Play with Numbers

1. Play with Numbers

2. Content
 Objectives
 Topics and concepts
 Teaching strategies
 Activities

3. Objectives
By the end of the session the trainees will be able to :
 Recognize different topics and mathematical concepts taught in
early years through play based Teaching Learning
 Use variety of strategies to motivate students
 Plan, prepare and conduct Play based activities for conceptual
clarity
 Design Teaching Aids to teach Mathematics
 Experience using different manipulatives to teach Mathematics

4. Mathematics
Measurement
Volume
Space
Data
Collection
Weight
Time
Shapes
Money
Numbers
Algebra
Probability

5. Importance of Early Math Success
 Mathematic competence is a powerful predicator for future economic success for
individual for society.
 Success in Mathematics requires more the just computational skills, it also
requires the ability to apply mathematics in solving problems,
 to process information from variety of sources and technologies, and to assess
and use quantitative information to make decisions.
 Students with poor understanding of mathematics will have fewer opportunities
to pursue higher level of education, to compete for good jobs and to function as
informed and intelligent citizen.
 Some knowledge of mathematics is essential for most occupations, and many
require more sophisticated level of knowledge .
 In addition , of course , an understanding of mathematics can be personally
satisfying and empowering.

6. Activity: Choose a topic, Demonstrate
 Play Group Teachers : Recognitions of numbers
 Nursery Teachers : Adding sets
 Prep Teachers : Subtraction

7. Shapes and Forms
 Flat shapes
 Square
 Circle
 Triangle
 Rectangle
 Solid Shapes
 Cube
 Cone
 Sphere

8. Activity: Choose a Topic from Shapes & Forms
 Play Group Teachers : Flat shape square
 Nursery Teachers : Flat shape Circle
 Prep Teachers : Solid Shape Cuboid

9. The six Rs of Oral Mental Starters
Rehearse: To practise and consolidate existing mental
calculation skills
Recall: To secure knowledge of facts, usually number
facts
Refresh: To draw on and revisit previous learning
Refine: To sharpen methods and procedures
Read:To use mathematical vocabulary and interpret
images, diagrams and symbols correctly
Reason: To use and apply acquired knowledge, skills and
understanding; make informed choices and decisions,
predict and hypothesise

10. Classification
 Concepts
 Big/small
 Long and short
 Thick/thin
 Wide/narrow
 Fast/slow
 Rough/smooth
 Tall/short
 Patterns

11. Activity: Choose a Topic from Classification and
Demonstrate :
Play Group Teachers :Big & Small
Nursery Teachers : Thich & Thin
Prep Teachers : Tall and Short

12. Video: Building Mathematical Competencies

13. Size and Seriation
 Comparisons
 Shapes
 Sizes
 Color
 Texture
 Weight
 Arranging in Order

14. Words for Describing Spatial Sense
Location/Position Movement Distance Transformation
on below Up down Near far Turn
Off in front off Up-words down-words Close to far from Flip
On top of behind Forward around Shortest path Slide
Out by Through to Longest path
Into next to From towards
Bottom Upside down Away from across
Above between Back and forth

15. Video : Song :Where is it?

16. Handling Data
 Sorting
 Pictorial graphs

17. Measurement
 Time
 Length
 Quantity
 Temperature
 Weight
 Fractions

18. Teaching Strategies
 Games
 Activities
 Manipulatives
 Cooperative teaching learning
 Concrete experience
 Demonstrative
 Use of models/ Pictures
 Problem Solving
 Concept clarification
 Mental Math
 Interdisciplinary Approach
 Jigsaw Puzzles

19. Activity: Playing and demonstrating given
games
 Play group Teachers : Classification: sorting big/small objects game
 Nursery Teachers : Size and Seriation : Comparing thing accdoring to
size , shape and texture game
 Prep Teachers : Spatial Sense: Book and pencil game

21. Tutor Lead Number-line Activity
Forward counting
Backward counting
Jumping numbers
Addition
Subtraction
multiplication

22. Random
Thoughts…
How many of you could build a computer
after sitting in a computer programming class
and listening to your
teacher tell you how to build a computer?
How many of you could fly a plane without ever
touching the controls prior to your first flight?
How is this important to the classroom?

23. CONCRETE (1st stage)
The “doing” stage. Uses hands-on physical (concrete)
models or manipulatives to represent numbers and
unknowns.
Concrete/
Pictorial/
Abstract
C-P-A
PICTORIAL (2nd stage)
The “seeing” stage. Draws or uses pictorial representations of the
models.
ABSTRACT (3rd stage)
The “symbolic” stage. Involves numbers as abstract symbols of
pictorial displays.
Conceptual understanding in math will usually follow this order.
Therefore it is best to use manipulatives to introduce lesson
and/or concept.

26. Physical objects that are used as
teaching tools to engage students in
the hands – on learning of
mathematics.
What are
Manipulatives?

28. Some more games to enjoy!
 Missing number. Teacher counts forwards or backwards in a sequence, missing
out one of the numbers, e.g 50, 40, 20, 10. Children discuss in pairs which
number was missing. A puppet is useful for playing the character that can’t
count. The children then explain so the puppet corrects the errors.
 Guess the number. Exactly the same as traditional letter hangman but using a
number sequence (4 to 8 numbers) in place of a word. This can be easily
adapted to any year group. For younger children select a sequence such as 3,
4, 5, 6, progress to using multiples of numbers, fractions, and decimals etc.
Initially clues can be given by providing one number in the sequence of
between 4 and 8 numbers. e.g. ____ 40 _____

29. Stand up, sit down. In pairs children write a number on a
whiteboard or make with a number fan (you can limit the range of
numbers or leave it open). You select a statement such as “more
than 50”, “multiple of 12”, “less than half of 20”. Give children 5
seconds to discuss whether their number matches your
statement. If so, when you say go, they stand up. Ask children to
explain how they know their number fits the statement.
Near or far. Select three different random digits. Children work in
pairs. Teacher says a statement such as “close to 300”, “less than
200”, “close to quarter of a thousand”. Children then have to
rearrange the digits and write their answer on a whiteboard.
Discuss who is closest and why. This activity is easily
differentiated by using two digit or four digit numbers and/or
adjusting the statements you use

30. Counting sounds. Children close their eyes while you drop objects
e.g. conkers into a tin. They count the sounds and show how
many are in the tin using number fans. Count the objects out
again to check who is right. Extend the task by telling the children
each sound is worth 2, 5 10 etc.
Multiple counting. Count forwards or backwards in ones from
different starting numbers. On a given multiple perform an action
e.g. hands on heads, clap.
A variation is to not actually say the number, just perform the
action. Make more difficult by including two actions, e.g. clap on
multiples of 2 and stand up on multiples of 10. Discuss the
numbers where two actions were performed.

31. Conclusion:
 Games give students opportunities to explore fundamental number concepts, such as the counting sequence,
one-to-one correspondence, and computation strategies. Engaging mathematical games can also encourage
students to explore number combinations, place value, patterns, and other important mathematical concepts.
 Playing games encourages strategic mathematical thinking as students find different strategies for solving
problems and deepen their understanding of numbers.
 When played repeatedly, games support students’ development of computational fluency.
 Games present opportunities for practice, often without the need for teachers to provide the problems.
Teachers can then observe or assess students and work with individuals or small groups of students.
 Games have the potential to allow students to develop familiarity with the number system and with
“benchmark numbers” (such as 10s, 100s, and 1000s) and engage in computation practice, building a deeper
understanding of operations.