9
Note: The games given below cover the numbers 1 to 9. They can be restricted to a smaller
range if necessary.
A game for 2 to 4 players Resource Cards 10, 11
Resources
Resource card 11 Words, numbers and
dice cards (2)
Words, numbers and Resource card 10
Sets of laminated cards made from Resource Cards 10 dice cards (1)
six 6
and 11 (3 sets for 2 players, 4 sets for 3 players or 5 sets
for 4 players). one 1
seven 7
two 2
How to play eight 8
The object of this game is to be the first player to have three 3

nine 9
collected all of the numbers 1 to 9 and to have placed
them in the correct sequence 1 to 9 in front of them. four 4
The cards are spread face-down in a pool on the table,
and overlaps and pile ups do not matter. Players take five 5 172 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
g
turns to pick a card and, if it is one they need, put it
face-up in front of them in the place where it belongs © 2007 Blake Education – Natural Maths Strategies – Beginning Level 171
in their sequence. As the children gain experience with

a this game, encourage them to count places to find the
position for a card even if it is the 7 and only the 2 has been placed so far. This will encourage
m them to be systematic as they play.
If a card is not needed, it can go back into the pool which is given a swirl around.
e
s Variation
If the children are able to count down from 9, the sequence can be reversed so 9 is placed in
the beginning position of the sequence each time.
A FULL SET
Resources
1 set of laminated cards made from Resource Cards 10 and 11 for 2 players (3 or 4 players will
need two sets).
How to play
The object of this game is to be the first player with a full number family set, that is, any num-
ber and its matching number name and dot picture. The players are each dealt 4 cards. The
pool of cards is placed face-down in a pile on the table. Players take turns to pick up a card
from the pack, decide whether to swap it for one in their hand or to discard it as they try to
make a matching set of 3 cards. The discard pile is set to one side for reuse if necessary after
the pack has been used up.

Number
Number Crunching
Crunching 5 UNIT
FILL THE BOX
Resources
A small box (matchbox or mint tin size) for each child, another small box filled with up to 5
small objects so that there is room for the children to increase the number in their own boxes
later.
The investigation I
Tell the children that Tess has sent this box with small objects in it. She wants to know if they
can pack more small things into a matchbox than she can. She says we could have a class
n
record for the most things inside the box.
Pass the box around so that the children can feel how heavy it is and listen to it rattle. Ask them
v
how many things they think Tess managed to pack into her box. Open the box, count the
things and make a pictorial list of the objects with the total beside it.
e
Brainstorm with the children what small objects can be found around the room, focussing on
comparative size with comments such as:
s
“There must be something even smaller.” t
“That’s the smallest thing yet.”
Explain to the children that they will investigate different combinations of things inside their
i
boxes until they are happy that they have packed the most things possible in a box. Suggest
that they keep a record of their attempts by making a pictorial list of the items and their num-
g
ber each time, in case they forget what their best attempt was. Explain that their best box will
be sent to Tess. a
t
Reflection i
o
Use the children’s recordings rather than their actual boxes for the reflection, if possible. Ask
them to look at the written numbers to compare group sizes initially, encouraging comments
such as:
“8 is more than 6.” n
“7 is one less than 8.”
Use the pictorial lists as a check that the numbers are correct and engage the children in strate-
gies for:
✒ counting all without missing any or double dipping when using a disorganised list
(this could include making a small mark on the objects counted)
✒ subitising (if the layout permits) and then counting on.

HANDFULS
d fu l o f s o rtin g to ys . D raw how
Take a small han n d w rite th e number.
A many you a r e ho ldin g a
yo u ta ke m or e o r fewer this
S Try again and see if
S time.
E Activity Sheet 26
S Resources Name Activity Sheet 26
S
Handfuls
Small sorting toys such as counters, tiny teddies, Unifix
cubes or anything that is not so small that the children will How many?
M have too many to count.
E Prior experiences How many?
N The children will be ready for this activity if they have had
experiences with:
T ✒ guessing how many objects in a small group

✒ touch counting and counting out
✒ subitising and counting on © 2007 Blake Education – Natural Maths Strategies – Beginning Level 141
✒ writing numbers
A
Explain to the children that they will take a handful of small objects in their left hand (not a big
T grab), have a quick look and guess how many before working out how many. Then they will
draw the objects, add colour and write how many. Then they will do it again and compare both
I handfuls.
Observe the children as they estimate and ask them how they know they made a good guess.
V They may look at the size of the objects, how much space they occupy in their hand or subi-
tise the actual amount.
I Observe as they draw and work out how many objects, as this will give insights into their count-
ing strategies. Some children may sort before they draw or arrange them into easy-to-count
T groups (for example, 3 in a row on top and 3 in a row underneath).
I
As the children work, ask questions such as:
“If I spread these out a bit like this, is
E there the same number now or more?

How do you know?”
unting
S “Why did you set the objects out in that

way?”
s using
number names.
“Is there another way you could count
them?”
“Do you have more/less or the same number in your second handful? How do you know?”
“Can you tell me without having to count whether there are more red things in this handful
or this one?”

MAKING SNOWMEN
Prior experiences Activity Sheet 27

A
experiences with:
Making snowmen
Each snowman needs:
S
S
A hat A cane
✒ comparing group size by counting or one-to-one match-

ing A bow tie Two buttons
✒ identifying how many more than/less than

✒ writing numbers
E
What extra items do the snowmen need?
S
Observer’s guide S
Show the children the activity sheet and read it to them. Ask
them which snowmen already have a hat and which ones are M
E
still waiting for hats. Explain that their task is to find out and 142 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
to show what other items are needed to complete Tess’s

snowmen.
There are several ways of completing this activity but do not suggest any to the children until N
T
they have had time to think for themselves. They might:
✒ draw some extra hats and then match lines to the snowmen, adding more hats or
crossing off hats if they have drawn too many
✒ draw the missing items twice, once onto the actual snowmen and once in the box
✒ count the snowmen, count each item and draw the missing ones by counting up
from the starting number, for example, from 2 hats, 3 hats, 4 hats, 5 hats A
✒ simply write the numbers of missing items with pictures or words as shown in the
list on the page. C
As the children work, observe their counting strategies, comparison skills and descriptions of
differences. For example: T
“The snowmen only need 2 more bow ties.” I
unting
V
s using
I
number names.
T
I
E
S

Unit 6
Shaping Up
Focus
Children at this stage are still at Level 0 in their geomet-
ric thinking, according to Pierre van Hiele. Although they may be
beginning to name 2-D shapes and identify where they occur in the envi-
ronment, they are not really focussing on their properties. The children will have
sorted by shape in the sorting and pattern units, however they still need a nudge
towards noticing what makes two shapes different or the same as each other. Using explicit
language to describe examples of a particular shape will focus attention on the actual proper-
ties of a shape. Comparisons and descriptions of number of sides, number of corners and length
of sides will help move the children towards level 1 of van Hiele’s developmental sequence of
geometric thinking.
As the children begin to manipulate, fold, cut, draw and observe changes made to shapes, they
will:
✒ explore the properties of 2-D shapes
✒ use the language of 2-D shapes (circle, round, square, rectangle, straight, dia-
mond, corner)
✒ apply number to the description of shapes
✒ experiment with ways of changing shapes
✒ begin to create mental images of shapes and actions on them
✒ identify the main shapes in pictures
✒ copy and draw shapes.

Context
The context for this this unit is Shaping up. The children will be given opportuni-
ties to manipulate shapes, rotating them, flipping them and looking at them from
many angles. They will be encouraged to copy and draw shapes, fold them to create new
shapes and to cut them to change the shapes. Incidental learning will include matching
shapes to everyday objects that have those shapes. All too often when children engage in
shape activities, they focus on the general rather than the specific properties of shape.
Visualising images of shapes and changes to them is an important aspect that needs to be
developed. Involving the children also in drawing shapes and shape pictures from observation
and from memory will help develop their ability to create mental images.
Children at this stage of their development are beginning to:
1. know the names of common 2-D shapes
2. notice the specific properties of 2-D shapes
3. make connections between 2-D shapes and where they occur in the environment
4. create mental pictures of shapes and changes to them after folding, cutting and
manipulating them
5. make reasonable attempts at drawing circles and squares, triangles and diamonds
6. select and arrange shapes to make shape pictures.

UNIT 6 Shaping Up

P
R
E You will need to:
P 1. collect pattern blocks, attribute blocks, tessellating tiles, gummy paper shapes, stencils,
templates and stamps
A 2. make paper squares approximately half an A4 sheet in size and prepare a square folded a
few times with the shapes coloured in
R 3. prepare a shape card cut in the shape of a circle or triangle with shape pictures on it and an
envelope obviously made by just folding and sticking to make a pocket with a flap (not pro-
A fessional looking) with a drawn stamp at the top right-hand corner
T
I (some of the following books are no longer in print but may be available second-hand or from
O
your library)
Shapes, Shapes, Shapes, Tana Hoban, Sagebrush Education Resources.
N Ship Shapes, Stella Blackstone and Siobhan Bell, Barefoot Books.

