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0-50
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Nu
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Bev
Dunbar
Activities,
blackline masters &
assessment pages
that are fun and
easy to use
N U M B E R
L O W E R
P R I M A R Y
4
9143X_0207R1_intro:9143X_1299R0_intro
11/6/08
10:17 AM
Page 2
Introduction
Exploring 0 - 50 Numeration
At last! Here are more than 60 carefully sequenced teaching ideas for
developing numeration skills for numbers 0 - 50 with your students.
Making your life easier has been a major aim in this series. With the
suggested activities, the 40 blackline masters, the sample programs and the
outcome indicators, you’ll find planning your numeration program for the year
is now so manageable.
A summary at the start of each unit identifies the key mathematical ideas.
There are enough suggestions in each unit to have up to a whole class
studying that topic for at least a week! The Sample Weekly Program shows you
one way to do this.
Every activity is fun, easy-to-implement and easy-to-understand. Each one is
carefully designed to maximise the way in which your students build up their
knowledge of our Base 10 counting system. Students are encouraged to think
and work mathematically with an emphasis on mental recall and practical
manipulation of objects.
A second book, Exploring 0 - 50 (Operations), covers simple addition,
subtraction, multiplication and division with whole numbers to 50. The third
resource in this set are discussion cards, the Numbers to 50 Picture Pack
which support the ideas in both books with 23 large colour pictures. Together
they provide you with the practical number resources you need to keep both
your young students and you keen and motivated.
Look forward to sharing the joys of exploring numbers to 50 with your students.
Copyright Bev Dunbar MATHS Matters 2000
Reprinted 2003, 2007
Exploring 0 – 50 (Numeration)
ISBN-13: 978 186509 143 3
ISBN-10: 186509 143 X
Published by Blake Education
Locked bag 2022
Glebe NSW 2037
www.blake.com.au
Illustration and design by Janice Bowles
Additional illustrations pages 49 - 57 by Jane Schneider
Illustration on page 75 suppplied by:
IMSI’s MasterClips Collection, 1875 Francisco Blvd, San Rafael CA 94901-5506, USA.
Printed by Printing Creations
The blackline masters in this book may be reproduced
by the original purchaser for use with their class(es) only.
Contents
How to use this book
2
Revisiting 0 - 9
3
Exploring 10 - 90
21
Exploring 11 - 19
47
Exploring 1 - 50
79
Outcome Indicators
92
Sample Yearly Program
93
Sample Weekly Program
94
How to use the activities
Over 60 easy-to-use activities exploring numeration to 50 have been placed
into four separate units to enable you to readily plan and implement activities
for the whole class, groups and individuals. You’ll never run out of ideas for
what to teach your students again!
Grouping strategies
Start by revisiting the numbers 0 - 9 then look at groups of 10 from 10 - 90
from as many perspectives as possible. Next, explore 11-19 where you’ll
now be able to see each number as a group of 10 and extras. Build on
these place value understandings in the final unit by exploring numbers
from 21 - 50 and beyond.
= small group
= whole class
C
P
M
O
R
PV
=
=
=
=
=
=
EX PL OR
IN G NU
M BE RS
0- 50
Counting
Each activity includes coded Outcome Indicators to help your planning,
programming and unit assessment.
This shows how easy it is to implement each activity in your classroom.
How to use the sample programs
NU M ER
AT IO
E
SAMPL
YEARLY
Term 2
g 11-19
Explorin
ce
3D Spa
Length
g +/ Explorin
Money
Volume
gx
Explorin
Mass
Fractions
Revision
Topics
PROGR
AM
)
Term 3
(revision
g 0-20
Explorin
ce
a
2D Sp
Area
g +/ Explorin
Position
Time
gx
Explorin
ature
Temper
Fractions
Revision
mber:
t: 10 Nu
ks
suremen
r of wee
8 Mea
Numbe
Space:
/Data:1
Chance
NAME
N
C1
Counts
forwards
C2 Co
/backw
unts for
ards by
wards/ba
1s to ...
C3 Co
ckward
unts for
s
by
wards/ba
2s to ...
C4 Co
ckward
unts for
s by 5s
wards,
to ...
