Numeracy classes
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Number fluency in every lesson.
Clear purpose for every lesson.
Formal structure for every lesson
Students working on tasks beyond their
current levels of thinking. (differentiated
tasks)
Teachers communicating high expectations
and using purposeful feedback.
Established classroom norms for working.
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It must happen EVERY Lesson
Maximum of 10 minutes
This is not a time for teaching, it’s time for
practise.
This does not have to relate to the main
activity.
Sometimes the students can decide.
Every students should be participating for
the ten minutes.
Be careful with your choice of activity to
ensure all students are active for those 10
minutes.
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Students are given a deck of cards. They flip
over the cards and mentally add them. They
see how many they can add in 30seconds.
Students can record their achievements in
their books. (This can be used as an
assessment)
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Students are given a deck of cards and start
with 100 points. They flip over the cards and
mentally subtract them from 100. They see
who is the first to get to the lowest number in
30 seconds.
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Whole class stand in a circle and count by a
number including decimals. A digit is
identified as the BUZZ digit. When this digit
is the answer the word BUZZ is said instead of
the answer. Start at different starting points
and change the number you are adding or
subtracting.
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The teacher writes 6 two digit numbers on
the board and identify what the students have
to do with those numbers. For example add
12, subtract 15 to the numbers on the board
and they do this as a chorus while the teacher
moves their hands from side to side as they
count.
62
11
84
73
20
11
49
Students choose 4 fractions/numbers and write
in the arrows the relationship between those
numbers or how to get there.
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Students have a calculator and they are to use
the constant key to add a number eg 0.75
and they are to record it and see how high
they can get in 8 minutes. They will see that
using a calculator will slow them down. Use a
number that is appropriate and ween the
students off the calculator.
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Students stand in any chosen place in the
room. Use the same rules as buzz to count
around the room while throwing a ball. If the
ball is dropped or the students doesn’t know
the answer they are out.
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Students stand in a large circle and place
their hands above and under the hands of the
person next to them. They are to clap the
hand of the person next to them. They are to
count forwards if the claps are going
clockwise and backwards if it’s going
anticlockwise. Any student can change
direction when they want to.
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Teacher chooses a 6 digit number and the
students have to guess what it is. The
teacher gives clues as to how close they are.
Millions
Hundreds of
Thousands
Tens of
Thousands
Thousan
ds
Hundred
s
Ten Ones
s
6
5
7
9
4
1
0
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Students are in groups of 2 and start at 1.
One person is to add 1 or 2 to 1 and they say
that number. The other student does the
same to the new number. The person who
says 11 wins.
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Each student has a number above their head.
They have to guess it by asking the class yes
or no questions. Reward students for creative
questions such as Is it a prime number? Is it a
multiple of 10? etc.
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Roll the dice and the students place the first
number in the ones position.
Roll the dice again and the students place
that number in the ones or tens position.
This continues until all positions are filled up.
They add these numbers and the person with
the largest number wins. This can be done
with decimals also.
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Students are given a triangle and they are to
write down factors of that number.
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40
2000
50
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Students sit in pairs and have a half a deck of
cards each. They are to lay out seven cards
and add them to find a total. The person
with the highest total wins that round. To
determine the points they turn over one more
card. The number on the card determines the
points for that round.
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Students stand in a circle around the room.
The teacher has a number in their head and
the students have to guess. Start with the
first student and say whether the number is
higher or lower. Then going around the circle
the students continue to guess until they
have it.
You can use a hundreds chart to eliminate
possible answers or a notepad for the older
students.
Prep – Numbers 0-20
 Encourage higher order questions like
“Does it have a group of 10?”
Grade 1-2 numbers between 0-100
Encourage higher order questions like
“ Is it odd/even”
“Do you say it if you are counting by 10’s”
Grade 3-4 Numbers between 0-500
Encourage higher order questions like
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Grade 3-4 Numbers between 0-500 or simple
decimals
Encourage higher order questions like
“Is it a multiple of 5, 10?”
“Is it a decimal”
“Is there a digit in the hundredths column
Grade 5-6 Numbers between 0-500 or decimals to
3 decimal places, fractions - improper and
mixed numbers, negative numbers
Encourage higher order questions like
“Is it negative?”
“Is it a decimal?”
“Is there a digit in the hundredths column.”
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Students have a number on their back and
they go around the class asking yes or no
questions to guess their number on their
back.
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Each student takes turn to draw a number
and a doubling and halving instruction from
the containers. Each student then tells the
class. Go around the class and the student
gets a point if they can tell you what it is.
Students in the class can challenge.
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Organise the students into two teams. They
line up in two lines. The teacher calls out an
equation and the team with a calculator can
only call it out if they have the number on the
screen. The brain team calls it out whenever
they know it.
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Choose a group of 6 students and they stand
out in front of the class. The choose a card
such as +3 or -10 and a starting number.