The Shape of Me and Other Stuff, Dr Seuss, Random House Children’s Books.
The Surprise Party, Pat Hutchins, Simon & Schuster.
A When a Line Bends – A Shape Begins, Rhonda Gowler Greene, Turtleback Books.
N
Related rhymes
D
Square Circle
I have four sides I’m made from one line
R They’re all the same,

Yes you have guessed it
That goes round and round,
I’ve got no corners
E I’m a square. Where am I found?
S Use your hands,

Make two corners and you will see, I’m made from one line
O You can make a square just like me. That goes round and round,
U I’ve got no corners

Now you can trace me on the ground.
R
C
E
S

Shaping Up UNIT
66 UNIT
FREE PLAY
Target strategies
✒ Naming and recognising common 2-D shapes
✒ Selecting and arranging shapes to make designs and shape pictures
✒ Tracing around shapes and stencils
Resources
An assortment of shapes and shape materials such as pattern blocks, attribute blocks, tessel-
lating tiles, gummy cut-out shapes, templates and stencils.
F
The activity
Encourage the children to play with the materials and to make pictures and designs with them R
E
informally. As the children play, scaffold their learning by immersing them in the names of the
shapes and pointing out their properties as well as new shapes that are made by joining two
or more shapes together. Challenge the children’s play and thinking by asking “What if” ques-
tions such as: E
“What if we join these two rectangles along the long edge? What will the new shape be?”
“What if we join four of these squares together? What different ways could we do that?”
“What if we wanted to make a robot/house/truck? Which shapes would we use?” P
“What if we turn this triangle so that the point is at the bottom? Will it still be a triangle?”
“What if we join all of these squares at the corners instead of along the sides?” L
Encourage the children to suggest some “What ifs” to investigate too.
A
As the children play with the shapes, encourage them to make a copy of any design or picture
that they are satisfied with by using sticky gummed shapes or by drawing it, or alternatively, a
digital photograph can be used to keep a record.
Y
Observation
As the children play and talk, observe and note:
✒ the shapes that they recognise and can name
✒ which properties of the shapes they refer to and describe
✒ how responsive they were to the “What ifs” posed to them
✒ decisions that they make when creating shape pictures and designs.
✒ challenges and “What ifs” to pose next time
✒ vocabulary and properties needing to be addressed next time.

UNIT 6 Shaping Up
SHAPES ALL AROUND US
✒ Recognising and naming 2-D shapes Shapes all around us Resource card 12
✒ Connecting 2-D shapes with shapes in the environment

✒ Identifying and naming the properties of 2-D shapes
M
Closed questions
e I am thinking of a rectangle that you use to pay for things. 10
11
12
1
2
n
9 3
What is it? 8
7
6
5
4
I am thinking of a triangle that tells us there are men at work.
t Which one is it?

I am thinking of a circle. I have one in my pocket. What is it?
a
The shape of this object is a rectangle. I would use it when I

go shopping. What is it?
l I am thinking of a square that you could look through. What is it?
r Open questions
The shape I am thinking of is a triangle/square/rectangle/circle. What might it be?
o I am thinking of a shape that has 4 sides all the same length. What might it be?
u I am thinking of some money. What shape might it be?

I have only 3 sides and 3 corners. What might I be?
t
i Flip questions
n I am thinking of one of the objects on this card. You may ask me questions to find out what it
is. Questions could include:
e “Is it a triangular shape?”

“Does it have 4 sides and 4 corners?”
s Before letting the children ask their own questions in this way, model the types of questions
and how to cross off the items eliminated.

Shaping Up 6 UNIT
SHAPE PICTURES
Target strategies
Resource Card 13
Shape pictures Resource card 13
✒ Recognising and naming 2-D shapes

✒ Noticing and identifying shapes in a range of orienta-
tions in shape pictures
✒ Combining number with shape to identify shapes and
shape pictures
M
Closed questions e
I am thinking of a part of the horse’s body. It has no corners
or straight edges. What is it?
n
I am thinking of the big diamond shape. Where is it? © 2007 Blake Education – Natural Maths Strategies – Beginning Level 175
t
I am thinking of a big triangle made from two smaller trian-
gles. Where is it? a
I am looking at three small rectangles all in a row. Where are they?
l
Open questions
I am thinking of a four-sided shape. What might it be? r
I am thinking of a shape with three corners. What might it be?
I am not a small rectangle. Which rectangle might I be?
o
I am a small shape on the boat. Which shape might I be? u
t
Flip questions i
I am thinking of one of the pictures on the page (horse, kite or boat). You may ask me ques-
tions about the shapes and the number of shapes to find out which picture I am thinking of.
Model questions such as:
n
“Does the picture you are thinking of have more than two circles in it?” e
s
“Does the picture you are thinking of have more than two diamonds in it?”

UNIT 6 Shaping Up
FOLDING PAPER SQUARES

P p ens it out
uare and then o
R Tess folds a paper sqhe has made. Then she
O to see what shapes s fold lines. She opens it up
refolds it to make newe what new shapes she has
B and looks again to se hat she has made she
L now. When she likes w he sent us this one.
E colours the shapes. S
M
A Resources
T Squares of white paper (15 cm squares will allow 2 to be made from a sheet of A4 paper),
coloured pencils, black felt pen, a sample of Tess’s paper folding with black outlines and
I coloured shapes.
S The activity
E Tell the children about Tess’s paper folding and show them her coloured sample. Demonstrate
D
the process of folding and opening the paper to see what new shapes have been made by the
folds. Engage the children in trying to visualise and predict what new shapes there might be.
Their guesses might be inaccurate because the children will not be experienced at this. It is
important that you model this thinking and visualising process which the children need to
adopt when they make their own paper folds.
S There will be shapes that the children have not seen before, so demonstrate the process of
looking at and counting the number of sides and corners each time. If appropriate point out
I the long sides and short sides of the shapes. Name the shapes even though you do not expect
the children to remember the names.
T Suggest to the children that they use a black felt pen to draw the fold lines before they colour
in just like Tess did. Allow time for the children to fold and refold, and to colour the shapes so
U that they can send them to Tess.
A
Reflection S0.1 Recognising 2-D
and 3-D
T Share the folded designs and compare two shapes by name.
I at a time in terms of:
✒ whether they have any of the same
O shapes in them
✒ how many shapes they each have
N ✒ the size of the shapes made, particularly in relation to the number of folds (some
children will think that more means bigger and expect more folds to result in bigger
S not smaller shapes being made)
✒ whether any are the same on one side (half) as the other (some children will notice
simple symmetry in the designs).

Shaping Up 6 UNIT
TESS’S SHAPE PICTURE

P
this p ictu re tha t s he has made R
Tess sent us to kn ow if w e can make
from shapes. She w a nts O
a picture like this. B
L
Resources
Activity Sheet 28
E
M
Tess’s shape picture

Make a shape picture to match the one on Activity Sheet 28
A
or make up one of your own to match the materials at hand
but make sure that some shapes are put on top of others,
gummy paper shapes or felt shapes and a felt board.
T
The activity I
Show the children the shape picture. Ask them the names of
the shapes used and which shapes were used first. In effect
S
this is helping the children to see which shapes are the most
important and need to be used first when planning their own E
D
shape pictures.
Encourage the children to match the shapes that Tess has
used and to have a go at copying her picture before they try
one of their own. This will allow you to observe how well they match the shapes. It will also
S
allow insights into the effectiveness or otherwise of their planning processes. Some children
will need assistance to work out that the two most important shapes to find and use first are
the 2 large squares.
Be prepared to make suggestions if the children cannot think of something to create a picture I
T
of. Trucks and boats are fairly simple to visualise, whereas finding shapes to create an animal
or a fish may be more difficult. If felt shapes are used, you may want to take digital photos of
the finished products for the e-portfolio.
U
Reflection A
ising 2-D and 3-D
When using the children’s pictures for the
reflection, focus on the identifiable shapes
S0.1 Recogn
shapes by name.
T
and the ways in which some shapes have
been used to match an aspect of the object I
depicted, for example, a triangle used for a roof. Also ask the children to guess which shape
was placed on a picture first and to say why. O
N
S

UNIT 6 Shaping Up
SQUARES AND TRIANGLES

P
so m e pa tte r n b locks. She
R Tess was play ing w ith
a res and
at w h en s he u s e d s q u
O noticed th fitt ed tog e th er with no
triangles, the sh ap e s she
B n. T he n s he w o n d ere d if
spaces in betwee ern with just squares and
L could make a big patt u think?
E triangles. What do yo
M
A Resources
T Pattern blocks, digital camera for record keeping (optional).
Note: The example given starts with an inside shape (which can be just about anything you like
I made with squares and triangles) and then a ring of squares and triangles added around the
edge. A simpler alternative would be to join strips made alternately with squares and triangles,
S but that is rather restrictive and doesn’t lead to much variation.
E The activity
D Show the children the way to join the triangles and
squares with no gaps. Ask the children whether
they think the mixing of squares and triangles
would allow a big area (show something about A4
S
size) without ever leaving a gap. Ask for reasons to
support their comments. The options are:
I ✒ squares on their own joining without leaving

gaps
T ✒ triangles on their own joining without leaving any gaps

✒ strips of squares and triangles (as mentioned above).
U Allow time for the children to explore ways of joining the triangles and the squares and to see
if the joins will work over a larger area. When a method does not work, discourage the children
A from scrapping the design before they have back-tracked a few steps. Most times it will be
easy to remove a few blocks and to find a way in which the existing design can be fixed up.
T
You might assist by asking “What if” questions:
“What if you took this triangle away?”
I “What if you put a triangle just here instead of a square?”
O
A permanent record of the designs can be made with the digital camera. The photos will make
an excellent resource for the reflection, and the blocks can be packed neatly away.
N Reflection
S Ask the children to comment on what they discovered and to demonstrate their methods of
joining squares and triangles. They may be surprised by the many different ways of combining
the two shapes, so make the most of this by referring to what they have discovered about
squares and triangles.

