Putting numbers to work
This is a level 2 number activity from the Figure It Out series. It relates to Stage 5 of the Number Framework. A PDF of the student activity is included.
About this resource
Figure It Out is a series of 80 books published between 1999 and 2009 to support teaching and learning in New Zealand classrooms.
This resource provides the teachers' notes and answers for one activity from the Figure It Out series. A printable PDF of the student activity can be downloaded from the materials that come with this resource.
Specific learning outcomes:
- Recognise visual patterns in tens frames.
- Use the "up to ten" strategy to solve problems.
Putting numbers to work
Required materials
- counters
- a 100 number line or hundreds boards
- Figure It Out, Level 2-3, Number, "Putting numbers to work", page 2
See Materials that come with this resource to download:
- Putting numbers to work activity (.pdf)
- Tens frame CM (.pdf)
- Happy hundreds CM (.pdf)
Activity
The aim of this activity is for students to recognise and use visual patterns in tens frames. For example, students may find many ways to work out how many green containers are left.
These strategies may be carried out in a tactile way with counters or more powerfully as mental images. Encourage students to communicate their strategies by drawing pictures in the air to show where counters are moved. Students at this level should have a good understanding of part-whole relationships, particularly with the number 10. This might be shown by them realising that there are 7, 2, and 1 green containers. Since 7 + 2 + 1 and 7 + 3 are names for ten, the total number of bottles is 10.
The arrangement of the blue containers may encourage students to use columns of five. For example, they may see the part-whole relationship of five.
Students will demonstrate their understanding of place value by recognising that there are “10 10s” (a total of 100) places for containers and realising that less than 50 containers left will mean that over half the containers were sold.
Students will demonstrate their understanding of place value by recognising that there are “10 10s” (a total of 100) places for containers and realising that less than 50 containers left will mean that over half the containers were sold.
This is a powerful method for solving some types of difference problems.
The activity also aims to reinforce students’ understanding of 100 as a unit, that is, its part-whole relationships.
Activity 1
1.
a. 18
b. 10
c. 18
2.
a. Yes.
b. Answers will vary, for example, out of 100, Millie sold 54, which is more than
one half.
Activity 2
1.
53
2.
a. 25
b. 87
c. 71
3.
Answers will vary, for example, subtract from 100.
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