These students do not tell the audience what
is on the card. They start counting and the
audience have to guess the pattern.
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Students are in groups of 5 and the teacher
calls out a number and the students create
that fact on their fingers eg. Teacher calls out
24 and the group creates 3 groups of 8 or 4
groups of 6 on their fingers.
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Provide calculators. Ask students to enter a 5
digit number eg. 25.365. Say wipeout 5.
Students should enter -0.005. They continue
to wipe out the numbers until they get down
to zero. They can record their turns in their
books.
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Select a number such as 5. When a 5 is tossed,
the game will stop. All students stand apart from
one student who keeps a progressive total on a
calculator. Toss and die and have all the
students record the result. Toss it again. For
each toss of the die, students add to their
progressive total. Students’ aim to record the
highest possible score and ‘save it’ by sitting
down before the 5 is tossed. The seated student
wit the highest score when a 5 is tossed is the
winner. Use an 8 or 10 sided die for variety.
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Have the answers to equations on a 5X5 grid.
The teacher call out a question and students
who have the answer on their game board
place a counter on top. The first person to
have all 25 counter on their board calls out
bingo and wins.
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Students write as many numerical expression
for the number 12 as they can within 5
minutes. For example 7+5, 20-8, 4X3, 24/2.
And so on.
At the end of this activity, they score each
correct expression in the following way:
addition is worth 1 point, subtraction is worth
2 points, multiplication is worth 3 points and
division is worth four points.
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Give students four minutes to find as many
four digit numbers that make a total of 13.
For example 5242, 4261, 6241 and so on.
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Provide students with cards that have
fractions, decimals and percentages that
match eg 75%, ¾ and 0.75. Each student gets
a card and students move around and find
their group.
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Students are organised in groups of four.
Each group is given four numbers such as
0.4258, 0.4058, 0.548, 0.2485. Without
speaking those students are to put
themselves in order. This can be done for
the whole class rather than small groups.
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Students are in groups of 5 and the teacher
calls out a number and the students create
that fact on their fingers eg. Teacher calls out
24 and the group creates 3 groups of 8 or 4
groups of 6 on their fingers.
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A = $1, B = $2, … Z = $26
Q. How much are you worth?
find a word worth $100?
Q. Can you
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Tell the students what they will learn during the
lesson.
Review where you have been and where you will
be going.
‘In this lesson you will...’
‘By the end of this session you will be able to...’
State it very clearly for them.
Write it on the board
Students are expected to write it at the top of
their page.
Preps and grade 1’s repeat it after you.
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If you are working in a group – the mantra
needs to be *I agree, I understand, I can
explain. The teacher can call on any member
to report back. Each student has a communal
responsibility to explain to someone in the
group if they don’t understand.
You will do your best at all times.
You will be expected to explain your thinking.
You will be expected to use mathematical
language.
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You will be expected to look after the maths
equipment and return it when you are
finished.
You will be expected to record your findings.
You will be expected to persevere.
You will be expected to work with students
that may not be your best friends.
You will be expected to work through difficult
problems where the answer does not seem
obvious.
Everyone’s contribution is valid.
•Everyone’s
contribution is valid
•Risk taking is expected
•We will all be working beyond our
current safe boundaries.
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Departments language
Launch, Explore, Summarise
e5 model
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Engage – Launch
Explore – Explore
Explain and Elaborate – Summarise
Evaluate – Assessment -(Formal – ongoing)
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Number Fluency – max. 10 minutes
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Today’s focus is: (Written or Oral)
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Launch: 10-15 minutes
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Explore: 20-25 minutes Differentiated tasks
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Summarise: 10-15minutes. (Written or Oral)
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What skills are you going to need to complete
the lesson?
Remind students of maths resources they
might need to complete the lesson?
Revise new vocabulary and understandings.
Students write down the purpose of the
lesson.
It is Munro’s Getting Knowledge Ready for
maths!
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Students may be :
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involved in a teaching group
consolidating learning
working independently
completing written work
playing games in partners or small groups
problem solving
applying skills to various real life maths situations
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Each student is working at a level beyond
their current level of understanding. (Zone of
Proximal Development)
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The teaching group is fluid and flexible.
The activities are rich and engaging learning
experiences.
They are directly related to the information
discussed in the Launch.
Student groups are fluid
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Doing something different for every student
in the class
Using groups that never change
Isolating struggling students within the class
Never allowing struggling students to work
independently.
Never engaging in whole class activities with
all students participating in the same
endeavour.
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Teachers are expected to:
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conduct a focussed teaching group
rove and assist where needed
conduct individual conferencing
correcting
question student understanding
provide effective feedback (written or oral)
extend students if needed.
Don’t just share the work – share the strategy
 Don’t wait until the end to share
 Let the students know you are expecting
them to share.
 When a lesson has not gone as planned you
as the teacher may have to summarise the
lesson.
 Each student writes a review.
‘When we do this tomorrow I have to remember
that...’
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