Shaping Up 6 UNIT
THANK YOU TESS

P
at I think ? I th ink we shou ld all R
Do you know wh sa y thank you for all
ca rd to
send Tess a shape as that she sends to us. O
the problems and ide B
L
E
Resources
Gummy paper shapes, shape stencils, stamps, templates or pattern blocks, coloured pencils M
or felt pens, paper for a card or an envelope, prepared shape card with shape pictures and
roughly folded envelope with a flap and drawn stamp. A
T
The activity I
Explain to the children that they are each going to make a shape card that you will be send-
ing to Tess. Show them the one that you have made and also the envelope. Explain that you
just folded it carefully to fit the card inside and left a flap to close it with.
S
Explain that the children can select from the available resources to design and create their own E
cards and not to worry if they make a mistake because there are plenty of materials. The inten-
tion is not for the cards to look alike but rather for the children to experiment with using shape
to create designs and fold paper to make an envelope. A wide range of skills and expertise will
D
be employed so all efforts should be appreciated. Be prepared to assist some children to get
started on the card or the envelope by asking questions such as:
“What shape will you make your card?” S
I
“What picture did you make with shapes the other day?”
“Where could you fold the paper to make the pocket part of the envelope?”
T
Reflection U
S0.1 Reco gnising 2-D and 3-D
A
Share the results and focus on the shapes
and designs made. Ask the children to talk shapes by name.
about any problems they had when design-
ing and making their card and envelope.
Also ask them to comment on the ways in which some of the envelopes were folded. Try test-
T
ing some of the envelopes. Ask the children if there were any ideas they liked. Then, if they
wish, they may like to make shape cards for their friends over the next few days.
I
O
N
S

UNIT 6 Shaping Up
FILL THE SHAPES

Resources Resource Cards 14, 15
Tiles made of card cut from Resource Card 14, a game Resource card 15 Shapes game board
board for each player made from laminated Resource Tile shapes Resource card 14
Card 15, a shape die made by sticking 2 of each tile
onto a wooden block.
How to play
The object of the game is to be the first person with all
the shapes on their boards filled. Players take turns to
throw the die and take a tile to match the shape show-
ing. They may then place that tile onto one of the
shapes on the board. As the children get the hang of
the game, encourage them to think carefully about
g where to place each tile. Triangles can be used to fill up

little spaces but the rectangle can only be used in a big
a
space so it makes sense to try to wait for a rectangle for
the big spaces.
m Note: You will need to allow time for the children to cover the shapes in different ways and to
make some relationships, such as two squares make a rectangle, before they begin to play.
e
s FILL THE BORDER
A game for 3 or 4 players
Resources
Tiles as above and a game board (Resource Card 15) for each player, feely bag with one of
each tile in it.
How to play
The object of this game rather like the earlier game is to be the first player to fill their board.
One player is the caller. That player puts their hand into the feely bag, quickly pulls out a tile
without showing it to the other players and names and describes it to the other players. The
shape is then replaced in the feely bag. The players take a matching tile and place it on their
game board. As they become adept at this game, they may make strategic decisions as to
where to place their tiles. You may want to sit in as a player and think aloud about where or
where not to place a tile. Again the triangles can fill up small spaces but the rectangles will
have to be placed carefully.

Shaping
Shaping Up
Up 6 UNIT
THE SHAPE HUNT
ld-over ch art showing all

Tess has sent us this efofound on her detective
of the shapes that sh we won’t know what
shape hunt. She says use they are hidden behind
objects she saw beca know what shapes we
the fold. She wants toon a detective shape hunt. I
would see if we went
n
Resource Card 16 v
Resources Shapes and objects card Resource card 16
e
Photo-enlarge Resource Card 16 to make an A3 size chart,
detective props if necessary to increase interest, large sheets s
t
of paper.
The investigation i
Show the children the back of the chart after folding the
shapes back so that the actual objects are not visible to the
Happy
Birthday
g
children.
a
Ask the children to predict where Tess might have seen each
t
fold line
of the shapes or what objects they might have been. There

are some new shapes here, so allow time for the children to
talk about them and their properties (the spiral goes round
and round). Uncover the actual things seen by Tess and enjoy any surprises, similarities and dif-
i
ferences between what she saw and what the children might see when they are being shape
detectives. o
Give the children large sheets of paper but do not create a chart for them; see if they do this
for themselves. Remind the children that Tess found some unusual shapes as well as the ones
n
we have been looking at. The children can become shape detectives and go on their own hunt
now and create their charts.
Reflection
Use two or three work samples for the reflection and ask the children to:
✒ comment on what shapes are the same and different in each one
✒ say where in the room or outside they think the shapes were found
✒ comment on what unusual shapes were found, where they were found and to
describe them in terms of their properties.

UNIT 6 Shaping Up
COPY THAT TRUCK
A Prior experiences Activity Sheet 29
S The children will be ready for this activity if they have had
experiences with:
Copy that truck
S
fold back
✒ drawing shapes
✒ making shape pictures
E ✒ copying shape pictures fold over
S
✒ naming and recognising 2-D shapes
S Observer’s guide
M Show the children the picture of the truck on the activity
sheet that was drawn by Tess. Ask them to name the shapes
E and to say which shape they think Tess drew first and why. 144 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
Ask them to copy the truck into the first space that Tess has
N
left for them.
Talk about what was easy and what was hard about copying it. For some children planning
T which shape to start with will be hard. They may, for instance, draw the wheels first and then
have difficulty organising the small square and the large square to join up properly. They will
learn from this experience and probably fix up their mistake in the second part of the activity.
Some children will have difficulty with their fine motor skills and find it hard to draw the shapes.
Some children will draw disconnected shapes, in which case there is no way they will manage
A the second part of the activity. Instead, help them look to find which shapes are connected to
each other, which is the biggest shape and so on. Some students will need ongoing help learn-
C ing to identify the key features and connect shapes one to another. You may also need to assist
some to draw their truck.
T Fold over the top part of the page along the dotted line so that both trucks are hidden. Now
ask the children to draw the truck from memory in the bottom box. For many children this will
I be an improvement on their first attempt. Ask the children to explain what they were thinking
and remembering as they drew the truck the second time. They will make interesting com-
V ments about shapes, sizes, position and joining.
I and 3-D
T shapes by name.
I
E
S

Shaping Up 6 UNIT
FAVOURITE SHAPES
e r favo urite sh apes bes ide an

Tess has drawn h A
object that she likes. pes and S
of yo ur favou rite sha
Show some
objects. S
E
Activity Sheet 30 S
Prior experiences Name
Favourite shapes
Activity Sheet 30
S
M
I like triangles
and
experiences with:
That’s why
circles. I like
Ice-cream
✒ naming and recognising 2-D shapes

✒ matching 2-D with shapes in the environment Draw your own favourite shapes and objects. E
N
✒ drawing shapes and shape pictures
Observer’s guide T
Read the information on the activity sheet to the children
and talk about the shapes that Tess has drawn to show her
ice-cream. Ask them to think about some of the shapes they
A
like and where they are found. Allow time for them to go for
a walk around and remind them of the shape detective
investigation if necessary. For some children, identifying just one shape and its location will be C
T
enough but for others challenge them to think of more than just one favourite shape.
As the children think, talk and draw, you will be able to note:
✒ which shapes they do recognise and can name
✒ how effectively they describe the properties of the shapes that they identify
I
✒ whether they can describe irregular shapes in terms of straight sides, curved sides,
number of corners and numbers of sides and corners
V
✒ whether they can draw reasonable copies of the shapes and objects that they
identify.
I
T
shapes by name.
and 3-D
I
E
S

Unit 7
Measuring Up
Focus
It is second nature for even young children to want to
measure and to compare things by size – heavy/light, long/short,
full/empty, deep/shallow and bigger/smaller. Often as they play, they can
be heard making comments such as “This one’s bigger”, “I want the long one”
or “Mine is the widest”. At this stage children need opportunities to compare size by
direct comparison and by using informal units. Usually as they make comparisons and
judgements, young children use only one attribute. A tall, thin container is deemed to be big-
ger than a larger, short wide one. Similarly a large box is judged to be heavy even without
hefting whereas a smaller box is deemed to be lighter even though it might have a heavy object
inside it. Conservation is slow to develop and children need many hands-on opportunities with
materials to develop this concept.
As the children engage in the activities presented in this unit, they will:
✒ use direct comparison to compare size
✒ use informal units to measure
✒ fill and empty containers
✒ explore best fit
✒ pick up and heft items to compare mass
✒ discover that there are many things to measure and many ways
of measuring them
✒ begin to use comparative language such as
big, bigger, biggest.

Context
The context for this unit is Measuring up. As the title suggests, the children will engage in a
range of comparison and measuring activities. They will explore what can be measured, (mass,
height, length, distance, capacity, time, temperature) and how they can be measured. They will
also be making direct comparisons as they seek best fits. As they do so, they will engage in
the language of comparison and discovering the dimensions that can be measured, thereby
laying down the foundation for conservation of size and capacity.
Conservation is a complex idea that children develop slowly over a long
period of time. It cannot be taught but it can be encouraged through appropriate
activities that allow children to:
1. make direct comparisons between two objects and use language such as
small/big, full/empty
2. use objects and counting to assist in measuring
3. order objects by size or by estimated size
4. make direct or measured comparisons of three objects and use the language of com-
parison such as small/smaller/smallest, big/bigger/biggest
5. consider space and number together so that when a book is found to be the same
length as a pencil, a visual image is made of the distance measured
6. realise that when we measure length or distance, we are measuring the
length between two points.