C5 Co
backward
unts on
s by 10s
from on
C6 Ide
to ...
e specifi
ntifies 1
ed numb
more, 1
C7 Ide
er to an
less tha
other
ntifies 2
n
a given
more, 2
C8 Ide
number
less tha
to 10
ntifies 1
n a given
more, 1
C9 Ide
number
less tha
ntifies 2
to 10
n a given
more, 2
C10 Ide
number
less tha
to
ntifies 1
20
n a given
more, 1
C11 Ide
number
less tha
Patternin
ntifies 2
to
n a given
20
g P1
more, 2
number
less tha
Recognis
to
50
n a given
es, descr
P2
number
ibes, cre
Predicts,
to 50
ates nu
continu
mber pa
P3
es the nex
Identifies
tter
ns
t few item
missing
P4
s
in
item
a
Ide
nu
s in a nu
Matching
mber pa
ntifies a
mber pa
ttern
group of
M1 Est
ttern
objects
imates,
as odd
models,
M2 Ma
or even
counts 0-9
tches nu
objects
merals,
M3 Est
number
imates,
words 0-9
models,
M4 Ma
to
counts gro
sets of ob
tches nu
ups of 10jects
merals,
M5 Est
90 objec
number
imates,
ts
words 10models,
M6 Ma
90 to set
counts 0-2
tches nu
s of 10 ob
0 objec
merals,
jects
M7 Est
ts
number
imates,
words 0-2
models,
M8 Ma
0 to set
counts 0-5
Orderin
tches nu
s of objec
0 objec
g O1
merals,
ts
ts
number
Places nu
words 0-5
merals,
O2 Us
0 to set
objects,
es, reads,
s of objec
words 0-9
orders "1s
ts
O3 Pla
into cou
t" to "10
nting ord
ces nume
th", "first"
er
rals, ob
O4 Pla
to "tenth
jects, wo
ces nume
"
rds 10-90
rals, ob
O5 Us
into cou
jects, wo
es "1st"
nting ord
rds
to
0-2
"20th" to
er
O6 Pla
0 into cou
identify
Recording
ces nume
nting ord
position
er
rals, ob
R1
s
jects, wo
Uses tall
rds 0-50
y marks
R2
to record
into cou
Writes nu
nting ord
countin
merals
g from 0-9
er
R3
0-9
Writes nu
mb
er words
R4
Writes nu
"zero" to
merals
"nine"
R5
10-90
Writes nu
mber wo
R6
rds "ten"
Uses tall
to "ninety
y marks
R7
"
to record
Writes nu
countin
merals
g from 0-2
R8
0-20
Writes nu
0
mber wo
R9
rds "zero"
Uses tall
to "twent
y marks
R10 Wr
y"
to record
ites nume
countin
rals 0-5
g from 0-5
R11 Wr
0
Place
0
ites numb
er words
PV1 Mo
Value
"zero" to
dels gro
"fifty"
ups of 10
PV2 Mo
ones as
dels nu
1 ten
mbers to
PV3 Exp
20 as on
lains the
e group
value of
PV4 Mo
of 10 an
ea
ch digit
d extras
dels nu
in numb
mbers to
PV5 Exp
ers 0-20
50
as bund
lains the
92
les of 10
value of
Explori
ng 0 - 50
and ext
each dig
ras
Numerati
it in numb
on
ers 0-50
atics
Mathem
Term 1
Week
g 0-9
Week
Revisitin
ce
1
3D Spa
2
Length
g +/ 3
Explorin
ce
4
2D Spa
5
Volume
g 10-90
6
Explorin
7
Mass
8
Time
9
Revision
10
Counting
Patterning
Matching
Ordering
Recording
Place Value
Outcom
Record e Indicators
Sheet
A complete list of Outcome Indicators is provided on p. 92 to help you see
how and when this outcome has been reached.
Exploring 0 - 50 Numeration
= pair
Coded Outcome Indicators
(see p.92)
The overall outcome for each unit is to estimate, count, compare, order and
represent whole numbers up to 50, with a special emphasis on the
development of place value and mental recall.
2
PAIR
CLASS
The objective is to develop knowledge, skills and understanding for the
numbers 0 - 50 in a variety of fun, child-centred ways.
A second feature is the Sample Weekly
Program for Mathematics (see p.94 for
complete details). You can see one way to
organise a selection of activities from the
“Exploring 10 - 90” unit (see p.21-46) as a five
day unit.
= individual
GROUP
Each unit includes blackline masters for activity cards, games and practical
worksheets as well as an end-of-unit check-up. The activities within each
unit can generally be adapted to the study of any number. Remember to
revisit a favourite activity later in the year using higher numbers.
A special feature of this book is the Sample
Yearly Program for Mathematics (see p.93). It is
one way to organise a 40 week teaching year
for 6 year olds, exploring a unit in Number,
Space, Measurement, Chance and Data for a
week at a time.
ONE
Term 4
g 0-50
Explorin
ce
3D Spa
Data
Chance/
g +/ Explorin
ce
2D Spa
Position
g÷
Explorin
Revision
rement
Measu
on
si
vi
Re
Number
vision
Space Re
Total: 40
ion: 6
15 Revis
Using Dot Cards
What to do
◆
◆
Make an A3 copy of the “twos pattern” (BLM p.6) and the
“random pattern” (BLM p.7) 0-9 dot cards. Laminate, then
cut out as sets of ten cards for whole class demonstrations.