UNIT 7 Measuring Up

P
R
E You will need to prepare:
P
A
1. dress-up clothes, finger puppets or soft toys suitable to use with “Goldilocks and the Three
Bears” or “The Three Billy Goats Gruff”
R 2. junk modelling materials, glue, adhesive tape

3. collections of objects with characteristics such as small, large, heavy, light, long, short, big,
A small.
4. string, knitting wool, tape measures, crepe paper, coloured card, tape, glue, scissors, rice,
T sand and water
5. containers of different shapes and sizes with measuring cups and spoons of different sizes
I 6. bears each a different size
O 7. counters.
N
(some of the following books are no longer in print but may be available second-hand or from
A
your library)
Tell Me What It’s Like to Be Big, Joyce Dunbar and Debi Gliori, Doubleday Books.
N Big Dog, Little Dog, P.D. Eastman, Random House Children’s Books.
D
Blue Sea, Robert Kalan, HarperCollins Children’s Book Group.
Related stories
R Goldilocks and the Three Bears
E
The Three Billy Goats Gruff
The Enormous Turnip
S
O
U
R
C
E
S

Measuring Up 7 UNIT
7 UNIT
FREE PLAY
Target strategies
✒ Using the language of comparison
✒ Using size as the criteria for sequencing character and prop size
✒ Using size to create props to match characters
Resources
Several materials for the children to create props with when dramatising the familiar stories
Goldilocks and the Three Bears or The Three Billy Goats Gruff; these could include clothes for
dress-ups, construction materials or junk materials, and simple finger puppets or soft toys to
match the characters in the stories.
F
The activity R
First familiarise the children with the traditional stories and the repeating lines. Then tell them E
that you have put out a collection of things that they could use to act out the story or make up
a similar “size” story of their own. Allow time for the children to create props with the materi-
als or to create settings with the construction materials.
E
As the children play, encourage them to use direct comparison through questions such as:
“How do you know that the big bear will fit in that bed?”
“Which is the baby bear? Why?”
P
“How could you make a big bed out of these blocks/boxes?” L
A
“Will this bridge be strong enough for the Big Billy Boat Gruff to trip, trap over?”
Observation Y
As the children play and act out the stories, observe and note:
✒ the language of size and comparison that they are effectively using
✒ measurement strategies (direct comparison, estimation, using actual objects to
measure with)
✒ which attributes of an object are used to make decisions about size
✒ whether more than one criteria is used when making comparisons.

UNIT 7 Measuring Up
THE THREE BEARS
✒ comparing size The Three Bears Resource card 17
✒ comparative language big/bigger/biggest

✒ small/smaller/smallest, middle-sized
M
Closed questions
e Which is daddy bear’s bed?
n Which is baby bear’s chair?

Which porridge is the hottest/coolest?
t The bear I am thinking of is the smallest bear. Which one is
a
it? © 2007 Blake Education – Natural Maths Strategies – Beginning Level 181
The chair I am thinking of is the smallest. Which one is it?
l The bed I am thinking of is the middle-sized one. Which bed

is it?
r Open questions
o
The porridge I am thinking of is not the hottest porridge. Which porridge might it be?
The bear I am thinking of would be too big for baby bear’s bed. Which bear might it be?
u I am not thinking of the smallest bed. Which bed might I be thinking of?
t
The bowl of porridge I am thinking of is not the emptiest. Which bowl of porridge might it be?
i Flip questions
n I am thinking of one of the bears and your job is to find out which one. You can’t ask me ques-
tions about the bears but you can ask me questions about the bear’s belongings.
e Model the types of questions for the children:
s “Does your bear have the hottest porridge?”

“Does your bear have the smallest bed?”
“Does your bear have the middle-sized bed?”

Measuring Up 7 UNIT
HEAVY AND LIGHT GRID
Target strategies
Resource Card 18
Heavy and light grid Resource card 18
✒ Using the language of comparison

✒ Comparing objects by hefting
heavy light
✒ Comparing objects using 2 attributes (size and mass)
✒ Using a grid to locate objects
small
M
Closed questions bigger e
n
Try to match the pictures with real objects and allow time for
the children to heft and compare objects prior to the
biggest
routine.
Where on the grid are all the light (heavy, small, bigger, © 2007 Blake Education – Natural Maths Strategies – Beginning Level 183
t
a
biggest) things?
Where on the grid would I find something that is the biggest
(smallest) and the heaviest (lightest)?
I am thinking of something that is small and heavy and made of glass. What is it?
l
Where on the grid would I find a middle-sized, light object?
r
Open questions o
I am thinking of a light object. What might it be?
The object I am thinking of is not one of the biggest. What might it be? u
t
The object I am thinking of is bigger than a marble but smaller than a torch. What might it be?
I am thinking of one of the heaviest objects. What might it be?
i
Flip questions n
e
I am thinking of one of the objects on the grid. You may ask me questions to find out what the
object is.
Model some questions and the elimination process for the children initially, for example:
“Is the thing you are thinking of one of the light things?”
s
“Is the thing you are thinking of round and made of glass?”

UNIT 7 Measuring Up
TEDDY ACCESSORIES
P and head -
belts, scarves
R Tess has been makingd her three teddies. She
O bands for herself an too but we need to make
says we should try it perly so the things we
B sure we measure prosize.
L make will be the right
E
M
A Resources
String or knitting wool, tape measure, paper strips, crepe paper, scraps of coloured card,
T adhesive tape, glue, scissors, teddies of different sizes.
I
The activity
S Tell the children what Tess is doing and ask them to explain how to measure a teddy (or a per-
E
son) for a fitting so that outfits can be made to the right size. Tape measures have been listed
in the resources not because the children are going to be taught how to use them but because
in the real world this is what tape measures are used for and some children will want that touch
D of realism in their play. If necessary, prompt as follows:
“I have some knitting wool here. How might that help us work out the correct sizes?”
“Have you ever seen someone being measured? What do they do?”
S “This is a tape measure; do you know what this is for and why it has numbers on it?”
Allow time for the children to experiment with measuring and with cutting and making the
I items for the bears. Let them try on the accessories and create any fix-ups that are needed
before reflecting on the processes used.
T
U Reflection and
M0.1 Using informal
A After the children have made the teddy
accessories to fit, discuss what has comparative language
to
as s.
describe size and m
T worked/not worked. Ask the children:
✒ how initial measurements were made
I ✒ how the string, knitting wool or tape

measure proved useful or not useful
O ✒ whether they were surprised by the difference in the sizes of the belts, scarves and
headbands and why?
N Compare the items made and involve the children in direct comparisons of length and fit on
each bear.
S The children may now make some dress-up accessories for themselves. Do not rule out varia-
tions that the children might suggest such as Batman capes or Red Riding Hood capes.

Measuring Up 7 UNIT
THE RIGHT-SIZED CONTAINER

P
ou t the story of Goldilocks R
Tess has been acting . She has three
but she has a problemnot know how to work O
containers and does match which bear. She asks B
out which containers er work out a plan for L
can you please help h
comparing them all? E
M
Resources A
Three bears (each a different size), 3 containers each a different capacity but such that the T
tallest one has the smallest capacity, sand, rice or water, smaller containers and measuring cups
and spoons. I
The activity S
Tell the children about Tess’s problem. Show them the 3 bears and the containers but not the
sand, rice or water and smaller containers that you have available for them. Ask the children to
E
say which container is the biggest (holds the most) and to say why. Then ask them to order the
containers from smallest (holds least) to largest (holds most). When the children are happy with
D
the order, tell them that Tess got that far and then she suddenly thought:
“But how do I really know they are in the right order?”
Ask the children for suggestions, which might include filling each container. When appropriate, S
I
show the children the resources that are available and ask them to experiment with ways of
checking which one holds the least and which holds the most.
Allow time for the children to pour from one container to another and to use small containers
to fill up big containers before asking questions to match the current situation, for example: T
“How many of these small cupfuls did it take to fill this container?”
“Do you think it will take the same number to fill this container?”
U
“You said this is the biggest container. What will happen if you pour all of the sand out of it A
and into this one? Will it be full too or will it overflow?”
T
Reflection and
I
M0.1 Using informal
O
Review what the children have done and
to
what they have found, focusing in particular comparative language
s.
on aspects of conservation, such as: describe size and mas
“A tall container seems as if it should hold N
S
more but doesn’t actually.”
Look for explanations about why that might be so. Remind the children that they will need to
send their suggestions to Tess. Encourage them to contribute to a sequence of steps that will
show her what they did to get their answers. Do this together as a class or allow time for the
children to try and draw their own sequences.

UNIT 7 Measuring Up
SAME SIZE
P
R n find ing th in gs th at a re the same
Tess has bee d d ies . Sh e s ay s she has
O size as each of h er te iddle-
sa m e s ize as h er m
B found more things theer bears. She wonders if
L size bear than the othe for us.
that would be the sam
E
M
A Resources
Three teddies of different heights, string, wool or tape measure, assorted objects around the
T room or outside to compare with the bears.
I The activity
S The term “same size” is deliberately open to interpretation here. When the children are carry-
ing out their comparisons, it is likely that most of them will look only at the length or height of
E each teddy. There may be some children though who look at length and width or overall size.
Some may even factor in the mass of each bear although this is unusual at this level of devel-
D opment. Explain to the children that there are not enough bears for everyone to carry them
around, so ask for suggestions as to what to do. Remind them of the teddy accessory making
activity they did earlier if you need to.
Tell the children that they are going to send their comparisons to Tess, so they need to keep
S a record of which things are the same size as which bear. Do not tell them how to organise this
as this is an important part of the problem solving. You may, however, say that you will give
I
them three pieces of paper each in case they need them.
Allow time for the children to begin making comparisons and recording. As you observe, ask
T questions to help them organise their thinking, for example:

“Which of these things is the same size as the little bear?”
U “What could you do or add to the page that would help Tess know what is being compared
to which bear.”
A If the children do not come up with a strategy, suggest direct questions such as:
T “Would it help it you drew a bear of each size?”

“What could you do then to show which things match which bear?”
I
O Reflection and
Share some of the examples and ask the M0.1 Using informal
N children to comment on: comparative language
to
s.
S
✒ the strategies used to show which things
belong to which bear and their effective-
ness
✒ how comparisons were made
✒ which teddy had more things the same size as it.

Measuring Up 7 UNIT
THE BEAR’S HOUSE

P
a ho us e fo r h er thre e b ears and R
Tess has made do the same. She
she thinks that you s h ou ld
e s because O
ictu re s of yo ur h ou s
wants to see p ho u s e fo r s o m e other toy B
a
she wants to make me ideas. L
animals and needs so
E
M
Resources A
Construction materials or junk materials such as packaging, glue, adhesive tape, paints and
assorted papers or decorations, digital camera (optional). T
I
The activity S
Tell the children about Tess’s house and her request. Show them the range of materials that
you have available for them to build with. Explain to the children that they may take their house
home afterwards, providing they use junk materials.
E
Ask the children to think back to their early experiences with 3-D construction and to talk about
some of the problems that they encountered. Before they set about building their houses, you
D
may need to make prompts about joining and fitting together and which shapes are the
strongest.
Encourage the children to compare materials by size and fit, and to keep in mind the sizes of S
the three bears that must fit inside. Ask the children to explain their thinking, the problems they
encounter and their fix-up strategies as they work, so that you can use some of them at the
reflection.
I
T
Reflection U
S0.1 Re cognising 2-D and 3-D
For this reflection you many need to take a
guided tour around the room to see and shapes by name. A
T
comment on the different houses that have
been made and to test that the bears do
actually fit inside them. Share some of the problems about the construction of each house and
the fix-ups that were used. Talk about the sizes of the components and the overall house each
time. Finally ask the children what they would do differently next time if they were asked to
I
build something else. This will set up some useful hints for the investigation yet to come. O
N
S

UNIT 7 Measuring Up
TESS SAYS
A game for the whole class
Resources
A space to move around in.
How to play
This game is a variation on Simon Says. In the traditional version of the game, if the instruction
is prefaced with “Simon says” then the children carry out the action. If however the instruction
is given without those words at the beginning, the children do not carry out the actions.
Obviously, in this version of the game, the words to use are “Tess says”.
As this game is intended to focus on size, the instructions and actions should reflect size and
could include instructions such as the following:
✒ stretch as tall as you can
✒ be a small as a cat
g ✒ stretch as wide as you can

✒ jump as high as you can
a ✒ make the longest/shortest steps possible
✒ stand on one leg for the longest time.
m Have fun and encourage the children to suggest actions and take turns being the caller too.
e
s THE LONGEST LINE
Resources
A fixed number of counters such as tiles, bread tags or bottle tops; a die.
How to play
The object of this game is to be the person with the longest line of counters. Players take turns
to throw the die and take that many counters. They line their counters up in front of them. The
players repeat the process until the counters are all used up. They then compare their lines by
lining them up side by side or, if they can, by counting. Encourage the children to compare the
lines each time and to talk about “more than”, “less than” and “how many” counters are
needed to catch up or overtake other players.

Measuring
Measuring Up
Up 7 UNIT
BUILD A BRIDGE
ha s bu ilt a n en or m ou s bridge
Tess says she fo r th e b igg es t B illy Goat
that is strong enou .g h
Gruff to walk across
sks can yo u bu ild on e to o.
She a
I
n
Resources v
Construction materials or junk materials such as packaging, adhesive tape, glue, scissors
soft toy, digital camera (optional). e
s
The investigation
Remind the children of the story of The Three Billy Goats Gruff and the troll who lived under
t
the bridge and then tell them about Tess’s bridge. Show the children how long Tess’s bridge is
(to match the materials at hand and really introduce a challenge). Ask the students to brain- i
g
storm all of the things that they have learnt about building so far. Remind them of earlier
activities with blocks and of the “Build a house for the bear” activity. Review some of the prob-
lems that they may have had with joining materials, finding the right materials in the first place,
and so on. a
t
Show the children the materials available and the space to be bridged, and the soft toy that
will be crossing the bridge. The children may begin selecting their materials and thinking about
their designs straight away. Suggest that they might want to draw their bridge before they
begin but only expect a few of them to have a go at drawing. i
o
Allow plenty of time for the children to investigate ways of spanning the distance and creating
a strong structure before testing with their soft toy.
n
Reflection
Do a gallery tour and look at and test each bridge. Ask the children how they could find out
how long the bridges are and which is the longest. Ask the children to explain what sorts of
things needed to be considered when trying to make a long and strong bridge. Prepare some
materials ready for testing some of their ideas.

UNIT 7 Measuring Up
SNAKES AND LADDERS GAME
snake s to m a ke he r “S n akes and

A Tess drew . S he f inis h e d d r awing
Ladders” gam e b oa rd the
S de r e d w h ic h sn a ke w as
them and then won fin d o u t w h ich is the
S longest. How c ou ld w e
E longest?
S
S Activity Sheet 31
Resources
M
Snakes and Ladders

Scissors, string or knitting wool, small counters or tiles. Which snake is the longest?
How could you find out?
E
N Prior experiences
T experiences with:
✒ direct comparison of objects
✒ using string to measure with
A ✒ ordering objects by length

✒ using the language of comparison
C
T Observer’s guide
Show the children Tess’s Snakes and Ladders game board on the activity sheet and ask them
I how they could work out which snake is the longest, shortest or middle-sized. The children
might think they know, so challenge them to prove to you that they have got them in the right
V order. Tell them that you have scissors, string, knitting wool and small objects that they could
use to check the length of each snake. Observe and listen to the children think and begin to
I work. The children may:

✒ lay out the counters along the snakes and count or compare the number of
T counters required for the snakes
✒ cut out the snakes and try to use direct comparison
I ✒ use the string or wool to find the length of each snake and then compare the
lengths of the strings.
E When the children are satisfied with their ordering of the snakes’ lengths, ask them to say which
snake is the longest, shortest, shorter, longer and so on, to identify their confidence with
S comparative language.
and
M0.1 Using informal
to
s.

Measuring Up 7 UNIT
FILL THE GRID
Prior experiences Activity Sheet 32

A
experiences with:
Name
Fill the grid

Activity Sheet 32
S
✒ comparing objects by size and mass
✒ using grids to sort and show data
long short S
✒ using the language of comparison
small
E
S
Observer’s guide
S
bigger
Remind the children of the grid activity in the previous men-

tal routine. Tell them that this is just like that grid except that
they need to find objects to draw in the different spaces on
biggest
M
E
it. First read each heading on the grid and check that the © 2007 Blake Education – Natural Maths Strategies – Beginning Level 147
children can find specific squares on the grid. Now ask them
to think of (or find things in the room) that they could put in
each space of the grid. Encourage the children to draw at
least one object in each space and to explain why it goes in that space. Watch and question
N
as the children make their decisions and note:
✒ whether they actually heft the objects or simply judge mass by size
T
✒ the range of comparative language that they bring to the task
A
✒ their effectiveness with deciding which cell in the grid to place objects into and the
criteria used for those judgements.
M0.1 Using informal

and C
to
s. T
I
V
I
T
I
E
S

Unit 8
Shop ’til You Drop
Focus
At this stage children will have had some experience of shopping. They may have
noticed that money is used to buy things and that sometimes change is given. They
may also be aware to some extent of environmental print displaying shop names and
brands on carrier bags, packaging and advertising. This unit builds on these early ideas
of money and shopping-related experiences. Through play activities the children will
develop more formal ideas about money and paying for goods. Their attention will be
drawn to the shape and colour of coins and notes, the handing over of money in
exchange for goods, and the convention of giving goods a price, though not necessar-
ily realistic prices for the children’s examples.

Context
The context for this unit is Shop ‘til You Drop. It is intended that the children will actually
create not one but many shops which will become the shopping mall. They will also create
shopping catalogues and posters. As they role-play being the shopper and then the shop-
keeper, they will have opportunities to weigh goods, handle money, create shopping lists,
pack and unpack shopping and transact in ways that replicate what real shoppers do.
At this stage of their development children will move towards understand-
ing the following meaning and purposes of money:
1. money is used to pay for goods
2. money includes coins and notes
3. change is sometimes given
4. goods have a sales price
5. goods are sorted and displayed
6. shopping catalogues tell what is for sale and highlight the prices of goods.

UNIT 8 Shop ’til You Drop

P
R
E You will need to prepare:
P 1. play items to put in a class shop
2. dress-up clothes, current shopping catalogues, play money and play till
A 3. a Father’s Day catalogue using cut-outs from a current catalogue or change the context to
R
Easter, Mother’s Day or Christmas to suit
4. kitchen scales or pan balance
A 5. Pizza’s and toppings made from card and paper
T
I (some of the following books are no longer in print but may be available second-hand or from
O
your library)
Supermarket! Charlotte Doyle, Walker Books Ltd.
N Teddy Bears Go Shopping, Suzanna Gretz, A & C Black Children’s Books.

The Shopping Trip, Arnold Shapiro, Troll Associates.
Wilberforce Goes Shopping, Margaret Gordon, Puffin Books.
A
N Related picture rhymes
D Five Currant Buns in a Bakers Shop
Five currant buns in a baker’s shop,
Round and shiny with sugar on the top.
R Along came (insert child’s name) with her (or his) money one day,
Bought a currant bun and took it right away.
E (Repeat each verse until no currant buns remain.)
S
O
U
R
C
E
S

Shop ’til You Drop UNIT
88 UNIT
FREE PLAY
Target strategies
✒ Knowing that money is used to pay for goods
✒ Recognising gold and silver coins
✒ Recognising and naming coins
✒ Knowing that change is sometimes given when shopping
The activity
Create a class shop or series of shops where dress-ups are used for the clothes shop, toy foods
for the fruit and veg shop, books for the book shop, and so on. Allow time for free play before
beginning to formalise the shopping processes and protocols. Over a period of time, go shop-
ping at the class shop with a list (use words and pictures) and encourage the children to make
F
lists too. Show the children a specials shopping catalogue and ask for the specials at the
counter. Give coins and ask for change. Provide some blank stickers and show the children how
R
to write the values of the goods on the stickers so that the goods can be priced. Draw coins
to show the values. At the end of play, encourage the children to close the till and sort the E
E
coins into bags.
As the children play, ask questions such as:
“How much is that?”
“Which coin shall I give you?”
“Do I get any change?” P
“Can you put it in the right-sized bag for me?”
L
A
Observation
As the children play and transact with one another, note: Y
✒ whether they name coins correctly
✒ know that change can be given
✒ match coins to the coins shown on price labels
✒ observe the shopping protocols.