Make an A4 copy of the “twos pattern” and the
“random pattern” 0 - 9 dot cards for each group
(e.g. yellow paper for “twos”, and green for “random”).
Cut out along the dotted lines as sets of ten separate cards.
Whole class ideas
◆
Use a mixture of random and pattern cards. Shuffle the large cards.
Hold up one card for four seconds then hide it again. Guess how many
dots you saw (e.g. whisper your answer to the person sitting next to you).
How do you know? Discuss strategies. Check guesses by counting.
CLASS
Repeat this activity, gradually making the viewing time shorter and shorter.
Do the guesses get closer? What’s the shortest viewing time you need?
Are some cards more difficult to guess closely?
◆
◆
Shuffle the cards. Ask individual students to sort them
into counting order forwards or backwards,
according to the number of dots.
Hold up three cards at random. Ask students to identify
which one has the most dots. Reinforce spatial language.
e.g. “the one on the right”, “the one in the middle”,
“the one on the left”.
◆
Hold up a card at random. Everyone races to form a group
with the matching number of students in it.
◆
Hold up a random card. Ask students to hold up fingers to match the number of dots.
Repeat, but this time individuals race to collect a matching number of objects.
◆
Hold up a card at random. In pairs, create a story using that number to tell to another
pair (e.g. 7 “My mum paid seven dollars for my lunch yesterday”).
Small group variations
◆
◆
Model the whole class actions using the smaller cards.
GROUP
Give each student nine counters. Rearrange the counters
to match the twos pattern dot cards. How many other
patterns can they discover using the counters?
Exploring 0 - 50 Numeration
5
How Far Can You Go?
ONE
C4 P2 R4
Resources
A calculator, scrap paper/pencil for each student.
Activity
Press on . Press 10 . Press + + . Press = . Write 10 at the top of your paper. Press
= again. What number is showing now? Write this new number under the first. Guess
what will happen when you press = again? Check your guess by pressing = . Repeat.
Continue until you can’t guess anymore. What number did you reach? Compare your
answers with a friend. Are the numbers the same? Why?
Paper People Chain
ONE
C4 O3 R4
Resources
Coloured paper and scissors for each student.
Activity
Demonstrate how to make paper people by concertina folding then cutting out the outline
of a person, with hands and feet attached. Experiment with how many folds you can make
and how many people you end up with. Draw sweat shirts on each of the people. Write in
multiples of 10 in order forwards or backwards. How many groups of ten can you make?
Sort the Lion’s Mane
PAIR
C4 O3
Resources
10 coloured plastic pegs (each with a number from 0 - 90),
a paper plate (with a lion’s face in the centre), storage container.
Activity
Make the lion’s mane by placing pegs around the edge of the paper plate
in counting order from 0 - 90. Ask your partner to close their eyes while you
rearrange two pegs. Can your partner spot the mistake and correct it quickly?
Variation
Sort 10 different “zero” to “ninety” pegs in the same way.
Which Path?
ONE
C4 P2 O3
Resources
Rabbit/Frog (BLM p.42), cut into two.
Activity
Help the rabbit munch up all the carrots by drawing a line
from each carrot to the next, counting by 10s from 0 to 90.
Help the frog jump from lilypad to lilypad by drawing a line
from one lilypad to the next, counting by 10s from
“ninety” to “zero”.
Exploring 0 - 50 Numeration
41
Help this rabbit eat all the carrots
90
0
10
80
70
20
40
30
60
50
Which way will the frog jump?
fifty
ninety
ten
seventy
sixty
eighty
zero
twenty
42
Exploring 0 - 50 Numeration
thirty
forty
Please Sit Down
CLASS
M5
Activity
Everyone stands up. Call out a number from 1 - 20. The class has to cooperate to
finish with the matching number of students standing and the rest sitting down.
Frog Jumps
CLASS
C1,2,3,4 O4
Resources
20 beanbags (or 20 chalk dots on the ground) 50 cm apart.
Activity
In the playground, tell the story of how frogs love to jump from lily pad to lily pad.
Pretend each beanbag is a lily pad. Discuss the starting point, where your feet are
together before you jump to the first lily pad. Call this “Start”. Can you jump like a
frog from the start to the last lily pad counting each jump aloud?
Variations
◆ Invent stories about a jumping frog. Select individual students to model each
story as you tell it (e.g. This frog jumped along 12 lily pads then had a rest.
She then jumped along 3 more lily pads. How many jumps altogether?)
◆ Create stories that involve jumping backwards as well as forwards.
Start at any number.
◆ Label each “lily pad” by writing “Start” in chalk, then a
chalk number from 1 to 20 beside each beanbag.