SHOPPING CATALOGUES
✒ Matching coins to pictures of them Shopping Catalogue Resource card 19
✒ Selecting a coin to pay for an item

✒ Knowing the difference between gold and silver coins
M
Resources
e Play money, laminated copies of the resource card or a sim-
n
ilar laminated sheet made up from current shopping
catalogues with items of interest to the children.
t
a Closed questions © 2007 Blake Education – Natural Maths Strategies – Beginning Level 185
Which silver coin would you use to buy the chewy lolly?
l I paid for this item using the coin with the platypus on it. Which item did I buy?
I bought the fish in the bag. Which coin did I use to pay for it?
The coin I used did not have round sides. What did I buy?
r There was no animal on my coin. What did I buy?
o
u Open questions
I used a gold coin for this item. What might it have been?
t I used a silver coin to pay for this item. What might it have been?
i
I used a coin with an animal on it to pay for this item. What might it have been?
n Flip questions
e I bought something from the card/catalogue. You can ask me questions about the coins to find
out what I might have bought. Questions could include:
s “Was your coin round?”
“Was your coin silver?”
“Was your coin the smallest in size?”
In the early stages, help the children to match the actual coins to the coins on the card/cata-
logue and to remove or eliminate coins as each question is answered.

Shop ’til You Drop 8 UNIT
FRUIT AND VEG
Target strategies
Resource Card 20
Fruit and veg shop Resource card 20
✒ Applying number to shopping situations

✒ Matching coins to purchases
✒ Knowing that sometimes more than one coin is needed
to pay for things.
M
Resources e
Play money.
n
Closed questions © 2007 Blake Education – Natural Maths Strategies – Beginning Level 187
t
I bought 3 apples. Which coins did I use?
a
I bought 2 oranges. How should I pay for them?
I bought an apple and an orange. Which 2 coins do I need to pay for them? l
I bought the mushrooms and the bananas shown. Which 2 coins did I use to pay for them?
I used the coin with straight sides. What did I buy?
r
Open questions o
I bought 3 things, all different. What might I have bought?
I bought 2 items. Which coins might I have used?
u
I gave the shopkeeper 2 different coins. What might I have bought? t
I used a gold coin and a silver coin to pay for some items. What might I have bought?
i
Flip questions n
I bought some things (less than three initially) from the fruit and veg shop. You may ask me e
questions to find out what I bought. Questions could include:
“Were they all the same?” s
“Were they all vegetables?”
“Was there a mix of fruit and veg?”
Assist the children with the elimination of cards initially, by asking questions such as:
“Now that we know they are all vegetables, which cards do we need to eliminate (take
away)?”

TESS’S SHOPPING LIST

P
to fee d h er anim als b ut when she
R Tess wanted e cu pb o a rd was bare.
went to the cupbo ar d th fo od
O an d a c at. S h e w ants
She has a bear, a doguld she put on her shop-
B for 3 days. What sho ks how many of each food
L ping list? She also as
E will she need to buy.
M
A Resources
T Soft toys to match those listed above (optional), number strips made from Resource Card 3.
I
S The activity
Read Tess’s problem to the class, review the three animals (matched to the soft toys if using
E them) and ask the children to help Tess decide what to put on her shopping list. Brainstorm
ideas about personal pet experiences and known animal stories to help the children gather
D their thoughts on this. Remind the children that the animals will need food for 3 days before
Tess goes shopping again, so they need to leave food for every day. Do not discuss the num-
ber of meals a day at this point; leave it for the children to consider. You might want to look at
the class calendar, find what day it is today and plot when Tess goes shopping next. Some chil-
dren will include the names of the days in their thinking. Explain to the children that they need
S to make a shopping list (drawing the things) for Tess so that she knows what to buy.
I
As the children work, observe and ask questions about the quantity of items and how many
altogether. Encourage the children to use their number strips to write the number of each item
T
needed on their lists. Note the strategies for counting and whether the children are beginning
to develop the concept of “altogether”. Some children will count each group of foods sepa-
rately even after being asked how many altogether. At this stage in their development they are
U very probably still matching the number to the last item counted rather than to the number of
objects in the group altogether.
A
T Reflection
I Compare some of the lists in terms of foods
selected, number of meals in a day, overall N0.1 Subitising and co
unting
s using
O
total, strategies used for representing and
counting as well as their ease of use. Use number names.
some of the examples and focus on smart
N counting strategies, such as subitising and
counting on.
S

ENOUGH MONEY?
P
He re is he r sho pping list:
Tess has six $1 coins . R
• 2 bones O
• 1 jar of honey B
• 4 little fish item s he L
in to p ay fo r each
She will use a $1 co e help her work out if she E
buys. She says pleas pay for them all. If she M
has enough coins to how many more coins will
doesn’t have enough, A
she need? T
I
S
Resources
Play money. E
D
The activity
Read the problem to the children and make sure they know that she has to buy 2 bones and
that they are $1 each so she will need two $1 coins. The children should be encouraged to find
a way of solving the problem in their own way. They may, for instance:
S
✒ draw each item and then count to see how many there are altogether I
T
✒ draw the items one at a time, matching coins to them as they go along
✒ draw the six coins and then draw the items with matching lines.
Only prompt if necessary, suggesting that the children begin by drawing the correct number
of each item first. They can then take six coins to match with the items, in which case they will U
A
see that they need one more coin to pay for them all.
Reflection T
ey is
derstanding that mon
Share some of the work samples that use dif-
ferent strategies and involve the children in
N0.4 Un
used to buy things.
I
explaining what each strategy is and how it
works. This could include one-to one-match-
O
ing, drawing and counting perhaps with numbers bedside the items, and fix-up strategies
including crossing off where too many items were drawn in the first place. N
S

THE FATHER’S DAY SHOPPING

P CATALOGUE
R Fa th e r’s D ay ca ta lo gue
Tess has sent u s th is
O de. Sh e w a nts to kn o w w hat you
that she ma ata lo gu e th at you
B would put in a Fa the r ’s D ay c
L make. w ill order
u r ca ta lo g u e, s h e
E If you send her yo you to write an order for
M from it. She would like
her too.
A
T
I Resources
S A Father’s Day catalogue prepared beforehand, shopping brochures, scissors, glue, environ-
mental print showing shop names or labels on items such as carrier bags and packaging or
E advertising materials.
D The activity
Show the children Tess’s catalogue and allow time for them to talk about what they think their
dad would like for Father’s Day. Focus on the way items are grouped, for example tools at the
S
top of the page and clothes at the bottom, just like going to different departments in a large
store. Explain how Tess has drawn coins bedside the items so that the children will know how
much to pay for them. Ask them what they would like to order from the catalogue and which
I coin they would use to pay for each item. Allow time for the children to write an order from
Tess’s catalogue before they begin making their own catalogue.
T The children may draw items for their catalogue or select items from the shopping brochures
that you have provided, cut and then paste them. Encourage the children to write a name for
U their shopping brochure and to write labels for the items for sale. Suggest that they decide
what to include and how to sort those items before they paste them down or draw them in felt
A pen which will not rub off. Also encourage them to draw coins beside items so that Tess will
know how much they cost.
T
I Reflection that money is
Share the catalogues and focus questions N0.4 Understanding
O and comments on: used to buy things.
✒ the environmental print included
N ✒ how the items have been sorted
S
✒ what coins are needed to pay for the items
✒ what they think their dad would like most.
Send the catalogues to Tess for a few days and when they come back with her order, the
children can include them in their shopping play.

TESS’S PIZZA
P
. She ha s 3 fa v o u r ite to ppings – R
Tess loves pizza to , bu t th ey co s t extra.
d to m a
pineapple, salami an Salami is 10 cents. O
Pineapple is 5 cents. ents. B
Mushrooms are 20 c t p izza s she L
w ha t d if fe re n
Tess wants to know he is only allowed 2 E
can order because s . Which coins will she need
toppings on each pizzappings each time? M
to pay for the extra to A
T
I
Resources
Cut out some card to represent the pizza bases and use coloured papers for the salami, mush- S
E
room and pineapple pieces, coloured pencils.
The activity D
Read Tess’s problem to the children and show them the prepared materials. Make a pizza with
3 toppings and ask if Tess is allowed that many toppings, just to check that the children under-
stand the problem. Ask the children to try making different pizzas that each have only 2
toppings. When they have made each pizza that follows the rule, tell them that they should
S
draw it so they don’t forget what combination of toppings was used. Also ask them to draw
the coins that would be needed to pay for the extra toppings each time. I
As the children make their pizzas, focus on how they are different from each other and look for
combinations to make sure there are no repeats. You could ask the children to describe their
T
toppings, for example, salami with mushrooms, salami with pineapple, so that they can begin
to see that salami has been paired with the other 2 toppings and it is time to try a different U
combination. Encourage the children to draw the coins needed for the two toppings each
time. A
T
Reflection oney is I
Use some of the children’s pizza drawings N0.4 Understanding that m
and identify the different toppings and how
they are the same or different. Every time
used to buy things.
O
there is a different combination, draw it so
that everyone can see it. At the end, discuss how they know that all the different topping com-
N
binations have been made and to say how many there were. The children might want to
comment on their own favourite toppings, in which case other combination problems may S
emerge. They could send a list of their 3 favourite toppings as a combination problem for Tess
to solve.

SHOPPING BINGO
A game for 2 players
Resources Resource Cards 21, 22, 23
Shopping Bingo cards

Laminated game board (Resource Card 21) for each Resource card 23
player, laminated shopping bingo reference card Shopping Bingo Resource card 22
(Resource Card 22) for each group, 2 sets of lam- reference card
inated shopping cards (Resource Card 23), a set Shopping Bingo Resource card 21
of play money coins to match the coins on the game board
cards for each player.
How to play
To begin each player places two matching coins
in each box of their board. On their turn each

player turns over a shopping card and if they want
to buy that item, they must pay for it with the
g matching coin from their board. They can refer to

the reference card to see what other items are
a
available for the same coin and so may decide © 2007 Blake Education – Natural Maths Strategies – Beginning Level 189
instead to pass and wait for a different item,

though this is risky. The first player to have spent
m their coins and filled their cards with bought items
wins the game.
e
s RACE TO A FULL SET
A game for 2 or 3 players
Resources
3 sets of laminated cards made from Resource Card 23.
How to play
Each player chooses two of the six coin denominations that they want to collect items to
match. Players take turns to take one card from the pile, and if it belongs to the coin sets that
they are collecting, they keep the card. Otherwise they put it on the discard pile. Play contin-
ues until either a player has two complete sets or until all of the cards in the pile have been
played. At the end of play the player with the most cards on their game board is the winner.

Shop
Shop ’til
’til You
You Drop
Drop 8 UNIT
FOR BOYS, GIRLS OR BOTH?
ther e a re m or e b oy thin gs than

Tess says that o l and wo nd ers if that is
ch o
girl things at her s ol. What do you think we
the same at our scho
should do to find out?
I
n
Resources
Access to class toys, puzzles, books, construction materials and/or outdoor play equipment, v
e
book club catalogues (optional).
The investigation s
If you have a toy or book catalogue from one of the major chains, share it with the children.
Focus on which things they think are for boys and which are for girls, and which would appeal
t
to both. The colour in the images will influence this to a great extent, so focus on the actual
objects rather than accept a general view.
i
Ask the children what they think they can do to check out Tess’s statement. They will probably
suggest sorting some books, puzzles or toys to find out if they agree with Tess. Encourage
g
them to seek more than one response for each item before actually placing it in the “girls”,
“boys” or “both” groups.
a
When the children have finished sorting, ask them to comment on how many of each category
there are in the collection that they sorted and to make a comparative statement about more
t
than/less than/same as. Some children will be able to say how many more than or less than.
The children may use one-to-one matching or counting for their comparisons, so use these as
i
the basis of the reflection.
o
n
Reflection
Ask the children to comment on what they have found out and to explain their processes for
deciding which category to put things in. It is possible that some overlaps and some contra-
dictions between groupings will arise. Not all boys or all girls feel attracted to what has
traditionally been considered boy’s or girl’s toys and books. Link overlaps to the fact that we
need to ask several people for their views before we can make a decision about where to place
things. Regroup the items if necessary and ask for suggestions for comparing group size.

THE TOY SHOP
A Resources Activity Sheet 33
S Coins to match the toys in the shop. Activity Sheet 33 Name
Toy shop
Which 3 things would you like to buy
S
from the toy shop?
Prior experiences
E The children will be ready for this activity if they have had
S
experiences with:
✒ playing shop
S ✒ matching coins to pictures of them

✒ giving toy money for goods
Which 3 coins would you use to pay for them?
M
E Observer’s guide 148 © 2007 Blake Education – Natural Maths Strategies – Beginning Level
N
Begin by asking the children to cover the coins at the bot-
tom of the page with matching coins. Then ask them to show which 3 things they would like
to buy from the toy shop. Ask the children to give you the coins needed to pay for the items
T they have chosen. They may then cross off those coins at the bottom of the page so that they
have a record.
As the children match the coins, note the way they go about it, for example do they:
A ✒ match by the number value or by the pictures on the coins

✒ know which coins are gold or silver and use this to help them make a match
C ✒ correctly match some or all of the coins.
When the children decide which coins to pay with, note whether they:
T ✒ randomly offer coins
I ✒ randomly offer exactly 3 coins

✒ give 3 coins to match the coins on the tickets for each
V item.
that money is
I N0.4 Understanding
used to buy things.
T
I
E
S

THE FRUIT AND VEG SHOP

A
Play money Name
The fruit and veg shop

Which coins belong on each price ticket?
Activity Sheet 34
S
Prior experiences S
The children will be ready for this activity if they have had E
S
experiences with:
✒ drawing or copying coins
✒ playing shop
✒ giving play money to pay for goods
S
Give both children the coins they need to pay for what
they buy.
M
Observer’s guide 149
E
N
Show the children the page. Allow time for them to identify
how many of each type of fruit and veg there are. Ask them which coins they think they should
put onto each price tag and to say why. As the children match the coins, observe and question
how they are deciding which coins go where. If necessary, ask why the illustrator has drawn
some food items bigger than others and how that helps them to know which coins to use. The
T
children can then remove the coins one at a time and write on the labels what they are.
Read the speech bubbles and ask the children to draw the matching coins on the hands of the
characters. Note whether the children actually look at the coins on the tickets and work from
there or whether they simply draw random coins. You may find that some children demonstrate
A
some equivalence as they select a 10-cent coin instead of two 5-cent coins to pay for the
apples. You can make up other similar questions or add more challenge for some children, for
C
example:
“What if the customer wanted 2 cauliflowers?”
T
“What if the customer wanted 5 oranges”? I
unting
V
s using
I
number names.
T
N0.4 Understanding
that money is I
used to buy things. E
S

Beginning level Index of Activity Sheets
Activity
Unit Title Page1
Sheet No
1 1 Tess’s mess 9
1 2 Tess’s list 11
1 3 Shape cards 12
1 4 Shape game board (1) 12
1 5 Shape game board (2) 12
1 6 Making groups 14
1 7 Fill the grid 15
2 8 Tess’s map 25
2 9 Making buildings from plans 28
2 10 Finding teddies 29
2 11 Hiding teddies 29
3 12 Tess’s paper plate fish 39
3 13 Fish number poster 41
3 14 Tess’s spotted fish 42
3 15 Fishy partners (1) 43
3 16 Fishy partners (2) 43
4 17 Patterns in our week 53
4 18 Fred’s quilt 56
4 19 Pattern starter cards 57
5 20 Guess and check 64
5 21 Lift-the-flap-poster (2) 65
5 22 Lift-the-flap-poster (1) 65
5 23 Jumping frogs 66
5 24 Frogs 66

Activity
Unit Title Page1
Sheet No
5 25 Finger Fun 67
5 26 Handfuls 70
5 27 Making snowmen 71
6 28 Tess’s Shape picture 79
6 29 Copy that truck 84
6 30 Favourite shapes 85
7 31 Snakes and Ladders 98
7 32 Fill the grid 99
8 33 Toy shop 112
8 34 Fruit and veg shop 113
Song
Unit Title Page1
Sheet No
2 1 Building Rhymes 18
3 2 Five Little Fishes 32
3 3 Fish Alive 32
3 4 Fish Eyes (teacher’s sheet) 32
3 5 Fish Eyes 32

Tess’s mess

Tess’s list
long
short
heavy
light

Shape cards

Shape game boards (1)
blue yellow green
red yellow green

Shape game boards (2)
yellow blue red
blue red green

Making groups
Draw more things in each group.

Fill the grid

small
blue
red
small
big

Tess’s map
TOY SHOP
BOUTIQUE
BUTCHER BAKER
NEWSAGENT

Making buildings from plans

Find a block to match each of these blocks.
Use your blocks to make this building

Finding teddies
Where is the teddy hiding in this room?

Hiding teddies
Show where teddy could hide in this room.

Tess’s paper plate fish

You will need:
2 paper plates
2 fluffy eyes
2 google eyes
Paper and scraps of
paper
Glue and a stapler
What to do:
Make two fins and a tail.
Staple the plates and the fins
together.
Decorate the fish.
Give the fish a mouth.
Stick on the fluffy eyes.
Stick on the google eyes.

Fish number poster

Tess’s spotted fish

Add some spots to
the fish and show
how many spots each
fish has.

Fishy partners (1)

Find each fish a partner.

Fishy partners (2)

Give each fish a partner.

Patterns in our day
Monday
puzzles big books dance painting
Tuesday
puzzles construction singing sport
Wednesday
storytelling swimming cooking library
Thursday
puzzles big books computers sport
Friday
puzzles construction storytelling painting

Fred’s quilt

Pattern starter cards

Guess and check
Guess Look Check
1
Guess Look Check
2
Guess Look Check
3
Guess Look Check
4
Lift-the-flap 1oster (1)

Lift-the-flap poster (2)
Cut around the black outlines of the previous activity

sheet and paste the whole sheet onto this sheet to
make a lift-the-flap poster.

Jumping frogs

Frogs

Finger Fun
Part 1
Watch very carefully when
fingers come out to play. (bend some fingers down
and bring fingers out now)
How many fingers?
Can you say? (This part can be repeated
until the children are
subitising the number of fingers)
Part 2
Ready now to guess
As fingers come back into sight.
Show how many fingers! (bend some fingers down
Were you right? and bring fingers out now)

Handfuls
How many?
How many?

Making snowmen
Each snowman needs:
A hat A cane
A bow tie Two buttons
What extra items do the snowmen need?