This activity will prepare you for working with
number lines later in the year.
◆ Jump over two lily pads at a time and count by 2s
from 2 to 20 forwards or backwards.
◆ Place the lily pads closer together.
Jump by 5s to 20 forwards and backwards.
◆ Use just 9 lily pads. Revise counting by 10s from
10 to 90 by writing 10, 20 ... 90 in
chalk beside each lily pad. Start at any lily pad.
Jump forwards or backwards.
Join Them Up
ONE
O4
Resources
“Join them up” (BLM p.68), cut up as two separate activities.
Activity
Guess what each picture will look like when completed.
Join the dots in counting order forwards or backwards.
Was your guess close?
Variation
Invent your own 1 - 20 dot picture clues for a friend to use.
Exploring 0 - 50 Numeration
67
Join Them Up
8
6
10
4
2
12
9
7
5
11
13
15
3
1
14
17
16
18
20
19
Join Them Up
seven
six
eight
ten
eleven
nine
five
twelve
four
three
thirteen
two
one
fourteen
en
te
gh
ei
nineteen
twenty
teen
seven
68
Exploring 0 - 50 Numeration
fifteen
sixteen
Check-up 0 - 50
C3 M7,8 06 PV4,5
GROUP
CLASS
Resource
0 - 50 Check-up (BLM p.91).
Activity
Use this worksheet with small groups or with the whole class as a written form of assessment.
Record students’ responses on the Outcomes Indicators Checklist (p.92). The following are
suggested instructions and sample teacher’s comments used when developing student profiles:
Place Value
Look at the packets of crayons. Write the number that tells you how
many crayons altogether. Can you write this as a word too?
Sample Profile Comments
“Models numbers to 50 as bundles of 10 and extras.”
Place Value
Look at the next boxes. How do we write this as a number?
Write it in the spaces on the right. What about the next number - 46.
Write how many tens and ones as words in the space on the left.”
Sample Profile Comments
“Writes numerals to 50 as words and numerals.”
Counting
Look at the number pattern on the caterpillar’s body.
Can you guess the pattern? Finish it by writing in the missing numbers.
Sample Profile Comments
“Counts by 5s to 50 and records this as a pattern.”
Ordering
Look at the box with the numbers starting at 25. The naughty cat
has hidden some of the numbers. Write in all the missing numbers yourself.
Sample Profile Comments
“Places numerals 0-50 into counting order.”
Place Value
Look at the long sausage dog. Guess how many spots altogether.
Write your guess on the left. Now put a circle around all the groups
of 10 spots. Write the actual number of spots you discover at the right.
Sample Profile Comments
“Models and counts numbers to 50 as groups of tens and ones.”
Matching
The fish have jumped out of their tanks and they’re all mixed up.
Draw a line from each fish to its matching tank.
Sample Profile Comments
“Matches numerals 0-50 to sets of objects.”
90
Exploring 0 - 50 Numeration
0 - 50 Check-up
three tens and two ones
4
25
28
6
32
35
43
39
38
30
23
35
42
47
26
39
41
21
twenty
to
twenty-nine
thirty
to
thirty-nine
forty
to
forty-nine
91
EXPLORING 0 - 50
NUMBER
LOWER PRIMARY
The Exploring Maths series is designed to provide busy teachers
with practical resources that are mathematically up-to-date, fun and
easy to use. Each book contains a wealth of activities, blackline masters
and assessment tasks for a whole life-time of teaching. These activities
encourage your children to think mathematically by exploring,
experimenting, being creative and taking risks. By asking questions and
active discovery, children learn to enjoy using mathematics as part of
their everyday lives.
Exploring 0 - 50 Numeration includes:
• Number outcomes and indicators
• A sample weekly maths program
• A yearly maths overview
In fact, there is everything you need to
bring the numbers 0 - 50 alive in your
classroom.
• More than 60 carefully sequenced
maths activities
• 40 blackline masters
• 18 photocopiable reference posters
for class displays
• Assessment tasks and ideas
About the author
Originally a primary school teacher, Bev Dunbar is now actively involved in teacher
education as a Mathematics Consultant and University Lecturer in Mathematics
Education working in both the State and Catholic Education systems.
Bev is a passionate believer in fun, practical resources which help teachers make
maths lessons a highlight of the day.
Titles in the Exploring Maths series
ISBN 978-1-86509-143-3
NUMBER
Exploring 1 - 5
Exploring 6 - 10
Games and Activities for 0 - 10
Numbers to 50 Picture Pack
Exploring 0 - 100 Numeration
Exploring 0 - 100 Operations
Exploring Fractions
Exploring Money
Exploring Calculators
Exploring 0 - 50 Numeration
Exploring 0 - 50 Operations
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