Tess’s shape picture

Copy that truck

fold back
fold over

Favourite shapes
I like triangles
and That’s why
circles. I like
Ice-cream
Draw your own favourite shapes and objects.

Snakes and Ladders

Which snake is the longest?
How could you find out?

Fill the grid
long short
small
bigger
biggest

Toy shop
Which 3 things would you like to buy
from the toy shop?
Which 3 coins would you use to pay for them?

The fruit and veg shop

Which coins belong on each price ticket?
Give both children the coins they need to pay for what
they buy.

song Sheet 1
Building Rhymes
Build it Up
Build it up, build it up, build it high,
(use fists to model building high)
Build it high, high, high into the sky.
(involve the children in counting how
many fists have been used)
Tower Block
I am going to build a tower block
(use blocks to model building)
Very, very high.
I am going to keep on building
Until I reach the sky.
(indicate how high you think it might grow)
Can you count my building blocks

To see how high it grows?
(involve the children in chanting
the count)
Oh No, It’s getting wobbly . . .
And over it goes.
(nudge the tower over)
Crash, crash, crash.

song Sheet 2
Five Little Fishes

Under the ocean green and deep,
Lie five little fishes fast asleep.
(fingers on the left hand)
Along came a bigger fish out of the blue.
(the right hand)
Swim little fish or he’ll catch you.
(right hand moves around the left)
Swim little fish, swim to the left,
(wiggle left fingers, move to the left)
Swim little fish, swim to the right,
(wiggle left fingers, move to right)
Swim little fish with all your might.
(move all around)

song Sheet 3
Fish Alive
One, two, three, four, five.
(show the fingers of left hand)
Once I saw a fish alive.
Six, seven, eight, nine, ten.
(show the fingers of the right hand)
Then I let him go again.
Why did you let him go?

Because he bit my finger so. (shake all fingers)
Which finger did he bite?
This little finger on the right. (show little finger)

song Sheet 4
Fish Eyes (teacher’s sheet)
Fish eyes here, fish eyes there.

Fish eyes looking everywhere. (look all around)
(hands swimming left)
How many fish eyes do you see?
(count 1,2,3,4 eyes looking left)
Fish eyes, fish eyes looking right.

(hands swimming right)
(count 1,2,3,4 eyes looking right)
(hands swimming straight ahead)
(count 1,2,3,4 eyes looking straight at me)

(look all around)
How many fish eyes do you see? (count all the eyes)

song Sheet 5
Fish Eyes
Fish eyes here, fish eyes there.
Fish eyes looking everywhere.

Fish eyes, fish eyes looking right.




Beginning level Index of Resource Cards
Resource
Unit Title Page
Card
1 1 Collections 6
1 2 Opposites poster 7
3 3 Number strips 33
3 4 Number cards 33
3 5 Magnetic fish 33
3 6 Fish cards 40
5 7 Number formation 60
5 8 Numbers and dice 62
5 9 Spot count 63
5 10 Words, numbers and dice cards (1) 68
6 11 Words, numbers and dice cards (2) 68
6 12 Shapes all around us 76
6 13 Shape pictures 77
6 14 Tile shapes 82
6 15 Shape game board 82
6 16 Shapes and objects card 83
7 17 The Three Bears 90
7 18 Heavy and light grid 91
8 19 Shopping catalogue 104
8 20 Fruit and veg shop 105
8 21 Shopping Bingo game board 110
8 22 Shopping Bingo reference card 110
8 23 Shopping Bingo cards 110

Collections Resource card 1

Opposites poster Resource card 2

Number Strips Resource card 3
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9

Resource card 4 Number cards
1 2 3
4 5 6
7 8 9
Magnetic Fish Resource card 5

Natural Maths Strategies – Beginning Level
© 2007 Blake Education







Natural Maths Strategies – Beginning Level © 2007 Blake Education
Fish cards Resource card 6

Natural Maths Strategies – Beginning Level Natural Maths Strategies – Beginning Level
© 2007 Blake Education © 2007 Blake Education
Number formation Resource card 7

Resource card 8 Number and Dice
nine
five
5
9
eight
four
4
8
three
seven
7
3
two
six
2
6
one
1

Spot count Resource card 9
1st
spots
2nd
spots
3rd
spots
1 2 3 4 5 6 7 8 9
Words, numbers and Resource card 10
dice cards (1)
one 1
two 2
three 3
four 4
five 5
Resource card 11 Words, numbers and
dice cards (2)
six 6
seven 7
eight 8
nine 9

Shapes all around us Resource card 12
12
11 1
10 2
9 3
8 4
7 5
6

Shape pictures Resource card 13

Tile shapes Resource card 14

Resource card 15 Shapes game board

Shapes and objects card Resource card 16
Happy
Birthday
fold line

The Three Bears Resource card 17

Heavy and light grid Resource card 18
heavy light
small
bigger
biggest

Shopping Catalogue Resource card 19

Fruit and veg shop Resource card 20

Shopping Bingo Resource card 21
game board

Shopping Bingo Resource card 22
reference card

Shopping Bingo cards Resource card 23

Natural Maths Strategies – Beginning Level Natural Maths Strategies – Beginning Level Natural Maths Strategies – Beginning Level
© 2007 Blake Education © 2007 Blake Education © 2007 Blake Education
© Blake Education ISBN 978 1 92114 357 1

Natural Maths Strategies - Beginning Level - Ages 4-5

Based on world’s best practice! This series provides the core knowledge and understanding of
the “big ideas” or concepts students require to become confident and enthusiastic maths users.
This book is organised into eight units of work based on the current research into the
developmental sequence in which young children generally acquire those concepts.
Each unit is divided into five sections:
Mental routines – 10-minute lesson starters with suggested closed and open
questions designed to engage children and arouse their enthusiasm
Problematised situations – challenges that encourage children to work
mathematically with open-ended “real-life” situations and construct their own ideas.
These lessons include a reflection session where mathematical language is used to
describe successful strategies and more formal methods are introduced and
demonstrated.
Games – fun activities designed to reinforce the strategies developed in each unit.
Investigations – open-ended investigations to encourage children to test and
extend their skills.
Assessment activities – consolidation activities that children should readily
accomplish at the end of each unit.
The series encourages the use of readily available concrete materials and is supported by
colourful resource activity sheets and cards. The CD-ROM included with this book is designed
to help teachers to plan and personalise their maths program and to record individual children’s
progress.
The Natural Maths Strategies series is a complete school program, which also encourages the
use of supplemental resources to ensure a variety of maths teaching and learning experiences.
ISBN 978-1-92114-357-1
9 781921 143571

Natural-Maths-Strategies Beginning-Level Final

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Natural Maths Strategies – Beginning level

Copyright © 2007 Ann & Johnny Baker and Blake Education

Blake Education Pty Ltd

Publisher: Lynn Dickinson

COPYING OF THIS BOOK BY EDUCATIONAL INSTITUTIONS

COPYING BY INDIVIDUALS OR NON-EDUCATIONAL INSTITUTIONS

National Library of Australia

1. Mathematics – Study and teaching (Primary). I. Title

© 2007 Blake Education – Natural Maths Strategies – Beginning Level iii

Big Ideas in Maths

All Sorts Toy Town Fish Eyes Pattern Play

i S0.2 Position in Space

iv © 2007 Blake Education – Natural Maths Strategies – Beginning Level

Big Ideas in Maths

Unit 5 Unit 6 Unit 7 Unit 8

Number Crunching Shaping Up Measuring Up Shop ’til You Drop

Understanding that groups can be

Using informal and comparative lan-

Using positional language in everyday

© 2007 Blake Education – Natural Maths Strategies – Beginning Level v

vi © 2007 Blake Education – Natural Maths Strategies – Beginning Level

© 2007 Blake Education – Natural Maths Strategies – Beginning Level vii

a ✒ Feedback is immediate, and involves sharing and discussing strategies as well as

r ✒ Errors are seen as learning opportunities for all.

viii © 2007 Blake Education – Natural Maths Strategies – Beginning Level

Card masters are

✒ Identifying characteristics and properties Collections Resource card 1

✒ Sorting by characteristics and properties

enable the teacher

method and more o It is round. What might it be?

© 2007 Blake Education – Natural Maths Strategies – Beginning Level ix

x © 2007 Blake Education – Natural Maths Strategies – Beginning Level

WHAT’S INSIDE THE BOX?

you’ll never guess.

The activity guide

A link to the most

© 2007 Blake Education – Natural Maths Strategies – Beginning Level xi

t ✒ celebrating risk-taking, inventiveness, mathematical reasoning and learning from

xii © 2007 Blake Education – Natural Maths Strategies – Beginning Level

Feedback, assessment and student profile t

© 2007 Blake Education – Natural Maths Strategies – Beginning Level xiii

c Learning to be a member of a mathematical community means taking ownership of the

i Heibert, J. et al. 1997

xiv © 2007 Blake Education – Natural Maths Strategies – Beginning Level

© 2007 Blake Education – Natural Maths Strategies – Beginning Level

2 © 2007 Blake Education – Natural Maths Strategies – Beginning Level

© 2007 Blake Education – Natural Maths Strategies – Beginning Level 3

PREPARATION AND RESOURCES

T 5. a picture photograph to match the problem on page 11.

I Related picture books

A Dr Seuss Lift-The-Flap-Books: Silly Opposites, Dr Seuss, HarperCollins Publishers.

D Opposites, John Burningham, Walker Books.

4 © 2007 Blake Education – Natural Maths Strategies – Beginning Level

© 2007 Blake Education – Natural Maths Strategies – Beginning Level 5

Target strategies Resource Card 1

✒ Identifying characteristics and properties Collections Resource card 1

✒ Sorting by characteristics and properties

t I am thinking of two round things. What are they?

Both of these things are animals. What are they?